Visual And Kinaesthetic Image

For many years, the mental aspect of sports performance has received considerable attention in sports psychology. The cognitive processes in elite and less skilled athletes have been studied extensively, in an attempt to shed light on the variables arbitrating task execution during performances (Beilock, Carr, Machon & Starkes, 2002). This essay investigates how cognition differs in elite and less skilled athletes. Firstly, it considers elite-novice- differences in attentional focus; which suggests that where athletes direct their attention while performing differs across skills. Moreover, the essay closely examines the difference in elite and novice athletes ' ability to make effective decisions during performances (Milazzo, Farrow, Ruffault & Fournier, 2016).

Sports—which involve emotion, competition, cooperation, achievement, and play—provide a rich area for psychological study. People involved in sports attempt to master very difficult skills, often subjecting themselves to intense physical stress as well as social pressure. research has expanded into numerous areas such as imagery training, hypnosis, relaxation training, motivation, socialization, conflict and competition, counseling, and coaching. Specific sports and recreational specialties studied include baseball, basketball, soccer,

There are over 450,000 athletes competing at the National Collegiate Athletic Association (NCAA) level across 24 different sports in the United States (NCAA, 2012). What psychological qualities separate the successful student athlete from the non-successful student athlete (i.e., a student athlete who completes their eligibility and graduates, or gets drafted into the professional level)? We know sport psychology and mental performance training can assist athletes in achieving peak performance by teaching confidence, goal setting, imagery, mental toughness, how to deal with pressure, relaxation, positive self-talk and more (Shemake, 2014). This study aims to identify if certain student athletes posses some of these characteristics without

Wakefield, C, et al. (2009) suggest PETTLEP-derived imagery interventions have been shown to enhance technical skills in sport along with nursing (Wright, Hogard, Ellis, Smith, & Kelly, 2008) and used to improve strength performance (Wright & Smith, 2009; Wakefield & Smith, 2011).

Analyzation of factors that affect the players overall performance and participation but also the improvement the player could make during activity. Preparations are psychological need for most players as such they have different types of preparations which involve the mindset of the individual, having a positive attitude towards your actions and mistakes can lead to increase in performance in which players tend to maintain high level of self-motivation. Players tend to set goals for them in which they can achieve in a certain amount of time; these goals may include techniques or even fitness challenges. Positive mental imagery is a technique the player uses the illustrate to himself he’s skills and how he will apply them to the game, without maintaining concentration this would cause the player’s anxiety to go unstably high causing a defect in his technique. Motivation is a large factor regarding a player’s performance; this motivation can be passed on Extrinsic or Intrinsic.

Mental practice proves to be beneficial when individuals of every skill level use it as a tool in preparation for the performance of a motor skill. From novice learners acquiring new skills to professional athletes visualizing the movement and allowing for maximum readiness going into a competition, mental imagery can provide an advantage when combined with physical practice. It can be used at various times including the learning phase and even during the completion itself. When an athlete visualizes how they will perform, it in a way sets them up for wither success or failure, depending on their anxiety levels and other factors. The articles above all point toward one common idea, the idea that when mental practice when combined along with physical practice, can benefit the results of the individual. The timing of the practice does not matter whether it be in the learning phase of new skill acquisition or prior to the performance of a well-learned skill, there can be

Our findings do match this research as mental practice combined with physical practice establishes optimal learning of motor skills. Many sports such as golf, tennis and skating not only require physical skills, but a strong mental game as well. Most coaches believe that sports are 90% mental and only 10% physical. Especially in sports where hundredths of a second or tenths of an inch determine the winner, an extra edge can be extremely crucial. Imagery can be useful in improving confidence and positive thinking and maintaining mental freshness during injury.

The use of mental skills in sports psychology can both benefit an athlete to motivate themselves and provide them with the self confidence to achieve although the use of these skills can also have a negative impact on the athlete. This review of literature includes two different types of mental skills that can be used to help an athlete in the rehabilitation process, one study to support the concept that athletes benefit from a range of mental skills use is Arvinen-Barrow et al. This study took place in 2015, found out that 71.6% of 1283 athletes indicated that they believed mental skills helped them to rehabilitate faster when using 3 types of mental skills (imagery,goal setting and positive self talk). On the other hand there are studies which argue against the positives of mental skills more specifically relaxation and imagery and one example is a study conducted by Francis, Andersen and Maley (2000). The results from this study backed up the idea that positive self talk and positive reinforcement from an external individual can help the rehabilitation process. However the athletes used in this study did not believe that other mental skills such as relaxation or imagery were particularly useful in the rehabilitation phase. Furthermore when athletes return to physical activity there are theories that they are often feared of the injury occurring again and may not give themselves the best chance to perform at their previous standards. The following examples of

Researchers are extending the knowledge of imagery use to understanding exactly how and why athletes use imagery. Besides engaging in cognitive mental practice to enhance athletic skills, imagery has been used by athletes for other motivational reasons, Palvio, (2005). From a sample of 40 elite gymnasts, 92% reported using imagery to practice skills and strategies, to recall and control emotions, to improve concentration, and to set goals, (Smith 2007). Many athletes find it helpful to imagine and feel them performing perfectly immediately before competitive performances. High jumpers feel their ideal jumps, divers their perfect dives, skiers their best runs, gymnasts their perfect routines, archers follow their arrows to the centre of the target.

Visualization is a common term used to describe guided imagery or the process of forming images in our mind like pictures or moves, images recreating our best performances, and the way it feels to perform just the way we want it to. These images can be visual, kinesthetic- how our body feels, tactile-how it feels to the touch, auditory-how it sounds, even olfactory-what we smell. Using mind power we can call upon these images over and over, enhancing skill through repetition rehearsal. The mind and body can become more prepared to actually perform the skill, and can improve both physical and mental reactions in certain situations. The developing athletes, who make the fastest progress and who ultimately become their best, make extensive use of mental imagery. They use it daily, as a means of directing what will happen in training, and as a way of pre-experiencing their best competition performances. Mental imagery often starts out simply, as you think though your goals, your moves, and your desired competitive performances.

Perception is not the cognitive process for everybody in understand information about the environment , either through sight , hearing , comprehensio of motion , feeling , and olfactory .The key to understanding perception is located on the introduction of that the perception is a unique interpretation of the situation , rather than a recording wrongly of the situation. A kinesthetic perceptionconnect directly with how an individual conduct a movement in automation. A kinesthetic perception is capability moving part of body or the whole body in doing motion muscles referring to the senses the muscles. Futhermore, Anxiety or fear is often experienced by everyone. Anxiety may arise in a different circumstances, for example start games , the

Methods: The start of the study opened with both participants completing a range of questionnaires, these included the NPI16, the HSNS, the Rosenberg scale and the TROSCI. Along with these questionnaires one putting hole, one putter and 20 golf balls was used in the rest of the study. The questionnaires are followed by practice putts (3 x 20) where the results will not be recorded, then whilst the observer is carefully watching, the performance putts shall take place (8 x 20). On the completion of each performance round the performer will record their own self-efficacy from their view and also the perceived amount of effort they put in. The estimation of the total amount of points would be written down before each trial, with the completion of the final trial meaning participants would swap roles.

This study will look at how much of an impact an athlete’s mind has on their performance. The question of whether physical performance is subconsciously controlled is a difficult one, and the identification of whether this is true could mean an opening of a door leading into an even higher level of performance from athlete’s in all disciplines.

PS of an athlete is often perception dependent as to whether it can be SE enhancing or debilitating. For example, the physiological feedback of ‘butterflies’ before competition could serve to enhance SE if it is perceived as excitement or readiness; however, it can also serve to reduce the athlete’s self-belief, if they view this an anxiety based response to the task at hand. Maddux (1995) proposed two additional determinants of SE, emotional states and imaginal experiences, both of which can be applied to the regulation of physiological states. If the athlete can learn to have a positive emotional appraisal of the somatic responses they experience when faced with a challenging task, this will serve to increase feelings of control and enhance SE. Furthermore, the athlete can engage in imagery to image success in the task or engage in mental rehearsal to help achieve goals set and increase SE trough personal acknowledgment of PA.

Throughout the course of history, individuals have enjoyed playing sports. Whether it would be throwing a football, sprinting around the track, or kicking a soccer ball; sports have been a popular activity worldwide. The determination and expertise needed to play sports at the highest level has made it a challenging yet enjoyable activity. However in the recent years, sports have slowly drifted off from it’s traditional roots of physical prowess and into competitions of mental proficiencies. With the exponential growth of technology worldwide, it is not uncommon for the average household to have a computer, PS4, Xbox One, or even a Nintendo 3DS. In fact, the introduction of new technological entertainment has served as a gateway for the