| 1. |
- Cumming, Jennifer, et al.
(författare)
-
Examining the direction of imagery and self-talk on dart-throwing performance and self efficacy
- 2006
-
Ingår i: The Sport psychologist. - 0888-4781 .- 1543-2793. ; 20, s. 257-274
-
Tidskriftsartikel (refereegranskat)abstract
- The study investigated the impact of varying combinations of facilitative and debilitative imagery and self-talk (ST) on self-efficacy and performance of a dart-throwing task. Participants (N = 95) were allocated to 1 of 5 groups: (a) facilitative imagery/facilitative ST, (b) facilitative imagery/debilitative ST, (c) debilitative imagery/facilitative ST, (d) debilitative imagery/debilitative ST, or (e) control. Mixed-design ANOVAs revealed that performance, but not self-efficacy, changed over time as a function of the assigned experimental condition. Participants in the debilitative imagery/debilitative ST condition worsened their performance, and participants in the facilitative imagery/facilitative ST condition achieved better scores. These findings demonstrate that a combination of facilitative imagery and ST can enhance performance whereas debilitative imagery and ST can hamper it.
|
|
| 2. |
- Haraldsen, Heidi M. M., et al.
(författare)
-
An exploration of reciprocity among teacher and students in female pre-professional ballet education : a shared reality theory perspective
- 2023
-
Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 8
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher's instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.
|
|
| 3. |
- Nordin, Sanna M, et al.
(författare)
-
Mental Practice or spontaneous play? : Examining which types of imagery constitute deliberate practice in sport
- 2006
-
Ingår i: Journal of Applied Sport Psychology. - : Informa UK Limited. - 1041-3200 .- 1533-1571. ; 18, s. 345-362
-
Tidskriftsartikel (refereegranskat)abstract
- Imagery use was examined within the deliberate practice framework (Ericsson, Krampe, & Tesch-Römer, 1993). Athletes (N = 150) from three competitive levels (recreational, intermediate, and elite) completed an adapted version of the Sport Imagery Questionnaire (SIQ; Hall, Mack, Paivio, & Hausenblas, 1998). Each SIQ item was scored for frequency, deliberation, relevance, concentration, and enjoyment. Eight SIQ items were deemed to be deliberate practice: five cognitive-specific images, two cognitive-general images, and one motivational general-mastery image. Motivational-specific imagery instead resembled deliberate play (Côté, Baker, & Abernethy, 2003). Elite and intermediate athletes used imagery more frequently and deliberately and perceived imagery to be more relevant and requiring more concentration than recreational athletes. Differences also existed regarding how deliberately the athletes engaged in various imagery types. The findings may inform applied practitioners regarding differences in imagery use between competitive levels and differences in the characteristics of imagery types.
|
|
