The current study tested the timing element of the PETTLEP approach to motor imagery (Holmes & Collins, 2001) by examining the effects of 3 imagery conditions on the performance of a soccer dribbling task. The imagery conditions were also compared with physical-practice and control-group performance. Ninety-seven participants were randomly assigned to 1 of 5 conditions: real-time imagery, slow-motion imagery, slow motion concluded with real-time imagery, physical practice, or control. Results indicated that all 4 experimental groups significantly improved time and error performance to the same degree after the intervention. The control group significantly improved time but not error performance from pre- to post-intervention. The results of the current study provide inconclusive findings related to the timing element of the PETTLEP approach to motor imagery, however, and do suggest that slow motion might be a viable imagery characteristic. Limitations regarding the examination of slow-motion imagery, possible implications of its use, and suggestions for future image-speed research are discussed.
Jenny O and Krista J. Munroe-Chandler
Irene Muir, Krista J. Munroe-Chandler and Todd Loughead
Although dancers have noted using imagery to mentally rehearse a routine, understand and reinforce movement, inspire strong emotions, and lower arousal levels, this finding is specific to adult dancers, overlooking imagery use with young dancers. The current study qualitatively examined the 4 Ws of imagery use (where, when, what, and why) with female dancers 7–14 years of age. Twenty-three female dancers (M age = 10.43, SD = 2.19) from various dance styles participated in 1 of 4 focus-group discussions. Thematic analysis revealed findings similar to those identified in the domains of both adult dance and children’s sport. There were, however, findings emerging from the current study specific to young female dancers. These findings are provided, in addition to practical implications for dance instructors.
Ashley M. Duguay, Todd M. Loughead and Krista J. Munroe-Chandler
The purpose of the current study was to develop, implement, and evaluate a season-long athlete leadership development program. Participants were 27 female varsity athletes who participated in four leadership workshops throughout the season, each 1 hr in duration. All of the participants completed inventories measuring leadership behaviors, cohesion, communication, athlete satisfaction, and peer motivational climate. Overall, the results showed significant differences in regards to leadership behaviors, athlete satisfaction, and peer motivational climate from pre- to postintervention. Further, follow-up focus groups were also conducted to assess the social validity of the leadership development program. These focus groups revealed important insight into program structure, influence of the program, leadership challenges, and suggestions for future improvements. These findings provide researchers, sport psychology consultants, and coaches with important information regarding the effectiveness of this athlete leadership development program in targeting human and social capital development.
Matt D. Hoffmann, Ashley M. Duguay, Michelle D. Guerrero, Todd M. Loughead and Krista J. Munroe-Chandler
The sport literature yields little information concerning the available methods or processes coaches can use to obtain feedback about their coaching. This is unfortunate given that evaluative feedback about one’s coaching performance is useful in terms of providing direction for professional coach development (Mallett & Côté, 2006). As a follow-up to O’Boyle (2014), the purpose of this Best Practices paper is to offer a sample protocol for employing a 360-degree feedback system for coaches working in high performance settings. We draw on a review of the coach evaluation and 360-degree feedback literature, along with insights shared from Canadian intercollegiate head coaches to highlight some of the potential benefits and challenges of implementing a 360-degree feedback system in sport. We then suggest ‘best practices’ for effectively integrating this appraisal system and provide an example coach report to illustrate how feedback would be provided to a coach following a 360-degree feedback protocol. It is our hope that this sample protocol paper will encourage coaches, athletic directors, and other sport administrators to integrate comprehensive coach feedback practices in their sporting programs.
Kari Roethlisberger, Vista Beasley, Jeffrey Martin, Brigid Byrd, Krista Munroe-Chandler and Irene Muir
The purpose of this study was to identify sport-specific predictors of youth female athletes’ sport commitment and sport enjoyment. Based on the expectancy-value model, athletic identity and gender stereotypes were hypothesized to predict sport commitment and sport enjoyment in ice hockey, which has a masculine gender association. Participants consisted of 130 (89.2% Caucasian) youth female ice hockey players (Mage = 11.7, SD = 2.6). They completed measures of athletic identity; personal gender beliefs; perceived gender beliefs of parents, teammates, siblings, and the general population; and two outcome measures: sport commitment and sport enjoyment. The prediction model for sport commitment was significant, F(7, 122) = 9.56, p < .001, and accounted for 35.4% of the variance. The prediction model for sport enjoyment was also significant, F(7, 122) = 2.25, p < .01, and accounted for 11.5% of the variance. Overall, youth female ice hockey players held pro-feminine beliefs about competence and values of girls in hockey. Participants’ personal gender beliefs correlated moderately with perceived gender beliefs of their (socializers) parents, teammates, and the general population (r = .54–.56), suggesting youth female ice hockey players’ pro-feminine beliefs might be informed by these social influences. However, two multiple mediation analyses found no support for the hypotheses that personally held stereotypes mediated the link between all four socially based gender stereotypes and enjoyment and commitment.