Abstract Objectives An athlete’s ability to buffer against negative effects of stressors has been attributed to their level of psychological resilience. Protective factors, specifically confidence, influences the development of resilience qualities. Moreover, utilizing mental skills (i.e., imagery) is beneficial for developing confidence and increasing levels of resilience-related outcomes. With confidence relevant in both resilience and imagery concepts, the purpose of the proposed study is to investigate relationships between imagery and psychological resilience in athletes and determine if this relationship is mediated by sport confidence. Methods A sample of 243 student athletes (M age = 21.27) competing at the varsity or club level completed questionnaires measuring psychological resilience, imagery use, and sport confidence. Results Results from bivariate correlations indicated that psychological resilience is related to all functions of imagery, save motivational specific, with the strongest relationship occurring between resilience and motivational general-mastery imagery. A confirmatory factor analysis (CFA) was run on the Sport Imagery Questionnaire and Sport Confidence Inventory measurement models to ensure adequate model fit. As the CFA informed the revised measurement models for the Structural Equation Model (SEM), results indicated that sport confidence did not mediate the relationship between imagery and psychological resilience, as no indirect or total effects were significant. Conclusions Researchers should look to further examine the relationships between imagery and psychological resilience and consider other variables, such as coping and challenge appraisal, that could impact the strength of that relationship.

Abstract Objectives This study aimed to compare the effects of imagery training and mindfulness meditation training on competitive anxiety and heart rate variability in university athletes in Chiangrai, Thailand. Methods 30 university athletes were randomly allocated into three groups: imagery training group, mindfulness meditation training group and control group. The participants in the training group were assigned to attend imagery or mindfulness meditation training for 30 min, 3 times a week for 8 weeks. The control group participants received a brochure containing relaxation techniques for stress reduction. Before, after 4 weeks, and after 8 weeks, the heart rate variability was assessed, and a Thai version of the Competitive State Anxiety Inventory-2R (CSAI-2R), including somatic anxiety, cognitive anxiety, and self-confidence subscale, was completed by the participants. We performed two-way repeated measure ANOVA tests to determine the interaction effect of group by time. Statistical significance was set at p<0.05, and Bonferroni-correction post hoc tests was used for multiple comparisons. Results The results revealed that a significant group-time interaction effect of cognitive state anxiety was found in the mindfulness meditation group (p<0.05). Post hoc analysis with Bonferroni-correction adjustment revealed that the cognitive state anxiety in the mindfulness meditation group significantly decreased after 8 weeks of training. Additionally, after 8 weeks of training, the cognitive state anxiety in the mindfulness meditation group was significantly lower than that in the control group. However, there was no significant group-time interaction for somatic state anxiety, self-confidence, or heart rate variability after training. Additionally, both mindfulness meditation and imagery groups showed trends to improve HRV, self-confidence, and decrease somatic state anxiety. Conclusions In conclusion, the results obtained here clearly show that the university athletes benefit from 8 weeks of mindfulness meditation training, which reduces cognitive state anxiety.

Abstract Objectives Intending to facilitate learning from narrated tactical diagrams, this study investigates how drawing influences the memorization of soccer scenes given individuals’ visuospatial abilities (VSA). Methods Fifty-four male university students, all novices in soccer domain were randomly assigned to two groups. First group, without-drawing, viewed a pre-drawn diagram while listening to a concurrent oral explanation. Second group, with-drawing, listened to the same description while observing the coach simultaneously drawing the diagram. All participants conducted a control test to assess their VSA level and completed the main test, which included rating their overall mental effort and recalling/reconstructing the tactical scene. Results The principal results indicate an interaction between VSA and drawing: individuals with high-VSA particularly benefited better from the with-drawing condition, while those with low-VSA did not, thereby confirming the ability-as-enhancer hypothesis. Conclusions Overall, this study underscores the importance of aligning the choice of drawing formats with individual characteristics, especially VSA, to enhance memorization from narrated tactical diagrams.

Abstract Objectives The current study tested whether the closed eyes guided by imagery is affected by the focus of attention similarly to visually guided action. Motor performance is typically enhanced when participants use an external focus of attention directed to the goal of the action, instead of an internal focus on the motor elements of the action itself. I tested whether such enhancements are also found when participants controlled their action using imagery by executing actions without visual feedback. Methods In Experiment 1, participants drew a straight line with the eyes closed on a graphics tablet, focusing either on (1) a mental image of the goal landmark (external focus of attention), (2) a mental image of their fingers relative to a straight line (internal focus of attention), or (3) without a specific instruction. In Experiment 2, participants threw darts blindly at a dartboard. Their attentional focus was again either directed externally or internally, in addition to a control condition without instruction. Results Of the experiments revealed an advantage of image representations in motor control. External focus of attention, over both an internal focus and no specific focus of attention, similar to what is usually found during eyes-open performance. Conclusions Of these results reveal that imagery-guided closed eyes relies on similar mental processes as actual performance and point to a direct role.

Abstract Objective To examine the temporal dynamics of kinesthetic responses and accompanying physiological changes during imagery training. Methods Three athletes- a cricket batsman, a rowing-single scull rower and a football midfielder- participated in individualised motivational-specific and cognitive-specific imagery intervention that matched the requirements of their particular sports. The researchers recorded the timing of the kinesthetic responses and the accompanying heart rate (HR) and respiration rate (RR). Results During motivation-specific imagery (MS), kinaesthetic responses occurred between 4:00 to 6:59 min in the cricketer, (HR range=72–82 beats/min; RR range=13–14 breaths/min) and between 1:00 to 1:59 min in the rower, (HR range=92–104 beats/min; RR range=11–15 breaths/min) and between 0:01 to 1:59 min in the footballer (HR range=68–74 beats/min; RR range=12–16 breaths/min). During cognitive-specific imagery (CS), kinesthetic responses occurred between 2:00 to 5:59 min in the cricketer, (HR range=78–86 beats/min; RR range= 09–16 breaths/min); between 1:00 to 1:59 min in the rower, (HR range=79–80 beats/min; RR range=13–14 breaths/min) and between 1:00 to 1:59 minutes in the footballer (HR range=78–82 beats/min; RR = 17 breaths/min). Conclusion The kinesthetic responses observed during imagery training suggest how the neural networks are activated similar to the actual performance. The temporal dynamics and physiological responses differed depending on the task of their sports. The findings suggest incorporating imagery training in coaching can strengthen neural connections and facilitate effective task executions.

Promoting physical activity is crucial for reducing disease risk and improving overall health. This study targeted minimally active individuals aged 45 and older. It aimed to inform the design of effective digital tools for promoting physical activity by exploring their perspectives on two prototype future-self interventions: a mental imagery and an avatar-based approach. Three online focus groups (n=10, age range 47-70) were conducted to assess the comprehensibility, acceptability, anticipated effectiveness and preferred formatting of both prototypes. The prototype for both interventions was deemed comprehensible, but the mental imagery approach was found more appealing and anticipated to be more effective in encouraging physical activity. Participants highlighted the importance of user-friendly, visually engaging, and customizable features in the intervention. Based on the insights, we recommend prioritizing mental imagery future-self interventions with clear default settings-such as future-self task order-while allowing for personalization to optimize user engagement and effectiveness. Findings from this study provide actionable guidance for developing digital physical activity interventions tailored to minimally active middle-aged to older adults.

Abstract Objectives Virtual reality (VR) is increasingly being used for sports purposes, including tactical learning. However, the instructional efficiency of this emerging technology remains unclear, especially when considering learners’ cognitive abilities, such as visuospatial abilities (VSA). The aim of this study was to investigate the role of VSA in memorizing soccer tactics under immersive (VR) and non-immersive (animation) conditions. Methods The experiment involved a group of 52 adult male soccer beginners. Initially, participants’ VSA were assessed using six computerized tasks. Subsequently, participants were tasked with memorizing and reproducing tactical soccer scenes in VR and animation formats. Results The results revealed a significant interaction, indicating that beginners with high-VSA were more efficient at memorizing scenes through animation than VR, supporting the ability-as-enhancer hypothesis. Conversely, those with low-VSA benefited equally from both visualizations, despite being more accurate in recalling scenes through VR. Conclusions Findings suggest that coaches should pay attention when using new technologies such as VR and consider individuals’ levels of VSA to improve their communication and learning sessions.

Abstract ObjectivesTo identify which functions of imagery are most frequently used by elite athletes, whether imagery usage differs between training and competing contexts, if imagery use differs between genders, and whether any gender differences in imagery use interacts with training and competition contexts.Methods62 elite male and female cricketers and Australian Football League players participants completed the Sports Imagery Questionnaire in both training and competition contexts.ResultsMotivational general-mastery imagery (MG-M) imagery was significantly the most frequently used imagery function, with male athletes reporting using imagery significantly more frequently than female athletes. Furthermore, a significant gender by context interaction demonstrated that the male athletes used imagery significantly more frequently before competing compared to before training, whilst conversely the female athletes used imagery significantly more frequently prior to training compared to competition.ConclusionsFuture research should further explore the potential benefits of imagery in female athletic populations by using imagery interventions that are sufficiently bespoke for the needs of female athletes.

Abstract ObjectivesResearch suggests that imagery can be enhanced by incorporating action observation into theoretically based imagery interventions. The purpose of the study was to investigate the effects of PETTLEP imagery intervention on strength performance.MethodsAll individuals completed the Mental Imagery Questionnaire-III and were tested on peak force production with the quadriceps and hamstrings using the Biodex dynamometer. Participants were randomly placed into imagery with action observation (IAO), physical practice (PP), or control (CON) groups for a five-week intervention. Following post-testing, individuals completed the Intrinsic Motivation Inventory (IMI).ResultsBoth PP and IAO significantly improved in isometric quadriceps peak force production when compared to CON (p<0.05). Additionally, PP significantly increased peak force production during isokinetic testing with the quadriceps (p<0.05). No significant changes were observed in the hamstrings (p>0.05). No group differences were found in IMI scores (p>0.05).ConclusionsThe practical and theoretical implications for this research are discussed.

Abstract Objectives The study aimed to expand the knowledge of cardiorespiratory response patterns while engaging in multifunctional imagery-assisted biofeedback training in a young cricketer. Methods The athlete was asked to engage in imagery (e.g. facing the bowler in an over: six ball) and cardiorespiratory responses were monitored using biofeedback equipment. The study involved a total of 19 sessions. Phases 1 & 2 focused on need analysis and action plan respectively and phases 3 to 5 focused on imagery–assisted biofeedback training viz. Motivational Specific-MS (six sessions); Motivational General-Mastery MG-M (six sessions); Cognitive Specific-CS-PETTLEP (7 sessions). The qualitative feedback was taken after each session from phases 3 to 5. Results A higher heart rate (HR) was observed while facing the second ball in an over during MS (83 % of the time) and MG-M type of imagery (50 % of the time). While doing CS imagery, the higher HR was observed while facing the fifth ball in an over (57 % of the time). No consistent pattern was observed in the respiration rate (RR) while engaging in imagery training. The athlete’s feedback revealed that in MS and MG-M, the initial attention was on staying focused while facing the bowler. During the CS imagery, the difference in the HR patterns probably happened because the athlete focused on appropriate skill execution. Conclusions Understanding an athlete’s cardiorespiratory patterns can be helpful in training an athlete's self-regulation to reach the optimal zone of functioning.