Combined action observation and motor imagery (AOMI) interventions involve observing a movement demonstration, usually via video, whilst at the same time imagining the feelings and sensations involved in executing the observed action. Research findings indicate that AOMI interventions can be effective for improving sport performance, yet no guidelines currently exist within the literature to inform applied sport psychologists how to develop and implement AOMI interventions with athletes. The aim of this article is to address this gap in the applied sport psychology literature. Accordingly, the article provides an overview of the 'Science of AOMI' by discussing the neurophysiological, cognitive, psychological and performance effects of AOMI interventions to introduce the concept of AOMI and potential benefits of AOMI interventions in sport. The article then covers the 'Practice of AOMI' by discussing practical recommendations for applied sport psychologists on how to develop and implement AOMI interventions for performance enhancement purposes. Important considerations related to filming the action observation video are discussed, such as selection of the model and choice of visual perspective. Guidelines are then provided for developing and delivering personalized kinesthetic imagery instructions for use by the athlete in synchrony with action observation.Action observation (AO) involves watching the movements of either one's self or other people, usually via video or live demonstrations (Neuman & Gray, 2013). Motor imagery (MI) involves imagining the visual and kinesthetic aspects of movement execution (Eaves et al., 2016). It is well-established that both AO (see Ashford et al., 2006;Ste-Marie et al., 2012) and MI (see Simonsmeier et al., 2020) are effective for improving motor skill performance and learning, particularly when incorporated alongside physical training. As such, applied sport psychologists may use both techniques when working with athletes for performance enhancement purposes.
This study investigated how coach and teammates influence masters athletes' sport commitment, and the effect of functional and obligatory commitments on participation in masters swimming. The sample consisted of 523 masters swimmers (330 males and 193 females) aged between 22 and 83 years (M = 39.00, SD = 10.42). A bi-dimensional commitment scale was used to measure commitment dimensions and perceived influence from social agents. Structural equation modelling analysis was conducted to evaluate the influence of social agents on functional and obligatory commitments, and the predictive capabilities of the two types of commitment towards sport participation. Support provided by coach and teammates increased functional commitment, constraints from these social agents determined higher obligatory commitment, and coach constraints negatively impacted functional commitment. In addition, both commitment types predicted training participation, with functional commitment increasing participation in team training sessions, and obligatory commitment increasing the hours of individual training. The findings suggest that in order to increase participation in masters swimming teams and reduce non-supervised training, coach and teammates should exhibit a supportive attitude and avoid over expectation.
The purpose of this multistudy investigation was to examine observation as an intervention for the manipulation of individual collective efficacy beliefs. Study 1 compared the effects of positive, neutral, and negative video footage of practice trials from an obstacle course task on collective efficacy beliefs in assigned groups. The content of the observation intervention (i.e., positive, neutral, and negative video footage) significantly influenced the direction of change in collective efficacy (p < .05). Study 2 assessed the influence of content familiarity (own team/sport vs. unfamiliar team/sport) on individual collective efficacy perceptions when observing positive footage of competitive basketball performance. Collective efficacy significantly increased for both the familiar and unfamiliar conditions postintervention, with the largest increase for the familiar condition (p < .05). The studies support the use of observation as an intervention to enhance individual perceptions of collective efficacy in group-based activities. The findings suggest that observations of any group displaying positive group characteristics are likely to increase collective efficacy beliefs; however, observation of one’s own team leads to the greatest increases.
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