Many dance teachers and coaches use mental imagery in the planning, implementation, and evaluation of their teaching and coaching. Coaches and dance teachers often direct athletes/dancers to use imagery during practice, competition, and performance. The purpose of this study was to compare the imagery used by dance teachers, figure skating coaches, and soccer coaches. Forty-nine subjects were given the Imagery Use Questionnaire for coaches and dance instructors. Descriptive statistics were calculated for each of the questions pertaining specifically to imagery use. Correlational analyses were conducted on selected items, and t-tests were undertaken on all imagery use items to examine differences in responses between dance teachers, figure skating coaches, and soccer coaches. Variables were then selected on the basis of the correlation analyses and t-tests for inclusion in a discriminant function analysis. The purpose of this analysis was to reveal on which variables in the questionnaire the groups were most distinctly different. The results indicated that on several variables (use of kinesthetic imagery, metaphorical imagery) there were significant differences in the manner in which dance teachers, figure skating coaches, and soccer coaches used mental imagery.
LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練,203位敎練接受訪問,結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。
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