A Comparison of Imagery Used by Dance Teachers, Figure Skating Coaches, and Soccer Coaches

Abstract

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.

An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice

“…This is similar to previous research in dance (Hanrahan and Vergeer 2000;Nordin and Cumming 2005;Overby, Hall and Haslam 1998). The teachers also used emotionally focused images and often suggested different images to the students who then could find something that worked for them, which is consistent with the experiences and preferences of dancers in other research (Bolles and Chatfield 2009;Nordin and Cumming 2006).…”

“…Something that differs from imagery in sport and exercise is the use of metaphorical, characterbased and emotional images among dancers (Hanrahan and Vergeer 2000;Nordin and Cumming 2005;Overby, Hall and Haslam 1998). Parallels can be drawn to figure skating and gymnastics where imagery can similarly be used to optimize the artistic aspects of performance such as expression (Murphy, Nordin and Cumming 2008).…”

OutsideMe

“…The external selfimage involves imaging from the perspective outside the dancer's body, as if observing oneself on video [11]. Traditional training and presenting tools, such as using mirrors and video replays, are limited.…”

A Framework to Explore and Transform Client-Generated Metaphors in Applied Sport Psychology

“…First, across a series of qualitative studies examining imagery use in dance, the utilization of metaphors has emerged as a key aspect of imagery effectiveness (e.g., Hanrahan & Vergeer, 2000;Nordin & Cumming, 2005;Overby, Hall, & Haslam, 1998). Within these studies, the integration of metaphorical descriptions of movement (e.g., for the theme of a dance piece) self-generated by the dancers was perceived to improve imagery effectiveness.…”

“…Specifically, most studies applying the use of metaphors have done so using practitioner rather than client generated metaphors (e.g., Jones, 2003;Lam et al, 2009;Liao & Masters, 2001;Poolton et al, 2007;Sawada et al, 2002). This seems at odds with way in which dancers have noted using metaphorical description (Hanrahan & Vergeer, 2000;Nordin & Cumming, 2005;Overby, Hall, & Haslam, 1998), and the suggested use of metaphors within Hanin and colleagues IZOF model. These two approaches seem to emphasize the importance of developing client rather than practitioner generated metaphors.…”