Duncan Simpson

Think aloud: An examination of distance runners’ thought processes

Distance running is popular throughout the USA, and to date it has received much attention in the sport psychology literature. One limitation, however, is the retrospective nature of most current research. Subsequently, the present study examined real-time thought processes of runners recorded during a long-distance run. The think-aloud protocol was used with 10 participants ranging in age from 29 to 52 years old (M = 41.3 years, SD = 7.3). Qualitative analysis of the data identified meaning units, which were grouped into major themes. A final thematic structure revealed three major themes that characterised the participants thought processes: Pace and Distance, Pain and Discomfort, and Environment. Taken together, the present results extend previous research on running and provide a number of suggestions for sport psychology consultants working with runners.

The Effects of Imagery Training on Swimming Performance: An Applied Investigation

A multiple-baseline design was used to examine the influence of an imagery intervention on the performance of swimmers’ times on a thousand-yard practice set. Performance times for four swimmers were collected over a 15-week period during preseason training. The intervention took place over a 3-week period and was introduced after the fourth week of the study. The results revealed that three out of four participants significantly improved their times on the one thousand-yard practice set after being introduced to the imagery intervention. The results are discussed in terms of the implications of using imagery to improve athletes performance on continuous tasks.

Adventure Racing The Experiences of Participants in the Everglades Challenge

There has been little research devoted to understanding the sporting experience of Adventure Racing (AR) participants. Given the possible psychological benefits of AR participation, this investigation was undertaken to obtain additional insight into these competitors’ experience of participating in the Everglades Challenge. Existential phenomenological interviews were conducted with 10 participants ranging in age from 34 to 64 years who took part in the 2011 Everglades Challenge. Qualitative analysis of the transcripts revealed a total of 498 meaning units that were further grouped into subthemes, majors themes, and a primary ground. A final thematic structure revealed Adventure as the primary ground for the four major themes of Pushing Limits, Community, Preparation, and Natural Elements. The results suggest that AR can be transformational in many ways and that it provides an avenue for exploring personal meaning and promoting psychological benefits.

“Going up?” A sport psychology consultant's guide to the elevator speech

ABSTRACT Professionals should be able to give a clear and concise summary of their work irrespective of their occupation. As sport psychology is still a growing field, consultants need to be able to educate potential clients (e.g., athletes, coaches, and parents) about their work as well as develop methods to promote the use of their services. One strategy that SPCs can use to educate and promote the benefits of sport psychology services is the elevator speech. The term elevator speech originates from the business world and refers to a short 30–60 sec persuasive speech (Daum, 2013). Popular media outlets have provided numerous suggestions on how to construct an effective elevator speech, but these suggestions are not tailored to the field of sport psychology. Thus, the purpose of the present article is to propose different methods of constructing elevator speeches to educate and engage three possible clientele groups for sport psychology consultants: (a) athletes, (b) coaches, and (c) parents.

The Effects of a PETTLEP Imagery Intervention on the Learning of a Complex Motor Skill

Abstract Prior research has largely suggested that imagery is an effective mental skill for enhancing learners’ skill acquisition of cognitive tasks (Hird, Landers, Thomas, & Horan, 1991; Ryan & Simons, 1981). However, additional research is needed to determine if imagery can benefit learners’ skill acquisition of motor tasks. The purpose of the present study was to examine the effects of a four-week PETTLEP imagery intervention on learners’ skill acquisition of a standing long jump. Seventy-six female college students (M age=20.6 yrs; SD=1.77) were assigned into one of four groups: physical practice (PP), imagery plus physical practice (IP+PP), imagery practice (IP), or a control group (CON). The study consisted of three phases: pre-test, intervention, and a post-test. During the intervention phase the PP group completed 80 physical jumps; IP+PP group completed 40 imaged and 40 physical jumps; the IP group completed 80 imaged jumps; and the CON group engaged in a distraction task. During each experimental phase participants filled out the Intrinsic Motivation Inventory (IMI) to assess self-reported motivation. Results revealed that the PP and IP+PP groups outperformed the CON group on the post-test. From pre to post, the PP and IP+PP groups improved, the IP group maintained performance, and CON group decreased in performance. All of the training groups’ reported significantly higher effort/importance ratings on the IMI during the intervention and post-test phases compared to the CON group. Results extend prior research by demonstrating that imagery combined with physical practice can benefit the learning of a complex motor task and that imagery alone may assist learners in maintaining initial skill proficiency.

A Phenomenological Investigation of Divers’ Lived Experience of Imagery

Abstract Phenomenological interviews were conducted with 15 skilled divers (M=29.87 years; SD=8.30), ranging in competitive level from college to Olympic, to explore their lived experience of using imagery. Qualitative analysis of interview data revealed a total of 696 meaning units which were used to produce a final thematic structure consisting of four higher order themes: time and place, perfecting the dive, mentally preparing, and constructing the image. The results suggest that skilled divers’ imagery is an active process (i.e., includes different perspectives, speeds, and overt movements) and they use imagery for several purposes (i.e., physical and psychological). Results unique to the present study were divers’ manipulations of imagery speed, the incorporation of body movements during their imagery rehearsal to enhance the kinesthetic sensation associated with their desired image, the use of imagery aids to augment their imagery practice, and the use of imagery to focus and avoid distractions during competition. These specific nuances of divers’ use of imagery offer several practical applications for sport psychology consultants and coaches interested in implementing imagery interventions with this athlete population.

Brain Wave Activity Differences in Task Complexity and Perspective During Imagery

Abstract The present study investigated how task complexity and imagery perspective affected brain wave activity during imagery using electroencephalography (EEG) measures. EEG recordings were collected from 21 collegiate soccer players (male n = 14, female n = 7; M age = 20.71 years, SD = 1.55) visualizing from two perspectives (internal and external) on two motor tasks (simple and complex). Results reveal no differences in alpha brainwave activity during imagery when adopting different imagery perspectives (internal and external) or when imagining a complex or simple task. Results indicate that the left hemisphere was processing more information during imagery of the simple task, as measured by greater alpha brain wave activity in the upper values (11–13 Hz) in the right hemisphere as compared to the left. Findings indicate that the main area of the brain where this activity is different is the temporal lobe (lower and upper alpha levels), which is associated with the processing of auditory information, visual recognition, comprehension and production of language (Corr, 2006). Results imply that guided imagery scripts may interfere with athletes’ imagery experiences as they appear to be devoting greater cognitive resources to processing audio information.