Michelle Guerrero

Development of the children's active play imagery questionnaire.

Abstract The purpose of the current study was to develop an instrument, the Children’s Active Play Imagery Questionnaire (CAPIQ), to assess imagery use during children’s (7–14 years) active play. Phase 1 involved an assessment of content validity using experts (N = 7), while Phase 2 assessed the factorial validity of the CAPIQ using a sample of children (N = 302). Phase 3 contributed to the factorial validity of the CAPIQ by utilising confirmatory factor analysis among an independent sample of children (N = 252). The final version of the CAPIQ consists of 11 items across three factors: fun, social and capability. Further use of the CAPIQ will aid in identifying types of imagery used among children (7–14 years) in their active play, which may contribute to physical activity interventions.

Examining the relationship between children's active play imagery and basic psychological needs

The present study examined relationships between the three types of active play imagery (fun, capability, and social) and the three basic psychological needs (autonomy, competence, and relatedness). A total of 253 children (118 males; 134 females; 1 missing) aged 7–14 years old (Mage = 10.35, SD = 2.26) completed the Childrens Active Play Imagery Questionnaire and the Basic Needs Questionnaire for Children. Results of the structural equation modelling analysis revealed that capability imagery was positively related to the need for competence, social imagery was positively related to the need for relatedness, and fun imagery was positively associated with the need for competence. The results from this study suggest that imagery can serve a motivating role in childrens active play.

Children’s Active Play Imagery and Its Association with Personal and Social Skills and Self-Confidence

Abstract The purpose of the current study was twofold. The first purpose was to examine the relationship between children’s active play imagery and personal and social skills. The second purpose was to examine the relationship between children’s active play imagery and self-confidence. A total of 105 male and female children (Mage=9.84, SD=1.41) were recruited from various summer programs, and completed inventories that assessed their active play imagery (i. e., capability, social, and fun), personal and social skills, and self-confidence. Hierarchical multiple regression analysis revealed that all three types of active play imagery (social, capability, and fun) were positively and significantly related to personal and social skills, with social imagery accounting for the most variance. Further, regression analysis showed that both fun and capability imagery were positively and significantly associated with self-confidence, with fun imagery accounting for the most variance. This study highlights the usefulness of imagery in fostering children’s personal and social skills as well as self-confidence.

Tigers and Lions, Oh My! Effect of a Guided Imagery Intervention on Children's Active Play

Using self-determination theory as the theoretical framework, the purpose of the current study was to examine the effect of (a) a guided imagery intervention on childrens active play, and (b) intrinsic motivation as a mediating variable between the intervention and active play. Fifty-nine students were randomized into an imagery group (“tigers”) or a control group (“lions”). The imagery group reported higher levels of active play at the end of the intervention compared to the control group. Results supported the mediating role of intrinsic motivation on active play. Findings highlight imagery use as a method to positively influence childrens activity levels.

A Conceptual Model of Children’s Active Play Imagery

ABSTRACT Imagery research with children has been primarily examined within a structured physical activity context. However, researchers have begun to investigate children’s imagery use in their active play (i.e., unstructured leisure-time physical activity). The objective of the present article was to develop a conceptual model of active play imagery—the active play imagery model. This objective was accomplished by applying the components of the revised applied model of deliberate imagery use (RAMDIU; Cumming and Williams, 2013) to the context of active play. The proposed model comprises the same seven components included in the RAMDIU (i.e., where and when, who, why, what and how, meaning, imagery ability, and outcomes). However, in contrast to the RAMDIU, the active play imagery model acknowledges that individual characteristics can directly influence one’s ability to image. The proposed model will provide a guiding framework for future research and applications of active play imagery.

Examining Children’s Physical Activity, Imagery Ability, and Active Play Imagery:

The purpose of the present study was to determine whether physical activity participation and movement imagery ability predicted the three types of active play imagery (i.e., capability, social, and fun). A total of 120 children (Mage = 9.94 years, SD = .81) completed the Physical Activity Questionnaire for Older Children, Movement Imagery Questionnaire for Children, and Children’s Active Play Imagery Questionnaire. Hierarchical regression analyses revealed that age (control variable) and physical activity participation were positive predictors of capability, social, and fun imagery. External visual imagery positively predicted fun imagery, while no other associations between movement imagery ability and active play imagery were found. These results suggest that active play imagery is influenced by one’s age, physical activity participation, and ability to use external visual imagery.

Children's Experiences Wearing Pedometers in a Telephone-Delivered Imagery Intervention Aimed at Increasing Active Play

Purpose: Much of what we know about pedometer interventions and imagery interventions with children is grounded in quantitative data. The general purpose of the present study was to qualitatively explore the experiences of children who had participated in a 4-week imagery intervention designed to increase active play. Specifically, the current study investigated childrens experiences with (a) wearing pedometers and (b) listening to audio recordings (imagery scripts and short stories) via an automated telephone system. Method: Two focus-group interviews were conducted with a subsample of children (aged 9–10 years) who had completed the imagery intervention: 1 interview with children from the imagery group (n = 7) and 1 with children from the control group (n = 5). Results: Findings indicated that children enjoyed wearing pedometers. At the same time, children reported some complaints about wearing these devices (e.g., they are uncomfortable). Children also described that the automated telephone system was fun to use, despite the fact that it was difficult to remember to call the system 3 times each week. Finally, children in the imagery group noted that the imagery scripts were easy to imagine and motivated them to engage in active play, while children in the control group found the short stories interesting. Conclusion: The results of the current study can help researchers and practitioners develop and implement effective pedometer and imagery interventions with children.