Ross Roberts

Effects of Dynamic and Static Imagery on Vividness of Imagery, Skiing Performance, and Confidence

The present study examined the effects of dynamic and static imagery on the vividness of imagery, down-hill ski-slalom performance, and confidence. An opportunistic sample of 24 race-standard skiers were randomly assigned to one of three groups; a dynamic imagery group, a static imagery group or a control group. Participants in the first two groups were administered an imagery script instructing them to imagine themselves completing the down-hill ski-slalom course. In addition, the dynamic group conducted the imagery in their ski equipment on the ski slope, where as, the static group conducted their imagery away from the snow, while seated in a chair. Once participants completed the imagery scripts, they were administered Hales (1998) imagery vividness evaluation form. Participants in the control group conducted light stretches. After completing the respective imagery and light stretches, participants skied the course and then completed a post-experimental questionnaire. The time taken to complete each run was recorded. An independent t-test revealed a significant difference between the two imagery groups in terms of vividness of imagery, t = (16) = -3.28, p <.005 and confidence t = (16) = -3.59, p <.002. Visual inspection of the cell means indicated that the dynamic group had higher vividness and confidence scores than the static group. A one-way analysis of variance revealed a significant difference between the groups in the time taken to complete the course, F(2,21)=3.37, p < .05. Follow-up Tukeys tests indicated a significant difference between the control group and dynamic imagery group, with visual inspection of the means revealing that the dynamic group completed the task in the quickest time. The results are discussed in terms of dynamic imagery aiding the representational display in short-term working memory, and the use of dynamic imagery in applied settings.

The Leader Ship Is Sinking: A Temporal Investigation of Narcissistic Leadership

Individuals higher in narcissism have leader emergent tendencies. The characteristics of their personality suggest, however, that their leadership qualities will decrease over time as a function of group acquaintance. We present data from two studies that provide the first empirical support for this theoretical position within a transformational leadership framework. In Study 1 (N = 112), we tested narcissistic leadership qualities in groups of unacquainted individuals over a 12-week period. In Study 2 (N = 152), we adopted the same protocol with groups of acquainted individuals. In Study 1, narcissism was positively associated with peer-rated leadership during initial group formation but not later. In Study 2, narcissism was not significantly associated with peer-rated leadership during initial group formation and was negatively associated with peer-rated leadership later. In Study 1, transformational leadership mediated the relationship between narcissism and leadership initially but not later on. In Study 2, transformational leadership failed to mediate the relationship between narcissism and leadership throughout the study. Despite enjoying a honeymoon period of leadership, the appeal and attractiveness of the narcissistic leader rapidly wane. This decline is explained in part by their changing transformational leadership qualities.

Psychological Skills Do Not Always Help Performance: The Moderating Role of Narcissism

Psychological skills are typically viewed as beneficial to performance in competition. Conversely, narcissists appear to thrive in competitive environments so should not need psychological skills to the same degree as less narcissistic individuals. To investigate this moderating hypothesis high-standard ice-skaters completed measures of narcissism, psychological skills, and anxiety before performing their competition routine during training. A week later, participants performed the same routine in competition. Performance was operationalized as the difference between competition and training scores. Moderated regression analyses revealed that narcissism moderated the relationship between psychological skills and performance. Psychological skill effectiveness depends on an individuals degree of narcissism.

Physiological and psychological illness symptoms at high altitude and their relationship with acute mountain sickness: a prospective cohort study

BACKGROUND The aim of this prospective observational cohort study was to investigate relationships between acute mountain sickness (AMS) and physical and mental health during a high altitude expedition. METHODS Forty-four participants (mean age, 34 ± 13 y; body mass index, 23.6 ± 3.5 kg·m(2) ; 57% male) completed the Dhaulagiri base camp trek in Nepal, a 19-day expedition attaining 5,372 m. Participants self-reported the following daily physical and mental health: AMS (defined by Lake Louise diagnosis and individual and total symptom scores), upper respiratory symptoms, diarrhea, and anxiety, plus physiological and behavioral factors. RESULTS The rate of Lake Louise-defined AMS per 100 person days was 9.2 (95% CI: 7.2-11.7). All investigated illnesses except diarrhea increased with altitude (all p < 0.001 by analysis of variance). Total AMS symptom score was associated with a lower arterial oxygen saturation, higher resting heart rate, more upper respiratory and diarrhea symptoms, greater anxiety, and lower fluid intake (all p < 0.02 by longitudinal multiple regression analyses). However, only upper respiratory symptoms, heart rate, arterial oxygen saturation, and fluid intake predicted future AMS symptoms [eg, an increase in upper respiratory symptoms by 5 units predicted an increase in the following days AMS total symptom score by 0.72 units (0.54-0.89)]. CONCLUSIONS Upper respiratory symptoms and anxiety increasingly contributed to symptom burden as altitude was gained. Data were consistent with increased heart rate, decreased arterial oxygen saturation, reduced fluid intake, and upper respiratory symptoms being causally associated with AMS. Upper respiratory symptoms and fluid intake are the simplest targets for intervention to reduce AMS during high altitude exposure.

Putts that get missed on the right: Investigating lateralized attentional biases and the nature of putting errors in golf

Abstract Although the effects of lateral biases in visual attention (“pseudoneglect”) have been examined in real-world settings, this phenomenon has yet to be considered within the realm of sporting performance. In the present study, we investigated the effects of pseudoneglect on putting errors in golf. Novice golfers (n = 30) performed 90 putting trials followed by a series of pseudoneglect tasks: requiring participants to bisect lines manually and with a biomechanical bisection tool. All pseudoneglect measures were performed with both the left and right hands. Results demonstrated a leftward bias for all the pseudoneglect tasks, and a rightward bias for putting error. Moreover, the results revealed that individuals who bisected lines to the left on the Bisection Tool (the typical class of pseudoneglect error for humans) with the left hand (the hand that typically produces the greatest pseudoneglect bias) displayed significantly smaller rightward putting errors. Moreover, these individuals also holed more putts. No other pseudoneglect tasks were shown to impact on putting performance. Our findings suggest that lateralized attentional biases have a significant effect on sport performance; they appear to influence a wide range of precision-based sports (e.g. shooting, archery). Findings are also discussed in terms of the processes that are likely to be involved in this effect.

Performance improvements from imagery: evidence that internal visual imagery is superior to external visual imagery for slalom performance

We report three experiments investigating the hypothesis that use of internal visual imagery (IVI) would be superior to external visual imagery (EVI) for the performance of different slalom-based motor tasks. In Experiment 1, three groups of participants (IVI, EVI, and a control group) performed a driving-simulation slalom task. The IVI group achieved significantly quicker lap times than EVI and the control group. In Experiment 2, participants performed a downhill running slalom task under both IVI and EVI conditions. Performance was again quickest in the IVI compared to EVI condition, with no differences in accuracy. Experiment 3 used the same group design as Experiment 1, but with participants performing a downhill ski-slalom task. Results revealed the IVI group to be significantly more accurate than the control group, with no significant differences in time taken to complete the task. These results support the beneficial effects of IVI for slalom-based tasks, and significantly advances our knowledge related to the differential effects of visual imagery perspectives on motor performance.

Not all players are equally motivated: The role of narcissism

Abstract Research on motivational climates consistently demonstrates that mastery-focused climates are associated with positive outcomes and ego-involving performance climates lead to maladaptive outcomes. However, the role of personality within such a framework has been largely ignored. To redress this imbalance, we examined the potential role of narcissism in moderating the effects of different motivational climates on leader-inspired extra effort in training. Training is where rugby players spend most of their rugby time and we were keen to examine the combination of personality and climate that might maximise the yield of such training environments. Female rugby players (n = 126) from 15 clubs completed measures of narcissism, motivational climate and effort. Moderated regression analyses revealed that narcissism moderated the relationship between motivational climate and effort. Increases in either performance or mastery climates were associated with increases in effort for narcissists; no such relationship was revealed for low narcissists. The findings demonstrate the importance of considering personality within rugby training environments, as it is clear that not every player will respond the same way to specific training conditions. Coaches who understand this and are able to tailor individualised motivational climates will likely gain the greatest benefits from their different players.

Watch me if you can: imagery ability moderates observational learning effectiveness

Recent research has revealed similarities in brain activity during observational learning and motor execution. However, whilst action develops visual, motor and afferent representations during acquisition, action-observation has been proposed to only develop visual-spatial learning via visual representation. In addition, it has been suggested that the vividness of visual representations are determined by imagery ability. Thus, the purpose of the current investigation was to explore the possible moderating role of imagery ability in the effectiveness of observational learning. Participants (n = 40) were assessed on their imagery ability via the Vividness of Movement Imagery Questionnaire-2 (VMIQ-2) and then assigned to one of four groups; high imagery ability and observational learning (HIA-OL), low imagery ability and observational learning (LIA-OL), high imagery ability control (HIA-C) and low imagery ability control (LIA-C). Following group allocation all participants performed a pre-test consisting of five actual practice trials of a novel gymnastics routine. The HIA-OL and LIA-OL groups then participated in a 14 day observational learning intervention whilst the HIA-C and LIA-C groups acted as controls. Following this, participants performed a post test, which was identical in nature to the pre-test, before finally completing the VMIQ-2 again. Performance on both the pre-test and post test was evaluated by two qualified gymnastics judges. Results revealed that gymnastics performance increased from pre-test to post test for both the HIA-OL and LIA-OL groups. However, this effect was greater in the HIA-OL group suggesting that the relationship between observational learning and successful imitation performance is moderated by imagery ability.

Pass me the ball: narcissism in performance settings

ABSTRACT The performance arena provides a multitude of opportunities for lionizing the self. Narcissistic individuals crave admiration and glory, and thus the performance domain constitutes an ideal medium for researchers to explore narcissistic behavior. However, despite its potential relevance and substantial research history within mainstream psychology, narcissism is only now starting to receive interest from researchers in the sport and performance domain. In this article, we aim to raise the relevance of narcissism (and more generally personality) within performance settings and provide a platform for future research in the area. We review research on the relation between narcissism and performance and conclude that narcissists’ performance is contingent upon perceived opportunities for glory. We also offer suggestions for explanatory mechanisms. Further, we examine factors that may influence narcissistic behavior in environments that vary in their opportunity for glory. In addition, as leadership positions present opportunities for glory, we ask whether narcissists make effective leaders. We propose theoretical extensions of the narcissism literature to the performance domain, and we close with a call for greater consideration of the role of personality in performance contexts.

Kinesthetic Imagery Provides Additive Benefits to Internal Visual Imagery on Slalom Task Performance

Recent brain imaging research demonstrates that the use of internal visual imagery (IVI) or kinesthetic imagery (KIN) activates common and distinct brain areas. In this paper, we argue that combining the imagery modalities (IVI and KIN) will lead to a greater cognitive representation (with more brain areas activated), and this will cause a greater slalom-based motor performance compared with using IVI alone. To examine this assertion, we randomly allocated 56 participants to one of the three groups: IVI, IVI and KIN, or a math control group. Participants performed a slalom-based driving task in a driving simulator, with average lap time used as a measure of performance. Results revealed that the IVI and KIN group achieved significantly quicker lap times than the IVI and the control groups. The discussion includes a theoretical advancement on why the combination of imagery modalities might facilitate performance, with links made to the cognitive neuroscience literature and applied practice.