Effects of imagery on the learning and performance of basketball shooting of elite and non-elite female basketball players
Date
1987
Authors
McIntyre, Bronwyn Kris
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Abstract
The main purpose of this study was to examine the effect of motor imagery training (MIT) on the learning and performance of basketball shooting of elite and non-elite female basketball players. The effect of individual differences in imagery ability on shooting performance and the relationship between movement-specific and general imagery ability were also examined. The dependent variable was shooting accuracy as measured by two tests: a practice set shooting test (PSS) which required the S to complete 30 set shots from three designated positions around the free throw line and a transfer set shooting test (TSS) which required the S to complete as many set shots as possible within 60 seconds from the same three designated positions. The independent variables were skill level (elite and non-elite) and treatment (imagery and non-imagery). Thirty-six female basketball players (elite n = 18 and non-elite n = 18) participated in the study. subjects were pre-tested on three repetitions of the TSS. All subjects assigned to the imagery group were instructed to use MIT prior to each shot during the practice sessions. All subjects completed 12 practice sessions of the PSS test. The PSS test was repeated by all subjects one week after the end of the practice session ( RPSS) . In addition to the pretest (TSS1) , a TSS test was conducted one day following the 12 practice sessions (TSS2) and then again one week later (RTSS).
Following testing, all subjects completed three self-report questionnaires of imagery ability. A 2 x 2 x 3 doubly repeated MANOVA revealed an overall condition effect (p < .05), however no significant differences were found on any of the measures of learning, performance, or consistency between the imagery and the control groups collapsed over skill level. Further analysis within skill levels, revealed that the non-elite group trained in MIT performed more consistently, as measured by F-max and independent t-tests, than the non-elite control group. No other significant differences within skill level groups were found. A correlational analysis did not demonstrate any significant relationships between basketball shooting performance and scores on the imagery ability tests. The three imagery questionnaires were found to be significantly related to one another (p < .05). From this study, it may be concluded that MIT does not serve to facilitate learning in either elite or non-elite basketball players, but that it may act as a benefit to performance in non-elite basketball players. Suggestions as to the reasons for these findings and recommendations for further research are offered.