بررسی اثرات مداخله شناختی تصویرسازی خاص بر عملکرد مهارت های فوتبال ورزشکاران جوان: مقایسه گروه سنی

Objectives The primary purpose of the present study was to examine the effects of a cognitive specific (CS) imagery intervention on the soccer skill performance of young athletes aged 7–14 years and determine if performance varied with age. Design Participants were 143 soccer athletes belonging to 16 different teams. Teams were randomly assigned to either a cognitive specific (CS) or motivational general-arousal imagery intervention. Methods Athletes were administered the SIQ-C and tested on the soccer skill to determine baseline performance. Following their imagery intervention, athletes were tested on the same soccer skill, and completed the SIQ-C a second time. Results The results indicated that only the younger athletes (7–10 years) receiving CS imagery performed faster following their intervention. Moreover, only the 7–8 year old athletes in the CS imagery condition significantly increased their use of CS imagery over time. Conclusions These findings suggest that young athletes who use CS imagery will benefit from a CS imagery intervention, thus implying that mental skills training should begin at a young age if athletes are to maximize the benefits of such training.

Imagery has been shown to be an important mental skill for children (Li-Wei et al., 1992, Munroe-Chandler and Hall, 2004 and Munroe-Chandler et al., 2005). Despite the recent surge of research examining young athletes’ use of imagery, there are still gaps in the literature indicating the need for continued research in this area (Munroe-Chandler, Hall, Fishburne, & Strachan, 2007). In particular, there is a lack of imagery intervention studies with participants under 14 years of age. By examining children’s use of imagery in an intervention study, a greater understanding of the impact of imagery on sport performance during childhood and early adolescence can be gained. The positive aspects of imagery use may also lead to a better overall sporting experience for young athletes and, ultimately, their continued involvement in sport (Munroe-Chandler et al., 2005).

There were several important implications that emerged from examining young athletes’ imagery use. Younger athletes were more willing to use imagery than the older ones, and it was the younger athletes that improved their soccer performance. From an applied perspective, this is an important finding. It suggests mental skills such as imagery should be introduced to athletes who are more willing to embrace these skills and use them to their benefit. In our study, this was the younger athletes. If athletes are not willing to incorporate mental skills into their training, and the older athletes in our study were representative of this group, then they need to be educated first about the benefits that can be derived from using such skills before they are actually asked to employ them. Perhaps a way to increase compliance and adherence to intervention programs is to educate coaches about the benefits of imagery use, and about the direct implementation of imagery sessions into weekly practice schedules beginning at a very young age. As such, athletes may feel more motivated to practice their mental skills as it becomes a regular part of their training. When dealing with youth, it is imperative that coaches/sport practitioners fully understand the differences that exist within different age groups, both cognitively and physically (Thomas, Gallagher, & Thomas, 2001), before implementing any form of mental training. Results of the present study offer insight to the small body of knowledge that currently exists regarding young athletes’ use of imagery and may assist in the development and proper implementation of more effective imagery intervention programs for young athletes.