[ This article is an Addendum to the 3-part series. See also: Part 1 Part 2 Part 3 ]
When can Mental Imagery be Effectively Utilized?
Mental imagery can be effective from the first instance that a new skill is learned to the highest levels of performance! The goal of imagery training at different stages of the skill development process can however be quite different.
A Performance Replay type of imagery is typically more effective when you have a reasonably good understanding of (and some degree of practice in) the skills that you are trying to perfect. If you have little or no understanding of the technique that you are trying to perfect, you will likely not benefit to as great a degree from Performance Imagery training. In fact, you could even be impeding your ability to learn the skill because you are mentally rehearsing that skill without really understanding what you need to do from an execution point of view to improve your performance. Your mental images may be all over the map – and incorrect – from a technique point of view.
Let us consider a typical scenario that is played-out on playgrounds throughout the country virtually every day…that of a novice baseball player just learning how to hit the ball with a bat. Even the youngest child has some idea of what the outcome of the skill is supposed to look like because they have watched adults or other children execute the skill with some success. They generally understand that the ball is supposed to be struck with the bat and it is supposed to take off! Typically the farther, the better! The pressure is on in their own mind to perform because kids (and even us adults) automatically tend to measure our own self-worth by the outcome of their performance. Often, this self-judgment is reinforced by the behavior and comments of some of the adults involved.
When such a complex batting skill is first being acquired however, not all children easily master the motor control needed to strike a ball with an implement. For some, it may take some time to even make contact with the ball. Here are two possible scenarios that could describe, at the extremes of the continuum, the circumstances of such a learning experience:
- The parent or coach becomes progressively more frustrated that the child is not hitting the ball and the increased frustration is expressed by verbal commands that become more abrupt or long-winded and are delivered with a ‘harder’ tone of voice. The focus of the adult’s feedback becomes overly technical and centers on an elbow here, a knee there, a hip elsewhere. Perhaps the catcalls by other children begin…
- The parent or coach uses feedback that focuses the child’s mind on the relaxed rhythm of the swing and on the fun challenge of swinging through, simply trying to make contact with the ball. Progress is realized by first having the child just tap the ball with an easy motion and little backswing and proceeds in gradual increments that allow success. Effort and the willingness to try are verbally rewarded and reinforced rather than only the outcome of the attempt – whether or not or how far the ball flies…
The two scenarios above are offered only to provide a backdrop to briefly consider the performance consequences that could result in response to the type of imagery that very likely would be produced in the child’s mind in these situations.
In the first scenario, the sense of failure that the child may feel at never properly ‘connecting’ with the ball (fueled by comments like “Get out there and whack that ball a mile, son!” and the real or imagined frustration shown by the parent or coach; catcalls by peers; etc.) leads to emotional anxiety and imagery that is associated with not being able to get the job done. The imagery associated with this mindset depicts fear, clumsy movements, poor rhythm and timing, etc. This failure-dominated imagery naturally leads to physical tension – remember the pendulum – and this makes the task of hitting the ball with a relaxed swing that much more difficult.
Does it mean that in these high-pressure situations, the child won’t be able to hit the ball? Obviously not. But the physical reactions that are generated by the negative imagery created in their mind in response to this situation, will make it more difficult for them to be successful in executing the task properly. The poor kid can’t wait for his/her turn to be over so that can extricate themselves from this pressure-filled, failure-focused situation. For many children, repeated exposure to this type of pressure leads them not to even want to play anymore and when they do try, they often pre-determine the outcome of any attempt by sabotaging their performance every time… “See, I told you I couldn’t do it!” But how is the second scenario different?
In the second scenario, input or feedback from the coach or parent serves to implant dominant thoughts into the child’s mind that are associated with being relaxed, having fun, playing with an easy rhythm or flow to their movements, etc. These are underlying feelings and behaviors that would increase the likelihood that the child would more effectively learn the skill from a technical point of view, because this is the mindset that predisposes them to more easily acquire the nervous system training (often called ‘neural grooving’) that will lead them to perfect the skill of swinging a bat and striking a ball over time.
Moreover, because the focus of the feedback (and it’s associated mental imagery) is directed to the effort they put into the task and their willingness to try rather than the outcome of the attempt, the consequences from the child’s point of view are not dire but in fact are rewarding…so long as they give it their all. When effort is reinforced and rewarded, especially in the early stages of skill acquisition, kids are more than happy to come back and try again…and with practice, most everyone can continue to develop their skills and improve their performance.
Think back to the first time you yourself tried to learn a complex physical skill, even as an adult. What mindset predisposed you to learning that skill more effectively? It is likely that a relaxed, focused, and eager mental predisposition would help you to learn the skill more easily. What do you think the prospects of acquiring that skill would be however, if you were physically tense, tentative, and worried excessively that you would not be able to learn the skill or that you might come across as an ‘uncoordinated boob’ to others who might be watching you? Do you really think that our children are any different?
When a young player first attempts to acquire a complex skill, the focus of their mental preparation should be oriented toward Psychological Imagery, with a focus on being relaxed, loose, and having fun. This is something that they can usually get their head around fairly easily without yet fully understanding what the technical aspects of the skill are. As their technical proficiency improves, training typically responds well to a mix of Psychological Imagery and a progressive introduction of Performance Imagery. As their skill level improves, the coach or parent can cue them to gradual improvements in technique when these are demonstrated and when they are successful in executing correctly, get them to describe how they think it looked and how it felt doing it that way. The idea is to focus on the look and feel of what success or ‘excellence’ is like. As the kids become more accomplished and skillful, both Performance Imagery and Psychological Imagery are used extensively.
Are There Any Potential Pitfalls to Using Imagery?
You should be aware however that there are potential pitfalls when you use Performance Imagery in particular, to supplement actual practice.
The first pitfall relates to the quality or ‘accuracy’ of the imagery you associate in your mind with the physical performance. Let us assume for the sake of discussion that you are working on the execution of your golf swing, but don’t really have a good understanding of what that swing should look like from a technical point of view. Whether your imagery is ‘faulty’ or not, your body will attempt to replicate the physical actions that derive from that imagery. That is why I mentioned previously that Performance Imagery is not as effective (and may even be counterproductive) in the early phase of learning a new skill. Once you have a better understanding of the technique involved, then Performance Imagery can have a beneficial effect. This seems straightforward enough.
A less obvious pitfall however, involves using Performance Imagery associated with the correct technical execution of a skill… but only under ideal conditions. I can illustrate what I mean by this with the following example, again related to the golf swing.
Let us assume your skill level is good and that you have a good sense of what technique is required when making the perfect Tee shot. In your mental practice (imagery training), you replay the look and feel of what you consider the perfect shot from the Tee and you do this frequently. You mentally ‘groove’ the perfect Tee shot! Then you find yourself out on the course and have to dig a shot out of a bunker with a short iron. If the only shot you have mentally practiced is the Tee shot, it will be hard for you to adapt your shot to the different technical profile required for a bunker shot.
So the imagery you use needs to be related to the process of execution but it is also important that you allow for diversity and spontaneity in your mental imagery. Don’t make the mistake of “playing and replaying” your actions under a set of constant – and ideal – conditions. Some individuals imagine the same ‘ideal’ situation each time and if you run only one scenario in your mind, you may be influenced to perform according to the limiting neural imprint set in your mind by the repetition of that one motor program. If you do this, you won’t be as prepared to be dynamic and adaptable as you accommodate the variety of conditions and situations that confront you during such actions. Instead, picture hitting the ball correctly from different lies, on the fairway or in the rough, in the sand trap, etc… and in each case build an imagery library that reflects excellence in execution, regardless of the situation. The same thing applies to the coach and parent who is trying to direct the use of imagery by children trying to perform complex skills. As their proficiency improves, introduce variations in the imagery model that they can practice based upon the differing demands inherent in performing these tasks.
Encourage kids to mentally rehearse situations that they may often find are problematic, that demand versatility and adaptability on their part, and that challenge their skills to the fullest. The more they “see themselves” in these difficult situations and the more they see themselves being successful in dealing with these challenges, the more they establish a mindset that facilitates their correct performance when these situations arise in reality. When the imagery they develop is correct and clear, their potential to push the “limits” of their skills and capabilities is increased. Under these circumstances, it can help to exaggerate the images to some degree. For example, a golfer might “see” the cup as being 12 inches in diameter, making it impossible not to drop their putt into the center of the cup. They can slow the action of the putt down so they can increase the precision of their shot. Once their imagination is under control, they can start to execute the action with precision and confidence.
