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Table 2
Themes and sub-themes as they relate to the Revised Applied Model of Deliberate Imagery Use.
| Major Themes | Sub-themes | Revised Applied Model of Deliberate Imagery Use |
|---|---|---|
| Where | Study supported model in that athletes engaged in imagery across various locations. | |
| When | Study supported model in that athletes imaged at a variety of times as they related to both practice and games. | |
| What (Content) | Skill | Findings supported the model in showing that athletes use all five types of imagery. Highlighted the use of skill imagery (CS) more than any other imagery type. Study also indicated athletes imaged closed skills of their sport more than open skills, something that evolved over time. |
| Strategy | ||
| Motivation | ||
| Confidence | ||
| Emotion | ||
| Why (Function) | Motivation | Findings indicated that athletes did not cite skill acquisition as a reason for using imagery, instead they focused on the psychological aspects of their experience for why they image. Also of importance is that athletes noted imaging for focus reasons which is currently not noted function of imagery. |
| Emotion Regulation | ||
| Confidence | ||
| Focus | ||
| Personal Meaning | Experience Mood/Emotional State | Supported the role of personal meaning in shaping the relationship between imagery use and outcomes. Adds understanding of both experience and mood/emotional state as subthemes. |
| Imagery Ability | Consciousness Raising Exposure over Time | Supported the importance of imagery ability in mediating the relationship between imagery use and outcome. However, this study highlights the need for more research investigating how and at what time imagery ability impacts this relationship. |
| Differences in Content and Function | Supported the assertion that what you see is not always what you get. Athletes’ consistently used CS imagery for motivational functions. Mismatches in content (what) and function (why) were more consistent than matches within this sample. | |
| Outcomes | PerformancePsychological Impact | Supported with the addition of highlighting two specific outcome areas impacted. |
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