The purpose of this study was to observe the effect of different imagery ratios to physical practice needed to learn and perform a gymnastic floor routine. It was assumed that an increase in imagery ability would reflect positively on the floor routine performance. Twenty-seven school-aged, male and female, skilled gymnasts participated in the study. They were randomly separated into four experimental groups: two groups received three imagery sessions per week and two groups received one imagery session per week. The only delimitation was the use of proficiency levels, the imagery ability levels, and gender to ensure the homogeneity of the four experimental groups.
After five-week imagery training for motor skill learning and performance, the overall imagery ability increased significantly. There were no significant differences in imagery ability with regard to the gender, proficiency level, and practice conditions. There was no significant difference in performance outcomes. Several possible barriers preventing the imagery ability increase from being translated into performance increase included a possible ceiling effect in performance, a short treatment period, and the subjective human factor occurring in scoring the gymnastics routines.
","abstract_html":"<p>The purpose of this study was to observe the effect of different imagery ratios to physical practice needed to learn and perform a gymnastic floor routine. It was assumed that an increase in imagery ability would reflect positively on the floor routine performance. Twenty-seven school-aged, male and female, skilled gymnasts participated in the study. They were randomly separated into four experimental groups: two groups received three imagery sessions per week and two groups received one imagery session per week. The only delimitation was the use of proficiency levels, the imagery ability levels, and gender to ensure the homogeneity of the four experimental groups.</p> <p>After five-week imagery training for motor skill learning and performance, the overall imagery ability increased significantly. There were no significant differences in imagery ability with regard to the gender, proficiency level, and practice conditions. There was no significant difference in performance outcomes. Several possible barriers preventing the imagery ability increase from being translated into performance increase included a possible ceiling effect in performance, a short treatment period, and the subjective human factor occurring in scoring the gymnastics routines.</p>","abstract_has_math":false,"creators":["Popescu, Adrian"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Open Access Thesis","degree_discipline":"Health Promotion and Human Performance","degree_department":null,"school":null,"contributors":["Murali Nair PhD, Chair","Ian R. Haslam MBA, EdD","Brenda A. Riemer PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:30Z","subjects":["Sports Psychological aspects","Mind and body","Visualization","Imagery (Psychology)","Sports Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/120","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Murali Nair PhD, Chair","Ian R. Haslam MBA, EdD","Brenda A. Riemer PhD"]},{"key":"dc:creator","label":"Author","values":["Popescu, Adrian"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Promotion and Human Performance"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sports Psychological aspects","Mind and body","Visualization","Imagery (Psychology)","Sports Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/120"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to observe the effect of different imagery ratios to physical practice needed to learn and perform a gymnastic floor routine. It was assumed that an increase in imagery ability would reflect positively on the floor routine performance. Twenty-seven school-aged, male and female, skilled gymnasts participated in the study. They were randomly separated into four experimental groups: two groups received three imagery sessions per week and two groups received one imagery session per week. The only delimitation was the use of proficiency levels, the imagery ability levels, and gender to ensure the homogeneity of the four experimental groups.
After five-week imagery training for motor skill learning and performance, the overall imagery ability increased significantly. There were no significant differences in imagery ability with regard to the gender, proficiency level, and practice conditions. There was no significant difference in performance outcomes. Several possible barriers preventing the imagery ability increase from being translated into performance increase included a possible ceiling effect in performance, a short treatment period, and the subjective human factor occurring in scoring the gymnastics routines.
"]},{"key":"dc:title","label":"Title","values":["The effect of different imagery ratios on learning and performing a gymnastic floor routine"]}]}],"canonical_facts":{"dc:contributor":["Murali Nair PhD, Chair","Ian R. Haslam MBA, EdD","Brenda A. Riemer PhD"],"dc:creator":["Popescu, Adrian"],"dc:description.abstract":["The purpose of this study was to observe the effect of different imagery ratios to physical practice needed to learn and perform a gymnastic floor routine. It was assumed that an increase in imagery ability would reflect positively on the floor routine performance. Twenty-seven school-aged, male and female, skilled gymnasts participated in the study. They were randomly separated into four experimental groups: two groups received three imagery sessions per week and two groups received one imagery session per week. The only delimitation was the use of proficiency levels, the imagery ability levels, and gender to ensure the homogeneity of the four experimental groups.
After five-week imagery training for motor skill learning and performance, the overall imagery ability increased significantly. There were no significant differences in imagery ability with regard to the gender, proficiency level, and practice conditions. There was no significant difference in performance outcomes. Several possible barriers preventing the imagery ability increase from being translated into performance increase included a possible ceiling effect in performance, a short treatment period, and the subjective human factor occurring in scoring the gymnastics routines.
"],"dc:identifier":["https://commons.emich.edu/theses/120"],"dc:subject":["Sports Psychological aspects","Mind and body","Visualization","Imagery (Psychology)","Sports Sciences"],"dc:title":["The effect of different imagery ratios on learning and performing a gymnastic floor routine"],"thesis:degree_discipline":["Health Promotion and Human Performance"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:16:30Z"}