Compare And Contrast The Psychoneuromuscular Model Of A Baseball Player

The psychoneuromuscular theory suggests that imagery works by simulating a command from the brain to the associated muscle or a movement (Cox, 2007). This creates, or strengthens, neural pathways that are similar to the ones created when the physical activity is actually performed. This creates a state where the neuromuscular system can rehearse for the real motions without really activating the related muscle(s). The psychoneuromuscular model suggests imagery is similar to carrying out the actual motions, but different in that the muscles are not being used directly. The symbolic learning theory is similar the psychoneuromuscular model in that mental practice is created, but differs when it suggests that the “practice” is all cognitive.

It would be suggested that the imagery sessions were designed as part of a daily routine over the course of several weeks. At least once a day the player would find a quiet place to relax and use the imagery intervention. The physical component of the PETTLEP model might include imagining how the body feels while at bat. This would include the sensation of motor skills, but also things such as sweat and breathing. Next, the player would want to imagine environmental influences where the act is to be carried out, in this case it might be the baseball field and stadium. According to O'Connor (2003), not including all of the relative details to imagery sessions can limit the positive effects of imagery. Imagining accurate batting posture (such as the stance with the bat) and swinging at the correct pitches would requisite the task portion of the PETTLEP model. Visualizing the correct timing of athletic application (such as speed of the swing and pitch speed) is an important part of the PETTLEP timing component. The player would also be instructed to apply the proper learning curve to the imagery model to insure suitable emphasis on the improvement of the designated skills. The emotions imagined while at bat should be evenly matched with the emotions during the imagery session (Ramsey, Cumming, Edwards, Williams, and Brunning. 2010). For example, the player might imagine a surge in adrenaline and excitement that is normal during an at bat. Visual perspective, or how the individual decides to apply the imagery session (internal or external visual perspective) should be selected to customize the imagery session making it the most effective. The player might prefer to see himself doing well at bat (like a spectator), or take a first-person