| Summary: | Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.
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