Imagery and modeling - impact on rugby skill performance: Single case multiple baseline assessment across participant


  • Mohd Huzairi Mohd Sani Kementerian Pendidikan Malaysia, Malaysia
  • Thariq Khan Azizuddin Khan Faculty of Sport Science and Coaching, Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia



Imagery and Modelling, Rugby Sport, Intervention, Open Loop


Journal of Sports Science and Physical Education 6(2): 10-27, 2017 – The aim of this study is to evaluate the effects of audio imagery and video modeling on performance in rugby sports. The single case multiple baseline across participant (ABA) method are used to evaluate the participants’ performance. It assesses the impact of physical training, audio imagery and video modeling on the passing and tackling performance (open loop) for 13 tournaments. Four participants under 14 years old, representing schools in various rugby competitions were selected as participants. The frequency of intervention is three sessions per week. The Sport Imagery Ability Measure (SIAM) questionnaire which has been translated into Bahasa Malaysia is used as a screen to see participants imagery abilities. Research is conducted by creating interventions on audio and video imagery of expert models conducted with physical training based on the Imagery Training Program (ITP). Real-time recording methods and notational videos are used to assess participants' performance. The contest video rating was evaluated by two experts and analyzed separately. The findings showed that there was stable performance for all participants in phase baseline (A). There was increase in performance for all participants in the intervention phase (B). Only one participant with 5 weeks intervention was able to maintain performance in withdraw phase (A1) compared to other participants.


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How to Cite

Mohd Sani, M. H., & Azizuddin Khan, T. K. (2017). Imagery and modeling - impact on rugby skill performance: Single case multiple baseline assessment across participant. Jurnal Sains Sukan & Pendidikan Jasmani, 6(2), 10–27.

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