Incorporating visualization into your program

Sounds good, but how do you do it? The first step is to learn enough about visualization techniques to comfortably use them. The sources listed at the end of this article might be helpful if you are new to visualization. Most stress management textbooks have sections on relaxation exercises that are relevant to creative visualization. Many sports psychology texts have sections on visualization techniques for enhancing athletic performance.

The next step is to decide how you would like to incorporate visualization techniques into your class or program. What are your goals? How will visualization exercises fit into your class structure? If you are helping clients learn motor skills, such as those for tennis or swimming, a short exercise guiding students through a visualization of correct technique for the lesson of the day can be given at the beginning of the session. This can be done for a single client in a personal-training or private-lesson setting, or for a larger group. After a few minutes of instructions to increase relaxation and suggestibility, have clients imagine themselves executing a perfect backhand, flutter kick, or whatever. You describe the fine points of the skill, while they focus on the picture you are drawing with your words. This sets the stage for better concentration and performance.

Visualization to reinforce behavior change toward a healthier lifestyle is often done for five to 10 minutes at the end of a workout to take advantage of the post-exercise afterglow. The idea is to draw attention to how good it feels to exercise and take care of yourself, and to congratulate clients for their success in fulfilling their intention to exercise. Fitting relaxation and visualization in at the end of a vigorous workout can be difficult, however. Be sure clients have had enough time to cool down and are not hot and sweaty; otherwise, they will get chilled lying still. Encourage them to put on sweatshirts. Some clients complain that relaxing makes them tired -- they want to walk out of class energized, not relaxed. If this is your group, you might deliver your visualization instructions during the stretching portion of the cool-down, relying on the exercise high and relaxation created by the workout to help your words have the intended effect. Affirmations such as, "Enjoy the strength you feel in your muscles ... feel them letting go and relaxing as you stretch. Feel the energy flowing throughout your body, and let this energy carry you gracefully though the rest of your day. Let this good feeling remind you of the importance of taking care of yourself, so you will have the energy to enjoy the many things you do." This type of abbreviated visualization serves as a "class benediction" that brings closure to the workout, focusing on exercise benefits. Use whatever words work for you and your group. Tape your instructions and listen to your voice, to be sure it is relaxed, soothing and confident.

Get clients' feedback

Visualization may not work in every class. Talk to your clients, or have them fill out class evaluations to see how the visualization is being received. You may find that your group feels like time spent on visualization would be better spent exercising, but they may enjoy an occasional session as a change of pace -- maybe once a month will suffice. Directions for using visualization at home can supplement your class work for those who want more.

REFERENCES

Dais, M., E.R. Eshelman & M. McKay. The Relaxation and Stress Reduction Workbook. Oakland, CA: New Harbinger Press, 1988.

Girdano, D.A., G.S. Everly & D.E. Dusek. Controlling Stress and Tension. Englewood Dliffs, NJ: Prentice Hall, 1990.

Greenberg, J.S. Comprehensive Stress Management. Dubuque, IA: Wm. C. Brown, 1990.

Barbara A. Brehm, Ed.D., is professor of exercise and sport studies at Smith College, Northampton, Mass.