Evaluating the Effects of Visualization on Vertical Jump Performance in Varsity High School Athletes
Date of Award
Fall 12-19-2025
Document Type
Dissertation
Degree Name
Doctor of Kinesiology (EdD)
Department
Kinesiology
Abstract
This study examined the effects of guided visualization on vertical jump performance in high school varsity athletes. Twenty varsity athletes (ages 13–18) were randomly assigned to either a control group or a visualization group. Following baseline testing, participants completed seven sessions across three weeks. All sessions included a standardized dynamic warm-up. The control group engaged in passive rest prior to testing, while the experimental group completed a five-minute guided visualization exercise. Vertical jump height was measured using a Vertex Vertical Jump Trainer. A randomized controlled pretest–posttest design was employed. Data were analyzed using independent samples t-tests and two-way mixed factorial ANOVA, with statistical significance set at p < .05. No significant differences in vertical jump performance were observed between groups (p = .171). Repeated-measures ANOVA revealed no significant main effects for time or group and no significant interactions between time and group or time and gender. A significant main effect of gender was observed (p = .047). Guided visualization did not significantly enhance vertical jump performance in this sample. However, visualization remains a relevant psychological skill in athletic preparation. These findings suggest that individualized visualization strategies may be more effective for improving explosive performance tasks, warranting further investigation.