Using imagery in high-performance settings: Lessons from Olympic athletes

What do elite athletes and surgeons have in common? Both perform in environments where precision, timing, and decision-making matter, often under pressure. In these contexts, the ability to prepare effectively for performance is critical.

Mental imagery is a well-established psychological skill used by elite athletes to prepare for high stakes performances. Although most commonly associated with athletes, there is increasing interest in how it can be used in other high-performance areas.

This blog outlines what imagery is, why it is effective, and how it can be used to support skilled performance more broadly.

Surgeons use mental imagery to enhance their learning and performance

What is imagery?

Imagery can be defined as an experience that mimics real experience. It involves generating or recreating an action or situation in the mind without physically carrying it out. This might include seeing movements, hearing sounds, or feeling physical sensations.

Importantly, imagery is not limited to “visualisation”. It is typically a multisensory experience that can involve a combination of sensory and emotional components.

Imagery is more than just seeing with the mind's eye. "You have to smell it. You have to hear it. You have to feelo it" - Emily Cook, 3 x Olympian and 6 x USA National Champion in Ariel Skiing

One reason imagery is useful is that it overlaps with the processes involved in actual performance. When individuals imagine an action, many of the same neural systems involved in planning and executing the movement are activated. This functional similarity means that imagery can contribute to how skills are learned, refined, and prepared for.

Imagery is also a skill in its own right. Its effectiveness depends on how it is used and tends to improve with practice.

Why imagery works

Research in sport has consistently shown that imagery is commonly used by high-level performers. Early studies found that almost all Olympic athletes reported using imagery as part of their preparation, and subsequent work suggests that more successful athletes tend to use it in a more structured and deliberate way.

There are three main ways in which imagery appears to support performance.

1. Supporting skill learning and refinement

Because imagery engages similar processes to physical execution, it can support the development and refinement of motor skills. Evidence from medical education and surgical training suggests that combining imagery with physical practice can enhance learning and improve performance compared to physical practice alone.

2. Structuring performance and anticipating challenges

Imagery can be used to mentally rehearse sequences of actions and consider how to respond to different situations. In surgical contexts, for example, practitioners describe using imagery to plan procedures, anticipate potential complications, and develop alternative strategies. This type of rehearsal can make aspects of performance more explicit and easier to access under pressure.

3. Promoting psychological readiness

Imagery can also influence how individuals feel before and during performance. Reported benefits include increased confidence, better focus, and a greater sense of preparedness. It can also help individuals manage the demands of performing in complex or unpredictable situations.

Imagery beyond sport

Although much of the research on imagery comes from sport, its application extends to other areas that involve complex, high-stakes performance.

In healthcare, there is growing evidence that imagery can support both training and practice. For instance, guided imagery has been used to help reduce differences between novice and experienced surgeons by improving the quality of mental representations of procedures. Experienced practitioners typically generate more detailed and functionally useful images, but these can be developed through structured practice.

More broadly, imagery is likely to be relevant in any domain requiring precision, coordination, and sustained attention. This includes areas such as dance, music, and clinical practice, which are central to the work of the SPRINT Project.

How to use imagery in practice

Imagery does not need to be complex, but it does need to be deliberate.

Step 1: Identify your purpose

Begin by clarifying what you want to use imagery for. This might include refining a specific skill, preparing for a challenging situation, or improving focus.

Step 2: Decide what and how to image

Choose a scenario that is familiar and try to generate a mental representation of it. Consider what you can see, hear, and feel. Some aspects may be easier to imagine than others.

Step 3: Build the image gradually

Start with the simplest elements and aim to make them clear and stable. Once these are established, add further detail. Over time, this can result in a more complete and useful representation of the situation.

Read this post for tips on simulation training: "Prepare Like A Pro: A Guide to Simulation Training for Coaches"

Making imagery more effective

If imagery feels difficult, there are several practical ways to support it:

• Use the physical environment where possible, or recreate it using images or video

• Incorporate small movements to enhance the sense of action

• Adopt relevant body positions rather than remaining passive

These approaches can help to make imagery more vivid and more closely aligned with real performance.

Final thoughts

Imagery offers a practical way to support both skill development and performance preparation. It is accessible, requires minimal resources, and can be integrated into existing practice.

Its effectiveness, however, depends less on how often it is used and more on how deliberately it is applied. Short, focused periods of imagery practice can be beneficial, particularly when combined with physical practice.

For individuals working in demanding performance environments, imagery provides a way to rehearse, prepare, and reflect on performance without the constraints associated with physical practice.

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Written by Prof Jennifer Cumming

References

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