Motor Development and Learning
saeed shokri; , Mohammad Taghi Aghdasi
Abstract
Introduction: A warm-up decrement is a temporary and fleeting decrease in an individual's performance that occurs following a short-term rest period. It can be reduced by practicing cognitive techniques during the rest period. Therefore, the purpose of the present study was to investigate the effect ...
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Introduction: A warm-up decrement is a temporary and fleeting decrease in an individual's performance that occurs following a short-term rest period. It can be reduced by practicing cognitive techniques during the rest period. Therefore, the purpose of the present study was to investigate the effect of overt and covert self-talk on the warm-up decrement of indirect billiards.
Methods: 70 participants were divided into seven homogeneous groups of 10 based on their indirect billiards hit scores in the pretest, including overt instructional self-talk, covert instructional self-talk, overt motivational self-talk, covert motivational self-talk, overt irrelevant self-talk, covert irrelevant self-talk, and control groups. They performed the task for 15 minutes, and their final score of 10 performances was recorded. Then they rested for 5 minutes, and then performed 10 performances. During the rest period, the participants performed self-talk related to their group. And the same steps were repeated once again with a 2-minute rest interval.
Results: The obtained scores were analyzed by combined analysis of variance (7x2) at a significance level of 0.05, and Bonferroni post hoc test was used to determine the differences between the groups at different stages. The results showed that the instructional and motivational self-talk groups (overt and covert) performed better than the unrelated self-talk and control groups, and their difference was significant.
Conclusion: According to the research results, athletes can use overt and covert instructional and motivational self-talk to reduce warm-up decrement during rest periods.
Hamed Fahimi; Hassan Gharayagh zandi; Fazlallah Bagherzadeh; Ali Moghadamzadeh; Davood Homanian SharifAbadi
Abstract
.Introduction: The present study aimed to investigate the effect of strategic self-talk on volleyball players' performance and visual attention.Methods: This quasi-experimental research employed a pre-test/post-test design with a control group. Participants included 54 novice male volleyball ...
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.Introduction: The present study aimed to investigate the effect of strategic self-talk on volleyball players' performance and visual attention.Methods: This quasi-experimental research employed a pre-test/post-test design with a control group. Participants included 54 novice male volleyball players selected via convenience sampling. They were randomly assigned into five groups: instructional self-talk (n=10), motivational self-talk (n=11), instructional-motivational self-talk (n=10), motivational-instructional self-talk (n=11), and control (n=12). The self-talk intervention was conducted over 12 weeks, with three sessions per week. In both the pre-test and post-test phases, serving scores were recorded by the researcher, and participants' gaze behavior was measured using an eye tracker while performing a simple volleyball serve task. Data were analyzed using the Analysis of Covariance (ANCOVA) and Bonferroni post-hoc tests.Results: The findings revealed that strategic self-talk had a significant effect on simple serve performance (P=0.0001) and quiet eye duration (P=0.0001). Bonferroni post-hoc tests indicated that instructional self-talk improved motor performance and increased quiet eye duration. Combined self-talk groups (instructional-motivational and motivational-instructional) also exhibited enhanced motor performance and prolonged quiet eye duration. However, motivational self-talk alone had no significant effect on motor performance and quiet eye duration.Conclusion: The results underscore the importance of instructional self-talk in enhancing performance and visual attention in novice volleyball players, supporting the attentional mechanisms underlying self-talk.
Mina Emami Arandi; Ali Akbar Jaberi Moghaddam; Ahmad Farokhi
Abstract
The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest ...
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The aim of this study was to compare the effect of self-talk (ST), feedback (KP) and their interaction (STF) on acquisition and retention of basketball chest pass. 120 adolescent girls were selected and randomly assigned to 4 groups: KP, ST, ST + KP and control. This study was semi-experimental and pretest-posttest design with a control group. Instructional self-talk and knowledge of performance feedback were used in this study. After the pretest, each group had 4 practice sessions in the acquisition phase; then, they had posttest and 72 hours later they had retention test. One-way ANOVA and Tukey post hoc test were used to analyze data. Results indicated those subjects who used ST achieved better acquisition and retention scores than the other groups (P<0.05). ST was more effective than KP in the acquisition of chest pass skill. ST and KP can lead to a better and faster development of learning in the early phases
Mansoure Mokaberyan; Somayeh NamdarTajari
Abstract
Aim: One of the issues that have been considered more than before is the issue of aging. An aging is a period that is accompanied by gradual, progressive and spontaneous erosion changes in most physiological devices and functions of the body. One of the widespread problems that occur in the aging process ...
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Aim: One of the issues that have been considered more than before is the issue of aging. An aging is a period that is accompanied by gradual, progressive and spontaneous erosion changes in most physiological devices and functions of the body. One of the widespread problems that occur in the aging process is the loss of balance, increased fluctuations and the risk of falling. Falling down is one of the most common and most serious problems are aging. For this reason, today, many researchers have drawn attention to the various ways in which elderly people develop their balance. Recently, some researchers have found that the use of cognitive strategies such as self-talk can improve the performance of motor tasks. Self-talk, essentially has two main instructional and motivational functions. Motivational self-talk through increased self-confidence and instructional self-talk by enhancing focus on techniques improve their sports performance and learning skills. On the one hand, it is important to increase the effectiveness of the instructions in order to focus on the focus. Wolfe's researches (1998-1992), given the constrained action hypothesis in most sports skills as well as balance skills, suggest that the use of external attention in comparison with internal attention during the skill leads to better performance and learning. Several studies have been conducted on motivational and instructional self-talk about different athletic skills and different skill levels that have led to a variety of outcomes, but few studies have considered the scope of balance. So, the aim of this study was to evaluate the effect of attentional focus types as the self-talk form on static and dynamic balance in elderly women using instructional self-talk focus strategy. Methodology: The present study was a quasi-experimental study with pre-test and post-test. The experimental group included instructional self-talk with internal focus and instructional self-talk with external attention as well as a control group. The population of the study consisted of all elderly women living in the nursing home in Qazvin who 45 people (66.75 ± 5.65 years) were selected according to the inclusion criteria. Inclusion criteria included Lack of movement restrictions, non-fracture in the lower extremities in the past year and the lack of use of neurological drugs. After the pre-test they were randomly assigned to groups. The control group without self-talk, self-talk group with internal focus and self-talk group with external focus practice their balance skills during the five sessions. At the end of the fifth session, the post- test was conducted using static balance (stork) and dynamic balance (timed up and go) tests. In the stork test, the subject must stand on top of his leg, lift the other leg and stick to the knee of the leg, and simultaneously place his hands on the iliac crest of the pelvis. The time that a person could stand open with his eyes was considered as an indicator of his static balance ability. Each subject performed the test three times and the highest time was recorded. The errors that caused the test to be stopped include lifting the hands from iliac crest of the pelvis, detaching the leg from the knee of the foot and any movement on the foot of the reliance.Each subject performed a three-time test of timed up and go, and his best time was recorded. Since the subject was announcing his stand, the timer began to work, and the timer stopped when it hit the subject back with chair. The self-talk group with the instruction of focus of the internal attention, repeated the words "knee and foot" before each loud performance, which meant "bending slightly knees and maintaining the balance on the foot", and the external attention group referred to the term "target and wall" Which meant "looking at the target mounted on the wall.Results: One-way ANOVA, mixed ANOVA and repeated measure ANOVA were used to analyze the data. Data was analyzed using SPSS software version 20. The significance level was considered 0.05. The results showed that both self-talk groups performed significantly better than the control group in static balance.Conclusion: However Self-talk interferences with both types of attentional focus; it was not a significant difference in the dynamic balance of elderly people (P≥0.05). Taking the results into consideration it can be concluded that, self-talk with internal and external focus instructions can be considered as a cognitive strategy to improve the static balance of elderly people.
Ahmadreza Movahedi; Abbas Bahram; Sahar Bordbar
Abstract
The aim of the present study was to investigate the effect of different methods of self-talk (motivational, instructional, and combined) on acquisition and learning of a motor perceptional task (dart) and physical efficacy in female students aged between 13 and 18. 48 female students (mean age 15.46 ...
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The aim of the present study was to investigate the effect of different methods of self-talk (motivational, instructional, and combined) on acquisition and learning of a motor perceptional task (dart) and physical efficacy in female students aged between 13 and 18. 48 female students (mean age 15.46 yr) who were novice at dart throwing voluntarily participated in this study. Participants were divided into 4 groups including motivational self-talk, instructional self-talk, motivational-instructional self-talk and physical practice (12 students in each group) following an initial instructional session and pretest. The intervention included 10 sessions of acquisition, 2 sessions of retention test and one session of transfer test. One-way ANOVA and ANOVA with repeated measures were used to analyze data. Results showed that combined (motivational-instructional) and the instructional self-talk groups improved dart throwing performance in acquisition, immediate and delayed retention sessions in 13-18-year-old students compared with the motivational self-talk and physical exercise groups. Instructional self-talk group showed the best performance in transfer test while the other three groups showed almost similar performances. The results also showed that different interventions had no significant effects on physical self-efficacy of the participants.
