Hamed Fahimi; Hassan Gharayagh zandi; Fazlallah Bagherzadeh; Ali Moghadamzadeh; Davood Homanian SharifAbadi
Abstract
Introduction: The purpose of the present study was to investigate the effect of strategic self-talk on the performance and visual attention of volleyball players.Methods: The current research was semi-experimental with a pre-test and post-test design with a control group. The participants of the present ...
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Introduction: The purpose of the present study was to investigate the effect of strategic self-talk on the performance and visual attention of volleyball players.Methods: The current research was semi-experimental with a pre-test and post-test design with a control group. The participants of the present study were 54 boy volleyball players, who selected as available. The participants randomly divided into five groups: Strategic self-tlk as 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 conducted for 12 weeks and three sessions per week. In pre-test and post-test, while performing the serve task, the serve score were recorded by the researcher and the gaze behavior of the participants was measured by the eye tracker. The collected data were analyzed using analysis of covariance and Bonferroni's post hoc test.Results: The results of the study showed that strategic self-talk has a significant effect on serve performance (P=0.0001) and the quiet eye duration (P=0.0001). The results of the Bonferroni test showed that instructional self-talk increased motor performance and increased the duration of the quiet eye. In addition, the combined groups that have used this instruction have increased motor performance and a longer duration of quiet eye. However, motivational self-talk has no effect on motor performance and the duration of quiet eye.Conclusion: The results obtained in the current research emphasize the importance of instructional self-talk on the performance and visual attention of novice volleyball players and supports the attention mechanism of self-talk.
Mohammad Bagher Aali; Mehdi Shahbazi; – Mohammad Sohbatiha
Abstract
Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean ...
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Self-talk is one of the psychological factors influencing the improvement and success of motor performance. The present research aimed to investigate the effect of motivational self-talk on bimanual coordination of university students. 24 students of physical education (12 females and 12 males, mean age = 22.62 and SD = 2.081) were selected by convenience sampling method. After the pretest, subjects were divided into two homogeneous groups of motivational self-talk and no self-talk using bimanual coordination tester. For data analysis, descriptive and inferential statistics including independent t test and paired t test were used at 0.05 significance level. Results showed that self-talk improved the coordination performance significantly (p < 0.05). Also, the female group had a significantly better precision in bimanual coordination (p < 0.05) and the male group had a significantly better speed in bimanual coordination (p < 0.05). But, there was a significant difference between boys and girls in self-talk group in the posttest (p < 0.05). According to these findings, it is suggested that motivational self-talk should be used to improve and promote bimanual coordination performance.
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.
Nastaran Naderi Rad; Shahzad Tahmasebi
Abstract
The self-talk is one of psychological interventions that can be effective on improving and success in the motor performance and sport performance. So, the aim of the present study was to investigation effectiveness the motivational self-talkon secondary task performance (discrimination reaction time). ...
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The self-talk is one of psychological interventions that can be effective on improving and success in the motor performance and sport performance. So, the aim of the present study was to investigation effectiveness the motivational self-talkon secondary task performance (discrimination reaction time). 30 subjects have participated of the 160 students studying at the undergraduate from faculty of physical education and sport science in University of Tehran. They were divided randomly into two control and experimental groups. The intervention was conducted in two sessions per day and each session lasted one minute. The first primary task for the intervention group was walking on the treadmill with a slow speed whereas secondary task (discrimination reaction time), was performed in 10 attempts. The process was performed for the second order in the same manner with the difference that the experimental group performed motivational self-talk 15 seconds before the secondary task performance.Control group was performed test without intervention.The result of paired samples t-test showed that motivational self-talk in experimental group leads to a significant decrement in discrimination reaction time (P=0.001). Also, the result of Mann-Whitney U showed that reaction time in the experimental group decrease than control group significantly (P=0.002).
Mohammad Sadegh Afroozeh; Hasan Mohammadzadeh Jahatloo; Mostafa Edrisi Kolur; Ali Afroozeh
Abstract
The aim of this study was to examine the effect of overt and covert motivationalself-talk on perceived exertion and performance in a progressive exercise untilexhaustion in wrestlers. The population consisted of wrestlers in Urmia and 15volunteer subjects were selected. This study was performed in three ...
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The aim of this study was to examine the effect of overt and covert motivationalself-talk on perceived exertion and performance in a progressive exercise untilexhaustion in wrestlers. The population consisted of wrestlers in Urmia and 15volunteer subjects were selected. This study was performed in three sessions with aone-week interval. The first session was held without self–talk while the second andthird sessions were held covertly and overtly respectively. Bruce aerobic exercisetest was used in this study as well. The time to exhaustion was considered asperformance. Burg scale was used every 3 minutes in order to measure subjects'exhaustion. To analyze the data, ANOVA with repeated measures and TUKEY posthoc test was used. The results showed that only covert self-talk had a significanteffect on subjects’ performance (P=0.002). Also, overt motivational self-talk(P=0.001) significantly decreased the subjects' perceived exertion rather thancovert self–talk. There was no significant difference between covert self-talk andwithout self–talk (P=0.121). In conclusion, overt motivational self-talk decreasedthe perceived exertion of the subjects in the progressive exercise until exhaustionwhile covert motivational self-talk improved subjects’ endurance.
Fatemeh Rezaee; Ahmad Farrokhi; fazlollah Bagherzadeh
Abstract
The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. ...
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The aim of this study was to determine the effect of motivational self-talk as one
of the psychological strategies. Motivational self-talk is a type of self-talk that
appears to improve performance and control arousal level through increased drive
and effort and positive motivation in performance. This study tried to investigate
the effect of motivational self-talk on performance of simple and complex skills.
Using a quasi-experimental method, 42 physical education students (20-25 years
old who had passed basketball 1 and 2 units) were selected to participate in this
study. Then, they were randomly divided into two equal groups (experimental and
control) and completed a 15-minute warm-up and task practice. Firstly, the
subjects performed a pre-test (without self-talk) including basketball passing test
(AAHPERD, 1996) as simple skill and basketball passing test (AAHPERD, 1984)
as complex skill. Then, the participants performed a post-test using self-talk with
the above tests. Statistical analysis was performed using independent t test and
paired sample t test by SPSS 11.5 at ??0.05. The results showed no significant
difference between experimental and control groups in pre-test in the performance
of simple (P=0.703) and complex (P=0.512) skills so both group were at the same
level of performance. Motivational self-talk improved the simple skill in the
experimental group (P=0.001). A significant difference (in favour of experimental
group) was observed in the improvement of the simple skill in the post-test of both
groups (P=0.004). Also, motivational self-talk improved the performance of
complex skill in the experimental group (P=0.001). A significant difference (in
favour of experimental group) was observed in the improvement of the complex
skill in the post-test of both groups (P=0.048). The mean difference in the simple
task (? x =0.94) and in the complex task (? x =0.48) between the two groups showed that
the mean difference of simple skill was higher than the complex skill. Generally,
the results showed that motivational self-talk improve the performance of both
skills while it influenced simple skill more than complex skill.
