Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Authors
University of Tehran
Abstract
The aim of the present study was to investigate and compare the effects of two
kinds of motivational and instructional self–talk on the performance of static and
dynamic balance tasks in the elderly. For this purpose, 45 old subjects aged
between 60 and 70 from Qom province participated in this study. Static balance
task (stand on one leg) and dynamic balance task (SEBT test) were instructed with
no self–talk intervention. Then, they were divided into three groups: motivational
self–talk, instructional self–talk and control. One–way analysis of variance and
Tukey post hoc test were used to analyze the data. The results showed a significant
difference among the groups. The result of Tukey post hoc test showed no
significant difference in static balance task between instructional and motivational
self–talk (P>0.05). Also, in dynamic balance task, instructional self–talk
significantly improved balance function compared to motivational self–talk
(P<0.05). Generally, self–talk as a cognitive strategy was effective in performing
balance tasks and motivational self–talk was preferred in dynamic balance tasks.
Keywords
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