Document Type : Research Paper I Open Access I Released under CC BY-NC 4.0 license
Author
Associate Professor, Department of Physical Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Abstract
Introduction: The purpose of this research was to study the effect of timing of using strategic self-talk on performance and novices. Methods: 36 new students in basketball skills were selected and randomly divided into three groups: strategic self-talk before providing feedback, after providing feedback, and control. In each session, 60 effort exercises were given from four points of the basketball arc. After every three attempts, the coach gave a feedback to the trainees about how to perform the skill. In the first experimental group, novices were taught to use strategic self-talk after completing three practice attempts and before providing feedback to identify errors; In the second experimental group, the novices were asked to use strategic self-talk after providing feedback to correct errors, and in the control group, exercises and feedback were given, but no self-talk was provided. Finally, two weeks after the end of the intervention, a recall test was held. Results: The results of the two-factor variance analysis in the acquisition phase showed that self-talk both before and after feedback led to improved performance and learning, but no significant difference was observed between the performance of the two self-talk measures in the acquisition phase, but in the memorization phase The strategic self-talk group before giving feedback was better than the self-talk group after giving feedback. Conclusion: it seems that strategic self-talk before re-presentation is beneficial for learning to shoot basketball due to attention to error identification and the use of coach feedback on how to correct errors.
Keywords
- Basketball Shot
- Educational Self-Talk
- Learning
- Performance
- Strategic Self-Talk
- Time After Giving Feedback
- Time Before Skill Implementation
Main Subjects
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