حجت مظفری

People's Exercise performance and sports can be influenced by various factors. Coaches and other influential people control athletes' behavior through motivational speeches, so that their motivational speeches are the most effective external factors that motivate athletes. Some of them use self-confidence-building techniques such as: expressing positive expressions, emphasizing the athlete's capabilities, encouraging the athlete to define and praise himself, verbal encouragement, using words with a positive meaning, attributing the athlete's success to internal factors, encouraging the athlete By reflecting their moods and performance, the use of the image of a race in which they won or will win, will increase the success of athletes. Humanity has followed different ways to achieve success and prosperity since long ago. Among psychologists, people like Freud have proposed the word "self-confidence" with a different perspective, and Maslow has discussed self-improvement more than anyone else. And can control thoughts in the form of more beautiful and understandable words for us. People like Piaget and Vygotsky expressed the effect of inner dialogue or self-talk in a different form of speech, and people like Bandura expressed self-efficacy and its components such as verbal encouragement, which according to various researches, if used correctly, improve performance. The presence of others, including competitors, spectators, and teammates, can have various effects on social facilitation. It means that it positively or negatively affects a person's performance. The purpose of this study is to investigate the effect of verbal persuasion (individual and group) on exercise performance of students with source-control correlates and Gender.

The study is semi-experimental with a pretest-posttest control group design. The statistical sample includes 120 male and female students from associate degree to master's degree of Islamic Azad University, Qochan branch in the academic year it is 2018-2019. The study is semi-experimental with a pretest-posttest control group design. In this regard, a sample of 120 male and female students was selected using available sampling method and randomly replaced in three groups. First, the running record of 4 × 9 meters was taken from the three groups. Then the first group received individual verbal persuasion, the second group received group verbal persuasion, and the third group (control) did not receive persuasion.  Finally, the new record of 4 × 9 meters was achieved. Analysis of covariance and externally postoperative test were used to analyze the data.

The results showed that verbal persuasion (individual and group) has a positive effect on increasing the running record of 4 × 9 meters. But the source of control and g ender do not have a positive effect on increasing the running record of 4 × 9 meters.

What is certain, based on theories such as: Piaget, Vygotsky, Bandura, Ellis, Beck and Collins and various researchers, the effect of various types of verbal encouragement and punishment in the lives of different people can be different and have intensity and It is a weakness and athletes cannot be exempted from society. Verbal encouragement and mental exercise techniques such as imagery and self-talk have been proven to increase self-confidence. Self-talk (self-expression, spontaneous thoughts, speech therapy) plays an important role in the relationship between events and emotions. It is true that, based on various researches, professionalism in sports can cause changes in the effects of encouragement or punishment, but still, everyone is under the influence of it overtly or covertly, either consciously or unconsciously. Because the observed researches that have been conducted so far in the field of verbal persuasion have not distinguished between self-talk, individual verbal persuasion and group verbal persuasion, and they have not directly investigated the determinants of the source of control and gender as a result of them, so it can be concluded by referring to related researches. that the results of this research in the field: "source of control (internal and external) and gender (male and female) determine the effect of verbal persuasion (individual and group) on the sports performance of students (running record 9 x 4 meters)". Researches: in the context of the role of family function in the source of control and improving the dimensions of behavioral control, emotional reaction and role playing (Fayaz et al., 2016) in the context of the positive relationship between motivational beliefs and the source of control with the academic progress of students in the field of the relationship between the source of control and academic progress In the context of the positive effect of gender on cognitive strategies and self-regulation strategies in the context of the positive relationship between the GPA and the source of control, as well as between gender, mother's education and satisfaction with the environment of growth and education with the GPA of students in the context of the positive relationship between the source of internal control and self-regulation of students. Therefore, it seems that according to the obtained results by using individual and group verbal persuasions appropriate to different cultures and situations, the best and most effective ones can be selected and used at the right time.

Background &

Self-talk, in the sense of internal dialogue with oneself, is one of the important techniques of sports psychology that can significantly affect the success of athletes. This technique involves the use of positive sentences and phrases that help strengthen mindfulness, focus, self-confidence, and emotional control. Positive self-talk helps athletes cope better with stress and mental pressure in competitive situations. People's training and sports performance can be influenced by various factors. Coaches and other influential people control the behavior of athletes through motivational speeches so that their motivational speeches are the most effective external factors that motivate athletes. Athletes themselves can also use energizing words to create high internal motivation for themselves. The purpose of this research is to investigate the effect of self-talk on students' training performance based on the correlations of parenting styles and gender.

This is a semi-experimental research with a pre-test-post-test design with a control group. The statistical sample includes 80 female and male students with an associate degree to master's degree from Islamic Azad University, Quchan branch in the academic year. It is 2018-2019. First of all, the initial record of running 9 x 4 meters was used, and to measure self-talk, the Persian version of the self-talk questionnaire in sports was used by Tahmasabi et al. who tried to match the groups according to different factors. Finally, using the results, each of the two groups of men and women was divided into two experimental groups of 10 people with self-talk training and self-talk training sessions, and no self-talk training session was held for the control group of 40 men and women. It didn't happen. In the end, the final record of 9x4 meters was made from all 80 available samples. To analyze the data, a covariance test, and post-hoc test were used.

The results of this research showed the effect of self-talk on increasing the record of running 9 x 4 meters, but parenting styles and gender did not determine its effect. Before determining the type of test, the assumptions of the used statistical method should be examined. In Table 3, the results of the normality tests for the dependent variable in the post-test stage of the control group and the experimental groups are presented along with the value of the Kolmogrof-Smirnov and Shapiro-Wilks statistics, and it can be seen that the investigated variables are normal in the experimental and control groups. Because the significance level is greater than 0.05. According to the significance level of the univariate covariance analysis test (less than 0.05) in Table No. 4, it can be said that there is a significant difference between the average scores of the members of the self-talk experimental group and the control group in the students' training performance. In other words, according to the average scores of the students' practice performance, it can be said that self-talk has reduced the time (improvement of the record) in the students of the experimental group. The amount of effect or difference is equal to 0.247. In other words, 24.7% of the individual differences in the post-test scores of students' practice performance are related to the effect of students' self-talk. According to the significance level of univariate covariance analysis of gender (0.427) in Table number 6, it can be said that there is no significant difference between the average performance of female and male students. In other words, gender does not determine the effect of self-talk on students' training performance. Also, there is no interaction between self-talk and students' gender. Because the significance level of group-gender (0.634) is also higher than 0.05.

Therefore, according to the obtained results, it is possible to select and use the best and most effective self-talk appropriate to different cultures and situations at the right time. The findings of this study show that self-talk is significantly effective in improving students' practice performance. This positive effect is attributed to various factors such as increased self-confidence, improved concentration, and reduced stress and anxiety. Using positive self-talk can help students have a positive attitude toward their abilities and maintain higher morale in the face of training challenges and obstacles. Another finding of the study is that parenting styles do not have a significant effect on improving students' practice performance. Several reasons may explain this result. First, parenting styles are more influential in shaping general behaviors and attitudes during childhood and adolescence, but their direct impact on specific performance such as athletic training during college may be less. At this stage of life, students are more influenced by other factors such as the academic environment, friends, peers, and instructors. Second, upon entering adulthood, people gradually become more independent and their decisions and attitudes are less directly influenced by their parents. Especially in areas such as sports and physical training, students may rely more on personal experiences and the advice of their sports coaches than on behavior patterns that have been passed down to them since childhood. Another finding of the study is that gender does not have a significant effect on improving students' practice performance, and this issue can be explained for several reasons. First, progress in exercise training depends more on individual factors such as motivation, willpower, and physical and psychological abilities than on gender. In academic settings where students are typically located, practice facilities and opportunities are equally available to all, and gender differences in access to resources and mentoring are minimized. Second, in many studies, gender differences in athletic performance are more likely to be attributed to biological differences such as body composition or hormone levels, but these differences are less influential in students' daily exercise performance level, which focuses more on general exercise and fitness maintenance.