جستجوی مقالات مرتبط با کلیدواژه "motivational self" در نشریات گروه "تربیت بدنی"

The present study aimed to investigating the effect of the frequency of instructional and motivational self-talk on motor performance in dart throwing skill. A number of 38 non-athlete male students volunteered to participate in the study. The subjects were assigned into either an instructional or motivational self-talk groups with one and three repetitions based on pre-test scores. To analyze the data, we use a 2 Group (instructional and motivational) ×3 Test Condition (pretest, one and three repetitions) ANOVA with repeated measures on the last factor. The results showed that instructional and motivational self-talk with one repetition exerted a significant effect on dart throwing performance. However, instructional and motivational self-talk with three repetitions significantly deteriorated dart throwing. In other words, repetitions of self-talk had a negative effect on dart throwing performance.

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.

Self-talk as “an internal dialogue, through which the individual interprets feelings and perceptions, regulates and changes evaluations and convictions, and gives him/her instructions and reinforcement”. The purpose of the present study was to compare the effect of two types of instructional and motivational self-talk on the pattern of coordination and accuracy of basketball free throw to specify the effect of each types of the self-talks on of basketball free throw skill necessities (patterns of coordination and accuracy). Using available sampling method, 20 male basketball players with the mean age of 23.5±5.5 were selected who had at least 5 years of practice in basketball and were playing in one of the credible leagues of the country. In this study the basketball free throw skill was evaluated through two sessions with the time interval of 24 hours in two phases with and without self-talk (instructional and motivational). The data of the motion pattern and the accuracy of basketball free throw were recorded in both phases of the test, and the kinematic data was used to compute the throw hand elbow-wrist No-RMS in order to investigate the coordination pattern. In statistical analysis, the data was analyzed using descriptive statistics (mean, standard deviation, tables and figures) and inferential statistics (the analysis of variance with repeated measure and dependent t test). The results of throw accuracy showed that solely the use of instructional self-talk leaded to a significant enhancement of the basketball free throw accuracy (t(9): 4.388, p: 0/002). Moreover, there was a significant difference between the effect of instructional self-talk and motivational self-talk in favor of instructional self-talk (2: 0.444, F(1,18): 14.364, p:0.001). Exploring the results of coordination pattern revealed that instructional selftalk leads to a significant (t(9): .048, p(1,18): 2.288) decline in elbow-wrist No-RMS and consequently an improvement in elbow-wrist interalimb coordination in performing the basketball free throws. The results indicated that the usage of instructional selftalk are benefical in improving the skills that require motiom coordination and accuracy of performance and it is superior to the use af motivational self-talk in this regard.

The purpose of this research was to study the effect of overt and covert motivational self-talk on the performance of Coincidence Anticipation Timing Task. Participants included 36 physical education students (9 females and 27 males with a mean age of 25.68±5.15 years old) right-handed and without visual impairments who participated in the research voluntarily and they assigned randomly into three groups. They performed a Coincidence Anticipation Timing Task under three conditions (overt self-talk, covert self-talk and control). Results showed that both overt and covert motivational self-talk led to improved performance in the Coincidence Anticipation Timing and there was no significant difference between the two groups. Also significant difference was not observed in between the male and female students. According to the results of this study, the use of overt and covert motivational self-talk is a psychological strategy for improving Coincidence Anticipation Timing Task.

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).

The aim of this study was to examine the effect of overt and covert motivational self-talk on perceived exertion and performance in a progressive exercise until exhaustion in wrestlers. The population consisted of wrestlers in Urmia and 15 volunteer subjects were selected. This study was performed in three sessions with a one-week interval. The first session was held without self–talk while the second and third sessions were held covertly and overtly respectively. Bruce aerobic exercise test was used in this study as well. The time to exhaustion was considered as performance. Burg scale was used every 3 minutes in order to measure subject's exhaustion. To analyze the data, ANOVA with repeated measures and TUKEY post hoc test was used. The results showed that only covert self-talk had a significant effect on subjects’ performance (P=0.002). Also, overt motivational self-talk (P=0.001) significantly decreased the subject's perceived exertion rather than covert self–talk. There was no significant difference between covert self-talk and without self–talk (P=0.121). In conclusion, overt motivational self-talk decreased the perceived exertion of the subjects in the progressive exercise until exhaustion while covert motivational self-talk improved subjects’ endurance.

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 α≤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 (Δ x =0.94) and in the complex task (Δ 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.