Effect of Instructional and Motivational Self-talk on putting Force to Ground in Rebounds Basketball

Introduction and purpose:

Psychological interventions and mental skills training can improve the performance of the players. This study purpose was compared the effectiveness of two types of educational and motivational self- talking, as effective mental skills in optimizing performance, on vertical ground reaction force.

24 men’s basketball players with average age 4± 22 years with at least five years of experience in the sport of basketball were selected using available sampling. In this study, each subject did three rebound of basketball on the force meters. Participants were used from one of three educational and motivational self–talking and non-self-talking in each rebound.

Results indicated subjects who used motivational self-talking did significantly better performance than non-self-talking. Also, results showed that there was no significant difference between using of educational self-talking and non- self-talking.

use of motivational self-talking in order to improve of performance skills that require vertical ground reaction force, is useful and superior on educational self-talking.