The effects of instructional self-talk with self-control feedback on acquisition and learning of soccer shoot
The goal of this research is to investigate the effect of instructional self-talk with self-control feedback on the learning of soccer shoot.
60 non-athlete male aged 10 to 12 years were voluntarily selected. After performing pre-test of soccer shoot, the participants were assigned in 5 instructional self-talk, self-control feedback, self-talk with self-control feedback, self-talk with paired self-control feedback and control groups. The acquisition phase was six sessions, in which the participants completed four blocks of six trials in each session. After the last acquisition session, post-test and after 48 hours, retention test was performed. Also, during the shoots, movement patterns were recorded using video camera. For data analyses, ANOVA and Tukey and Dunnet's C were used at a significant level of .05.
The results of the present study for pattern showed that instructional self-talk group and the instructional self-talk with self-control feedback group had significantly better performance than self-control feedback, instructional self-talk with paired feedback and control group in the acquisition and retention tests, but in the result variable, differences among groups were not significant.
self-control feedback alone or in interaction with instructional self-talk can be useful for increasing the level of motor skills.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
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