The Effects of Motivational versus Instructional Self-Talk on Improving Motor Performance

Theodorakis, Yannis; Weinberg, Robert S.; Natsis, Petros; Douma, Irini; Kazakas, Panagiotis

doi:10.1123/tsp.14.3.253

Cited by 191 publications

(230 citation statements)

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“…This is especially helpful for novice athletes, wherein, their time and capacity to process critical information is limited (Magill, 2004). Also the results of the study of Theodorakis et al, (2000), showed that instructional self-talk had better results in skills that demanded precision and subtle movements, while technical instructions and encouragement were equally effective to activities that demand strength and stamina. Recently, the study of Zourbanos et al (2013) found positive effect of self-talk on elementary students' motor task performance and also in Football in Elementary Physical Education Students (Zourbanos et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

The effect of self-talk on Tae-kwon-do skills’ learning of novice athletes and perceived use of it

Zetou¹,

Vernadakis²,

Bebetsos³

et al. 2014

JHSE

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Zetou, E., Vernadakis, N., Bebetsos, E., & Liadakis, N. (2014). The effect of self-talk on Tae-kwon-do skills' learning of novice athletes and perceived use of it. J. Hum. Sport Exerc., 9(1), pp.124-135. The purpose of the present study was to investigate the effect of instructional self-talk on performance and learning two basic skills of W.T.F Tae-kwon-do (Ap chagi and Bandae jireugi), in the perceived use of self-talk of novice athletes as well as in the possible correlation between the dimensions (effort, automaticity, cognitive and emotional control, self-confidence and attention) of the "Functions of Self-Talk Questionnaire,-FSTQ" (Theodorakis, Hatzigeorgiadis & Chroni, 2008). The sample consisted of 36 novice boys and girls, 8-12 years old (M=9.53, SD=1.53) and were randomly divided into two groups, the experimental (instructional self-talk group, N = 18) and the control group (N = 18). The intervention program lasted 8 weeks (2 sessions per week). Before starting the practice of skills, the participants spoke aloud specific key-words for the proper use of the technical skill. Participants were evaluated with a pre-test in the beginning of the program, a post-test at the end and one week after the final test they were evaluated in retention test. Moreover the evaluation of skill involved ten trials every skill, which were recorded by a digital camera and evaluated in five main elements of skill, by two observers. The result showed that the instructional self-talk was more effective for performance and learning the skills than the group that received feedback with traditional teaching. The use of instructional self-talk on younger athletes helped them to learn the skills but also to develop the psychological dimensions of the questionnaire (effort, automaticity, cognitive and emotional control, self-confidence and attention). Instructional self-talk can be an additional tool in the hands of the coach / physical education teacher for teaching and improving skill performances in other sports.

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Section: Discussionmentioning

confidence: 99%

The effect of self-talk on Tae-kwon-do skills’ learning of novice athletes and perceived use of it

Zetou¹,

Vernadakis²,

Bebetsos³

et al. 2014

JHSE

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“…As such successful execution of the shooting task used in the present investigation does not rely on strength but rather a relatively unique combination of precision and physical effort. Given that motivational self-talk is thought to impact on performance through psychophysiological activation pathways such as enhanced arousal levels, increased effort, and more positive mood state (Theodorakis et al, 2000), it is possible that motivational self-talk not only contributes via a more suitable (non-self) focus of attention, it might also help performers to adopt more appropriate activation states immediately before task initiation as compared to technique based instructional self-talk. Of course without additional measurements and a control group such explanations are difficult to gauge.…”

Section: Discussionmentioning

confidence: 99%

“…In order to provide practitioners with direction and guidance, Theodorakis, Weinberg, Natsis, Douma, and Kazakas (2000) put forward a matching hypothesis. Within this hypothesis instructional self-talk is proposed to be more effective than motivational self-talk for precision and outcome-based motor skills whereas the opposite is true for motor skills requiring strength and endurance.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

It's Good But it's Not Right: Instructional Self-Talk and Skilled Performance

Hardy

Begley

Blanchfield

2014

Journal of Applied Sport Psychology

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This research examined the relative effectiveness of instructional versus motivational self-talk for skilled athletes. Forty Gaelic footballers completed a shooting accuracy task with their dominant and non-dominant feet. Results indicated significantly more accurate performance when executing the task using the dominant foot and motivational as compared to instructional self-talk. No difference emerged between the two types of self-talk within the non-dominant foot condition. Results challenge the widely held view that instructional self-talk is most effective for accuracy based tasks and should prompt practitioners to consider the skill level of their clients when constructing self-talk interventions.Keywords: performance, self-focus, verbal cues, dominant / non-dominant limbs It's good but it's not right: Instructional self-talk and skilled performance Self-talk refers to statements that athletes say to themselves automatically or deliberately and as such can be said silently or out loud so that some one close by could here what is said; nevertheless the intended target of the phrase is the athlete themselves not the observer (cf. Hardy, Oliver, & Tod, 2009). While a number of different types of self-talk have been identified in the self-talk literature (see Hardy, 2006 for a review), the present study examines skilled athletes' use of instructional and motivational self-talk. Instructional self-talk (e.g., "firm wrist") is typically technique or tactics oriented aiding concentration whereas motivational self-talk (e.g., "I can do this") is related to enhanced confidence, increased effort, and positive affective states. Research indicates that instructional self-talk can enhance the performance of motor skills.In fact, two relatively recent systematic reviews support the consistency of these performance benefits of instructional self-talk (Tod, Hardy, & Oliver, 2011) and indicate a moderately strong positive effect on motor skill execution (Hatzigeorgiadis, Zourbanos, Galanis, & Theordorakis, 2011). In order to provide practitioners with direction and guidance, Theodorakis, Weinberg, Natsis, Douma, and Kazakas (2000) put forward a matching hypothesis. Within this hypothesis instructional self-talk is proposed to be more effective than motivational self-talk for precision and outcome-based motor skills whereas the opposite is true for motor skills requiring strength and endurance. Instructional self-talk is proposed to be more helpful than motivational self-talk for accuracy oriented motor skills because instructional self-talk can facilitate performers' understanding of task requirements helping them to attend to task relevant cues aiding their concentration during task execution. While there is little direct empirical support for this attention related mechanism within the self-talk literature, examination of the attentional focus literature suggests that attending to one's actions is not necessarily beneficial for performance (e.g., Wulf, 2007). This is particularly true for skilled performers (e.g....

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“…In fact, the majority of the research studies have examined the effectiveness of PU strategies using different interval rests between the end of the PU and the start of the task. Some researchers have asked participants to use the PU strategy immediately before performance in tasks such as sprinting (19), hand-grip test (12), strength performance (7, 16,29,32,34), and muscular endurance (24). Although the majority of the research (8,12,16,31,37,40,42,43) generally support the hypothesis that PU enhances strength before performance, the question of whether the time period between PU and performing influences performance outcomes or not has not been examined yet.…”

Section: Au9mentioning

confidence: 99%

Time Interval Moderates the Relationship Between Psyching-up and Actual Sprint Performance

Hammoudi-Nassib

Chtara

Nassib

et al. 2014

Journal of Strength and Conditioning Research

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Hammoudi-Nassib, S, Chtara, M, Nassib, S, Briki, W, Hammoudi-Riahi, S, Tod, D, and Chamari, K. Time interval moderates the relationship between psyching-up and actual sprint performance. J Strength Cond Res XX(X): 000-000, 2014-This study attempted to test whether the strongest effect of psyching-up (PU) strategy on actual sprint performance can be observed when the strategy is used immediately (or almost) before performance compared with when there is a delay between PU and performance. To do so, 16 male sprinters (age, 20.6 6 1.3 years; body mass, 77.5 6 7.1 kg; height, 180.8 6 5.6 cm) were enrolled in a counterbalanced experimental design in which participants were randomly assigned to 10 sessions (2 [Experimental Condition: imagery vs. distraction] 3 5 [Time Intervals: no interval, 1 minute, 2 minutes, 3 minutes, and 5 minutes]). Before performing the experimental tasks, participants rated: (a) the Hooper index, (b) their degree of self-confidence, and (c) after the completion of the experimental test; they rated their perceived effort. Findings showed that the imagery significantly improved sprint performance. Specifically, the imagery enhanced performance on the phase of acceleration (0-10 m) and on the overall sprint (0-30 m) when used immediately before performance and at 1-and 2-minute intervals but not for 3-and 5-minute intervals. These findings support the hypothesis that the potential effect of the PU strategy on performance vanishes over time. The preexperimental task Hooper and self-efficacy indexes did not change across the 10 experimental sessions, reinforcing the view that the observed performance changes were directly caused by the experimental manipulation and not through any altered status of the athletes (self-efficacy, fatigue/recovery, and stress). The potential mechanisms underlying such a process and practical applications are discussed.

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The Effects of Motivational versus Instructional Self-Talk on Improving Motor Performance

Cited by 191 publications

References 0 publications

The effect of self-talk on Tae-kwon-do skills’ learning of novice athletes and perceived use of it

The effect of self-talk on Tae-kwon-do skills’ learning of novice athletes and perceived use of it

It's Good But it's Not Right: Instructional Self-Talk and Skilled Performance

Time Interval Moderates the Relationship Between Psyching-up and Actual Sprint Performance

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