The Effects of Self-talk on a Novel Task in Football in Elementary Physical Education Students

Authors

  • Nikos Zourbanos University of Thessaly, Department of Physical Education and Sport Science
  • Dimitris Bardas University of Thessaly, Department of Physical Education and Sport Science
  • Antonis Hatzigeorgiadis University of Thessaly, Department of Physical Education and Sport Science

DOI:

https://doi.org/10.26253/heal.uth.ojs.ispe.2012.1371

Keywords:

self-talk, physical education, elementary school, football

Abstract

The purpose of the present study was to examine the effects of motivational and instructional self-talk
on a new kinetic skill in football (shooting with the non-dominant foot) in young elementary physical
education students. Participants were 60 pupils (38 boys και 22 girls) aged between 10-12 years (Μ
=10.90, S.D = .68). The performance test in this experiment involved shooting from 12 meters distance
in modified goalposts (width of 1 meter). For the purposes of the present experiment participants
were randomly assigned into two experimental groups (motivational and instructional self-talk) and a
control group. The results revealed that instructional self-talk was more effective than motivational
self-talk in a new kinetic skill such as shooting with the non-dominant foot during the physical education
lesson. Finally, suggestions for the application of the strategy in the school settings are proposed.

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Published

2012-04-23

How to Cite

Zourbanos Ν., Bardas Δ., & Hatzigeorgiadis Α. (2012). The Effects of Self-talk on a Novel Task in Football in Elementary Physical Education Students. Inquiries in Physical Education and Sport, 10(1), 1–5. https://doi.org/10.26253/heal.uth.ojs.ispe.2012.1371

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