The Effects of Instructional Self-Talk on Female Volleyball Performance during Training

Authors

  • Sofia Boubouki University of Thessaly, Department of Physical Education and Sport Science
  • Stefanos Perkos University of Thessaly, Department of Physical Education and Sport Science

DOI:

https://doi.org/10.26253/heal.uth.ojs.ispe.2014.1429

Keywords:

Cognitive Strategies, Young Athletes, Volleyball, Self-talk

Abstract

The present study examined the effects of a 12-week self-talk intervention on young (M=10.11, SD = .88) female athletes’ performance in two fundamental volleyball skills. Participants were randomly assigned into one experimental (instructional self-talk) and one control group. The results revealed that instructional self-talk group improved its performance significantly in comparison to the control group. Furthermore, the results revealed that young athletes tended to use self-statements during training and assessment. They also reported that these self-statements were very helpful for their performance, self-confidence, concentration, and technique enhancement. In general, the findings of the present study suggest that instructional self-talk can be an effective technique for helping young and novice volleyball players to acquire simple volleyball skills.

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Published

2014-06-30

How to Cite

Boubouki, S., & Perkos, S. (2014). The Effects of Instructional Self-Talk on Female Volleyball Performance during Training. Inquiries in Physical Education and Sport, 12(2), 170–175. https://doi.org/10.26253/heal.uth.ojs.ispe.2014.1429

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Section

Articles