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

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.