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dc.creatorKolovelonis, A.en
dc.creatorGoudas, M.en
dc.creatorDermitzaki, I.en
dc.description.abstractObjective: The aim of the study was to examine the effects of instructional and motivational self-talk on students' motor task performance in a chest pass and a modified push-ups test in physical education. Design: The design involved one between-groups factor, the group with three levels (instructional, motivational, no self-talk), and two within-groups factors, the task (chest pass, modified push-ups) and the time (pre-test, post-test). Method: Participants were 54 fifth and sixth grade students who were randomly assigned to two experimental groups (instructional self-talk, motivational self-talk) and one control group. Students were pre-tested in a chest pass and in a modified push-ups test, were instructed to use the respective self-talk type and were post-tested in the two tests. Results: Results showed that both self-talk groups surpassed control group in both tasks. Instructional and motivational self-talk were equally effective in the chest pass test, but motivational self-talk was more effective compared to instructional self-talk in the modified push-ups test. Conclusions: Self-talk was an effective technique for motor task performance enhancement in physical education. These results were discussed with reference to the task-demand-oriented matching hypothesis. (C) 2010 Elsevier Ltd. All rights reserved.en
dc.sourcePsychology of Sport and Exerciseen
dc.source.uri<Go to ISI>://WOS:000288521400012
dc.subjectInstructional self-talken
dc.subjectMotivational self-talken
dc.subjectPhysical educationen
dc.subjectMotor task performanceen
dc.subjectTENNIS PLAYERSen
dc.subjectVERTICAL JUMPen
dc.subjectHospitality, Leisure, Sport & Tourismen
dc.subjectPsychology, Applieden
dc.subjectSport Sciencesen
dc.titleThe effects of instructional and motivational self-talk on students' motor task performance in physical educationen

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