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dc.creatorZourbanos, N.en
dc.creatorHatzigeorgiadis, A.en
dc.creatorBardas, D.en
dc.creatorTheodorakis, Y.en
dc.date.accessioned2015-11-23T10:55:27Z
dc.date.available2015-11-23T10:55:27Z
dc.date.issued2013
dc.identifier10.1080/03004430.2012.693487
dc.identifier.issn3004430
dc.identifier.urihttp://hdl.handle.net/11615/35030
dc.description.abstractThe aim of the present study was to examine the effects of an instructional self-talk intervention on elementary students' (M age = 10.82 years, ±0.72) motor performance in a soccer task. Participants were 45 elementary students who were randomly assigned into two groups one experimental and one control group. A three-day practice was administered to the two groups, with the experimental group using instructional self-talk. Repeated measures analysis of variance revealed that from baseline to final measure both groups improved their performance; however, the improvement of the self-talk group was larger compared with that of the control group. This resulted in the two groups displaying significant differences in the final measure (p < 0.01). In general, the results provided support for the beneficial effects of self-talk intervention programmes for task enhancement, and in particular show that such interventions can be effective from the ages of elementary school students. © 2013 Copyright Taylor and Francis Group, LLC.en
dc.sourceEarly Child Development and Careen
dc.source.urihttp://www.scopus.com/inward/record.url?eid=2-s2.0-84879536269&partnerID=40&md5=04e4909db7f08cc138e32eb924457611
dc.subjectmental strategiesen
dc.subjectphysical educationen
dc.subjectself-talken
dc.titleThe effects of a self-talk intervention on elementary students' motor task performanceen
dc.typejournalArticleen


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