dc.creator | Zourbanos, N. | en |
dc.creator | Hatzigeorgiadis, A. | en |
dc.creator | Bardas, D. | en |
dc.creator | Theodorakis, Y. | en |
dc.date.accessioned | 2015-11-23T10:55:27Z | |
dc.date.available | 2015-11-23T10:55:27Z | |
dc.date.issued | 2013 | |
dc.identifier | 10.1080/03004430.2012.693487 | |
dc.identifier.issn | 3004430 | |
dc.identifier.uri | http://hdl.handle.net/11615/35030 | |
dc.description.abstract | The 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.source | Early Child Development and Care | en |
dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-84879536269&partnerID=40&md5=04e4909db7f08cc138e32eb924457611 | |
dc.subject | mental strategies | en |
dc.subject | physical education | en |
dc.subject | self-talk | en |
dc.title | The effects of a self-talk intervention on elementary students' motor task performance | en |
dc.type | journalArticle | en |