| dc.creator | Kolovelonis, A. | en |
| dc.creator | Goudas, M. | en |
| dc.creator | Dermitzaki, I. | en |
| dc.date.accessioned | 2015-11-23T10:35:22Z | |
| dc.date.available | 2015-11-23T10:35:22Z | |
| dc.date.issued | 2012 | |
| dc.identifier | 10.1080/1612197X.2012.671592 | |
| dc.identifier.issn | 1612197X | |
| dc.identifier.uri | http://hdl.handle.net/11615/29573 | |
| dc.description.abstract | This study examined the effects of self-talk and goal setting on self-regulation of learning a dart-throwing skill in physical education. Eighty-five fifth- and sixth-grade students (M age = 11.01, SD = 0.67yrs.) were randomly assigned to four experimental (2 Self-talk × 2 Goal type) groups and one control group. Results showed that students who combined self-talk with either process goals or performance goals outperformed students in the goal only and control group conditions. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment. These results showed that self-talk was effective in enhancing performance in physical education and are discussed with reference to the social-cognitive model of self-regulated learning. © 2012 Copyright International Society of Sport Psychology. | en |
| dc.source | International Journal of Sport and Exercise Psychology | en |
| dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-84863958928&partnerID=40&md5=a2109dfd8701479914f3af4ba6282c55 | |
| dc.subject | goal setting | en |
| dc.subject | motor skill | en |
| dc.subject | physical education | en |
| dc.subject | self-regulated learning | en |
| dc.subject | self-talk | en |
| dc.title | The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education | en |
| dc.type | journalArticle | en |
