| 其他摘要 | People characteristics and specific situations are important factors that affect the effect of self-talk. Self-talk could be considered as a widely used self-regulation strategy in sport psychology. It can improve efforts, enhance self-confidence, lead players to pay proper focus, and so on. However, it is unclear whether children can benefit from self-talk. Meanwhile, it is uncertain whether self-talk overcomes choking under pressure and promotes performance in real competitions. According to different functions, self-talk can be classified into motivational and instructional self-talk. In this study, we explore the effectiveness of self-talk in facilitating the sports performance of lower grade primary school students and in real competition by setting different self-talk intervention groups, improving the accuracy of self-talk matching with individuals and situations.
Study 1 was a 2 (intervention: pre- vs post-, within-subject)X 3 (type: motivational, instructional, vs. control, between-subject) design, examining whether low-grade children in primary school can benefit from self-talk intervention. 88 students (47 males, 41 females, Mage=7.5 years old) were randomly divided into three groups: the motivational self-talk group (n=30), the instructional self-talk group (n=29) and the control group (n=29) for elbow plank task. In experiment 1，ANOVA revealed that the percentage of improvement in the motivational self-talk group was significantly higher than the instructional self-talk group and the control group while there was no difference between the latter two groups. Additionally, repeated measures ANOVA revealed a significant trial by group interaction effect in the willingness to continue elbow plank. Pairwise comparisons revealed that motivational self-talk group improved whereas performance of the other two groups did not change significantly. Motivational self-talk is more effective for young children.
In Study 2, we conducted a field study using a 2 (intervention: pre- vs. post-,within-subject) X 3 (type: motivational, instructional, vs. decisive, between-subject) design which explored self-talk in a real competitive situation. 24 players (12 males, Mage=28.67 years) from three teams in knockout stage of badminton competition, using motivational self-talk, instructional self-talk, and decisive self-talk respectively. Repeated measures of analysis of variance (ANOVA) in Study 2 revealed a significant group interaction effect in the unforced errors among three groups between pre- and post-interventions. Results showed that the group with decisive self-talk decreased significantly in both unforced errors and anxiety, indicating that decisive self-talk without hesitation would overcome chocking under pressure. Correlation analysis revealed a positive correlation between unforced errors and anxiety. However, both the groups with the motivational and instructional self-talk did not show this positive effect.
The main results of this study are as follows:
1) Motivational self-talk has significant effect in facilitating physical performance and motivation.
2) Decisive self-talk saves choking under pressure during intense badminton competition situation, while motivational and instructional had little effects.
3) We suggest that different kinds of self-talk should be dynamically apply according to different situations and sport types. |
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