The Effect of Self-Talk on Self-Efficacy and Sport Performance

• Main Authors: Ching-Chieh Ou, 歐靜潔
• Other Authors: Yu-Kai Chang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/20667512328939493683

碩士 === 國立體育大學 === 教練研究所 === 100 === The purpose of this study was to examine the effects of instructional self-talk and motivational self-talk on the self-efficacy, and the differences between two different self-talks on type of sport setting. Forty-two high school students who took an elective of Physical Education course were chosen and were instructed to execute three-by-three grid pitching accuracy and softball throwing and tested the outcome under three dialogue modalities of instructional self-talk, motivational self-talk, and no self-talk. Everyone filled out the form of self-efficacy before performing under each modality. The result showed that there was no significant effect between self-talk and three-by-three grid pitching accuracy. However, self-talk had significantly effect to softball throwing, and motivational self-talk had more significant effect than instructional self-talk and no self-talk. Meanwhile, there was no difference between instructional self-talk and no self-talk. Self-talk had impact on the self-efficacy of both three-by-three grid pitching and softball throwing. To the self-efficacy of three-by-three grid accuracy, instructional self-talk is superior to no self-talk. To the self-efficacy of softball throwing, motivational self-talk is superior to instructional self-talk and no self-talk. Although the data reveled that only motivational self-talk had significant influence on the sports performance of softball throwing, both instructional self-talk and motivational self-talk had influence on the self-efficacy of three-by-three grid pitching accuracy and softball throwing. Therefore, the self-efficacy might be a mediating factor to self-talk for improving sports performance. In the future, the valid studies toward different ages, technical levels, and years of students or players and the research analyzing personalized self-talk are recommended. It is also practical to carry out the long-term qualitative research to observe the effect of using self-talk. Cross-disciplinary researches about the impact between self-talk and physiology, action control, and cognitive neuroscience might increase more effective evidence of self-talk to sports performance and provide PE related instructors to enhance sports performance by using self-talk correctly.