The primary purpose of this study was to apply two types of instructional self talk and to correlate their effects on a cognitive level with their effects on a performance level. Therefore, 48 adult male leisure tennis players (Mage = 36.04 years; S.D. = 6.81) were divided into three groups: a traditional instructional self talk group, a self feedback group and a control group. All players performed a simple forehand crosscourt exercise in both baseline and intervention phase. Our dependent variables were accuracy, performance satisfaction and perceived concentration. The analyses of covariance showed significant improvements for both self talk groups regarding all three dependent variables, whilst no changes were registered for the control group. Moreover, we found a significant correlation between the changes in concentration and the changes in accuracy and satisfaction. Overall, our results evidence positive effects of both instructional self talk types on the practice of Tennis and they support the idea that the effects of self talk on performance could, partially, be explained by its effects on concentration.© Servicio de Publicaciones de la Universidad de Murcia Murcia (España).
|Journal||Cuadernos de Psicologia del Deporte|
|Publication status||Published - 1 Dec 2012|