Effects of instructional and motivational self-talk on dart throwing motor performance and thought content

Abstract

Previous studies shown that using self-talk as a cognitive strategy helps to enhance performance and motor tasks. The aim of the study was to examine the effects of self-talk on dart throwing performance and thought content in a novel context. In this study, 40 university participants were randomly assigned to three experimental groups (motivational self-talk, instructional self-talk, motivational and instructional self-talk) and one control group. During the familiarization session, participants went through the five subskills of darts throwing. During the experimental session, participants were tasked to perform nine darts throw with or without self-talk. Thought content was assessed using Thought Occurrence Questionnaire for Sport (TOQS). All treatments groups had significant motor performance as compared to the control group (p < .001), and performance worries was significant different between the control group and combination of instructional and motivational self-talk group (p < .05). Negative association between motor performance and performance worries (p < .01), and motor performance and interfering thought content (p < .05) were observed. Results revealed self-talk strategies are effective in enhancing motor performance and reducing interfering thought content.

Keywords: instructional, motivational, self-talk, thought content