Self-talk and Softball Performance: The Role of Self-talk Nature, Motor Task Characteristics, and Self-efficacy in Novice Softball Players

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Diane L. Gill, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Objectives: To determine the effect of self-talk on softball throwing performance. Additionally, two moderators, nature of self-talk and type of motor task, as well as a potential mediator of self-efficacy were examined. Design: An experimental, within-subjects, and counterbalanced design. Methods: Forty-two senior high students (mean age = 17.48 ± 0.55) were instructed to use instructional, motivational, and unrelated self-talk with counterbalanced order prior to softball throwing for accuracy and distance tasks. Results: Both instructional and motivational self-talk conditions had better performance than unrelated self-talk on softball throwing accuracy, whereas motivational self-talk had better performance than both instructional and unrelated self-talk in softball throwing for distance. Results for self-efficacy were similar, with self-efficacy for accuracy performance higher in both instructional and motivational self-talk conditions than with unrelated self-talk, while self-efficacy was highest in the motivational self-talk condition and lowest with unrelated self-talk. Significant correlations between self-efficacy and motor performance were also found with both tasks. Conclusion: These findings partially support the task-matching hypothesis, confirm the moderator role of type of self-talk and task type, suggest that self-efficacy has a mediator role, and provide direction for self-talk effectiveness.

Additional Information

Language: English
Date: 2014
Instructional self-talk, Motivational self-talk, Psychological skill, Softball throwing

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