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The Effect of Instructional and Motivational Self-Talk on Discrimination Reaction Time
Poster Presentation
Paper ID : 1211-11THCONF
Authors
1دانشگاه شهید بهشتی
2University of Tehran
Abstract
Introduction: It is well documented that using cognitive strategies can improve motor tasks and sport performance. The self-talk is one of psychological interventions that can be effective on improving and success in the motor performance and sport performance. Self-talk appear to serve both instructional and motivational functions. Numerous studies examined the effect of motivational and instructional self-talk on a variety of tasks and many supported that self-talk can improve task performance. According to a recent investigation self-talk can have greater impact on tasks demanding speed. One of these task is reaction time. Reaction time is the amount of time it takes to respond to a stimulus.The aim of the present study was to investigate effectiveness the instructional and motivational self-talk on discrimination reaction time.
Methodology: 120 girl and boy Students studying at the undergraduate in University of Tehran have participated, that were divided randomly into three groups, instructional self-talk, motivational self-Talk and control group. The first, participants performed the discrimination reaction time task in 10 attempts. The process was performed for the second order in the same manner but in this stage the experimental groups, performed motivational self-talk 15 seconds before the discrimination reaction time. The instructional self-talk group repeated the sentence "I only react to red light". The motivational group repeated the sentence "I can react quickly", and they focused on the sentences during the execution of the task. Control group was performed test without intervention.
Results: The result of one-way ANOVA showed that in girls and boys, the performance of motivational self-talk groups was better than the instructional and control groups.
Discussion: These findings support applying the motivational self-talk as an efficient strategy to improvement of the performance in the discrimination reaction time.
Methodology: 120 girl and boy Students studying at the undergraduate in University of Tehran have participated, that were divided randomly into three groups, instructional self-talk, motivational self-Talk and control group. The first, participants performed the discrimination reaction time task in 10 attempts. The process was performed for the second order in the same manner but in this stage the experimental groups, performed motivational self-talk 15 seconds before the discrimination reaction time. The instructional self-talk group repeated the sentence "I only react to red light". The motivational group repeated the sentence "I can react quickly", and they focused on the sentences during the execution of the task. Control group was performed test without intervention.
Results: The result of one-way ANOVA showed that in girls and boys, the performance of motivational self-talk groups was better than the instructional and control groups.
Discussion: These findings support applying the motivational self-talk as an efficient strategy to improvement of the performance in the discrimination reaction time.
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