Function and Preferences of Motivational and Instructional Self-Talk for Adolescent Basketball Players

Abstract

The objective of the present study was to explore players ’ perceptions on self-talk (ST) helpfulness and on the mechanisms through which ST facilitated execution, as well as their preferences over the use of motivational and instructional ST during skill execution. Thirty-eight novice basketball players (Mage = 12.8) participated in a regular practice session and used both motivational and instructional ST cues during the execution of passing, dribbling and shooting skill-tests. Athletes reported a significant preference for motivational ST when dribbling and shooting, while they did not favor one ST type over the other when passing. Moreover, athletes' motivational ST was perceived as a significant aid for their concentration, confidence, and sense of relaxation during shooting, while instructional ST as more beneficial for improving their technique during passing. Results offer some substantiation for possible mechanisms through which ST can influence performance at a young age.

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