Abstract
This study explored goal-directed self-talk and its optimization through educational self-talk interventions, focusing on a novel sports-oriented board-game intervention. Examining a practitioner’s experiences and diverse participant profiles, including an elite tennis player, a recreational athlete, a football referee, and a tennis coach, the research employed four in-depth case studies. A unique aspect of this study involved intentional control transfer from practitioner to client, documented through a practitioner diary and postintervention interviews. Participants generally expressed appreciation for the intervention; however, the coach’s case necessitated bespoke adjustments, underscoring the importance of contextual sensitivity in applied practice. The educational self-talk intervention reportedly facilitated the analytical deconstruction of challenges, enhancing self-regulation through goal-directed self-talk. The study underscored the pedagogical merit of the board game and observed a substantive transfer of control from practitioner to participant over the intervention’s longitudinal trajectory. Detailed recommendations have been crafted for practitioners to implement the educational self-talk intervention effectively in their practice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
