The Influence of Self-Talk on Learning Achievement and Self Confidence

Yusup Hidayat,Didin Budiman

doi:10.5539/ass.v10n5p186

Abstract

The purpose of this research was to examine the influence of self-talk on badminton skill, specifically in clear lob learning achievement and self confidence. It was carried out on 64 beginning badminton athletes aged between 10-12 years (mean=10.8), consisting of 32 boys and 32 girls from badminton schools in Bandung, Indonesia. The subjects were divided into three experimental groups and one control group by random assignment. Before getting the treatment, all participants did a badminton clear lob test, then all experimental groups were given the following self-talk treatment (instructional, motivational, and combination of them), and badminton clear lob instructions. The result of data analysis showed that (1) self-talk has a significant influence on badminton clear lob learning achievement and self-confidence, (2) combination of instructional self talk and motivational self talk significantly enhances badminton clear lob learning achievement and self-confidence than instructions and motivational self-talk only, (3) instructional self-talk significantly enhance badminton clear lob learning achievement than motivational self talk, and (4) motivational self-talk significantly enhance self-confidence than instructional self-talk. In general, all experimental groups showed significant enhancement of badminton clear lob learning achievement and self-confidence than control group.

Highlights

Self-talk are statements directed to the self, is multidimensional and can be in an open/close or positive/negative form, which functions as an instruction and/or motivation to the self. Stamou, Theodorakis, Kokaridas, Perkos, & Kessanopoulou (2007) states that self-talk is a cognitive technique that involves the activation of intellectual processes to change or influence existing thought patterns
The results proved that task-demand-oriented matching hypothesis (Hardy, Oliver & Tod, 2009), which states that instructional self talk is more beneficial to tasks requiring skill, timing or precision, whereas motivational self talk is more effective in tasks requiring strength and endurance
Results of the Tukey post hoc test shows that all experimental group has significant higher and better influence than the control group on learning achievement of badminton clear lob skill and self confidence

Summary

Introduction

Self-talk are statements directed to the self, is multidimensional and can be in an open/close or positive/negative form, which functions as an instruction and/or motivation to the self. Stamou, Theodorakis, Kokaridas, Perkos, & Kessanopoulou (2007) states that self-talk is a cognitive technique that involves the activation of intellectual processes to change or influence existing thought patterns. Cognitive self-talk is further categorized into specific and general function, while motivational self-talk is categorized into mastery, arousal, and drive functions This is strengthen by researches conducted by Theodorakis, et al (2000), Hatzigeorgiadis, Theodorakis and Zourbanos (2004), Dana, Shirazi, Jalili, and Zamanian (2011), and Kolovelonis, Goudas, and Dermitzaki (2011) in relation to various movement tasks. Instructional self talk refers to statements designed to enhance performance by stimulating desired actions through proper attentional focus to the technical aspects of movement, while motivational self-talk refers to facilitate performance through enhancing confidence, inspiring greater effort and energy expenditure, and creating a positive mood (Theodorakis et al, 2000; Weinberg & Gould, 2007; Kolovelonis et al, 2011)

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Conclusion