The present study examined the effects of instructional and motivational self-talk on handball performance using a novel task (nondominant arm) and a learned task (dominant arm) in primary school students. Participants were randomly assigned into two experimental groups (instructional and motivational) and one control group. The results revealed that for both tasks instructional and motivational self-talk groups improved their performance significantly in comparison with the control group and that for the nondominant arm instructional self-talk had a larger effect compared with motivational self-talk. The results suggest that instructional self-talk in the form of external focused cues may be more beneficial in the early stages of learning.
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The Effects of Self-Talk on Dominant and Nondominant Arm Performance on a Handball Task in Primary Physical Education Students
Nikos Zourbanos, Antonis Hatzigeorgiadis, Dimitris Bardas, and Yannis Theodorakis
Korean Dual-Career Judokas’ Junior-to-Senior Transition: A Longitudinal Study
Hee Jung Hong and Seung Han Hong
graduation, offering a more comprehensive view of athletes’ developmental trajectories. Notes 1. The lead author had trained as a judoka for 5 years in Korea when she was in primary school and joined elite judo training until she quit and decided to focus on academic commitments from secondary school. She
