The effect of instructional self-talk on performance and learning the backstroke of young swimmers and on the perceived functions of it

The aim of this study was to investigate the effect of instructional self-talk on acquisition and learning the backstroke of young swimmers and the perceived functions of it. The participants were 46 boys and girls, aged of 10-12 years and were randomly divided into two groups: the experimental group in which participants before the execution of skill used aloud specific keywords and the control group. The intervention program lasted six weeks. Participants of all groups were evaluated with a pre-test before the beginning of the program, a posttest at the end of the intervention and one week after the final test they were evaluated in retention test. The results showed that, the participants of instructional self-talk, was more effective for performance and learning the skill than the group that received feedback with traditional teaching. The results revealed also that, the participants used the instructional self-talk during practice had high score in focus attention, effort and self-confidence, but lesser in emotional and cognitive control and automaticity.