The effects of combined self-talk, imagery and video-modelling interventions on anaerobic performance, heart rate response and self-efficacy

Sato Nursahaniza, Azizuddin Khan Thariq Khan, Jusoh Normah,

Full Text

Journal of Sports Science and Physical Education 6(1): 1-10, 2017 – The aim of this study was to investigate the effects of instructional and motivational self-talk combine with imagery and video-modelling interventions on anaerobic performance, heart rate response and self-efficacy. Forty-five active male participants were recruited in this study as they passed the screening test of Sport Imagery Ability Measure (SIAM) and scored between moderate and high. All the participants were randomly assigned into 3 groups, namely instructional group (n=15), motivational group (n=15) and control group (n=15). Participants in the instructional and motivational groups performed 12 sessions of intervention within 4 weeks. Participant in control group did not receive any specific treatment or intervention. All participants performed 30 seconds anaerobic Wingate test during the pre-test and post-test. During this test the participants‟ peak power, total work, fatigue index, maximum heart rate, average heart rate and self-efficacy were measured. Participants in the instructional and motivational groups answered a social validation questions within one week after the posttest. The data obtained was analyzed using a mixed-design ANOVA. The results indicated that there was a significant difference (p

References

1. Afsanepurak, S. A., & Bahram, A. (2012). The effect of self-talk and imagery on motor performance in adolescents. International Research Journal of Applied & basic Sciences, 3(3), 601-607. 2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. 3. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy Beliefs of Adolescents, 5(307-337). 4. Bar-Or, O. (1987). The Wingate anaerobic test an update on methodology, reliability and validity. Sports Medicine, 4(6), 381-394. 5. Barzouka, K., Sotiropoulos, K., & Kioumourtzoglou, E. (2015). The effect of feedback through an expert model observation on performance and learning the pass skill in volleyball and motivation. Journal of Physical Education and Sport, 15(3), 407. 6. Clark, S. E., & Ste-Marie, D. M. (2007). The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance. Journal of Sports Sciences, 25(5), 577-586 7. Foran, B. (2001). High-performance sports conditioning. Champaign, IL: Human Kinetics 8. Forzoni, R. (2006). The psychological effects of video. Sport & Exercise Scientist, 7(10). 9. Hardy, J. (2006). Speaking clearly: A critical review of the self-talk literature. Psychology of Sport and Exercise, 7(1), 81-97. 10. Hardy, J., Gammage, K., & Hall, C. (2001). A descriptive study of athlete self-talk. Sport Psychologist, 15(3), 306-318. 11. Inbar, O., Bar-Or, O., & Skinner, J. S. (1996). The Wingate anaerobic test. Human Kinetics. 12. Karaba-Jakovljević, D., Popadić-Gaćeša, J., Grujić, N., Barak, O., & Drapšin, M. (2007). Motivation and motoric tests in sports. Medicinski Pregled, 60(5-6), 231-236. 13. Kuan, G. (2014). Music, imagery training, and sports performance (Doctoral thesis, Victoria University). 14. Moritz, S. E., Hall, C. R., Martin, K. A., & Vadocz, E. A (1996). What are confident athletes imaging? An examination of image content. The Sport Psychologist, 10, 171-179. 15. Parra, J., Cadefau, J. A., Rodas, G., Amigo, N., & Cusso, R. (2000). The distribution of rest periods affects performance and adaptations of energy metabolism induced by high‐intensity training in human muscle. Acta Physiologica Scandinavica, 169(2), 157-165. 16. Ram, N., Riggs, S. M., Skaling, S., Landers, D. M., & McCullagh, P. (2007). A comparison of modelling and imagery in the acquisition and retention of motor skills. Journal of Sports Sciences, 25(5), 587-597. 17. Smith, D., & Holmes, P. (2004). The effect of imagery modality on golf putting performance. Journal of Sport and Exercise Psychology, 26(3), 385. 18. SooHoo, S., Takemoto, K. Y., & McCullagh, P. (2004). A comparison of modelling and imagery on the performance of a motor skill. Journal of Sport Behavior, 27(4), 349. 19. Stathis, C. G., Febbraio, M. A., Carey, M. F., & Snow, R. J. (1994). Influence of sprint training on human skeletal muscle purine nucleotide metabolism. Journal of Applied Physiology, 76(4), 1802-1809. 18. Thelwell, R. C., & Greenlees, I. A. (2003). Developing competitive endurance performance using mental skills training. Sport Psychologist, 17(3), 318-337. 19. Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., & Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. Sport Psychologist, 14(3), 253-271. 20. Watt, A. P., & Morris, T., Andresen, M. B. (2004). Issues in the development of a measure of imagery ability in sport. Journal of Mental Imagery, 28(3 & 4), 149-180. 21. Zetou, E., Tzetzis, G., Vernadakis, N., & Kioumourtzoglou, E. (2002). Modelling in learning two volleyball skills. Perceptual and Motor Skills, 94(3c), 1131-1142. 22. Zupan, M. F., Arata, A. W., Dawson, L. H., Wile, A. L., Payn, T. L., & Hannon, M. E. (2009). Wingate anaerobic test peak power and anerobic capacity classifications for men and women intercollegiate athletes. The Journal of Strength & Conditioning Research, 23(9), 2598-2604.