Volume 30, Issue 5 (8-2023)
RJMS 2023, 30(5): 314-324 |
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Research code: 0
Ethics code: IR.IAU.BOJNOURD.REC.1402.009
Clinical trials code: 0
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Mozaffari H, Mohammadipour M, Mohammadinezhad M. The Effect of Self-talk on Exercise Performance of Students with Parenting Styles and Gender. RJMS 2023; 30 (5) :314-324
URL: http://rjms.iums.ac.ir/article-1-8147-en.html
URL: http://rjms.iums.ac.ir/article-1-8147-en.html
Associate professor, Department of Psychology, Quchan Branch, Islamic Azad University, Quchan, Iran , mohammadipour@bojnourdiau.ac.ir
Abstract: (170 Views)
Background & Aims: Self-talk, in the sense of internal dialogue with oneself, is one of the important techniques of sports psychology that can significantly affect the success of athletes. This technique involves the use of positive sentences and phrases that help strengthen mindfulness, focus, self-confidence, and emotional control. Positive self-talk helps athletes cope better with stress and mental pressure in competitive situations. People's training and sports performance can be influenced by various factors. Coaches and other influential people control the behavior of athletes through motivational speeches so that their motivational speeches are the most effective external factors that motivate athletes. Athletes themselves can also use energizing words to create high internal motivation for themselves. The purpose of this research is to investigate the effect of self-talk on students' training performance based on the correlations of parenting styles and gender.
Methods: This is a semi-experimental research with a pre-test-post-test design with a control group. The statistical sample includes 80 female and male students with an associate degree to master's degree from Islamic Azad University, Quchan branch in the academic year. It is 2018-2019. First of all, the initial record of running 9 x 4 meters was used, and to measure self-talk, the Persian version of the self-talk questionnaire in sports was used by Tahmasabi et al. who tried to match the groups according to different factors. Finally, using the results, each of the two groups of men and women was divided into two experimental groups of 10 people with self-talk training and self-talk training sessions, and no self-talk training session was held for the control group of 40 men and women. It didn't happen. In the end, the final record of 9x4 meters was made from all 80 available samples. To analyze the data, a covariance test, and post-hoc test were used.
Results: The results of this research showed the effect of self-talk on increasing the record of running 9 x 4 meters, but parenting styles and gender did not determine its effect. Before determining the type of test, the assumptions of the used statistical method should be examined. In Table 3, the results of the normality tests for the dependent variable in the post-test stage of the control group and the experimental groups are presented along with the value of the Kolmogrof-Smirnov and Shapiro-Wilks statistics, and it can be seen that the investigated variables are normal in the experimental and control groups. Because the significance level is greater than 0.05. According to the significance level of the univariate covariance analysis test (less than 0.05) in Table No. 4, it can be said that there is a significant difference between the average scores of the members of the self-talk experimental group and the control group in the students' training performance. In other words, according to the average scores of the students' practice performance, it can be said that self-talk has reduced the time (improvement of the record) in the students of the experimental group. The amount of effect or difference is equal to 0.247. In other words, 24.7% of the individual differences in the post-test scores of students' practice performance are related to the effect of students' self-talk. According to the significance level of univariate covariance analysis of gender (0.427) in Table number 6, it can be said that there is no significant difference between the average performance of female and male students. In other words, gender does not determine the effect of self-talk on students' training performance. Also, there is no interaction between self-talk and students' gender. Because the significance level of group-gender (0.634) is also higher than 0.05.
Conclusion: Therefore, according to the obtained results, it is possible to select and use the best and most effective self-talk appropriate to different cultures and situations at the right time. The findings of this study show that self-talk is significantly effective in improving students' practice performance. This positive effect is attributed to various factors such as increased self-confidence, improved concentration, and reduced stress and anxiety. Using positive self-talk can help students have a positive attitude toward their abilities and maintain higher morale in the face of training challenges and obstacles. Another finding of the study is that parenting styles do not have a significant effect on improving students' practice performance. Several reasons may explain this result. First, parenting styles are more influential in shaping general behaviors and attitudes during childhood and adolescence, but their direct impact on specific performance such as athletic training during college may be less. At this stage of life, students are more influenced by other factors such as the academic environment, friends, peers, and instructors. Second, upon entering adulthood, people gradually become more independent and their decisions and attitudes are less directly influenced by their parents. Especially in areas such as sports and physical training, students may rely more on personal experiences and the advice of their sports coaches than on behavior patterns that have been passed down to them since childhood. Another finding of the study is that gender does not have a significant effect on improving students' practice performance, and this issue can be explained for several reasons. First, progress in exercise training depends more on individual factors such as motivation, willpower, and physical and psychological abilities than on gender. In academic settings where students are typically located, practice facilities and opportunities are equally available to all, and gender differences in access to resources and mentoring are minimized. Second, in many studies, gender differences in athletic performance are more likely to be attributed to biological differences such as body composition or hormone levels, but these differences are less influential in students' daily exercise performance level, which focuses more on general exercise and fitness maintenance.
Methods: This is a semi-experimental research with a pre-test-post-test design with a control group. The statistical sample includes 80 female and male students with an associate degree to master's degree from Islamic Azad University, Quchan branch in the academic year. It is 2018-2019. First of all, the initial record of running 9 x 4 meters was used, and to measure self-talk, the Persian version of the self-talk questionnaire in sports was used by Tahmasabi et al. who tried to match the groups according to different factors. Finally, using the results, each of the two groups of men and women was divided into two experimental groups of 10 people with self-talk training and self-talk training sessions, and no self-talk training session was held for the control group of 40 men and women. It didn't happen. In the end, the final record of 9x4 meters was made from all 80 available samples. To analyze the data, a covariance test, and post-hoc test were used.
Results: The results of this research showed the effect of self-talk on increasing the record of running 9 x 4 meters, but parenting styles and gender did not determine its effect. Before determining the type of test, the assumptions of the used statistical method should be examined. In Table 3, the results of the normality tests for the dependent variable in the post-test stage of the control group and the experimental groups are presented along with the value of the Kolmogrof-Smirnov and Shapiro-Wilks statistics, and it can be seen that the investigated variables are normal in the experimental and control groups. Because the significance level is greater than 0.05. According to the significance level of the univariate covariance analysis test (less than 0.05) in Table No. 4, it can be said that there is a significant difference between the average scores of the members of the self-talk experimental group and the control group in the students' training performance. In other words, according to the average scores of the students' practice performance, it can be said that self-talk has reduced the time (improvement of the record) in the students of the experimental group. The amount of effect or difference is equal to 0.247. In other words, 24.7% of the individual differences in the post-test scores of students' practice performance are related to the effect of students' self-talk. According to the significance level of univariate covariance analysis of gender (0.427) in Table number 6, it can be said that there is no significant difference between the average performance of female and male students. In other words, gender does not determine the effect of self-talk on students' training performance. Also, there is no interaction between self-talk and students' gender. Because the significance level of group-gender (0.634) is also higher than 0.05.
Conclusion: Therefore, according to the obtained results, it is possible to select and use the best and most effective self-talk appropriate to different cultures and situations at the right time. The findings of this study show that self-talk is significantly effective in improving students' practice performance. This positive effect is attributed to various factors such as increased self-confidence, improved concentration, and reduced stress and anxiety. Using positive self-talk can help students have a positive attitude toward their abilities and maintain higher morale in the face of training challenges and obstacles. Another finding of the study is that parenting styles do not have a significant effect on improving students' practice performance. Several reasons may explain this result. First, parenting styles are more influential in shaping general behaviors and attitudes during childhood and adolescence, but their direct impact on specific performance such as athletic training during college may be less. At this stage of life, students are more influenced by other factors such as the academic environment, friends, peers, and instructors. Second, upon entering adulthood, people gradually become more independent and their decisions and attitudes are less directly influenced by their parents. Especially in areas such as sports and physical training, students may rely more on personal experiences and the advice of their sports coaches than on behavior patterns that have been passed down to them since childhood. Another finding of the study is that gender does not have a significant effect on improving students' practice performance, and this issue can be explained for several reasons. First, progress in exercise training depends more on individual factors such as motivation, willpower, and physical and psychological abilities than on gender. In academic settings where students are typically located, practice facilities and opportunities are equally available to all, and gender differences in access to resources and mentoring are minimized. Second, in many studies, gender differences in athletic performance are more likely to be attributed to biological differences such as body composition or hormone levels, but these differences are less influential in students' daily exercise performance level, which focuses more on general exercise and fitness maintenance.
Type of Study: Research |
Subject:
Clinical Psychiatry
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