The Influence of Self-Talk on Service Learning and Self-Efficacy Improvement to Volleyball Athletes

Eleftheria Makraki, Eleni Zetou, Evaggelos Bebetsos, & George Mavromatis

Department of Physical Education and Sports Sciences, Democritus University of Thrace, Komotini, Hellas

Abstract

In this study it was examined the effect of self-talk for technique οn serving skill learning on volleyball. Participants were 49 novice female players (M =13.6, SD=.86, and years of experience Μ=2.11,SD=.68). Prior to the initiation of the intervention, participants were randomly assigned into two groups one self-talk group (STG, n = 24) and one control group (TG, n = 25). All athletes followed a four-week practice program, aiming at serving skill learning. The program consisted of two practice units per week,duration of 60 min each. Participants of STG were instructed to use the self-talk (self-talk for technique) loudly before they performed the serving drills (20΄ per unit). Control group received traditional feedback, provided by the instructor. Service performance was assessed by videotaped evaluations in 5 elements of the skill. There were three measurement sessions for field test: a pre-, a post- and a retentiontest (one week after post-test). ANOVA repeated measures revealed significant interaction between groups and measure. There were also significant interaction between groups and self-efficacy. The results indicated that participants of the STG improved serving skill learning as well as they improved their self-efficacy. In conclusion, the results showed that self-talk improved performance and learning of serving skill of novice female volleyball athletes. Adding to that, athletes improved their self-efficacy.

Key words: self-talk, skill learning, serving skill, Volleyball, self-efficacy.