The Effects of Motivational and Instructional Self Talk on the Attentional Focus of High School Distance Runners.

The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.

Grantor dc:publisher

University of North Texas

Year dc:date

2005

Author dc:creator

• Burgess, Amber G.

Contributors dc:contributor

• Greenleaf, Christy
• Martin, Scott B.
• Jackson, Allen

• Runners (Sports) -- Psychology.
• Self-talk.
• Attention.
• distance runners
• attentional focus
• motivational self-talk
• control group
• instructional self-talk

Statement dc:rights

• Use restricted to UNT Community
• Copyright
• Burgess, Amber G.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 62110774
https://digital.library.unt.edu/ark:/67531/metadc4738/
ark: ark:/67531/metadc4738

OAI identifier oai:identifier

info:ark/67531/metadc4738