The effect of the combined self-talk and mental imagery program on the badminton motor skills and self-confidence of youth beginner student-athletes

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dc.authoridHidayat, Yusuf/0000-0003-3645-4437
dc.authoridUstun, Umit Dogan/0000-0002-1610-2840
dc.contributor.authorHidayat, Yusuf
dc.contributor.authorYudiana, Yunyun
dc.contributor.authorHambali, Burhan
dc.contributor.authorSultoni, Kuston
dc.contributor.authorUstun, Umit Dogan
dc.contributor.authorSingnoy, Chatkamon
dc.date.accessioned2024-09-18T20:55:32Z
dc.date.available2024-09-18T20:55:32Z
dc.date.issued2023
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractBackgroundThe psychological strategies of self-talk (S.T.) and mental imagery (MI) have an essential role in training and sports performance, but their implementation, particularly in combination, is still limited. This study aimed to examine badminton motor skills (BMS) and self-confidence (S.C.) mastery after a psychological strategy intervention of S.T. and MI, which were integrated into the BMS training process in both independent and interactive functions. The S.T. strategy consisted of instructional (I-S.T.) and motivational (M-S.T.) functions, while the MI consisted of cognitive (C-MI) and motivational (M-MI) aspects.MethodsEighty youth beginner badminton student-athletes aged 10-12 years (male = 40, female = 40) were divided through a disproportional stratified sampling into four experimental groups (EG: 2-function S.T. x 2-function MI) and one control group (CG). The intervention program lasted eight weeks (three meetings a week for a total of 24 meetings). The participants completed a fidelity check at each session. At the end of the intervention, they took a BMS test and completed a self-confidence scale.ResultsThe S.T. and MI strategies had a significant effect on BMS and S.C. mastery (independent and interaction functions) in multivariate and univariate ways; however, independently, they had no significant effect on S.C. The effect of I-S.T. > M-S.T. and the effect of C-MI > M-MI on BMS, but there was no difference in S.C. In the I-S.T. condition, the C-MI and M-MI strategies did not have a different interaction effect on BMS mastery, but the effect of M-MI > C-MI on S.C. In the M-S.T. condition, the effect of C-MI > M-MI on the BMS and S.C. mastery. In the C-MI condition, the I-S.T. and M-S.T. strategies did not have a different interaction effect on BMS mastery, but the effect of M-S.T. > I-ST on S.C. In the M-MI condition, the effect of I-S.T. > M-S.T. on the BMS and S.C. mastery.ConclusionThe results of this study contribute to the existing evidence on the effectiveness of S.T. and MI strategies in the motor skill mastery and psychological skill development of beginner student-athletes. Thus, S.T. and MI strategies can be adapted as psychological strategies that coaches and physical educators can use to improve beginner student-athlete learning, sports performance, and psychological skills.en_US
dc.description.sponsorshipCentre of Research and Community Services, Universitas Pendidikan Indonesia [1393/UN40.LP/PT.01.03/2022]en_US
dc.description.sponsorshipCentre of Research and Community Services, Universitas Pendidikan Indonesia (1393/UN40.LP/PT.01.03/2022).en_US
dc.identifier.doi10.1186/s40359-023-01073-x
dc.identifier.issn2050-7283
dc.identifier.issue1en_US
dc.identifier.pmid36737818en_US
dc.identifier.scopus2-s2.0-85147369317en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1186/s40359-023-01073-x
dc.identifier.urihttps://hdl.handle.net/20.500.12483/11907
dc.identifier.volume11en_US
dc.identifier.wosWOS:000925670800001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSpringernatureen_US
dc.relation.ispartofBmc Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPsychological strategyen_US
dc.subjectBadminton motor skillen_US
dc.subjectSelf-confidenceen_US
dc.subjectMental imageryen_US
dc.subjectSelf-talken_US
dc.titleThe effect of the combined self-talk and mental imagery program on the badminton motor skills and self-confidence of youth beginner student-athletesen_US
dc.typeArticleen_US

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