Sport Sciences Research institute Sport Psychology Studies 2345-2978 7 24 2018 07 23 The Effects of Instructional and Motivational Self-Talk on Anxiety, Self-Confidence and Performance of Badminton Long Serve The Effects of Instructional and Motivational Self-Talk on Anxiety, Self-Confidence and Performance of Badminton Long Serve 17 34 1226 10.22089/spsyj.2018.4709.1503 FA Farzaneh Hatami Assistant Professor of Motor Behavior, Shahid Rajaee Teacher Training University 0000-0003-3493-5966 Farshid Tahmasbi Assistant Professor of Motor Behavior, Shahid Rajaee Teacher Training University 0000-0001-8946-5856 Shima Shayan M.A. of Motor Behavior, Shahid Rajaee Teacher Training University Journal Article 2017 08 29 The purpose of this study was to determine the effects of self-talk functions on anxiety, self-confidence and performance of badminton long serve. therefore, 30 girl students voluntarily participated in this study, and were assigned into three groups including instructional self-talk, motivational self-talk, and control groups according to pretest scores. Participants used instructional and motivational statements before skill execution in acquisition phase. Competitive State Anxiety Inventory-2 (CSAI-2R) was completed in pretest and posttest. Results indicated that self-confidence and performance of motivational self-talk group were significantly greater than instructional self-talk and control groups in post-test, self-confidence improved in instructional and motivational self-talk groups significantly, and motivational self-talk group showed improvement in performance significantly. Finally, performance of badminton long serve was significantly predicted by self-confidence. The results suggested that motivational self-talk can be used to enhance self-confidence and performance and increases in self-confidence can explain the facilitating effects of self-talk on performance. The purpose of this study was to determine the effects of self-talk functions on anxiety, self-confidence and performance of badminton long serve. therefore, 30 girl students voluntarily participated in this study, and were assigned into three groups including instructional self-talk, motivational self-talk, and control groups according to pretest scores. Participants used instructional and motivational statements before skill execution in acquisition phase. Competitive State Anxiety Inventory-2 (CSAI-2R) was completed in pretest and posttest. Results indicated that self-confidence and performance of motivational self-talk group were significantly greater than instructional self-talk and control groups in post-test, self-confidence improved in instructional and motivational self-talk groups significantly, and motivational self-talk group showed improvement in performance significantly. Finally, performance of badminton long serve was significantly predicted by self-confidence. The results suggested that motivational self-talk can be used to enhance self-confidence and performance and increases in self-confidence can explain the facilitating effects of self-talk on performance. https://spsyj.ssrc.ac.ir/article_1226_3210ddbeaa16948a702b6049b8d9a202.pdf