Purpose: Motor creativity is one of the most important desirable outcomes of physical education that is influenced by numerous cognitive and psychological factors. The present study aimed to explain students' motor creativity based on self-regulation with the mediating role of organic self-talk.

Methods: The present study was descriptive-correlational with a structural equation modeling approach. The statistical population included second-year high school students in Tehran, 380 of whom were selected using multistage cluster sampling. Data were collected using the Zimmerman Self-Regulation Questionnaire, Organic Self-Talk Questionnaire, and Torrance Motor Creativity Test. Data analysis was performed using SPSS version 26 and SmartPLS version 4 software.

Results: Self-regulation has a positive and significant effect on organic self-talk (β=0.642, P<0.001) and motor creativity (β=0.218, P<0.001). Also, organic self-talk positively and significantly predicted motor creativity (β = 0.468, P < 0.001). The results of the bootstrap test showed that organic self-talk plays a significant mediating role in the relationship between self-regulation and motor creativity (β = 0.293, P < 0.001). The proposed model had a good fit and was able to explain 53.3% of the variance in students' motor creativity.

Conclusion: Self-regulation provides the basis for improving students' motor creativity by increasing organic self-talk. Therefore, teaching self-regulation strategies and strengthening organic self-talk in physical education classes can lead to the development of motor creativity, increasing learning independence, and improving the quality of motor skills training in students.