Portal de Periódicos da CAPES

The Effect of Instructional Self-talk on the Overhand Throw

1999; Sagamore-Venture Publishing; Volume: 56; Issue: 4 Linguagem: Inglês

2160-1682

Andy Anderson, Paul Vogel, Richard Albrecht,

Physical Education and Pedagogy

Instructional self-talk was used as a learning strategy to teach grade three students the overhand throw over nine sessions. Self-talk participants were taught to verbalize preselected cues that match key elements of form for overhand throwing. Immediately following the third, sixth and ninth sessions, participants in the self-talk group (N =16), the traditional group (N =13), and the demonstration-only group (N = 17) were rated for form involving the overhand throw. Significant differences (.01) between groups at the end of the treatment period revealed that the self-talk treatment was superior to the traditional treatment, and that the traditional treatment was superior to demonstration only treatment. These results indicate that instructional self-talk is an appropriate strategy for teaching and learning the overhand throw.