Abstract
Researchers have demonstrated the performance benefits of positive self-talk across various sport tasks (Tod, Hardy, & Oliver, 2011). However, literature regarding the effectiveness of specific forms of self-talk seems to be lacking. The purpose of this study was to compare the effects of three different positive self-talk interventions (motivational, instructional and calming) on performance of a time limited dart-throwing task. The role of individual expectations regarding the efficacy of each intervention on performance was also examined. Participants were one hundred and four (104) undergraduate students who were randomly assigned to one of three intervention groups or to a control condition. The effectiveness of these interventions in enhancing performance was compared to control participants using an analysis of covariance (ANCOVA). No significant differences in performance were found between any of the self-talk conditions; however, a positive relationship between expectancy of intervention efficacy and performance was identified. The practical and theoretical implications of these findings are discussed.
