The literature suggests that self-talk has been occur
during the competition. Functional dimension of self-talk is divided in to
cognitive and motivational self-talk. Therefore, the aim of the present
research project was to determine the psychological component of relationship between
motivational and cognitive self-talk among gender.
Within sport psychology self-talk is a great tool to
boost an athlete’s performance. The use
of self-talk is usually combine with other psychological skill in an
intervention training package (hardy,2006), and can be used by athletes to
develop self-confidence (Zinsser, bunker and
Williams,2006;Hetzigeorgiadis,zourbanos, Goltsios and Theodorakis,
2008;Hatzigeorgiadis, Zourbanos, Mpoumpaki and Theodorakis, 2009), increase
Motivation (Hardy, Gammage and Hall,2001a;Hardy,Hall and
Alexander,(2001b),increase performance (Perkos,Theodorakis and
chroni,2002;Kolovelonis,Goudas and Dermitzaki,2011),and increase ability to
focus (papaioannou, Ballon, Theodorakis and Auwelle,2004).
There are many research and articles that have tried
to explain the relationship between motivational and cognitive self-talk. There
appears to be a consensus on the notion that self-talk is multidimensional.
Self-talk is an inside part of psychological skill
training program. Motivational self-talk includes cues aiming at psyching up
(e.g., ”let’s go”), maximizing effort (e.g., ”give it all”), building
confidence (e.g., (”I can do it”), and creating positive moods (e.g., I feel
Instructional self-talk includes cues aiming at
focusing or directing attention (e.g., ”see the target”) and proving
instruction with regard to technique (e.g., ”high elbow”), strategy (e.g.,
”push”), or kinesthetic attributes of a skill (e.g., smoothly”).
Sport Psychology tries, to help people that exercise
to improve- maximize their performance and sport psychologists in their
everyday work with athletes, use self-talk in their programs. According to
Lepadathu (2011), Self-talk is an important tool for the learning process.