The effects of motivational and instructional self talk on the attentional focus of high school distance runners.

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Description:

The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.

Creator(s): Burgess, Amber G.
Creation Date: May 2005
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 568
Past 30 days: 6
Yesterday: 0
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2005
  • Digitized: February 8, 2008
Description:

The purposes of this study were to examine the (a) attentional focus strategies used by high school distance runners, (b) changes in attentional focus across four laps in three 1.6 km runs, and (c) effects of a pre-performance intervention using motivational and instructional self talk on the attentional focus strategies used by and performance of high school distance runners. Participants (N = 42) completed a background and demographic questionnaire, the Cross Country Attentional Focus Inventory (CCAFI), a motivational and instructional statement survey, and the Self-Motivation Inventory. A series of oneway ANOVAs revealed significant differences in the types of attentional strategies used by each group, as well as fluctuations in use of strategies. The experimental group associated more during the each of the 1.6 km trials, whereas the control group dissociated more throughout each trial. A significant group by week interaction was found, with the experimental group maintaining their performance and the control group slowing from week one to week three.

Degree:
Level: Master's
Discipline: Kinesiology
Language(s):
Subject(s):
Keyword(s): attentional focus | self-talk | motivational | instructional
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 62110774 |
  • ARK: ark:/67531/metadc4738
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Use restricted to UNT Community
License: Copyright
Holder: Burgess, Amber G.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.