The Effects of Motivational and Instructional Self Talk on the Attentional Focus of High School Distance Runners.

Use of this thesis is restricted to the UNT Community. Off-campus users must log in to read.

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 ... continued below

Creation Information

Burgess, Amber G. May 2005.

Context

This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 624 times , with 4 in the last month . More information about this thesis can be viewed below.

Who

People and organizations associated with either the creation of this thesis or its content.

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Burgess, Amber G.

Provided By

UNT Libraries

Library facilities at the University of North Texas function as the nerve center for teaching and academic research. In addition to a major collection of electronic journals, books and databases, five campus facilities house just under six million cataloged holdings, including books, periodicals, maps, documents, microforms, audiovisual materials, music scores, full-text journals and books. A branch library is located at the University of North Texas Dallas Campus.

Contact Us

What

Descriptive information to help identify this thesis. Follow the links below to find similar items on the Digital Library.

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.

Language

Identifier

Unique identifying numbers for this thesis in the Digital Library or other systems.

Collections

This thesis is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. __Some ETDs in this collection are restricted to use by the UNT community__.

What responsibilities do I have when using this thesis?

When

Dates and time periods associated with this thesis.

Creation Date

  • May 2005

Added to The UNT Digital Library

  • Feb. 15, 2008, 4:14 p.m.

Description Last Updated

  • July 8, 2015, 3:22 p.m.

Usage Statistics

When was this thesis last used?

Yesterday: 0
Past 30 days: 4
Total Uses: 624

Interact With This Thesis

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Burgess, Amber G. The Effects of Motivational and Instructional Self Talk on the Attentional Focus of High School Distance Runners., thesis, May 2005; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc4738/: accessed March 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .