1. Kin 381a Assignment #2: Self-Talk Assignment

2. Purpose Examined relationship b/w three dimensions of ST (valence, direction and frequency) and effort, as well as performance Rationale Athletes report using ST to help control their levels of effort (Hardy, Alexander, & Hall, 2001) Athletes report using ST to help control their levels of effort (Hardy, Alexander, & Hall, 2001)

3. Rationale (cont.) Zinsser, Bunker, and Williams (1998) promoted the use of ST for this function: Zinsser, Bunker, and Williams (1998) promoted the use of ST for this function: “phrases such as ‘go for it,’ ‘easy,’ ‘pace,’ ‘pick it up,’ ‘cool it,’ ‘hold onto it,’ ‘push,’ ‘stay,’ and so forth can be very effective in controlling effort” (p. 278).

4. Hypotheses Positive association b/w ST valence & effort and performance Positive association b/w ST valence & effort and performance Positive association b/w ST direction & effort and performance Positive association b/w ST direction & effort and performance Positive association b/w ST frequency & effort and performance Positive association b/w ST frequency & effort and performance

5. Methods Participants Kin undergraduates Kin undergraduatesMeasures Performance = # of laps completed Performance = # of laps completed Effort = Borg’s (1971) 15-grade scale Effort = Borg’s (1971) 15-grade scale

6. Borg’s (1971) scale 20 6 19 “very, very hard” “very, very light” 17 15 13 11 9 7 “very light” “fairly light” “very hard” “hard” “somewhat hard”

7. Measures (cont.) ST frequency = single item ST frequency = single item – How often did you say things to yourself? – 1 = never, 9 = all the time ST Grid (Hardy et al., 2001) ST Grid (Hardy et al., 2001) Assesses valence and direction of self-talk Not the frequency of each but the extent…e.g. how positive?

8. Self-Talk Grid Extremely de-motivational Extremely motivational Extremely negative Extremely positive

9. Self-Talk Grid X Extremely de-motivational Extremely motivational Extremely negative Extremely positive

10. Strengths of ST Grid General sport specific questionnaire General sport specific questionnaire – e.g. not just tennis Assess internal as well as external ST Assess internal as well as external ST Easy to admin. Easy to admin. – e.g. not lots of hours of training – one person to admin. – rapid completion

11. Procedure Completed the ST Grid via a vivid recall scenario Completed the ST Grid via a vivid recall scenario – help learn how to use the grid Carried out modified 12 min run (Cooper, 1977) Carried out modified 12 min run (Cooper, 1977) Completed ST Grid after the task and single item measure of ST frequency Completed ST Grid after the task and single item measure of ST frequency

12. Data Analysis Was ST related to performance and effort! Was ST related to performance and effort! Re: effort Correlation of ST valence with effort Correlation of ST valence with effort Correlation of ST direction with effort Correlation of ST direction with effort Correlation of ST frequency with effort Correlation of ST frequency with effort

13. Data Analysis cont. Re: performance Correlation of ST valence with performance Correlation of ST valence with performance Correlation of ST direction with performance Correlation of ST direction with performance Correlation of ST frequency with performance Correlation of ST frequency with performance

14. Discussion Study was correlational in design Study was correlational in design Possible explanation, for example: Possible explanation, for example: HardWork Negativemood NegativeST

15. Written Report You are required to submit a written report that takes the form of a manuscript being submitted for publication to a sport psychology journal. The APA Style Manual (5 th edition) must be adhered to when writing this report.