تركيب تصويرسازي و خودگويي بر يادگيري مهارت پرتاب آزاد بسكتبال و اعتماد به نفس دانش آموزان 10 تا 12 سال

The effect of combining imagery an‎d self-talk on learning basketball free throw skills an‎d self-confidence of 10- to 12-year-old students

رفتار حركتي و مديريت ورزش

Objective: The present study aimed to determine the effects of combining mental imagery an‎d self-talk on basketball free-throw performance an‎d sport confidence among 10- to 12-year-old male students in Baghdad. Methodology: This study employed a quasi-experimental pretest–posttest design with a control group, including retention an‎d transfer measurements for free-throw performance. The statistical population consisted of 10- to 12-year-old male students in Baghdad. Seventy-five eligible participants were selec‎ted an‎d ran‎domly assigned to five equal groups. The study groups included motivational imagery combined with motivational self-talk, motivational imagery combined with instructional self-talk, instructional imagery combined with motivational self-talk, instructional imagery combined with instructional self-talk, an‎d an active control group. The intervention was conducted over 12 sessions across four weeks. All groups participated in physical free-throw practice, while the experimental groups additionally received a specific combination of imagery an‎d self-talk strategies. Free-throw performance was assessed based on the number of successful shots out of 20 attempts during the pretest, posttest, retention, an‎d transfer phases. Sport confidence was measured at the pretest an‎d posttest stages. Descriptive statistics, mixed-design analysis of variance, an‎d Bonferroni-adjusted pairwise comparisons were used to analyze the data at a significance level of 0.05. Results: The results indicated that the study groups were relatively comparable in the pretest phase with respect to the variables under investigation; however, significant between-group differences emerged after the intervention. All four experimental groups receiving combined imagery an‎d self-talk demonstrated greater improvement in free-throw performance than the control group, an‎d this advantage was largely maintained during the retention an‎d transfer phases. Among the experimental groups, the instructional imagery combined with instructional self-talk group demonstrated the highest level of performance, with a more pronounced advantage over the fully motivational combination; however, not all differences among the four experimental groups were statistically significant. With regard to sport confidence, the experimental groups also demonstrated more favorable changes than the control group, with the greatest improvement observed in the instructional imagery combined with instructional self-talk group. The group-by-stage interaction further indicated that the pattern of change in free-throw performance an‎d sport confidence differed across the study groups, suggesting that the type of intervention influenced the extent of improvement. Conclusion: The findings suggest that combining mental imagery an‎d self-talk with physical practice can serve as an effective strategy for enhancing free-throw skill learning an‎d sport confidence in children. Among the combinations examined, instructional imagery paired with instructional self-talk showed greater effectiveness, possibly because it simultaneously facilitated mental representation of the movement an‎d directed attention toward the technical components of skill execution. Therefore, the use of instruction-oriented cognitive strategies alongside physical practice is recommended when teaching precision skills to novice children.

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