Shahid Beheshti University Sports Psychology 2676-3729 9 2 2017 08 23 The Effect of Instructional and Motivational Self-Talk on Postural Control of Suprapostural Task The Effect of Instructional and Motivational Self-Talk on Postural Control of Suprapostural Task 45 54 99653 FA Nastaran Naderirad Shahid Beheshti University Shahzad Tahmasebi Bourejeni Tehran University 0000-0002-0875-3993 Journal Article 2016 09 25 purpose: The aim of present study was to examine the effectiveness of instructional and motivational self-talk on postural control of supra postural task in from 9 to 12 years old. Methodology: In this study, 60 subjects participated, that were divided randomly into three groups: instructional self-talk, motivational self-talk and control groups. The first, participants performed the supra postural task in 3 trials. Then the process was performed for the second order in the same manner but in this stage, the experimental groups, performed instructional and motivational self-talk 15 seconds before the supra postural task. Control group was performed test without intervention. Results: The result of one-way ANOVA showed that the performance of motivational self-talk group was better than the instructional self-talk group (P=0.043), and control groups (P=0.013). But there was no significant difference between performance of instructional self-talk and control groups (P=0/621). Conclusion: These findings supports from applying the motivational self-talk as an effective strategy to improvement of the postural control of supra postural task. Also the fact that children could benefit from motivational self-talk, has important implications for Physical Education purpose: The aim of present study was to examine the effectiveness of instructional and motivational self-talk on postural control of supra postural task in from 9 to 12 years old. Methodology: In this study, 60 subjects participated, that were divided randomly into three groups: instructional self-talk, motivational self-talk and control groups. The first, participants performed the supra postural task in 3 trials. Then the process was performed for the second order in the same manner but in this stage, the experimental groups, performed instructional and motivational self-talk 15 seconds before the supra postural task. Control group was performed test without intervention. Results: The result of one-way ANOVA showed that the performance of motivational self-talk group was better than the instructional self-talk group (P=0.043), and control groups (P=0.013). But there was no significant difference between performance of instructional self-talk and control groups (P=0/621). Conclusion: These findings supports from applying the motivational self-talk as an effective strategy to improvement of the postural control of supra postural task. Also the fact that children could benefit from motivational self-talk, has important implications for Physical Education https://mbsp.sbu.ac.ir/article_99653_bb995276cbf2fe65c0ca98b687e65327.pdf