Relationships Between Dispositional Flow, Motivational Climate, and Self-Talk in Physical Education Classes

Ada, Elif Nilay; Comoutos, Nikos; Karamitrou, Aristea; Kazak, Zişan

doi:10.18666/tpe-2019-v76-i2-8419

Cited by 12 publications

(26 citation statements)

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“…In the present case, cognitive processing preference might explain why the intervention was considered too short by Anna, and why the time gap between sessions was perceived too narrow by Julia, who eventually ran out of self-talk to discuss. With regards to further individual differences and their effect on self-talk use, it is noteworthy in views of the present study that previous studies found differences between males and females (Latinjak et al, 2017; Ada et al, 2019).…”

Section: Discussionmentioning

confidence: 46%

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

et al. 2019

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This study prospectively followed the experiences of skilled athletes who were involved in an innovative reflexive self-talk online intervention targeting goal-directed self-talk. Four experienced female athletes between the ages of 20 and 40 years were invited to an initial interview, a 4-week intervention, and two post-intervention interviews. Two applied sport psychologists used an online Socratic questioning approach to encourage their athletes to describe challenging scenarios, think about their use of self-talk and its effectiveness, and explore alternative self-statements that could be used in future situations. Data were multi-sourced stemming from the psychologists, athletes, and third parties (e.g., coach). Three athletes completed the intervention, whereas one athlete withdrew prematurely, mainly because the Socratic questioning approach and the online mode of delivery did not meet her preferences. From the three athlete who had completed the intervention, there was endorsement and constructive criticism of the intervention and its online delivery mode. The intervention, largely due to the accompanying raised awareness of self-talk use and refined content, seemingly benefited a range of variables including emotions, motivation, and confidence, both inside and outside of the athletes’ sports life domain. Accordingly, this new type of online intervention warrants further consideration in the literature.

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Section: Discussionmentioning

confidence: 46%

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

et al. 2019

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“…Ada ve ark. [1] tarafından yapılan çalışmada içsel konuşmanın pozitif ve negatif boyutlarının optimal performans duygu durumu ve güdüsel iklim ile ilişkisi ortaya konmuştur. O çalışmada da negatif içsel konuşma boyutları güdüsel iklimin negatif çıktılarla ilişkili olan boyutları ile pozitif, optimal performans duygu durumu ile negatif ilişkili çıkmıştır.…”

Section: Tartişma Ve Sonuç (Conclusion and Result)unclassified

Beden Eği̇ti̇mi̇ Dersi̇ne Yöneli̇k Durumsal Güdülenme, Tutum Ve İçsel Konuşma Arasindaki̇ İli̇şki̇

Ada¹,

Comoutos²,

Bal³

et al. 2020

NWSA

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In this study was to determination of the relationship between situational motivation (SIM), self-talk (ST) and attitude towards physical education (PE) lesson and students' other perceptions (liking level of PE-SEV, the level of importance given to the PE by the student-KVO and the level of perception of the importance given to PE by the family-AVO). Furthermore, it has been done the comparisons in terms of age and gender. A total of 698 secondary school students aged between 11-14 in the study. In the findings, girls obtained higher means for all sub scales of SIM and attitude, while boys obtained higher score for worry dimension only of ST. Girls obtained higher scores for SEV and KVO, whereas boys obtained higher means for AVO. When the age increased, SEV, KVO, AVO, instrinsic motivation-IM, identification regulation-IR and attitude decreased but somatic fatique factor of negative ST increased. SEV, KVO and AVO were positive correlated with the positive dimesions whereas negative correlated with the negative dimensions. IM and IR dimensions were found positive correlated with positive ST dimensions and attitude; but extrinsic motivation and amotivation dimensions were found negative correlated with attitude and, positive correlated with negative ST dimensions.

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“…The focus of the present study was to explore the relationships between PE teachers' autonomysupportive behaviors with students' need satisfaction, need thwarting and self-talk during the PE lesson. Based on the literature review, scant attention has been given to this topic from previous researchers in the area of school PE [35,36].…”

Section: Discussionmentioning

confidence: 99%

“…More specifically, [35] highlighted that mastery climate was positively and directly related to students' positive self-talk in PE, while avoidance climate was positively related to students' negative self-talk. Finally, [36] reported that students' learning orientation positively predicted students' positive self-talk dimensions and negatively the negative self-talk dimensions. On the contrary, students' worry about mistakes positively predicted their negative self-talk.…”

Section: Organic Self-talk and The Social Environmentmentioning

confidence: 95%

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Brisimis

Κrommidas

Galanis

et al. 2020

JESBS

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Aims: Based on the framework of the Self-determination Theory and focusing on the theory of Basic Psychological Needs, we explored the relationships between Physical Education (PE) teachers’ autonomy-supportive behaviors and students’ need satisfaction, need thwarting, and self-talk during the PE lesson. Methodology: Participants were 544 primary and secondary education Greek students (aged from 12 to 15 years), from nine elementary schools (n = 259) and eight secondary schools (n = 285) in central Greece, who completed a multi-section questionnaire. Results: Results revealed that PE teachers’ autonomy-supportive climate and need satisfaction was positively associated with positive self-talk and negatively associated with negative self-talk, whereas need thwarting was positively related to negative self-talk and negatively related to positive self-talk. Regression analyses revealed that autonomy-supportive climate and competence need thwarting were significant predictors (positive and negative, respectively) of students’ positive self-talk. Furthermore, autonomy and relatedness need satisfaction were negative predictors, whereas competence and relatedness need thwarting were positive predictors of students’ negative self-talk. Conclusion: Overall, the findings suggest that when PE teachers create a class environment that supports students’ autonomy and the satisfaction of their BPN, while at the same prevents need thwarting, they can positively influence students’ self-talk.

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Relationships Between Dispositional Flow, Motivational Climate, and Self-Talk in Physical Education Classes

Cited by 12 publications

References 0 publications

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

Endorsement and Constructive Criticism of an Innovative Online Reflexive Self-Talk Intervention

Beden Eği̇ti̇mi̇ Dersi̇ne Yöneli̇k Durumsal Güdülenme, Tutum Ve İçsel Konuşma Arasindaki̇ İli̇şki̇

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

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