Bahare Soleymani Tappesari - Adib Mazandaran Institute of Higher Education, Sari, IRAN
Tayebeh BaniAsadi - Visiting Scholar, Department of Public Health, Kinesiology Indiana University, USA
Zahra Chaharbaghi - Department of Physical Education, Islamshahr branch, Islamic Azad University, Islamshahr, iran
Fatemeh Adib Chamachaei - Department of Sport Management, Sari Branch, Islamic Azad University, Sari, IRAN

Background: The aim of this study was to investigate the effects of instructional and motivational self-talk on learning a dart throwing skill in children with mild mental retardation. Method: The subjects included ۴۵ children with mild mental retardation who were equally divided into three groups of instructional self-talk, motivational self-talk, and control. The motor task included darts throwing skill in which children’s darts throwing scores as well as self-efficacy were measured as dependent variables. The Participants performed pre-test (including ۱۵ throws), acquisition phase (including five ۵-minute practice blocks), and retention test (including ۱۵ throws). The participants in the instructional self-talk group were asked to repeat the “Center-Target” phase before each attempt during the training phase and then throw the dart. Those in the motivational self-talk group were asked to use a motivational phrase “I Can" before the throw. The children in the control group followed a similar protocol but were not given any self-talk instructions. Results: The results showed that mentally retarded children who practiced instructional self-talk had better performance than those who used motivational self-talk and the control group in throwing darts in the retention test (P=۰.۰۰۰). Moreover, the motivational self-talk group performed better than the control group in dart throwing in the retention test (P=۰.۰۰۰). Finally, the results showed that children in the instructional and motivational self-talk groups reported higher self-efficacy scores than those in the control group in the retention test (P=۰.۰۰۰), while no significant difference was observed between the instructional and motivational self-talk groups. (P=۰.۵۲۷) Conclusion: The results of this study show that children with mild mental retardation are able to learn motor skills through self-talk.

Instructional self-talk, Motivational Self-Talk, Mental Retardation, Self-efficacy