Bibliographic record
Abstract
The present study was designed to examine the effect of self-talk on anxiety, self-confidence and basketball free throw performance. In the baseline condition high school basketball players completed the CSAI-2 inventory prior to completing 20 free throws. Participants were then randomly assigned to one of two conditions: a self-talk group (n = 10) or control group (n = 9) who received time-management training. Participants were requested to practice their assigned mental skill until the next testing session, three days later. The same testing conditions were present in the post-intervention phase as in the baseline. It was hypothesized that the participants who received self-talk training would experience decreased levels of anxiety, increased levels of self-confidence, and improved free throw shooting performance in the post-intervention trial compared to baseline measures. A mixed design was used to analyze the results. Overall, the self-talk training did show a positive effect resulting in increased self-confidence post-intervention compared to the control group, F(1, 17) = 7.11, p = .016. The control group did not produce any significant differences from pre- to post-intervention. The self-talk group showed significant improvements in overall performance, t(9) = -3.40, p < 0.05; somatic anxiety, t(9) = 2.355, p < 0.05; and self-confidence, t(9) = -2.273, p < 0.05. Encouraging athletes to use self-talk strategies is beneficial even in a brief time frame.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".