Evaluating the impact of motivational, instructional and calming self-talk on the performance of a timed dart-throwing task
Bibliographic record
Abstract
Researchers have demonstrated the performance benefits of positive self-talk across various sport tasks (Tod, Hardy, & Oliver, 2011). However, literature regarding the effectiveness of specific forms of self-talk seems to be lacking. The purpose of this study was to compare the effects of three different positive self-talk interventions (motivational, instructional and calming) on performance of a time limited dart-throwing task. The role of individual expectations regarding the efficacy of each intervention on performance was also examined. Participants were one hundred and four (104) undergraduate students who were randomly assigned to one of three intervention groups or to a control condition. The effectiveness of these interventions in enhancing performance was compared to control participants using an analysis of covariance (ANCOVA). No significant differences in performance were found between any of the self-talk conditions; however, a positive relationship between expectancy of intervention efficacy and performance was identified. The practical and theoretical implications of these findings are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.005 |
| 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 | 0.001 |
| 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 source (direct Gemma or distilled Codex), 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".