A longitudinal multi-case study about the board game format of an educational self-talk intervention

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

Fersiynau electronig

Dogfennau

  • ESTI Manuscript 03 (Post-Acceptance)

    Llawysgrif awdur wedi’i dderbyn, 651 KB, dogfen-PDF

    Embargo yn dod i ben: 29/04/25

Dangosydd eitem ddigidol (DOI)

This study explored goal-directed self-talk and its optimization through educational self-talk interventions, focusing on a novel sports-oriented board-game intervention. Examining a practitioner’s experiences and diverse participant profiles, including an elite tennis player, a recreational athlete, a football referee, and a tennis coach, the research employed four in-depth case studies. A unique aspect of this study involved intentional control transfer from practitioner to client, documented through a practitioner diary and postintervention interviews. Participants generally expressed appreciation for the intervention; however, the coach’s case necessitated bespoke adjustments, underscoring the importance of contextual sensitivity in applied practice. The educational self-talk intervention reportedly facilitated the analytical deconstruction of challenges, enhancing self-regulation through goal-directed self-talk. The study underscored the pedagogical merit of the board game and observed a substantive transfer of control from practitioner to participant over the intervention’s longitudinal trajectory. Detailed recommendations have been crafted for practitioners to implement the educational self-talk intervention effectively in their practice.
Iaith wreiddiolSaesneg
Tudalennau (o-i)115-125
Nifer y tudalennau11
CyfnodolynHuman Kinetics
Cyfrol38
Rhif y cyfnodolyn2
Dyddiad ar-lein cynnar29 Ebr 2024
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - 1 Meh 2024
Gweld graff cysylltiadau