TY - JOUR

T1 - A longitudinal multi-case study about the board game format of an educational self-talk intervention

AU - Mathas, Vassilis

AU - Solomon-Turay, Philip

AU - Hatzigeorgiadis, Antonis

AU - Hardy, James

AU - Latinjak, Alexander T.

PY - 2024/6/1

Y1 - 2024/6/1

N2 - 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.

AB - 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.

U2 - 10.1123/tsp.2023-0150

DO - 10.1123/tsp.2023-0150

M3 - Article

VL - 38

SP - 115

EP - 125

JO - Human Kinetics

JF - Human Kinetics

IS - 2

ER -