%0 Journal Article
%T Interaction of mindfulness disposition and instructional self-talk on motor performance: a laboratory exploration
%A Chiu-Chen Chang
%A Diane L. Gill
%A Frank J.H. Lu
%A Shu-Ching Wu
%A Tzu-Wen Lin
%A Yi-Hsiang Chiu
%J Archive of "PeerJ".
%D 2019
%R 10.7717/peerj.7034
%X In considering that high mindfulness disposition individuals possess a unique ability to maintain attention and awareness, and attention is one of the key mechanisms of instructional self-talk, the purpose of this study was to examine the interaction of mindfulness disposition and instructional self-talk on motor performance. Forty-nine college students (M age = 18.96 ¡À 1.08) with high/low mindfulness disposition (high n = 23; low n = 26) selected out of 126 college students performed a discrete motor task (standing long jump) and a continuous motor task (line tracking task) under instructional and unrelated self-talk conditions. Two separate 2 (self-talk type) X 2 (high/low mindfulness) mixed design ANOVA statistical analyses indicated that mindfulness disposition interacted with unrelated self-talk in the line tracking task. Specifically, low mindfulness participants performed poorer than high mindfulness participants in line tracking task under unrelated self-talk. Further, participants performed better in both standing long jump and line tracking under instructional self-talk than unrelated self-talk. Results not only revealed the triangular relationships among mindfulness, self-talk, and motor performance but also indirectly support the role of attention in self-talk effectiveness. Limitations, future research directions, and practical implications were discussed
%K Attention disposition
%K Cognitive strategies
%K Motor skill performance
%K Thought control
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6556369/