The Effects of Self-Talk and Augmented Feedback on Learning the Tennis Forehand

Abstract

This study compared the effects of self-talk strategy (ST) and knowledge of performance (KP) feedback on learning the forehand tennis groundstroke. Three experimental groups met during their regular tennis class for seven days to examine the interactions between ST and feedback (FB). The instructors (N = 3) taught three groups of eight randomly assigned participants using scripted lessons, one group under each condition (ST with KP, ST without KP, and KP only). Four dependent measures: (a) outcome scores, (b) movement sequence scores, (c) percentage of correct trials, and (d) feedback statement analyses were examined separately. The movement sequence scores of the participants using ST strategy significantly exceeded those of the FB group. An examination of the percentage of correct trials during acquisition revealed the positive impact of ST early in the learning process, and displayed reasons for the marked differences in KP provided to each group. The findings indicate that ST can enhance learning the tennis forehand even when KP is unavailable.