The Comparison of the Efficiency of Instructional Self-Talk to Mother and Second Language in Learning of Archery

The purpose of this study was the comparison of the efficiency of instructional self-talk to mother and second language in learning of archery. 50 students was randomly selected from 14-17 years old (Mage=16.12±0.82) that none of them have not familiarity with the skill of archery. The subjects were randomly divided in to instructional self-talk to mother language and instructional self-talk to second language groups. The subjects continued practice after 5 sessions of training that every session contained 10 blocks with 3 trails and they participated in the retention and transfer past-test after 48 hours without practice. The collected data were classified by descriptive statistical methods and were analyzed by parametric methods (independent t-test) and (??0.05). The results showed that the instructional self-talk to mother language leaded to facilitate the acquisition, retention, and transfer of archery skill more than the instructional to second language. Therefore, we can conclude that self-talk to mother language can be emphasize as a cognitive approach along by the coaches in archery.