ArticleBMC psychology2023
The effect of the combined self-talk and mental imagery program on the badminton motor skills and self-confidence of youth beginner student-athletes.
Article in BMC psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07438522 (Effects of Targeted Isometric and Isotonic Hand Strengthening on Hand Function, Dexterity, Grip Strength and Grip Endurance in Competitive Female Badminton Athletes), which is not on this map. Cited by 11 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Effects of Targeted Isometric and Isotonic Hand Strengthening on Hand Function, Dexterity, Grip Strength and Grip Endurance in Competitive Female Badminton Athletes
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Optimal dosage and effectiveness of imagery practice on athletes' mental health: a Bayesian multilevel meta-analysis.Frontiers in psychology · 2025Pooled it
- Mental Imagery to Enhance Procedural Skills in Peripheral Venous Catheterization: A Randomized Simulation Study in Medical Students.Perspectives on medical education · 2026Trial
- Coping with Stress in Athletes: Psychological Strategies and Psychometric Tools for Stress and Anxiety Assessment.Journal of clinical medicine · 2026Review
- The effect of badminton training on the attention and motor skills performance of integrated students: a study including children with specific learning disorders (SLD).BMC sports science, medicine & rehabilitation · 2026Article
- Effects of sports information, training, psychological preparation, and peer support on perceived athletic competence among Chinese university students.Scientific reports · 2026Article
- Effects of Exergaming Tennis on Players' Tennis Skills and Mental State Compared to Regular Tennis in Adult Players: Quasi-Experimental Study.JMIR serious games · 2026Article
- The Effects of Imagery Practice on Athletes' Performance: A Multilevel Meta-Analysis with Systematic Review.Behavioral sciences (Basel, Switzerland) · 2025Review
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- Sex Differences in Athletic Performance Response to the Imagery and Mental Toughness of Elite Middle- and Long-Distance Runners.Sports (Basel, Switzerland) · 2024Article
- Article
- Article
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6 authors.
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Abstract
backgroundThe psychological strategies of self-talk (S.T.) and mental imagery (MI) have an essential role in training and sports performance, but their implementation, particularly in combination, is still limited. This study aimed to examine badminton motor skills (BMS) and self-confidence (S.C.) mastery after a psychological strategy intervention of S.T. and MI, which were integrated into the BMS training process in both independent and interactive functions. The S.T. strategy consisted of instructional (I-S.T.) and motivational (M-S.T.) functions, while the MI consisted of cognitive (C-MI) and motivational (M-MI) aspects.
methodsEighty youth beginner badminton student-athletes aged 10-12 years (male = 40, female = 40) were divided through a disproportional stratified sampling into four experimental groups (EG: 2-function S.T. × 2-function MI) and one control group (CG). The intervention program lasted eight weeks (three meetings a week for a total of 24 meetings). The participants completed a fidelity check at each session. At the end of the intervention, they took a BMS test and completed a self-confidence scale.
resultsThe S.T. and MI strategies had a significant effect on BMS and S.C. mastery (independent and interaction functions) in multivariate and univariate ways; however, independently, they had no significant effect on S.C. The effect of I-S.T. > M-S.T. and the effect of C-MI > M-MI on BMS, but there was no difference in S.C. In the I-S.T. condition, the C-MI and M-MI strategies did not have a different interaction effect on BMS mastery, but the effect of M-MI > C-MI on S.C. In the M-S.T. condition, the effect of C-MI > M-MI on the BMS and S.C. mastery. In the C-MI condition, the I-S.T. and M-S.T. strategies did not have a different interaction effect on BMS mastery, but the effect of M-S.T. > I-ST on S.C. In the M-MI condition, the effect of I-S.T. > M-S.T. on the BMS and S.C. mastery.
conclusionThe results of this study contribute to the existing evidence on the effectiveness of S.T. and MI strategies in the motor skill mastery and psychological skill development of beginner student-athletes. Thus, S.T. and MI strategies can be adapted as psychological strategies that coaches and physical educators can use to improve beginner student-athlete learning, sports performance, and psychological skills.
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