The effect of the Interactive Self-talk and Mental Imagery program on Badminton Motor Skills and Self-Confident of Youth Beginner Student- Athletes

Abstract Background: self-talk (ST) and mental imagery (MI) psychological strategies have an essential role in training and sports performance, but their implementation is still limited, especially when they are implemented in combination use. This study aimed to examine badminton motor skills (BMS) and self-confidence (SC) mastery after the ST and MI psychological strategy intervention, both in independent and interactive functions integrated into the BMS training process. Methods: Eighty badminton beginner student-athletes aged years 11.4+52 years old (Male=40, Female=40) were divided through a disproportional stratified sampling into four experimental groups (EG: 2-function ST x 2-function MI) and one control group (CG). The intervention program was eight weeks (24 meetings and three times a week). 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. Results: ST and MI strategies had a significant effect on the BMS and SC mastery (independent and interaction functions), in multivariate and univariate ways, except that, independently, they had no significant effect on SC. The effect of I-ST > M-ST and the effect of C-MI > M-MI on BMS, but there was no different effect on SC. In the M-MI function, the effect of I-ST > M-ST on the BMS and SC mastery. Meanwhile, in the C-MI function, I-ST and M-ST did not have a different interaction effect on BMS and the effect of M-ST > I -ST on SC in the C-MI function. In the M-ST function, the effect of C-MI > M-MI on BMS and SC, but there was no difference of the interaction effect on BMS in the I-ST condition. Ethics approval: Centre of Research and Community Service, Universitas Pendidikan Indonesia (Project No. B-1030/UN40.PL/PJ.00.00/2021), approval date: 25 June 2021.Conclusion: The results of this study strengthen the evidence on the effectiveness of ST and MI strategies in motor skill mastery and psychological skill development of beginner student-athletes. Thus, ST and MI strategies can be adapted as psychological strategies that coaches and physical educators can use to improve beginner student-athlete's learning, sports performance, and psychological skills.