An interventional study of Motivational Self-Talk Training and Instructional Self-Talk Training in Psychological Self-talk Interventions in Soccer Performance, sponsored by Beijing Sport University. Completed at 1 site in China. Open to male participants aged 18 Years to 25 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-02-02.
Sponsored by Beijing Sport University · Not applicable, Interventional, and Other
This study investigates the effects of different types of self-talk on performance and stress regulation in soccer forwards. Self-talk is a psychological technique in which athletes use specific verbal cues to guide their thoughts and actions during training and competition. Two commonly used forms are motivational self-talk, which focuses on confidence and effort, and instructional self-talk, which focuses on technical and tactical cues.
Thirty-six male soccer forwards of different competitive levels participated in this study. Players were randomly assigned to a motivational self-talk group, an instructional self-talk group, or a control group. The intervention lasted six weeks. Before and after the intervention, participants completed assessments of soccer-specific technical skills, physical performance, and match tactical behavior. Psychological measures of self-efficacy and biological indicators of stress (salivary cortisol) were also collected.
The purpose of this study is to determine whether different self-talk strategies produce different effects depending on players' competitive level and task demands. The findings are expected to provide practical guidance for the use of psychological training strategies in soccer and other team sports.
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Exclusion Criteria
Participants in this group received a motivational self-talk intervention designed to enhance confidence, effort, and persistence during soccer training and competition.
Behavioral: Motivational Self-Talk Training
Participants in this group received an instructional self-talk intervention focusing on technical execution and tactical decision-making during soccer activities.
Behavioral: Instructional Self-Talk Training
Participants in the control group continued their regular soccer training without receiving any structured self-talk intervention.
Behavioral: No Self-Talk (Usual Training Control)
Participants received structured motivational self-talk training aimed at enhancing confidence, effort, and persistence during soccer training and match-related tasks. Individualized motivational cue words and phrases were developed and practiced under guidance, and participants were instructed to apply these cues consistently throughout the six-week intervention period.
Participants were instructed to apply task-specific instructional self-talk cues to guide technical execution and tactical decision-making during soccer training over a six-week intervention period.
Participants in the control group continued their regular soccer training and match preparation without receiving any form of structured self-talk instruction. No motivational or instructional self-talk strategies were introduced during the intervention period.
Match-Based Technical and Tactical Performance
Match-based technical and tactical performance was assessed during regular soccer match play using standardized match analysis procedures. This outcome represents players' overall technical and tactical performance exhibited in a real match context over the intervention period.
Time frame: Baseline and immediately after the 6-week intervention
Shooting Accuracy
Shooting accuracy was evaluated using a standardized soccer shooting test. Participants performed a series of shots toward predefined target zones within the goal. Shooting accuracy was calculated as the percentage of successful shots directed into the target areas, with higher percentages indicating better shooting performance.
Time frame: Baseline and immediately after the 6-week intervention
Sport Self-Efficacy
Sport self-efficacy was assessed using the Sport Self-Efficacy Scale, a validated self-report questionnaire designed to measure individuals' perceived confidence in performing sport-related skills and tasks. The scale consists of multiple items rated on a Likert-type scale, yielding a total score ranging from 10 to 50, with higher scores reflecting greater perceived self-efficacy in sport performance contexts.
Time frame: Baseline and immediately after the 6-week intervention
Dribbling Run Performance
Dribbling run performance was assessed using a standardized soccer dribbling run test. Participants completed the task while controlling the ball along a predefined running course, and performance was quantified as total completion time (seconds) recorded under standardized testing conditions.
Time frame: Baseline and immediately after the 6-week intervention
Loughborough Soccer Passing Test Performance
Passing performance was assessed using the Loughborough Soccer Passing Test (LSPT), a standardized and widely used soccer-specific passing assessment. Participants were required to complete a series of prescribed passing and ball-control actions according to the standardized test protocol. Performance was quantified as the total time (seconds) required to complete the test under controlled testing conditions.
Time frame: Baseline and immediately after the 6-week intervention
Salivary Cortisol Concentration
Salivary cortisol concentration was assessed as an index of physiological stress response. Saliva samples were collected using standardized saliva collection procedures and cortisol levels were quantified using enzyme-linked immunosorbent assay (ELISA) methods under controlled laboratory conditions.
Time frame: Baseline and immediately after the 6-week intervention
Plan to share: No — Individual participant data will not be shared due to participant confidentiality and institutional data protection policies.
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This study is completed, as verified in Jan 2026. You cannot join it, but the record below documents what was studied.
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