EDUCATIONAL AND MOTIVATIONAL SELF-TEACHING EFFECT ON THOUGHT CONTROL VERSUS DISTURBING THOUGHTS OF ADOLESCENT SWIMMER GIRLS

The purpose of the present study was to investigate the effect of educational and motivational self-talk on thinking control over the intruder's thoughts of teenage girls' swimmers. The method of this study was semi-experimental and applied in nature which information was gathered in field form. The statistical population of this study was all girls in swimmers in Tehran in the age group of adolescents (range from 12 to 18 years old) and 36 female teenage swimmers who have the ability to swim over 50 meters (in chest material) were selected as an available and targeted sample in Tehran and also they were randomly divided into three groups: self-spoken instructional (n = 12), self-spoken motivation group (n = 12) and control group (n = 12). Personal information form, company satisfaction, and Wels and Davis thought control strategies questionnaire (TCQ) were used as a tool. Experimental groups trained in a session under the supervision of their researcher and trainer. The group spoke motivationally after repeating the phrase "I can," and the group spoke with a repetition of the words "ankles" and "stretched hands" about 50 meters of the chest. Data were analyzed by covariance analysis. Results showed that there was no significant difference between thought control and intrusive thoughts of adolescent swimmer girls (p = 0.69), that is, self-spoken learning and self-spoken motivation did not have a significant effect on thought control versus disturbing thoughts, and there was no significant difference between the effectiveness of the two interventions. It is suggested that more studies be done on larger and larger samples and that intervention should be used over a longer period of time.