Practice Distribution and Self-Talk Effects on Motor Memory Encoding and Consolidation in Unskilled Adolescents.

Abstract

This study investigates the impact of self-talk and practice distribution on motor memory encoding and consolidation in adolescent males (aged 11-14). Despite extensive research on motor memory consolidation, few studies explore how self-talk and practice distribution together impact memory retention, particularly in adolescent athletes. This study aims to address this gap by exploring the combined effects of self-talk and practice distribution on motor memory. Participants (n = 80) were randomly assigned to six groups (instructional/motivational self-talk and control in both massed and distributed practice) and subjected to short pass accuracy test, which required participants to pass a ball within specified zones for scoring." The study examined acquisition and retention at 30 min, 24 h, and 72 h post-training. Distributed practice groups demonstrated superior encoding during initial learning compared to massed practice groups. Groups using self-talk outperformed control groups. Moreover, those employing self-talk showed better resistance to forgetfulness during consolidation. This research highlights the complex interaction between motor memory encoding, consolidation, and practice session strategies. It underscores the significance of self-talk as a cognitive tool in enhancing performance and skill development, particularly in adolescent males. These insights have implications for improving athletes' abilities and emphasize the importance of cognitive solutions and psychological skills.