effects of self-talk and imagery on learning of volleyball serve skill in adolescence female students

Background: previous research on psychological interventions in sports has primarily focused on elite athletes. studies have demonstrated the effectiveness of psychological interventions, such as self-talk (st) and imagery (ig), in improving performance and reducing anxiety in various sports. however, limited research has been conducted on the specific application of these techniques in novice female volleyball players, particularly in the early stages of their development. objectives: to investigate the impact of psychological intervention, specifically st and ig, on the performance and learning of service skills among novice female volleyball players in the first year of high school. methods: a semi-experimental study was conducted with 60 adolescent female novice volleyball players. participants were randomly assigned to four groups: st, ig, combined st+ ig, and a control group (physical training only). the study included pre-test, intervention (24 sessions), post-test, and a 2-week delay retention phase. results: the results demonstrated that both ig and st, individually or in combination, significantly improved the performance and learning of volleyball serves among the participants. the combination group exhibited the most significant improvement. conclusions: the findings suggest that psychological interventions, incorporating st and ig, are more effective than single-component interventions in enhancing motor learning and performance in novice female volleyball players.