Self-talk and goal setting help control attentional focus by directing attention toward task-relevant cues and away from distractions. They also allow performers to refocus when concentration is disrupted by anxiety, fatigue, mistakes, or environmental stimuli.
Self-talk is the internal or spoken dialogue a performer uses before or during performance. Instructional self-talk, such as “elbow high” in swimming, directs attention toward technique and relevant movement cues. Motivational self-talk, such as “stay calm” or “keep pushing,” regulates effort, confidence, and emotional arousal so that attention remains on the task.
Goal setting gives attention a clear target. Specific goals identify what the performer should concentrate on, while measurable goals support monitoring and feedback. Short-term process goals, such as maintaining a steady breathing rhythm, are especially effective because they focus attention on controllable actions rather than uncertain results.
| Strategy | Mechanism for attentional control | Sporting example |
|---|---|---|
| Instructional self-talk | Narrows attention onto relevant technical cues | A basketball player says “follow through” before a free throw |
| Motivational self-talk | Maintains effort and manages distracting emotions | A runner repeats “relax and drive” when fatigue increases |
| Process goal | Directs attention toward controllable execution | A tennis player aims to watch the ball onto the racket |
| Performance goal | Focuses attention on a personal standard | A swimmer targets consistent split times |
Together, these strategies create an attentional plan: the goal identifies the required focus, and self-talk provides an immediate cue that returns attention to it. This can prevent attention from becoming too broad, too narrow, excessively internal, or directed toward irrelevant external information.
A common misconception is that all self-talk improves performance. Negative, vague, or excessive self-talk can consume attentional capacity and increase anxiety; effective cues should be brief, positive, specific, and practised.
In an IB SEHS response on C.2.2 attentional control, define each strategy, explain its mechanism, and apply it to a specific sporting example. Do not merely state that it “improves concentration”; show exactly which relevant cue receives attention and which distraction is excluded.