Gaining a better understanding of self-talk (ST) while performing a novel psychomotor task (mirror tracing task) was explored using a phenomenological approach in which recorded results were compared to the ST data of diverse research disciplines to more fully understand ST and its reported functions. Participants, asked to complete three trials of the task, were presented with two open-ended questions regarding their inherent ST before, during and after each trial of the task: (1) self-reported ST, and (2) self-reported ST function. The responses of the 8 participants (over 7,500 words) were audio recorded, transcribed, and analyzed. The recorded data were coded using groupings derived from existing literature and categorized based upon inductive reasoning (emergent from collected data). We expected to find instructional and negative ST due to the difficulty and type of task, based upon the current research. Our results have revealed the use of motivational, instructional, positive, and negative ST (e.g., "I can do this!", "Stay between the line", and "Oh, no!"). Additionally, unique categories of ST have emerged, such as prayer and no ST. The results of this study are beneficial to improving our insight into the array of ST used while performing a difficult and novel fine motor task. The information collected from this study can be used as a foundation toward further understanding ST during other novel tasks and recommend its further study in a variety of disciplines.

Faculty Mentor: Dr. David Cutton

Department of Health and Kinesiology