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Observing a model let learners to make a plan of action that can be used for learning motor skills. Moreover, self-talk is a conversation that performers use it either apparently or secretly in order to think about their performance and reinforce it. Therefore, the purpose of this study was to investigate the effect of observational learning, self-talk and combination of both on boy’s performance. The statistical samples of the present study included 60 students (12.25±1.24) with forth and fifth grade that were selected as available subjects. After volleyball AAHPERD pre-test, subjects divided into 6 groups: Instructional self-talk (STI), motivational self-talk (STM), observational learning (OB), combination of Instructional self-talk and learning observation (STI-OB), combination of motivational self-talk and observational learning (STM-OB) and control group (CO) and during one day, they were participated in specific intervention that planed for each group. On the first day of intervention, subjects participated in acquisition phase and acquisition test was taken, after 48 hours' retention and transfer test was Held. In each phase of study self-efficacy was examined. The results of two-way ANOVA revealed that there was a significant difference among all training groups with control group (p≤0.05). These results support the use of cognitive factors, self-talk and observational learning and the combination of observational learning and Instructional self-talk as learning facilitator.

Merging two variables (observational learning and self-talk), is not preference one variable evermore