The purpose of this study was to examine the moderating effects of mindfulness on self-talk-motor performance relationship. Forty-nine college students (Mage=18.96±1.08) sampled from 121 college students with high/low mindfulness (high=26; low=23) and were instructed to perform a gross motor skill (i.e., stand long jump) and a fine motor skill (i.e., tracking task) under instructional, motivational and unrelated self-talk by a counter-balance order. By a two-way mixed design ANOVA analyses we found both instructional and motivational self-talk had better performance than unrelated self-talk on standing long jump and tracking test. Also, it was found mindfulness interacted with self-talk on tracking test. Results partially support the task-matching hypothesis of self-talk. Limitations, future research directions, and practical implication were discussed.
