Design and standardization of the self-talk scale for students applied in the fourth stage of the College of Physical Education and Sports Sciences, University of Basra
Keywords:design, codification, modernity, self
The teaching profession is a sacred profession, and it is the profession of the apostles and prophets. It has been viewed with great respect and respect throughout the ages, and no human civilization has been devoid of it, regardless of its level, because it is the profession that deals with the human mind. However, what we notice about teaching at the present time is that some teachers look to this profession for the sake of Financial compensation. He also teaches the subject without prior planning for the process, so he teaches it without even knowing what the subject is that he will teach and without knowing or defining the goals, which he is supposed to achieve in the end at the end of the lesson and without specifying the method and choosing it in a way that suits the material that he is presenting. Without using means that help deliver the material to the learner, without knowing how to ensure that the goals are achieved or the extent of their achievement by the learners, hence the importance of the research by designing and codifying a measure of self-talk for applied students in order to identify the strengths and weaknesses of the applied student, in addition to knowing the level of self-talk. For the applied student in order to advance the educational process. The self-talk scale was designed and standardized for students applied at the College of Physical Education and Sports Sciences, University of Basra. And setting standard levels and grades for the scale. The researchers used the descriptive approach in the style of a survey study. The research community was determined from male and female students of the fourth stage at the College of Physical Education and Sports Sciences - University of Basra for the academic year 2021/2022, and they numbered 248 male and female students, with a ratio of (177) male and (71) female students. As for the research sample, it was (100) male and female students, i.e. a percentage (40.323%) The researchers adopted this percentage for the project with the rest of the field procedures for the research, and the research sample was divided into the construction sample, the standardization sample, and the exploratory experiment sample.