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The aim of the present study was to determine the relationship between perfectionism and competitive anxiety in Women's national karate team. Methodology: This is descriptive and correlational study in which 30 women from national karate team (adults and younger adults) formed the whole statistical population Completed the Martens Competitive state and competitive trait anxiety questionnaire and also completed the Dunn and colleagues’Sports perfectionism questionnaire. The findings of the research were analyzed using descriptive statistics (mean & standard deviation), Pearson correlation coefficient and Stepwise regression analyses. Results: Results from Pearson correlation coefficient indicated negative correlation between perfectionism sport and self-confidence, and a positive correlation with trait anxiety. Stepwise regression analysis results indicated that perfectionism is generally the strongest predictor of trait anxiety. Also, perceived pressure from the coach predictor of cognitive anxiety and self-confidence, and concern over mistakes and personal standards are predictors of somatic anxiety. Conclusions: moderating Perfectionism helps the athlete to be less affected by competitive anxiety, increases her self-confidence and thus, the probability of success increases.

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The purpose of this study was to evaluate the effect of motivational covert and overt self-talk on basketball free throw skill learning in adults. 60 students of Gorgan Islamic Azad University based on pretest scores randomly assigned in three equal groups (n₁=n₂=n₃₌20). Participants in motivational covert and overt self-talk conducted basketball shooting skill acquisition in 12 sessions (each session 30 throws) with repeating “I Can” slow and loud respectively before of each throw. The transfer and retention tests were held respectively 24 and 48 hours after the last session of acquisition. Repeated measures and one-way ANOVA were run to analyze the data and LSD post hoc test was used to compare groups. Significance level for all statistical tests was set at p<0.05. Results revealed that the effect of practice sessions (p≤0.05), group (p≤0.05) and practice sessions × group (F_(10.12,57)=5.84,p≤0.05) was significant (p<0.05). Results showed that motivational covert and overt self-talk in acquisition, transfer and retention tests was better than control group. But comparison between covert and overt self-talk was not significant (p>0.05). The results of this study indicate that motivational overt and covert self-talk is useful for learning relatively complex tasks.