The general and sports psychology research is limited regarding the difference between the effects of verbal encouragement (VE) or compliment methods during high-intensity functional exercise testing. The purpose of this study was to explore the effects of VE and compliments on the performance of the repeated change-of-direction (RCOD) sprint test. A total of 36 male students in secondary school participated voluntarily in the study. They were divided equally into three homogeneous groups [VE group, compliment group (CG), and control group) and performed a standardized one repetition RCOD. The RCOD (6 × 20 m with 25-s active recovery) test consisted of a 100°change in the direction at every 4 m. Outcomes included performance indices (fast time, average time, and total time), rating of perceived exertion (RPE), and feeling scale scores. VE and the compliment increased the performance indices and RPE compared with the control group. In conclusion, VE during the exercise testing would be more beneficial for optimal performance and RPE compared with the compliment and control groups. However, the moods, during RCOD, reproduce more positively during compliment conditions than the VE and control groups.

: This study aimed to examine the effects of verbal encouragements (VE) on linear sprint speed, jump height, change of direction (CoD) speed, and subjective perception of effort among high school students. Twenty-three high school male students volunteered to participate in this study (age = 19.70 ± 1.06 years). Participants were evaluated during two separate sessions (first session with VE and second session without VE) in a randomized order. The teacher provided VE during each physical test. Jump height [squat jump (SJ), countermovement jump (CMJ), five jump test (FJT)], linear sprint speed (10-m and 30-m sprint), and CoD speed (30-m with CoD) were performed during the two sessions. The rating of perceived exertion (RPE) was recorded after each session. Results indicated that VE induced moderate but sig-nificant improvement in 10-m (ES = 0.71, P = 0.023) and 30-m (ES = 0.76, P = 0.016) sprint speed. However, the 30-m sprint with CoD did not change across conditions (P > 0.05). For jump tests, significant moderate-to-large increases were observed under the VE compared with the non-VE condition (ES = 0.65 to 0.90; P = 0.005 to 0.037). Findings showed a large increase in effort perception following VE compared to the non-VE condition (ES = 1.54, P < 0.001). In conclusion, the findings of this study indicated that VE has a positive impact on measures of physical fitness but increases effort perception.

The aim of this study is to describe the speech act of girls facing handball play situations and then see how to construct efficient action rules. The used method is choosing a descriptive, exploratory and heuristic analysis of the discursive practices of a group of girls (8 hours of effective lessons, 14 girls aged 14, T = 12 hours of actual practice). The study includes analyze of girl's speech during the debate of idea's situation. On the other hand, we aim the extraction of effective action rules. The quantitative study showed that speech productions increase notably more than the evolution of action rules formulation during the cycle. The qualitative analysis showed that the decisions made by the girls guide to re-question the relationship to knowledge in the educative cycles using collective sport games. Added to that, integrating moments where students can debate and share opinions about the game is didactically interesting in order to broaden and refine their repertoire of solutions to win.

Objective: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. Methods: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). Results: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. Conclusions: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

One of the important factors that improve soccer player's ability to engage more in the physical activity is verbal encouragement from the coach during exercise. The purpose of the study was to investigate the effect of the coach's verbal encouragement in football small-sided games on psycho-physiological parameters. Fourteen male students, soccer specialty, completed four sessions of small-sided games (SSG). Two sessions (S1 and S3) conducted with verbal encouragement (SSGE), and the other two sessions (S2 and S4) without VE (SSGN). Mood state was recorded before and after each training session using the profile of mood-state (POMS). Rating of perceived exertion (RPE) was measured after each training session. Heart rate was continuously recorded. Total mood disturbance decreases significantly in sessions with SSGE (S1: P < 0.05; S3: P < 0.001). RPE scores in sessions S1 and S4 (SSGE) have significantly higher (P = 0.035; P = 0.02) compared to session S2 (SSGN).In contrast, no significant differences between the two conditions were found for maximal heart rate during SSG. Teacher’s verbal encouragement is a beneficial method of increasing motivation, thereby improving the physical engagement of students in small-scale football matches. Uno de los factores importantes que mejoran la capacidad de los jugadores de fútbol para participar más en la actividad física es el estímulo verbal del entrenador durante el ejercicio. El propósito del estudio fue investigar el efecto del estímulo verbal del entrenador en los partidos de fútbol en espacios reducidos sobre los parámetros psicofisiológicos. Catorce alumnos varones, especialidad fútbol, completaron cuatro sesiones de juegos reducidos (SSG). Dos sesiones (S1 y S3) realizadas con estímulo verbal (SSGE), y las otras dos sesiones (S2 y S4) sin VE (SSGN). El estado de ánimo se registró antes y después de cada sesión de entrenamiento utilizando el perfil de estado de ánimo (POMS). La calificación del esfuerzo percibido (RPE) se midió después de cada sesión de entrenamiento. La frecuencia cardíaca se registró continuamente. La alteración del estado de ánimo total disminuye significativamente en las sesiones con SSGE (S1: P < 0,05; S3: P < 0,001). Las puntuaciones de RPE en las sesiones S1 y S4 (SSGE) son significativamente más altas (P = 0,035; P = 0,02) en comparación con la sesión S2 (SSGN). Por el contrario, no se encontraron diferencias significativas entre las dos condiciones para la frecuencia cardíaca máxima durante la SSG. El estímulo verbal del maestro es un método beneficioso para aumentar la motivación, mejorando así la participación física de los estudiantes en los partidos de fútbol a pequeña escala. Um dos fatores importantes que melhoram a capacidade do jogador de futebol de se engajar mais na atividade física é o incentivo verbal do treinador durante o exercício. O objetivo do estudo foi investigar o efeito do encorajamento verbal do treinador em jogos reduzidos de futebol em parâmetros psicofisiológicos. Quatorze estudantes do sexo masculino, especialidade de futebol, completaram quatro sessões de jogos reduzidos (SSG). Duas sessões (S1 e S3) realizadas com estímulo verbal (SSGE), e as outras duas sessões (S2 e S4) sem EV (SSGN). O estado de humor foi registrado antes e após cada sessão de treinamento usando o perfil de estado de humor (POMS). A avaliação do esforço percebido (PSE) foi medida após cada sessão de treinamento. A frequência cardíaca foi registrada continuamente. A perturbação total do humor diminui significativamente nas sessões com SSGE (S1: P < 0,05; S3: P < 0,001). Os escores de PSE nas sessões S1 e S4 (SSGE) foram significativamente maiores (P = 0,035; P = 0,02) em comparação com a sessão S2 (SSGN). Em contraste, não foram encontradas diferenças significativas entre as duas condições para a frequência cardíaca máxima durante a SSG. O encorajamento verbal do professor é um método benéfico para aumentar a motivação, melhorando assim o envolvimento físico dos alunos em partidas de futebol de pequena escala.