Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games

Abstract

Verbal encouragement (VE) is considered as external motivation provided by physical education teacher. For this reason, this study aimed to examine the effects of VE on psychophysiological and affective responses during small-sided games (SSG). Sixteen male school students (age: 17.37 ± 0.48 years) completed four sessions of a 4-a-side SSG. Two sessions occurred with VE (SSGE), and two sessions did not include VE (SSGNE). Heart rate was continuously recorded, and rating of perceived exertion (RPE) and blood lactate concentration ([La]b) were measured after each training session. Physical enjoyment was assessed after each protocol. Mood state was recorded before and after each training session using the profile of mood-state. HR max, [La]b, RPE, Physical enjoyment, and vigor were higher in SSGE compared to SSGNE (all, p < 0.001). The SSGE and SSGNE resulted in a decreased total mood disturbance (TMD) (p = 0.001, ES = 0.60; p = 0.04, ES = 0.33, respectively) and tension (p < 0.001, ES = 0.91; p = 0.004, ES = 0.47, respectively), and the vigor was increased after the SSGE (p < 0.001, ES = 0.76). SSGE and SSGNE induce similar improvement in TMD and tension. However, SSGE induced higher physiological responses, RPE, enjoyment, and positive mood than SSGNE. Physical education teachers could use VE during specific soccer sessions to improve physical aspects, enjoyment, and mood in participants.

Effects of Verbal Encouragements on Selected Measures of Physical Fitness and Subjective Effort Perception in Young High School Students

“…In the other hand, a recently published study indicated that VE is beneficial in improving psychological and other physiological parameters (heart rate max, physical enjoyment) (7). However, Sahli et al (7) showed that VE could improve the mood state during soccer small-sided games in male students.…”

“…In the other hand, a recently published study indicated that VE is beneficial in improving psychological and other physiological parameters (heart rate max, physical enjoyment) (7). However, Sahli et al (7) showed that VE could improve the mood state during soccer small-sided games in male students. The same authors also confirmed that VE is considered as an external motivation imposed by the teacher during physical education and sports sessions in high male students.…”

“…However, there is evidence that VE could increase the subjective perception of effort [rating of perceived exertion (RPE)] (5, 7). For instance, Sahli et al (7) studied the effects of VE on psychophysiological and affective responses during small-sided games in male school students aged 17 years. The some authors (7) revealed significantly higher RPE values (+ 13.12%) after small-sided games under VE compared with no VE.…”

“…For instance, Sahli et al (7) studied the effects of VE on psychophysiological and affective responses during small-sided games in male school students aged 17 years. The some authors (7) revealed significantly higher RPE values (+ 13.12%) after small-sided games under VE compared with no VE. In addition, Rampinini et al (5) examined the effects of VE on the intensity of small-sided games in amateur soccer players aged 24 years.…”

Modalities of Student Responses in Football Games According to Players’ Cognitive Structures

“…The debate of ideas as a teaching technique is an innovative concept in the teachinglearning process at school [16]. This method insists that knowledge is developed with the help of peers and teachers and co-constructed during exchanges [17].…”