Moderators of Perceived Effort in Adolescent Rowers During a Graded Exercise Test

Schmitz, Gerd

doi:10.3390/ijerph17218063

Cited by 5 publications

(2 citation statements)

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“…It is assumed that the RPE-competence is related to cognitive abilities that develop during childhood and adolescence. The result of the confirmatory factor analysis supports this view and the more specific hypothesis of the present study because it shows that the performances in the number connection test, the five-point test as well as the results from the BRIEF questionnaire are related to the RPE component exclusively explained by cHR (12,15,34). Noteworthy is the outcome of the BRIEF questionnaire.…”

Section: Discussionsupporting

confidence: 87%

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Children can rate perceived effort but do not follow intensity instructions during soccer training

Reinke,

Schmitz

2023

Front. Sports Act. Living

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The perception of effort is elementary for the self-regulation of exercise intensity in sports. The competence for rating perceived effort (RPE) seems to be related to physical and cognitive development. Children accurately rate perceived effort during incremental exercise tests when loads progressively increase, but it remains unclear how children perform when they participate in sports games, which are characterized by complex tasks with varying intensity profiles. The present study investigates children's competencies for rating perceived effort and producing predetermined intensities during soccer training. Twenty-five children aged 11–13 years performed two similar training sessions. In the first session, the children trained without intensity instructions and continuously rated their effort. In the second session, the children were instructed to produce predefined intensities. Before the first training session, executive functions were assessed by cognitive performance tests and a self-report measure. RPE correlated significantly with heart rate measures (R2 = 0.27, p < 0.001). As confirmed by factor analysis, individual differences in these correlations were related to the outcomes of the cognitive tests and the self-report measure. RPE in training session 2 differed from RPE in training session 1 (d = 1.22, p < 0.001), although the heart rate data did not differ significantly between training sessions (d = −0.19, p = 0.780). Thirteen-year-old children performed significantly better than eleven-year-old children (d = 1.69, p = 0.027). The results suggest that children are able to rate perceived effort during soccer training and that this ability is related to executive functions. Conversely, children may not be able to alter their intensities in response to instructions, although their ratings suggest that they have largely succeeded in doing so.

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Section: Discussionsupporting

confidence: 87%

“…Two non-verbal neuropsychological tests (paper-pencil-tests) and one questionnaire were applied. The tests used were the same tests that proved correlations between cognitive performance factors and the perception of effort in adults and adolescents in previous studies (12,15,34).…”

Section: Cognitive Assessmentmentioning

confidence: 99%