Exploring the impact of verbal encouragement on strength, endurance, and psychophysiological responses: enhancing teaching strategies in sports science education.

Introduction: This study investigates the effects of teacher verbal encouragement (VE) on strength, endurance, and psychophysiological responses, aiming to enhance teaching strategies in sports science education. Methods: Forty-eight sports science students, aged 21.3 ± 0.5 years, participated in this study. The sample was randomly divided into two groups, and a counterbalancing procedure was implemented. Participants completed strength and endurance testing sessions under normal conditions in the first week and repeated similar sessions in the second week with teacher VE. Strength was assessed using the 1RM bench press, squat, and deadlift tests, while endurance was evaluated through 8-minute time trials (8MTT: burpees, box jumps, hand-release push-ups, and sit-ups). Perceived exertion and physical activity enjoyment were investigated using self-reporting instruments. Results: The key findings showed that participants lifted greater weights in the 1RM bench press (p < 0.01; r = 0.45, medium to large effect), squat (p < 0.001; Hedges' g = 1.36, large effect), and deadlift tests (p < 0.001; r = 0.79, large effect) and completed a greater number of repetitions in the 8MTT (p < 0.001; r = 0.87, large effect) under VE. Perceived exertion was found to be lower under normal conditions (p < 0.05; r = 0.29, small effect), yet physical activity enjoyment significantly increased under VE (p < 0.05; r = 0.81, large effect). Discussion: In conclusion, implementing teacher VE in sports science education can contribute to improved strength and endurance training outcomes and student psychophysiological response.

Effects of coach-delivered verbal encouragement on the physiological and psychological responses of adolescent players in small-sided basketball games.

Introduction: The confluence of physiological and psychological dynamics is fundamental to athletic performance, particularly in basketball, where physical skill and mental resilience are imperative. While the role of verbal encouragement (VE) as a catalyst for enhancing performance has been explored in various sports disciplines, its specific effects within the basketball have not been adequately examined. Addressing this gap, the current study zeroes in on the influence of coach-delivered VE on the physiological and psychological responses of adolescent basketball players engaged in small-sided games (SSG), providing a focused analysis of how directed encouragement can modulate performance and experience in young athletes. This study aimed to investigate the effects of coach-delivered verbal encouragement on the psychological and physiological responses of adolescent basketball players. Methods: Sixteen male participants (age: 16.93 ± 0.36 years; height: 176.8 ± 0.8 cm; body mass: 73.43 ± 12.57 kg; BMI: 21.70 ± 3.55) were allocated to a Verbal Encouragement Group (VEG, n = 8, mean age: 16.80 ± 0.44) and a Control Group (CG, n = 8, mean age: 17.06 ± 0.26). Each participant engaged in four sessions of small-sided games (SSGs) consisting of four players per side in a 14 × 10 m pitch. Results: The findings revealed significant benefits of coach-delivered verbal encouragement on both the physical and psychophysiological responses of the players (p < 0.05), including increased physical enjoyment, positive mood state, lower heart rate, and higher physical activity intensity level. Discussion: Coaches should incorporate verbal encouragement strategies during SSGs to enhance player performance and optimize both psychological and physiological adaptations.

Enhancing Skills, Mood, and Performance in Overweight Handball Players: Exploring Individual vs. Collective Verbal Encouragement Strategies.

This comparative study investigates the effectiveness of two teaching methods, individual verbal encouragement and collective verbal encouragement, in enhancing the technical-tactical skills and mood state of obese students during handball matches. This study employs a randomized controlled design and involves 28 overweight students (50% females), age: 17.4 ± 2.08 years and BMI: 26.8 ± 1.5 for females and 27.3 ± 2.1 for males. Technical-tactical skills are assessed through performance metrics (individual evaluation proposal by Gréhaigne) such as Ball Played (BP), Conquered Ball (CB), Lost Ball (LB), Shoots/Goals, Conservation index, and defensive index, while mood states are evaluated using pre- and post-tests (BRUMS Scale). Results reveal that individual verbal encouragement significantly enhances technical-tactical skills and positively influences the mood state of overweight students compared to collective verbal encouragement. Boys in Session 1 with VEI displayed a significantly higher number of ball plays (mean difference = 0.94 standard deviations, p = 0.004) and conquered balls (mean difference = 0.78 standard deviations, p = 0.006) compared to VEC. They also had a lower number of Lost Balls (mean difference = -0.62 standard deviations, p = 0.018) and a higher shooting efficiency (Shoots/Goals ratio, mean difference = 0.67 standard deviations; p = 0.013). Similar trends were observed in Session 2, with VEI, again, demonstrating advantages. Girls exhibited analogous improvements with VEI in both sessions. Notably, these performance enhancements coincided with positive emotional changes, with VEI leading to a greater decrease in depression and fatigue scores for both boys and girls. The study highlights the importance of tailoring teaching methods to the specific needs of overweight students in the context of handball, emphasizing the effectiveness of individualized verbal encouragement for skill development and emotional well-being. These findings offer practical implications for educators and coaches involved in physical education, advocating for personalized approaches to optimize learning experiences for overweight students in sports settings.

Peer Verbal Encouragement Is More Effective than Coach Encouragement in Enhancing CrossFit-Specific 1-RM Strength, Functional Endurance, and Psychophysiological Assessment Performance.

This study compares the effects of coach verbal encouragement (CVE) and peer verbal encouragement (PVE) on CrossFit-specific one-repetition maximum (1-RM) strength, functional endurance, and psychophysiological assessments. A total of 36 sports science students (18 males, 18 females; mean age: 21.3 ± 0.5 years) participated in a randomized, counterbalanced crossover study in which 1-RM strength and endurance assessment sessions were undertaken under PVE, CVE, and no verbal encouragement (NVE) on separate days. Here, 1-RM strength was assessed through squat, deadlift, and bench press exercises, while endurance was evaluated using 8 min time trials (8MTT). Following the physical assessments, psychophysiological evaluations were conducted using the Borg Rating of Perceived Exertion (RPE) and the Feeling Scale (FS). The findings revealed that, after PVE, all the 1-RM strength test, 8MTT, RPE, and FS values exhibited significant increases compared to those of CVE (p [<0.001-<0.01], r = -0.84 [large]) and NVE (p [<0.001-<0.05], r [-0.43-0.52] [small]). Exceptions were noted in 1-RM-deadlift (p > 0.05, r = -0.43 [small]) and 1-RM-bench-press (p > 0.05, r = -0.43 [small]), where CVE demonstrated higher scores (1-RM-squat, 8MTT, RPE, and FS) (p [<0.001-<0.05], r = -0.64 [large]) in comparison to NVE. In conclusion, the study established that PVE is more impactful than CVE in enhancing CrossFit-specific 1-RM strength, functional endurance, and psychophysiological assessment performance. These findings suggest that coaches/teachers should consider involving their athletes in the reinforcement process for evaluated peers. This collaborative approach may not only optimize performance outcomes but also foster a supportive and motivational training environment.