Effect of Verbal Encouragement on Performance and Affective Responses in Male Sport Science Students during Sprint Modalities.

This investigation aimed to examine the effect of verbal encouragement teacher to student (VETS) versus verbal encouragement student to student (VESS) on physical performance and affective responses during different modalities of sprint tests in active male students. In a randomized crossover design, twenty-two male sport science students (age: 21 ± 1.2 years, body height: 1.77 ± 0.3 m, body mass: 76.6 ± 2.1 kg, BMI: 22.9 ± 1.3 kg·m-2) performed linear and change-of-direction sprint tests under one of three conditions: (1) VETS; (2) VETS; (3) no verbal encouragement. In each condition, participants performed the 20 m sprint test, the 10 × 2 sprint test, and the L sprint test. The assessed parameters comprised physical performance, rating of perceived exertion (RPE), and a feeling scale. Post hoc test analysis indicates a significant increase in physical performance during VETS and VESS conditions compared to the control condition due to a decrease in sprint in line 20 m (VETS: p < 0.001, d = 0.55; VESS: p = 0.016, d = 0.41), sprint 10*2 (VETS: p < 0.001, d = 0.64; VESS: p = 0.05, d = 0.36), and sprint L (VETS: p = 0.001, d = 1.19) times compared to the control condition. Moreover, the feeling score was greater after VETS compared to other conditions (p = [<0.001-0.001], d = [0.77-1.18]). In addition, the RPE had no effect on sprint performance between the different conditions. It is indicated that VETS, rather than VESS, is a more significant and effective way to increase effort intensity and positive feelings during sprinting modalities.

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.

Using artificial intelligence for exercise prescription in personalised health promotion: A critical evaluation of OpenAI's GPT-4 model.

The rise of artificial intelligence (AI) applications in healthcare provides new possibilities for personalized health management. AI-based fitness applications are becoming more common, facilitating the opportunity for individualised exercise prescription. However, the use of AI carries the risk of inadequate expert supervision, and the efficacy and validity of such applications have not been thoroughly investigated, particularly in the context of diverse health conditions. The aim of the study was to critically assess the efficacy of exercise prescriptions generated by OpenAI's Generative Pre-Trained Transformer 4 (GPT-4) model for five example patient profiles with diverse health conditions and fitness goals. Our focus was to assess the model's ability to generate exercise prescriptions based on a singular, initial interaction, akin to a typical user experience. The evaluation was conducted by leading experts in the field of exercise prescription. Five distinct scenarios were formulated, each representing a hypothetical individual with a specific health condition and fitness objective. Upon receiving details of each individual, the GPT-4 model was tasked with generating a 30-day exercise program. These AI-derived exercise programs were subsequently subjected to a thorough evaluation by experts in exercise prescription. The evaluation encompassed adherence to established principles of frequency, intensity, time, and exercise type; integration of perceived exertion levels; consideration for medication intake and the respective medical condition; and the extent of program individualization tailored to each hypothetical profile. The AI model could create general safety-conscious exercise programs for various scenarios. However, the AI-generated exercise prescriptions lacked precision in addressing individual health conditions and goals, often prioritizing excessive safety over the effectiveness of training. The AI-based approach aimed to ensure patient improvement through gradual increases in training load and intensity, but the model's potential to fine-tune its recommendations through ongoing interaction was not fully satisfying. AI technologies, in their current state, can serve as supplemental tools in exercise prescription, particularly in enhancing accessibility for individuals unable to access, often costly, professional advice. However, AI technologies are not yet recommended as a substitute for personalized, progressive, and health condition-specific prescriptions provided by healthcare and fitness professionals. Further research is needed to explore more interactive use of AI models and integration of real-time physiological feedback.

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.

Testing the Psychometric Properties of an Arabic Version of the Brunel Mood Scale among Physical Education Students.

In our study, we translated and tested the psychometric properties of an Arabic version of the Brunel Mood Scale (BRUMS), referred to as the Arabic Mood Scale (ARAMS), among physical education university students. A total of 681 participants completed the ARAMS in exploratory and confirmatory phases. Exploratory analyses were conducted on data from 253 students between the ages of 19 and 25 years (M = 21.14 ± 1.65 years) of whom 132 were women (52.2%) and 121 were men (47.8%). Confirmatory analyses were conducted on data from 428 students between the ages of 19 and 25 years (M = 20.93 ± 1.55 years) of whom 203 were women (52.6%) and 225 were men (47.4%). The measurement model of the ARAMS was initially evaluated using exploratory factor analysis (EFA) and was subsequently tested via confirmatory factor analysis (CFA). EFA identified a 24-item, 6-factor structure that aligned with the original BRUMS measurement model, and CFA demonstrated congruence between the two models. Internal consistency of the six subscales exceeded adequacy levels with good Cronbach's alpha and McDonald's Omega values respectively for anger (0.811; 0.812), confusion (0.830; 0.830), depression (0.858; 0.859), fatigue (0.823; 0.825), and tension (0.824; 0.825), and an acceptable value for vigor (0.749; 0.748). Findings support the factorial validity and internal consistency of the ARAMS, which appears to be a suitable measure for use in Arabic physical education contexts. Further validation studies are required before the ARAMS is used in other Arabic-language contexts.

Peer Verbal Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games.

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.

The Effects of Verbal Encouragement during a Soccer Dribbling Circuit on Physical and Psychophysiological Responses: An Exploratory Study in a Physical Education Setting.

Verbal encouragement (VE) can be used by physical education (PE) practitioners for boosting motivation during exercise engagement. The purpose of this study was to investigate the effects of VE on psychophysiological aspects and physical performance in a PE context. Twenty secondary school male students (age: 17.68 ± 0.51 yrs; height: 175.7 ± 6.2 cm; body mass: 67.3 ± 5.1 kg, %fat: 11.9 ± 3.1%; PE experience: 10.9 ± 1.0 yrs) completed, in a randomized order, two test sessions that comprised a soccer dribbling circuit exercise (the Hoff circuit) either with VE (CVE) or without VE (CNVE), with one-week apart between the tests. Heart rate (HR) responses were recorded throughout the circuit exercise sessions. Additionally, the profile of mood-state (POMS) was assessed pre and post the circuit exercises. Furthermore, rating of perceived exertion (RPE), traveled distance, and physical activity enjoyment (PACES) were assessed after the testing sessions. Furthermore, the CVE trial resulted in higher covered distance, %HRmax, RPE, PACES score, (Cohen's coefficient d = 1.08, d = 1.86, d = 1.37, respectively; all, p < 0.01). The CNVE trial also showed lower vigor and higher total mood disturbance (TMD) (d = 0.67, d = 0.87, respectively, p < 0.05) and was associated with higher tension and fatigue, compared to the CVE trial (d = 0.77, d = 1.23, respectively, p < 0.01). The findings suggest that PE teachers may use verbal cues during soccer dribbling circuits for improving physical and psychophysiological responses within secondary school students.