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

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)...

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Autores principales: Sahli, Hajer, Selmi, Okba, Zghibi, Makrem, Hill, Lee, Rosemann, Thomas, Knechtle, Beat, Clemente, Filipe Manuel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7731112/
https://www.ncbi.nlm.nih.gov/pubmed/33260395
http://dx.doi.org/10.3390/ijerph17238884
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author Sahli, Hajer
Selmi, Okba
Zghibi, Makrem
Hill, Lee
Rosemann, Thomas
Knechtle, Beat
Clemente, Filipe Manuel
author_facet Sahli, Hajer
Selmi, Okba
Zghibi, Makrem
Hill, Lee
Rosemann, Thomas
Knechtle, Beat
Clemente, Filipe Manuel
author_sort Sahli, Hajer
collection PubMed
description 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.
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spelling pubmed-77311122020-12-12 Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games Sahli, Hajer Selmi, Okba Zghibi, Makrem Hill, Lee Rosemann, Thomas Knechtle, Beat Clemente, Filipe Manuel Int J Environ Res Public Health Article 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. MDPI 2020-11-29 2020-12 /pmc/articles/PMC7731112/ /pubmed/33260395 http://dx.doi.org/10.3390/ijerph17238884 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Sahli, Hajer
Selmi, Okba
Zghibi, Makrem
Hill, Lee
Rosemann, Thomas
Knechtle, Beat
Clemente, Filipe Manuel
Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title_full Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title_fullStr Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title_full_unstemmed Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title_short Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games
title_sort effect of the verbal encouragement on psychophysiological and affective responses during small-sided games
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7731112/
https://www.ncbi.nlm.nih.gov/pubmed/33260395
http://dx.doi.org/10.3390/ijerph17238884
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