The Effects of Verbal Encouragement during a Soccer Dribbling Circuit on Physical and Psychophysiological Responses: An Exploratory Study in a Physical Education Setting
Bilel Aydi,
Okba Selmi,
Mohamed A. Souissi,
Hajer Sahli,
Ghazi Rekik,
Zachary J. Crowley-McHattan,
Jeffrey Cayaban Pagaduan,
Antonella Muscella,
Makram Zghibi,
Yung-Sheng Chen
Affiliations
Bilel Aydi
Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, EI Kef 7100, Tunisia
Okba Selmi
Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, EI Kef 7100, Tunisia
Mohamed A. Souissi
Physical Activity, Sport and Health, Research Unit (UR18JS01), National Observatory of Sport, Tunis 1003, Tunisia
Hajer Sahli
Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, EI Kef 7100, Tunisia
Ghazi Rekik
Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
Zachary J. Crowley-McHattan
Discipline of Sport and Exercise Science, Faculty of Health, Southern Cross University, Lismore 2480, Australia
Jeffrey Cayaban Pagaduan
Faculty of Physical Culture, Palacký University, 77900 Olomouc, Czech Republic
Antonella Muscella
Department of Biological and Environmental Science and Technologies (DiSTeBA), University of Salento, 73100 Lecce, Italy
Makram Zghibi
Research Unit, Sportive Performance and Physical Rehabilitation, High Institute of Sports and Physical Education of Kef, University of Jendouba, EI Kef 7100, Tunisia
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 p 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.
