Efecto del estímulo verbal del entrenador sobre las respuestas psicofisiológicas durante un partido específico de fútbol en espacios reducidos / Efeito do encorajamento verbal do professor nas respostas psicofisiológicas durante jogos reduzidos de futebol / Effect of teacher’s verbal encouragement on psychophysiological responses during soccer small-sided game

Uno de los factores importantes que mejoran la capacidad de los jugadores de fútbol para participar más en la actividad física es el estímulo verbal del entrenador durante el ejercicio. El propósito del estudio fue investigar el efecto del estímulo verbal del entrenador en los partidos de fútbol en espacios reducidos sobre los parámetros psicofisiológicos. Catorce alumnos varones, especialidad fútbol, ​​completaron cuatro sesiones de juegos reducidos (SSG). Dos sesiones (S1 y S3) realizadas con estímulo verbal (SSGE), y las otras dos sesiones (S2 y S4) sin VE (SSGN). El estado de ánimo se registró antes y después de cada sesión de entrenamiento utilizando el perfil de estado de ánimo (POMS). La calificación del esfuerzo percibido (RPE) se midió después de cada sesión de entrenamiento. La frecuencia cardíaca se registró continuamente. La alteración del estado de ánimo total disminuye significativamente en las sesiones con SSGE (S1: P < 0,05; S3: P < 0,001). Las puntuaciones de RPE en las sesiones S1 y S4 (SSGE) son significativamente más altas (P = 0,035; P = 0,02) en comparación con la sesión S2 (SSGN). Por el contrario, no se encontraron diferencias significativas entre las dos condiciones para la frecuencia cardíaca máxima durante la SSG. El estímulo verbal del maestro es un método beneficioso para aumentar la motivación, mejorando así la participación física de los estudiantes en los partidos de fútbol a pequeña escala. (AU)

One of the important factors that improve soccer player's ability to engage more in the physical activity is verbal encouragement. The purpose of the study was to investigate the effect of the teacher's verbal encouragement in football small-sided games on psycho-physiological parameters. Fourteen male college students, soccer specialty, completed randomly four sessions(S1-S4) of small-sided games with (SSGE) or without verbal encouragement (SSGN). Heart rate, mood state and RPE were recorded. Total mood disturbance decreases significantly in sessions with SSGE (S1: P < 0.05; S3: P < 0.001). Also, RPE was improved significantly in SSGE (P = 0.035; P = 0.02) compared to SSGN. However, no significant differences between conditions were found for maximal heart rate during SSGs. Teacher’s verbal encouragement is a beneficial method of increasing motivation, thereby improving the physical engagement of college students in small-scale football matches. (AU)

Um dos fatores importantes que melhoram acapacidade do jogador de futebol de se engajar mais na atividade física é o incentivo verbal. O objetivo do estudo foi investigar o efeito do encorajamento verbal do professor em jogos reduzidos de futebol sobre parâmetros psicofisiológicos. Quatorze universitários do sexo masculino, especialidade futebol, completaram aleatoriamente quatro sessões(S1-S4) de jogos reduzidos com (SSGE) ou sem incentivo verbal (SSGN). Frequência cardíaca, estado de humor e RPE foram registrados. A perturbação total do humor diminui significativamente nas sessões com SSGE (S1: P < 0,05; S3: P < 0,001). Além disso, o RPE melhorou significativamente no SSGE (P = 0,035; P = 0,02) em comparação com o SSGN. No entanto, não foram encontradas diferenças significativas entre as condições para frequência cardíaca máxima durante SSGs. O encorajamento verbal do professor é um método benéfico de aumentar a motivação, melhorando assim o envolvimento físico de estudantes universitários em partidas de futebol de pequena escala. (AU)

Reliability and Validity of the Arabic Version of the Game Experience Questionnaire: Pilot Questionnaire Study.

BACKGROUND: Nowadays, digital gaming occupies a central position in the entertainment industry where it has developed into a cherished kind of entertainment in markets all over the world. In addition, it provides other sectors with various social and economic benefits. The Game Experience Questionnaire (GEQ) is a free, quantitative, and comprehensive self-report measure that was developed to assess the player game experience. Despite having been widely used by many research projects in the past, it has not been adapted into Arabic. Furthermore, several components of the scale proved problematic from a psychometric point of view. Therefore, a modified version of the scale is needed to measure the gaming experience of the Arab population. OBJECTIVE: The aim of this study was to validate and examine the psychometrics of an adapted Arabic version of the GEQ in Tunisia. METHODS: A total of 771 volunteer participants completed an online survey, which included an Arabic version of the GEQ, gaming data, and a sociodemographic questionnaire. Subjects were randomized in order to complete two phases of the study: exploratory and confirmatory. The exploratory data were acquired from 360 respondents whose mean age was 23.89 (SD 2.29) years. Out of 360 respondents, 111 (30.8%) were female and 249 (69.2%) were male. Confirmatory data were obtained from the remaining 411 subjects whose mean age was 21.94 (SD 1.80) years. Out of 411 subjects, 169 (41.1%) were female and 242 (58.9%) were male. RESULTS: After the elimination of two items, the exploratory and the confirmatory factor analyses provided an adequate factor structure of the Arabic version of the GEQ. In addition, the internal consistency coefficients suggested the reliability of the instrument. Significant differences were revealed for three subcomponents: flow by age (η2=0.013, P=.002), gender (η2=0.007, P=.02), and game type (η2=0.03, P<.001). For competence (η2=0.01, P=.03) and immersion (η2=0.02, P=.01), significant differences were highlighted by the type of game. The discriminant and convergent validities of the instrument were supported by calculating the average variance extracted (AVE) and comparing the square roots of the AVE values to the correlation coefficients, respectively. CONCLUSIONS: The Arabic adapted version of the GEQ is valid and reliable and can be administered to measure the game experience in Arab countries.

The Effects of Combined Verbal Encouragement and Technical Instruction on Technical Skills and Psychophysiological Responses During Small-Sided Handball Games Exercise in Physical Education.

To examine the effects of combined positive verbal encouragement and general technical guidelines on technical and psychophysiological parameters in pupils during a small-sided handball passing game. Twenty secondary school pupils (age, 16 ± 1 years; body mass, 55.3 ± 6.6 kg; body height, 1.77 ± 0.13 m; BMI, 22.6 ± 2.2 kg m-1) performed small-sided games (2 × 10 min) with three conditions: small-sided game (1) with combined verbal encouragement and technical instruction; (2) with technical instruction; (3) without any instruction (control) in which the passes for each pupil in each set was measured together with the rate of perceived exertion (RPE) and feeling mood after the first and second set. Results: A two-way analysis of variance demonstrated that the combined condition resulted in more passes compared to the technical instruction and control conditions, while the number of passes increased in set 2 for all conditions. RPE and the feeling mood were also differently between the conditions. Combined verbal encouragement and technical instruction during handball exercise were more beneficial for optimal passing numbers, positive mood with less perception of physical effort compared to only technical instruction and a control condition. The results evidenced positive acute effects of combined verbal encouragement and technical instruction during handball, indicating the usefulness of these training methods for optimal passing numbers, positive mood with less perception of physical effort in physical education pupils. Future studies should evaluate the applicability combined verbal encouragement and technical skills in the training of other conditioning capacities and the individual responsiveness of players toward verbal encouragement tasks.

The Effects of Verbal Encouragement and Compliments on Physical Performance and Psychophysiological Responses During the Repeated Change of Direction Sprint Test.

The general and sports psychology research is limited regarding the difference between the effects of verbal encouragement (VE) or compliment methods during high-intensity functional exercise testing. The purpose of this study was to explore the effects of VE and compliments on the performance of the repeated change-of-direction (RCOD) sprint test. A total of 36 male students in secondary school participated voluntarily in the study. They were divided equally into three homogeneous groups [VE group, compliment group (CG), and control group) and performed a standardized one repetition RCOD. The RCOD (6 × 20 m with 25-s active recovery) test consisted of a 100°change in the direction at every 4 m. Outcomes included performance indices (fast time, average time, and total time), rating of perceived exertion (RPE), and feeling scale scores. VE and the compliment increased the performance indices and RPE compared with the control group. In conclusion, VE during the exercise testing would be more beneficial for optimal performance and RPE compared with the compliment and control groups. However, the moods, during RCOD, reproduce more positively during compliment conditions than the VE and control groups.

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) 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.