Effect of teacher’s verbal encouragement on psychophysiological responses during soccer small-sided game
Abstract
One of the important factors that improve soccer player's ability to engage more in the physical activity is verbal encouragement from the coach during exercise. The purpose of the study was to investigate the effect of the coach's verbal encouragement in football small-sided games on psycho-physiological parameters. Fourteen male students, soccer specialty, completed four sessions of small-sided games (SSG). Two sessions (S1 and S3) conducted with verbal encouragement (SSGE), and the other two sessions (S2 and S4) without VE (SSGN). Mood state was recorded before and after each training session using the profile of mood-state (POMS). Rating of perceived exertion (RPE) was measured after each training session. Heart rate was continuously recorded. Total mood disturbance decreases significantly in sessions with SSGE (S1: P < 0.05; S3: P < 0.001). RPE scores in sessions S1 and S4 (SSGE) have significantly higher (P = 0.035; P = 0.02) compared to session S2 (SSGN).In contrast, no significant differences between the two conditions were found for maximal heart rate during SSG. Teacher’s verbal encouragement is a beneficial method of increasing motivation, thereby improving the physical engagement of students in small-scale football matches.
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References
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