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

Hajer Sahli,Nejmeddine Ouerghi,Nicola Luigi Bragazzi,Nidhal Jebabli,Faten Sahli,Ibrahim Ouergui,Monoem Haddad,Makrem Zghibi

doi:10.3389/fpsyg.2021.698673

Hajer Sahli, Nejmeddine Ouerghi + Show 6 more

Open Access

https://doi.org/10.3389/fpsyg.2021.698673

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Abstract

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.

Highlights

Verbal encouragement (VE) is a common method/technique used by coaches and teachers to improve the teaching-learning process (Aguiar et al, 2012; Halouani et al, 2014; Selmi et al, 2017; Belkhiria et al, 2018; Sahli et al, 2020)
The fast time (FT), average time (AT), and total time (TT) indices with encouragement and compliment group (CG) were significantly higher than the control group [p < 0.01; effect size (ES) = (2.34–3.06)]
The AT and TT indices with encouragement were significantly increased than the CG (AT: p = 0.028, ES = 1.18; TT: p = 0.024, ES = 1.24)

Summary

Introduction

Verbal encouragement (VE) is a common method/technique used by coaches and teachers to improve the teaching-learning process (Aguiar et al, 2012; Halouani et al, 2014; Selmi et al, 2017; Belkhiria et al, 2018; Sahli et al, 2020). It is a motivational tool and a procedure to encourage students and athletes to increase their motor tasks and physical fitness performances. The more VE is increased, the more the Verbal Encouragement and Repeated Sprint physical performance increases at high-intensity exercise (Rube and Secher, 1981). Encouraging is a source of internal motivation to reach optimal physical performance. Such expressions as “Well done, you are using good strategies,” “you are going to get there,” “I am proud of you,” and “you are capable” are some examples. A teacher who compliments may exercise some kind of power over the student (Nelsen, 2012). By encouraging students, they learn more about how to think; they may possibly build their learning strategies while avoiding comparing themselves with each other (Nelsen, 2012)

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