Acute Effects of Verbal Encouragement and Listening to Preferred Music on Maximal Repeated Change-of-Direction Performance in Adolescent Elite Basketball Players—Preliminary Report

Exploring the impact of verbal encouragement on strength, endurance, and psychophysiological responses: enhancing teaching strategies in sports science education

Introduction

This study investigates the effects of teacher verbal encouragement (VE) on strength, endurance, and psychophysiological responses, aiming to enhance teaching strategies in sports science education.

Methods

Forty-eight sports science students, aged 21.3 ± 0.5 years, participated in this study. The sample was randomly divided into two groups, and a counterbalancing procedure was implemented. Participants completed strength and endurance testing sessions under normal conditions in the first week and repeated similar sessions in the second week with teacher VE. Strength was assessed using the 1RM bench press, squat, and deadlift tests, while endurance was evaluated through 8-minute time trials (8MTT: burpees, box jumps, hand-release push-ups, and sit-ups). Perceived exertion and physical activity enjoyment were investigated using self-reporting instruments.

Results

The key findings showed that participants lifted greater weights in the 1RM bench press (p < 0.01; r   = 0.45, medium to large effect), squat (p < 0.001; Hedges' g = 1.36, large effect), and deadlift tests (p < 0.001; r = 0.79, large effect) and completed a greater number of repetitions in the 8MTT (p < 0.001; r = 0.87, large effect) under VE. Perceived exertion was found to be lower under normal conditions (p < 0.05; r = 0.29, small effect), yet physical activity enjoyment significantly increased under VE (p < 0.05; r = 0.81, large effect).

Discussion

In conclusion, implementing teacher VE in sports science education can contribute to improved strength and endurance training outcomes and student psychophysiological response.

Effect of Verbal Encouragement on Performance and Affective Responses in Male Sport Science Students during Sprint Modalities

This investigation aimed to examine the effect of verbal encouragement teacher to student (VETS) versus verbal encouragement student to student (VESS) on physical performance and affective responses during different modalities of sprint tests in active male students. In a randomized crossover design, twenty-two male sport science students (age: 21 ± 1.2 years, body height: 1.77 ± 0.3 m, body mass: 76.6 ± 2.1 kg, BMI: 22.9 ± 1.3 kg·m-2) performed linear and change-of-direction sprint tests under one of three conditions: (1) VETS; (2) VETS; (3) no verbal encouragement. In each condition, participants performed the 20 m sprint test, the 10 × 2 sprint test, and the L sprint test. The assessed parameters comprised physical performance, rating of perceived exertion (RPE), and a feeling scale. Post hoc test analysis indicates a significant increase in physical performance during VETS and VESS conditions compared to the control condition due to a decrease in sprint in line 20 m (VETS: p < 0.001, d = 0.55; VESS: p = 0.016, d = 0.41), sprint 10*2 (VETS: p < 0.001, d = 0.64; VESS: p = 0.05, d = 0.36), and sprint L (VETS: p = 0.001, d = 1.19) times compared to the control condition. Moreover, the feeling score was greater after VETS compared to other conditions (p = [<0.001-0.001], d = [0.77-1.18]). In addition, the RPE had no effect on sprint performance between the different conditions. It is indicated that VETS, rather than VESS, is a more significant and effective way to increase effort intensity and positive feelings during sprinting modalities.

The impact of verbal encouragement during the repeated agility speed training on internal intensity, mood state, and physical enjoyment in youth soccer players

Objective

Verbal encouragement (VE) can be used by coaches to boost morale and commitment during training exercises. This investigation aimed to study the impacts of VE given by coaches on the physiological aspects, players' internal intensity, mood, and perceived enjoyment of youth soccer players during repeated agility speed training (RAS).

Methods

A total of 17 male youth soccer players (mean ± SD; age: 13.8 ± 0.4 years; body mass: 59.1 ± 6.7 kg; height: 170.0 ± 6.2 cm; training experience: 5.1 ± 0.7 years) participated, in a randomized order, in two experimental training sessions that consisted of a RAS (i.e., the Illinois course) either with VE (RAS-E) or without VE (RAS-NE), with a 7-day interval between the testing sessions. Heart rate (HR) was registered throughout the exercise. The rating of perceived exertion, blood lactate concentration [La], and perceived enjoyment were measured after each training session. The mood state was recorded before and after each protocol.

Results

HR mean (Cohen's coefficient d = 0.45, small), %HRmax (d = 0.37, small), HR peak (d = 0.66, moderate), [La] (d = 0.56, small), and the PACES score (d = 2.8, very large) were higher in RAS-E compared to RAS-NE (all, P < 0.001). Compared to the RAS-E trial, the RAS-NE trial showed higher fatigue (P < 0.01), tension (P < 0.05), anger (0.05), total mood score (P < 0.001), and lower vigor (P < 0.001).

Conclusion

Coaches may use VE during RAS to improve psychophysiological responses, mood state, and perceived enjoyment in youth soccer players.

Single and Combined Effects of Preferred Music and Endpoint Knowledge on Jump Performance in Basketball Players

Both music and endpoint knowledge of exercise have been shown to independently influence exercise performance. However, whether these factors work as synergists or counteract one another during exercise is unknown. The purpose of this study was to determine the single and combined effect of listening to preferred music and types of endpoint knowledge on repeated countermovement jump (CMJ) test performance. Twenty-four (n = 24) current or previously competitive basketball players underwent CMJ testing under the following endpoint knowledge conditions: (1) unknown/no knowledge, (2) knowledge of the number of jumps, and (3) knowledge of exercise duration. For each of these, participants listened to either their preferred music or no music during the duration of testing. For the exercise portion, participants completed repeated CMJs where participants were encouraged to jump as high as possible with jump height, contact time, and flight time as outcomes. Rate of perceived exertion (RPE) and feeling scale were measured before and after exercise. The results showed that, regardless of knowledge type, preferred music resulted in a significant decrease in both contact time and flight time (F ≥ 10.4, p ≤ 0.004, and η_p² ≥ 0.35), and a significant improvement of jump height (F = 11.36, p = 0.001, and η_p² = 0.09) and feeling scale ratings (F = 36.9, p < 0.001, and η_p² = 0.66) compared to no-music condition, while RPE was not significantly affected. Regardless of the presence of music, knowledge of the number of jumps and duration resulted in lower contact time (p < 0.001, 0.9 < d < 1.56) versus unknown condition during CMJs. Moreover, a significant decrease in RPE values was found during prior endpoint knowledge of number (p = 0.005; d = 0.72) and duration (p = 0.045; d = 0.63) compared to unknown condition. However, feeling scale ratings were not significantly affected. Moreover, no interactions with significance findings were found for any parameters. Overall, data suggest that listening to music and endpoint knowledge alter exercise responses in basketball players, but they do not interact with one another.

Effects of Verbal Encouragement and Performance Feedback on Physical Fitness in Young Adults

This study evaluates the effects on the performance of young adults undergoing physical fitness tests with external stimuli (verbal encouragement (VE), performance feedback (PF), goal-oriented (GO) and a combination of external stimuli (CS)) and without external stimuli (WS). A group of 432 male students (age 19.1 ± 2.1 y, BMI 24.72 ± 5.97) was randomly selected for this study. They underwent a battery of fitness tests (bench press, 10 and 30 m sprints, and vertical jump) with and without external stimuli. The results showed greater improvements in mean power in bench press after PF compared to attempts WS (14.93 W, 3.43%, p = 0.005), and after CS compared to WS (13.84 W, 3.18%, p = 0.015). The time in the 10 and 30 m sprints decreased more profoundly after a combination of VE and GO compared to WS (0.021 s, 1.07%, p = 0.000 and 0.06 s, 1.23%, p = 0.001, respectively) and after CS compared to VE (0.015 s, 0.76%, p = 0.004 and 0.074 s, 1.52%, p = 0.000, respectively). Furthermore, the height of the jump improved more after VE than WS (1.36 cm, 5.46%, p = 0.000), after CS than WS (1.94 cm, 7.79%, p = 0.000), and after CS than VE stimulus (0.58 cm, 2.21%, p = 0.000). These findings indicate that external stimuli and their combination are more effective for achieving better results in physical fitness tests than without external stimuli. Therefore, practitioners should use verbal encouragement, performance feedback, goal-oriented stimuli, and their combinations during physical fitness testing in physical education classes in order to enable their students to achieve a better performance.