Effect of Verbal Encouragement on Physical Fitness, Technical Skill and Physiological Response during Small-Sided Soccer Games

Mohamed Ali Hammami, Maher Guerchi, Okba Selmi, Faten Sehli, Hatem Ghouili, Oana Ancuța Stângaciu, Marius Alin Marinău (), Ovidiu Galeru () and Dan Iulian Alexe
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Mohamed Ali Hammami: High Institute of Sports and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
Maher Guerchi: High Institute of Sports and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
Okba Selmi: High Institute of Sports and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
Faten Sehli: High Institute of Sports and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
Hatem Ghouili: High Institute of Sports and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
Oana Ancuța Stângaciu: Department of Marketing and Management, Faculty of Economic Sciences, “Vasile Alecsandri” University of Bacău, 600115 Bacău, Romania
Marius Alin Marinău: Department of Physical Education, Sport and Kinetotherapy, Faculty of Geography, Tourism and Sport, University of Oradea, 410087 Oradea, Romania
Ovidiu Galeru: Department of Physical Education and Sports Performance, Faculty of Movement Sports and Health Sciences, “Vasile Alecsandri” University of Bacău, 600115 Bacău, Romania
Dan Iulian Alexe: Department of Physical and Occupational Therapy, Faculty of Movement, Sports and Health Sciences, “Vasile Alecsandri” University of of Bacău, 600115 Bacău, Romania

Sustainability, 2023, vol. 15, issue 4, 1-12

Abstract: This study aimed to determine the impact of teacher verbal encouragement on physical fitness performance, technical skill, and physiological responses during small-sided soccer games (SSGs) of adolescent female students’ during a physical education session. Fifty-two adolescent female students were divided into a verbal encouragement group (VEG, 15.57 ± 0.50 years) and a contrast group (CG, 15.50 ± 0.51 years). Anthropometric measurements, soccer-specific cardiorespiratory endurance (Yo-Yo Intermittent Recovery Test Level 1; YYIRT1), muscle power (countermovement jump (CMJ); 5-jump-test (5JT), agility ( t -test), sprint speed (30 m)), technical skill, and heart rate (HR) responses during SSG were measured. Additionally, heart rate (HR) was recorded throughout the SSG, and video analysis was used to quantify technical actions. The independent samples Student’s t -test was used to compare the difference between the verbal encouragement group and the CG. There was no difference between the verbal encouragement group and the CG in anthropometric characteristics and 30 m speed ( p > 0.05). The total distance measured with YO-YOIRT level 1, t -test performance, CMJ, and 5JT performance results of the verbal encouragement group were considerably higher than the CG ( p = 0.001, ES = 1.8, large; p = 0.001, ES = 1.09, large; and p = 0.001, ES = 1.15, large, respectively). Furthermore, the ball contacts, successful balls, and average heart rate were higher in the verbal encouragement group compared with the CG ( p = 0.001, ES = 3.69, large; p = 0.001, ES = 5.25, large; and p = 0.001, ES = 5.14, large, respectively). These results could inform teachers of the usefulness of verbal encouragement in the teaching-learning process in the school setting during small-sided soccer games.

Keywords: physical education; teacher; students; intervention; improvement (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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