Background: Adolescent football players are exposed to substantial psychological demands, and psychosocial support within family and sport environments has been shown to influence motivational climate, stress responses, and emotional well-being. However, the comparative effects of coordinated multi-source psychosocial support from parents and coaches versus single-source support on psychological outcomes remain insufficiently examined. Aims: to examine the effects of a multi-component psychosocial program involving parents and coaches on depression, anxiety, stress, and self-regulation in adolescent football players. Methods: A total of 60 male adolescent soccer players were recruited and randomly assigned to four groups: combined supportive communication from both parents and coaches (SCCP; n = 15), supportive communication from coaches only (SCC; n = 15), supportive communication from parents only (SCP; n = 15), and a control group (CG; n = 15). Over a 12-week intervention period, participants attended 12 sessions incorporating structured supportive communication and related psychosocial strategies. Mental health outcomes were assessed using the Depression Anxiety Stress Scale (DASS-21), while self-regulation was measured with the Self-Regulation Questionnaire (SRQ). Results: The SCCP group demonstrated the largest improvements across outcomes, with reductions observed in anxiety, depression, and stress, and significant time effects for all mental health parameters. For depression, the time effect showed a (p < 0.001; η2p = 0.93 [Very large]; −45.77%). Anxiety scores also indicated a significant time effect (p < 0.001; η2p = 0.81 [Very large]; −46.55%). Stress demonstrated an exceptionally significant time effect (p < 0.001; η2p = 0.98 [Very large]; −48.29%). Additionally, the self-regulation outcomes showed significant improvements, with a time effect for the Planning subscale of the SRQ indicating (p < 0.001; η2p = 0.86 [Very large]; +66.38%). Conclusion: The findings provide preliminary evidence that a multi-component program involving parents and coaches is associated with improvements in depression, anxiety, stress, and self-regulation among adolescent football players. These results suggest that coordinated psychosocial support across family and sport environments may contribute to adolescent athletes’ psychological well-being, although replication in other cultural and sporting contexts is required.

Sport performance is shaped not only by technical and physical capacities but also by mo-tivational strategies that can sustain effort and movement quality under time pressure. While auditory motivational cueing (AMC) is commonly used by coaches, its acute effects in technically constrained racket sports and across hand-dominance and movement-pattern demands are not well defined. To determine the acute effects of AMC on speedball super solo performance across four movement patterns and dominant vs. non-dominant hands. Seventy-six sports science students (44 males, 32 females; age: 21.2 ± 0.9 years) completed a randomized, counterbalanced crossover study with a 72-hour wash-out. Participants performed right-hand solo, left-hand solo, two-handed forehand, and two-handed backhand bouts under AMC and control conditions; standardized motiva-tional phrases were delivered every 10 seconds during each 60-second bout. Performance was quantified as total strokes (digital tally counter). Two-way mixed-design ANOVA tested AMC condition × hand dominance and AMC condition × super solo style. Results: Significant main effects were observed for AMC condition (Group A: F(1,36) = 78.23, p < 0.001, ηp² = 0.69; Group B: F(1,36) = 182.14, p < 0.001, ηp² = 0.83) and hand dominance (Group A: F(1,36) = 13.81, p < 0.001, ηp² = 0.28; Group B: F(1,36) = 75.22, p < 0.001, ηp² = 0.676). Across movement patterns and dominance conditions where AMC produced a fa-cilitatory effect, stroke frequency increased by 2.7% to 5.7%; in Group B, AMC produced a differential effect contingent on hand dominance, reflected in a significant AMC × hand dominance interaction rather than a uniform main effect. Dominant-hand performance was consistently higher than non-dominant performance (p < 0.001). Two-handed fore-hand performance exceeded two-handed backhand performance under both conditions (Group A: F(1,36) = 98.06, p < 0.001, ηp² = 0.73). AMC meaningfully improves speedball super solo output across different technical demands and hand-dominance conditions, with medium-to-large effects, supporting its use as a practical, low-cost strategy to en-hance training and skill-development in technical precision sports. Findings are limited to acute performance output (stroke frequency) in a university-level student sample with prior speedball instruction and should not be generalized to elite or novice populations without further investigation.

The integration of human-led reflective dialogue and artificial intelligence represents two emerging, contrasting approaches to tactical training in soccer. However, the comparative effectiveness of these approaches within applied training environments remains insufficiently examined. This study evaluated the differential effects of structured human idea-debate sessions versus AI-generated tactical guidance on tactical performance and problem-solving competencies during soccer training. Eighty-four male amateur soccer players (age 17.1 ± 0.7 years) were randomly allocated to three groups (n = 28 each): Human Idea-Debate (HID), employing a play–discuss–play training model in which players collectively analyzed tactical problems and formulated solutions; AI-Ideation Delivery (AIID), implementing ChatGPT-generated tactical action plans as an AI-based training intervention; and a passive Control Group (CG). The intervention comprised eight small-sided game sessions (7v7 format, 50 × 40 m pitch), delivered twice per week over four weeks. Tactical performance was assessed using the Team Sport Assessment Procedure, while problem-solving competencies were evaluated using the validated Arabic Problem-Solving Inventory administered before and after the intervention. Significant group effects were observed for Received Ball (F = 4.02, p = 0.022, η²p = 0.043), with HID showing a 9.4

Purpose. Sports performance does not reside solely in physical, technical, and psychological preparation. It can also be influenced by external motivation. To examine the immediate effects of coach verbal encouragement on young tennis players' mood state, perceived exertion, and match performance. Methods. Ten young tennis players (aged 9.10 +/- 0.99 years) completed the match protocol in a randomised crossover. On separate days, coaches provided verbal encouragement during all eight match games and a non-encouragement condition. Rate of perceived exertion (RPE) and total mood disorder (TMD) scores were collected before and after the match, while RPE was collected after each game. Successful ball scores were also collected. Results. TMD scores post-competition were significantly lower in the verbal-encouragement condition compared to both non-encouragement (p = 0.014, d = 0.93, moderate) and baseline conditions (p < 0.001, d = 1.44, large). RPE was significantly higher (p: 0.001-0.009, d: 0.61-2.58, moderate-large) in the 'encouragement' condition for 50% of the games (e.g., 2nd-4th- 6th-7th games) and demonstrated a more stable progression throughout the match, with inflection points identified during the 3rd (p = 0.007, d = 1.19, large) and 7th games (p = 0.001, d = 2.63, large), representing distinct phases of effort intensification. Despite improvements in psychology and effort, successful ball scores showed no significant interaction between en-couragement and time factors (p = 0.401, eta p(2) = 0.11, trivial, omega = 0.42). Conclusions. Acute verbal encouragement from a coach enhances mood states and sustains higher, more stable effort throughout match play in young tennis players. However, these psychological and effort benefits do not translate into immediate performance improvements in successful ball scores.

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.

Purpose: This study aimed to analyze physical education (PE) inspection discourse for insights into mentoring practices and teaching quality improvement. Examining reports provided perspective into normative, descriptive, and prescriptive evaluation aspects shaping student teacher development. Methods: The study involved 29 Tunisian inspectors of student teachers at the High Institute of Sport and Physical Education during the Fall 2022 academic term. In total, 117 pedagogical reports were obtained confidentially for discourse analysis. The analysis focuses on three types of discourse that may be present in the inspection reports: normative, descriptive, and prescriptive. The objective is to extract the most frequently used words and verbs by inspectors and to quantify the frequency of terms related to these three dimensions. Results: Analysis of verb and word frequencies within different discourse types revealed a significant association (χ² test, P= .0013, Cramer's V= .17, moderate effect size). Pedagogical inspectors predominantly employed normative language, with 78.1% of words and 62.7% of verbs falling into this category. This dominance suggests a focus on guiding, advising, and encouraging teachers through references to specific standards and practices. Notably, verbs like "guide" and "suggest" (14% and 12% frequency, respectively) were prevalent, highlighting a collaborative approach over direct imposition. Conclusions: This study challenges the singular focus on discourse modalities in inspector reports, revealing a multifaceted discourse ecosystem. While normative language sets standards and benchmarks, descriptive language captures classroom realities, and prescriptive language offers targeted guidance. This interplay fosters critical reflection, professional autonomy, and continuous improvement in student teachers. Inspectors, therefore, emerge as more than evaluators; they are facilitators.

IntroductionThe confluence of physiological and psychological dynamics is fundamental to athletic performance, particularly in basketball, where physical skill and mental resilience are imperative. While the role of verbal encouragement (VE) as a catalyst for enhancing performance has been explored in various sports disciplines, its specific effects within the basketball have not been adequately examined. Addressing this gap, the current study zeroes in on the influence of coach-delivered VE on the physiological and psychological responses of adolescent basketball players engaged in small-sided games (SSG), providing a focused analysis of how directed encouragement can modulate performance and experience in young athletes. This study aimed to investigate the effects of coach-delivered verbal encouragement on the psychological and physiological responses of adolescent basketball players.MethodsSixteen male participants (age: 16.93 ± 0.36 years; height: 176.8 ± 0.8 cm; body mass: 73.43 ± 12.57 kg; BMI: 21.70 ± 3.55) were allocated to a Verbal Encouragement Group (VEG, n = 8, mean age: 16.80 ± 0.44) and a Control Group (CG, n = 8, mean age: 17.06 ± 0.26). Each participant engaged in four sessions of small-sided games (SSGs) consisting of four players per side in a 14 × 10 m pitch.ResultsThe findings revealed significant benefits of coach-delivered verbal encouragement on both the physical and psychophysiological responses of the players (p < 0.05), including increased physical enjoyment, positive mood state, lower heart rate, and higher physical activity intensity level.DiscussionCoaches should incorporate verbal encouragement strategies during SSGs to enhance player performance and optimize both psychological and physiological adaptations.

Purpose Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players. This study aimed to investigate the impact of learning small-sided games (SSG) through player discussions on decision-making, as well as the technical and tactical skills of young soccer players. Methods Forty-two U-15 male amateur soccer players were randomly assigned to 6 groups and participated in a study comprising 4 sessions of small-sided games (SSG). Each session consisted of two sets of 15 min each. The SSG sessions were conducted with and without the inclusion of self-regulation of learning. Technical actions (i.e., balls won, balls received, balls lost, shots, and goals) were measured during each set of sessions using a digital camera recorder. Results The results showed no significant differences in the main effects of the time, group, session, and group × session × time interactions for most technical actions. However, there was a significant main effect of group observed for shoot action ( P = 0.021; η p 2 = 0.102), with a higher number of shoot actions in the co-regulation of learning group than in the self-regulation of learning group. Conclusion The self-regulation approach employed by players alone did not lead to significant improvements in technical performance during SSG. Further research is needed to explore additional factors and/or interventions that could potentially enhance the effectiveness of learning through discussions in SSG.

This study compares the effects of coach verbal encouragement (CVE) and peer verbal encouragement (PVE) on CrossFit-specific one-repetition maximum (1-RM) strength, functional endurance, and psychophysiological assessments. A total of 36 sports science students (18 males, 18 females; mean age: 21.3 ± 0.5 years) participated in a randomized, counterbalanced crossover study in which 1-RM strength and endurance assessment sessions were undertaken under PVE, CVE, and no verbal encouragement (NVE) on separate days. Here, 1-RM strength was assessed through squat, deadlift, and bench press exercises, while endurance was evaluated using 8 min time trials (8MTT). Following the physical assessments, psychophysiological evaluations were conducted using the Borg Rating of Perceived Exertion (RPE) and the Feeling Scale (FS). The findings revealed that, after PVE, all the 1-RM strength test, 8MTT, RPE, and FS values exhibited significant increases compared to those of CVE (p [<0.001–<0.01], r = −0.84 [large]) and NVE (p [<0.001–<0.05], r [−0.43–0.52] [small]). Exceptions were noted in 1-RM-deadlift (p > 0.05, r = −0.43 [small]) and 1-RM-bench-press (p > 0.05, r = −0.43 [small]), where CVE demonstrated higher scores (1-RM-squat, 8MTT, RPE, and FS) (p [<0.001–<0.05], r = −0.64 [large]) in comparison to NVE. In conclusion, the study established that PVE is more impactful than CVE in enhancing CrossFit-specific 1-RM strength, functional endurance, and psychophysiological assessment performance. These findings suggest that coaches/teachers should consider involving their athletes in the reinforcement process for evaluated peers. This collaborative approach may not only optimize performance outcomes but also foster a supportive and motivational training environment.

Although studies have indicated that the prior use of video feedback and music listening separately improves physical performance and positive feelings in various sports, to our knowledge, no studies have investigated their combined effect in combat-sports-specific tasks. The aim of this study was to determine the combined effect of listening to preferred music and video feedback on aerobic and anaerobic performance in male kickboxers. In a counterbalanced crossover study design, twenty kickboxers underwent three kicking exercises under one of three conditions: (1) control condition, (2) combined listening to preferred music and video feedback, and (3) video feedback during 10-min of rope warm-up. Kickboxers performed a ten-second kicking test, multiple ten-second kick test, and progressive taekwondo test. The total number of kicks, fatigue index, heart rate, rate of perceived exertion, and feeling scale were measured. The combined music and video feedback condition improved the number of kicks with a better positive feeling scale (F ≥ 7.4, p ≤ 0.002, ηp2 ≥ 0.28) than the video feedback and control conditions in all three kicking exercises, while the video feedback alone led to better kick performances and a better feeling scale than the control condition in the ten-second and multiple ten-second kicking tests (p ≤ 0.016). The combined listening to preferred music and video feedback condition was more effective at enhancing the positive feeling scale and repeated roundhouse kick performance. Future investigations should examine the application of video feedback and listening to music in various kickboxing tasks including punches and kicks.

This comparative study investigates the effectiveness of two teaching methods, individual verbal encouragement and collective verbal encouragement, in enhancing the technical–tactical skills and mood state of obese students during handball matches. This study employs a randomized controlled design and involves 28 overweight students (50% females), age: 17.4 ± 2.08 years and BMI: 26.8 ± 1.5 for females and 27.3 ± 2.1 for males. Technical–tactical skills are assessed through performance metrics (individual evaluation proposal by Gréhaigne) such as Ball Played (BP), Conquered Ball (CB), Lost Ball (LB), Shoots/Goals, Conservation index, and defensive index, while mood states are evaluated using pre- and post-tests (BRUMS Scale). Results reveal that individual verbal encouragement significantly enhances technical–tactical skills and positively influences the mood state of overweight students compared to collective verbal encouragement. Boys in Session 1 with VEI displayed a significantly higher number of ball plays (mean difference = 0.94 standard deviations, p = 0.004) and conquered balls (mean difference = 0.78 standard deviations, p = 0.006) compared to VEC. They also had a lower number of Lost Balls (mean difference = −0.62 standard deviations, p = 0.018) and a higher shooting efficiency (Shoots/Goals ratio, mean difference = 0.67 standard deviations; p = 0.013). Similar trends were observed in Session 2, with VEI, again, demonstrating advantages. Girls exhibited analogous improvements with VEI in both sessions. Notably, these performance enhancements coincided with positive emotional changes, with VEI leading to a greater decrease in depression and fatigue scores for both boys and girls. The study highlights the importance of tailoring teaching methods to the specific needs of overweight students in the context of handball, emphasizing the effectiveness of individualized verbal encouragement for skill development and emotional well-being. These findings offer practical implications for educators and coaches involved in physical education, advocating for personalized approaches to optimize learning experiences for overweight students in sports settings.

Objective: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. Methods: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). Results: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. Conclusions: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

In our study, we translated and tested the psychometric properties of an Arabic version of the Brunel Mood Scale (BRUMS), referred to as the Arabic Mood Scale (ARAMS), among physical education university students. A total of 681 participants completed the ARAMS in exploratory and confirmatory phases. Exploratory analyses were conducted on data from 253 students between the ages of 19 and 25 years (M = 21.14 ± 1.65 years) of whom 132 were women (52.2%) and 121 were men (47.8%). Confirmatory analyses were conducted on data from 428 students between the ages of 19 and 25 years (M = 20.93 ± 1.55 years) of whom 203 were women (52.6%) and 225 were men (47.4%). The measurement model of the ARAMS was initially evaluated using exploratory factor analysis (EFA) and was subsequently tested via confirmatory factor analysis (CFA). EFA identified a 24-item, 6-factor structure that aligned with the original BRUMS measurement model, and CFA demonstrated congruence between the two models. Internal consistency of the six subscales exceeded adequacy levels with good Cronbach’s alpha and McDonald’s Omega values respectively for anger (0.811; 0.812), confusion (0.830; 0.830), depression (0.858; 0.859), fatigue (0.823; 0.825), and tension (0.824; 0.825), and an acceptable value for vigor (0.749; 0.748). Findings support the factorial validity and internal consistency of the ARAMS, which appears to be a suitable measure for use in Arabic physical education contexts. Further validation studies are required before the ARAMS is used in other Arabic-language contexts.

Background: Excessive internet use can harm individuals, leading to psychological discomfort, sedentary behavior, decreased physical activity, and psychopathological symptoms. Adolescents and young adults are prone to technology-based addictions like Internet gaming disorder (IGD), problematic internet use (PIU), and social media addiction (SMA).Objective: this study used Latent Profile Analysis (LPA) to identify multiple profiles of students with Internet behavior risks, IGD, problematic Internet use, and SMA.Method: Cross-sectional data was collected by online survey among 904 Tunisian students (52.53% female) with a mean age of 31.30 ± 9.42 years and who use permanently Facebook. They Filled the Arabic short version of the International Physical Activity Questionnaire (IPAQ), an adapted version of the Bergen Facebook addiction scale (BFAS), the Arabic version of the Compulsive Internet Use Scale (CIUS), the 7-item game addiction scale (GAS), and Sociodemographic questionnaire.Results: The confirmatory factor analysis (CFA) of the Arabic version of the BFAS showed that all fit indices are adequate for a one-dimensional factor solution. After examining 12 models, the results suggested the distribution of the population into three classes. The first class Moderate (n=501, 55.42%), the second-class High (n=206, 22.79%), While the third class (n=197, 21.79%), is formed by subjects who present high scores on CIUS and BFAS. Results of multinomial logistic regression indicated that class 2 was related to gender, weak and moderate physical activity. While Class 3 was associated to gender and moderate physical activity.Conclusion: The prevalence of PIU was high among Tunisian Students. IGD and SMA were the main causes, especially among girls. Additionally, two types of low physical activity are associated with excessive internet use, further exacerbating the problem. For this reason, intervention programs such as maintaining regular physical activity can help reduce problematic Internet use.

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. 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. Um dos fatores importantes que melhoram a capacidade do jogador de futebol de se engajar mais na atividade física é o incentivo verbal do treinador durante o exercício. O objetivo do estudo foi investigar o efeito do encorajamento verbal do treinador em jogos reduzidos de futebol em parâmetros psicofisiológicos. Quatorze estudantes do sexo masculino, especialidade de futebol, completaram quatro sessões de jogos reduzidos (SSG). Duas sessões (S1 e S3) realizadas com estímulo verbal (SSGE), e as outras duas sessões (S2 e S4) sem EV (SSGN). O estado de humor foi registrado antes e após cada sessão de treinamento usando o perfil de estado de humor (POMS). A avaliação do esforço percebido (PSE) foi medida após cada sessão de treinamento. A frequência cardíaca foi registrada continuamente. A perturbação total do humor diminui significativamente nas sessões com SSGE (S1: P < 0,05; S3: P < 0,001). Os escores de PSE nas sessões S1 e S4 (SSGE) foram significativamente maiores (P = 0,035; P = 0,02) em comparação com a sessão S2 (SSGN). Em contraste, não foram encontradas diferenças significativas entre as duas condições para a frequência cardíaca máxima durante a SSG. O encorajamento verbal do professor é um método benéfico para aumentar a motivação, melhorando assim o envolvimento físico dos alunos em partidas de futebol de pequena escala.

: This study aimed to examine the effects of verbal encouragements (VE) on linear sprint speed, jump height, change of direction (CoD) speed, and subjective perception of effort among high school students. Twenty-three high school male students volunteered to participate in this study (age = 19.70 ± 1.06 years). Participants were evaluated during two separate sessions (first session with VE and second session without VE) in a randomized order. The teacher provided VE during each physical test. Jump height [squat jump (SJ), countermovement jump (CMJ), five jump test (FJT)], linear sprint speed (10-m and 30-m sprint), and CoD speed (30-m with CoD) were performed during the two sessions. The rating of perceived exertion (RPE) was recorded after each session. Results indicated that VE induced moderate but sig-nificant improvement in 10-m (ES = 0.71, P = 0.023) and 30-m (ES = 0.76, P = 0.016) sprint speed. However, the 30-m sprint with CoD did not change across conditions (P > 0.05). For jump tests, significant moderate-to-large increases were observed under the VE compared with the non-VE condition (ES = 0.65 to 0.90; P = 0.005 to 0.037). Findings showed a large increase in effort perception following VE compared to the non-VE condition (ES = 1.54, P < 0.001). In conclusion, the findings of this study indicated that VE has a positive impact on measures of physical fitness but increases effort perception.

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.

Verbal encouragement (VE) can be used by physical education (PE) practitioners for boosting motivation during exercise engagement. The purpose of this study was to investigate the effects of VE on psychophysiological aspects and physical performance in a PE context. Twenty secondary school male students (age: 17.68 ± 0.51 yrs; height: 175.7 ± 6.2 cm; body mass: 67.3 ± 5.1 kg, %fat: 11.9 ± 3.1%; PE experience: 10.9 ± 1.0 yrs) completed, in a randomized order, two test sessions that comprised a soccer dribbling circuit exercise (the Hoff circuit) either with VE (CVE) or without VE (CNVE), with one-week apart between the tests. Heart rate (HR) responses were recorded throughout the circuit exercise sessions. Additionally, the profile of mood-state (POMS) was assessed pre and post the circuit exercises. Furthermore, rating of perceived exertion (RPE), traveled distance, and physical activity enjoyment (PACES) were assessed after the testing sessions. Furthermore, the CVE trial resulted in higher covered distance, %HRmax, RPE, PACES score, (Cohen’s coefficient d = 1.08, d = 1.86, d = 1.37, respectively; all, p < 0.01). The CNVE trial also showed lower vigor and higher total mood disturbance (TMD) (d = 0.67, d = 0.87, respectively, p < 0.05) and was associated with higher tension and fatigue, compared to the CVE trial (d = 0.77, d = 1.23, respectively, p < 0.01). The findings suggest that PE teachers may use verbal cues during soccer dribbling circuits for improving physical and psychophysiological responses within secondary school students.

This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they belong.