The Effects of Verbal Encouragement during a Soccer Dribbling Circuit on Physical and Psychophysiological Responses: An Exploratory Study in a Physical Education Setting

none10Bilel Aydi; Okba Selmi; Mohamed A. Souissi; Hajer Sahli; Ghazi Rekik; Zachary J. Crowley-McHattan; Jeffrey Cayaban Pagaduan; Antonella Muscella; Makram Zghibi; Yung-Sheng ChenAydi, Bilel; Selmi, Okba; Souissi, Mohamed A.; Sahli, Hajer; Rekik, Ghazi; Crowley-McHattan, Zachary J.; Cayaban Pagaduan, Jeffrey; Muscella, Antonella; Zghibi, Makram; Chen, Yung-Shen

Efeito do encorajamento verbal do professor nas respostas psicofisiológicas durante jogos reduzidos de futebol

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. El propósito del estudio fue investigar el efecto del estímulo verbal del profesor en los partidos de fútbol en espacios reducidos sobre los parámetros psicofisiológicos. Catorce estudiantes universitarios varones, especialidad fútbol, completaron aleatoriamente cuatro sesiones(S1-S4)de juegos reducidos con (SSGE) o sin estímulo verbal (SSGN). Se registraron la frecuencia cardíaca, el estado de ánimo y el RPE. La alteración del estado de ánimo total disminuye significativamente en las sesiones con SSGE (S1: P < 0,05; S3: P < 0,001). Además, el RPE mejoró significativamente en SSGE (S1: P = 0,035; S3: P = 0,02) en comparación con SSGN. Sin embargo, no se encontraron diferencias significativas entre las condiciones para la frecuencia cardíaca máxima durante las SSG. El estímulo verbal del maestro es un método beneficioso para aumentar la motivación, mejorando así la participación física de los estudiantes universitarios en los partidos de fútbol a pequeña escalaOne of the important factors that improve soccer player's ability toengage more in the physical activity is verbal encouragement. The purpose of the study was to investigate the effect of the teacher's verbal encouragement in football small-sided games on psycho-physiological parameters. Fourteen male college students, soccer specialty, completed randomly four sessions(S1-S4)of small-sided games with (SSGE) or without verbal encouragement (SSGN). Heart rate, mood state and RPE were recorded. Total mood disturbance decreases significantly in sessions with SSGE (S1: P < 0.05; S3: P < 0.001). Also, RPE was improved significantly in SSGE (P = 0.035; P = 0.02) compared to SSGN. However, no significant differences between conditions were found for maximal heart rate during SSGs. Teacher’s verbal encouragement is a beneficial method of increasing motivation, thereby improving the physical engagement of college students in small-scale football matchesUm dos fatores importantes que melhoram acapacidade do jogador de futebol de se engajar mais na atividade física é o incentivo verbal. O objetivo do estudo foi investigar o efeito do encorajamento verbal do professor em jogos reduzidos de futebol sobre parâmetros psicofisiológicos. Quatorze universitários do sexo masculino, especialidade futebol, completaram aleatoriamente quatro sessões(S1-S4)de jogos reduzidos com (SSGE) ou sem incentivo verbal (SSGN). Frequência cardíaca, estado de humor e RPE foram registrados. A perturbação total do humor diminui significativamente nas sessões com SSGE (S1: P < 0,05; S3: P < 0,001). Além disso, o RPE melhorou significativamente no SSGE (P = 0,035; P = 0,02) em comparação com o SSGN. No entanto, não foram encontradas diferenças significativas entre as condições para frequência cardíaca máxima durante SSGs. O encorajamento verbal do professor é um método benéfico de aumentar a motivação, melhorando assim o envolvimento físico de estudantes universitários em partidas de futebol de pequena escal

Efeito do encorajamento verbal do professor nas respostas psicofisiológicas durante um jogo específico de futebol reduzido.

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 &lt; 0.05; S3: P &lt; 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 &lt; 0,05; S3: P &lt; 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 &lt; 0,05; S3: P &lt; 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

Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games

Verbal encouragement (VE) is considered as external motivation provided by physical education teacher. For this reason, this study aimed to examine the effects of VE on psychophysiological and affective responses during small-sided games (SSG). Sixteen male school students (age: 17.37 ± 0.48 years) completed four sessions of a 4-a-side SSG. Two sessions occurred with VE (SSGE), and two sessions did not include VE (SSGNE). Heart rate was continuously recorded, and rating of perceived exertion (RPE) and blood lactate concentration ([La]b) were measured after each training session. Physical enjoyment was assessed after each protocol. Mood state was recorded before and after each training session using the profile of mood-state. HR max, [La]b, RPE, Physical enjoyment, and vigor were higher in SSGE compared to SSGNE (all, p < 0.001). The SSGE and SSGNE resulted in a decreased total mood disturbance (TMD) (p = 0.001, ES = 0.60; p = 0.04, ES = 0.33, respectively) and tension (p < 0.001, ES = 0.91; p = 0.004, ES = 0.47, respectively), and the vigor was increased after the SSGE (p < 0.001, ES = 0.76). SSGE and SSGNE induce similar improvement in TMD and tension. However, SSGE induced higher physiological responses, RPE, enjoyment, and positive mood than SSGNE. Physical education teachers could use VE during specific soccer sessions to improve physical aspects, enjoyment, and mood in participants

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

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 x 20 m with 25-s active recovery) test consisted of a 100change 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. Copyright 2022 Sahli, Haddad, Jebabli, Sahli, Ouergui, Ouerghi, Bragazzi and Zghibi.Scopu

The effects of combined verbal encouragement and technical instruction on technical skills and psychophysiological responses during small-sided handball games exercise in physical education

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.publishedVersio

Testing the Psychometric Properties of an Arabic Version of the Brunel Mood Scale among Physical Education Students

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

Effect of the Verbal Encouragement on Psychophysiological and Affective Responses during Small-Sided Games

Verbal encouragement (VE) is considered as external motivation provided by physical education teacher. For this reason, this study aimed to examine the effects of VE on psychophysiological and affective responses during small-sided games (SSG). Sixteen male school students (age: 17.37 &plusmn; 0.48 years) completed four sessions of a 4-a-side SSG. Two sessions occurred with VE (SSGE), and two sessions did not include VE (SSGNE). Heart rate was continuously recorded, and rating of perceived exertion (RPE) and blood lactate concentration ([La]b) were measured after each training session. Physical enjoyment was assessed after each protocol. Mood state was recorded before and after each training session using the profile of mood-state. HR max, [La]b, RPE, Physical enjoyment, and vigor were higher in SSGE compared to SSGNE (all, p &lt; 0.001). The SSGE and SSGNE resulted in a decreased total mood disturbance (TMD) (p = 0.001, ES = 0.60; p = 0.04, ES = 0.33, respectively) and tension (p &lt; 0.001, ES = 0.91; p = 0.004, ES = 0.47, respectively), and the vigor was increased after the SSGE (p &lt; 0.001, ES = 0.76). SSGE and SSGNE induce similar improvement in TMD and tension. However, SSGE induced higher physiological responses, RPE, enjoyment, and positive mood than SSGNE. Physical education teachers could use VE during specific soccer sessions to improve physical aspects, enjoyment, and mood in participants

Genetic variation of salt-stressed durum wheat (Triticum turgidum subsp. durum Desf.) genotypes under field conditions and gynogenetic capacity

Agriculture has new challenges against the climate change: the preservation of genetic resources and the rapid creation of new varieties better adapted to abiotic stress, specially salinity. In this context, the agronomic performance of 25 durum wheat (Triticum turgidum subsp. durum Desf.) genotypes (nineteen landraces and six improved varieties), cultivated in two semi-arid regions in the center area of Tunisia, were assessed. These sites (Echbika, 2.2 g l−1; Barrouta, 4.2 g l−1) differ by their degree of salinity of the water irrigation. The results showed that most of the agronomic traits (e.g. spike per meter square, thousand kernels weight and grain yield) were reduced by salinity. Durum wheat landraces, Mahmoudi and Hmira, and improved varieties, Maali and Om Rabia showed the widest adaptability to different quality of irrigation water. Genotypes including Jneh Kotifa and Arbi were estimated as stable genotypes under adverse conditions. Thereafter, salt-tolerant (Hmira and Jneh Khotifa) and the most cultivated high-yielding (Karim, Razzak and Khiar) genotypes were tested for their gynogenetic ability to obtain haploids and doubled haploid lines. Genotypes with good induction capacity had not necessarily a good capacity of regeneration of haploid plantlets. In our conditions, Hmira and Khiar exhibited the best gynogenetic ability (3.1% and 2.9% of haploid plantlets, respectively). Keywords: Durum wheat, Genetic variation, Salinity, In vitro gynogenesi

Whole and Purified Aqueous Extracts of <i>Nigella sativa</i> L. Seeds Attenuate Apoptosis and the Overproduction of Reactive Oxygen Species Triggered by p53 Over-Expression in the Yeast <i>Saccharomyces cerevisiae</i>

Plants are an important source of pharmacologically active compounds. In the present work, we characterize the impact of black cumin (Nigella sativa L.) aqueous extracts on a yeast model of p53-dependent apoptosis. To this end, the Saccharomyces cerevisiae recombinant strain over-expressing p53 was used. The over-expression of p53 triggers the expression of apoptotic markers: the externalization of phosphatidylserine, mitochondrial defect associated with cytochrome-c release and the induction of DNA strand breaks. These different effects were attenuated by Nigella sativa L. aqueous extracts, whereas these extracts have no effect on the level of p53 expression. Thus, we focus on the anti-apoptotic molecules present in the aqueous extract of Nigella sativa L. These extracts were purified and characterized by complementary chromatographic methods. Specific fluorescent probes were used to determine the effect of the extracts on yeast apoptosis. Yeast cells over-expressing p53 decrease in relative size and have lower mitochondrial content. The decrease in cell size was proportional to the decrease in mitochondrial content and of mitochondrial membrane potential (ΔΨm). These effects were prevented by the purified aqueous fraction obtained by fractionation with different columns, named C4 fraction. Yeast cell death was also characterized by reactive oxygen species (ROS) overproduction. In the presence of the C4 fraction, ROS overproduction was strongly reduced. We also noted that the C4 fraction promotes the cell growth of control yeast cells, which do not express p53, supporting the fact that this purified extract acts on cellular mediators activating cell proliferation independently of p53. Altogether, our data obtained on yeast cells over-expressing p53 demonstrate that anti-apoptotic molecules targeting p53-induced apoptosis associated with mitochondrial dysfunction and ROS overproduction are present in the aqueous extracts of Nigella seeds and in the purified aqueous C4 fraction