Sahli Feten, Hammami Raouf, Sahli Hajer, Jebabli Nidhal, Selmi Walid, Zghibi Makrem, van den Tillaar Roland
Research Unit (Code de l'unité) "Sportive Performance and Physical Rehabilitation", Higher Institute of Sports and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia.
Higher Institute of Sport and Physical Education of Ksar Said, Manouba University, Tunis, Tunisia.
Front Psychol. 2022 Jun 10;13:902088. doi: 10.3389/fpsyg.2022.902088. eCollection 2022.
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) 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.
为研究在小型手球传球游戏中，积极的言语鼓励与一般技术指导相结合对学生技术和心理生理参数的影响。20名中学生（年龄16±1岁；体重55.3±6.6千克；身高1.77±0.13米；体重指数22.6±2.2千克/米²）在三种条件下进行小型比赛（2×10分钟）：小型比赛（1）结合言语鼓励和技术指导；（2）仅进行技术指导；（3）无任何指导（对照组）。记录每组中每个学生的传球次数，以及第一组和第二组比赛后的主观用力程度（RPE）和情绪感受。结果：双向方差分析表明，与技术指导和对照组相比，结合言语鼓励和技术指导的条件下传球次数更多，且所有条件下第二组的传球次数均有所增加。不同条件下RPE和情绪感受也存在差异。与仅进行技术指导和对照组相比，手球运动中结合言语鼓励和技术指导更有利于达到最佳传球次数、产生积极情绪且减少对体力消耗的感知。结果证明了手球运动中结合言语鼓励和技术指导具有积极的急性效应，表明这些训练方法对于体育教育中的学生达到最佳传球次数、产生积极情绪且减少对体力消耗的感知是有用的。未来的研究应评估结合言语鼓励和技术技能在其他体能训练中的适用性，以及运动员对言语鼓励任务的个体反应。
