Verbal Encouragement in Small-sided Soccer Games: Psychophysiological and Technical Analysis of Positive and Negative Coach Encouragement

Yıl 2024, , 118 - 131, 12.12.2024

Hüseyin Yiğit , Yusuf Soylu , Erşan Arslan , Bülent Kilit

https://doi.org/10.17644/sbd.1419503

Öz

This study aimed to investigate the psychophysiological and technical effects of positive and negative verbal coach encouragement on 4-a-side small-sided games in soccer players. The study included sixteen amateur young male football players (age: 16.75 ± 0.45 years) who participated in small-sided soccer games. The small-sided games were completed in two training sessions with the same training design and organization. In one session, coaches provided positive verbal encouragement, whereas, in the other, coaches intervened in a negative coach encouragement behaviour. Heart rate, enjoyment, rating of perceived exertion, mental fatigue, mood, and technical activities were measured during the games. The study's findings revealed that positive coach encouragement significantly affects many dimensions of player performance and experience. Positive coaching encouragement caused an increase in the heart rate, heart rate percentage, perceived exertion, mood of enjoyment, vigor, fatigue, and technical activities of successful passing and ball winning (p<0.05). In contrast, it caused a decrease in mental fatigue (p<0.05). Negative coaching encouragement increased technical activities such as unsuccessful passing and ball loss (p<0.05). In conclusion, positive coaching encouragement positively affected heart rate, game intensity, enjoyment, perceived exertion, mental fatigue, mood, and technical activities on game performance. Therefore, using coach encouragement to motivate and inspire players to improve their skills and perform at their best can be a powerful tool for developing positive coaching strategies to optimize player performance and enhance the overall soccer experience.

Anahtar Kelimeler

Verbal coach encouragement, Coach feedback, Psychophysiology, Game-based training, Coach behaviour

Futbolda Dar Alan Oyunlarında Sözel Teşvik: Pozitif ve Negatif Antrenör Teşvikinin Psikofizyolojik ve Teknik Analizi

Öz

Bu çalışmanın amacı pozitif ve negatif sözlü antrenör teşvikinin futbolda 4x4 dar alan oyunu üzerindeki psikofizyolojik ve teknik etkilerini araştırmaktır. Çalışmada, dar alan oyunlarına katılan 16 amatör genç erkek futbolcu (yaş: 16.75 ± 0.45 yıl) yer almıştır. Dar alan oyunları aynı antrenman tasarımı ve düzeni ile iki antrenman uygulaması sonucunda tamamlanmıştır. Birinci uygulamada antrenörler pozitif sözel teşvik kullanırken, diğer uygulamada negatif teşvik ile oyuna müdahale etmiştir. Oyunlar sırasında kalp atım hızı, keyif, algılanan zorluk derecesi, zihinsel yorgunluk, ruh hali ve teknik aktiviteler ölçülmüştür. Çalışmanın bulgularına göre pozitif antrenör teşvikinin, kalp atım hızı, kalp atım hızı yüzdesi, algılanan zorluk derecesi, keyif, canlılık ve yorgunluk ruh hallerine ek olarak başarılı pas ve top kazanma gibi teknik aktivitelerde de artışa neden olurken (p<0.05) zihinsel yorgunluk düzeyinde azalma sağladığı görülmüştür (p<0.05). Negatif antrenör teşviki ise başarısız pas ve top kaybı gibi teknik aktivitelerde artışa neden olmuştur (p<0.05). Sonuç olarak, pozitif antrenör teşvikinin kalp atım hızı, oyunun şiddeti, keyif, algılanan zorluk, zihinsel yorgunluk, ruh hali ve teknik aktivitelerde oyun performansına olumlu yönde etkileri olduğu görülmüştür. Bu nedenle, pozitif antrenör teşviki özellikle genç oyuncuların teknik becerilerini geliştirmek, oyunlardaki şiddeti farklılaştırmak ve performanslarını arttırmak için kullanılabilen güçlü bir motivasyon aracı olabilir.

Anahtar Kelimeler

Sözlü antrenör teşviki, Antrenör geribildirimi, Psikofizyoloji, Oyun temelli antrenman, Antrenör davranışı

Kaynakça

• 1. Álvarez, M. S., Balaguer, I., Castillo, I., ve Duda, J. L. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12(1), 138–148.
• 2. Arslan, E., Orer, G. E., ve Clemente, F. M. (2020). Running-based high-intensity interval training vs. small-sided game training programs: Effects on the physical performance, psychophysiological responses and technical skills in young soccer players. Biology of Sport, 37(2), 165–173.
• 3. Agustí, D., Ballester, R., Juan-Blay, J., Taylor, W., ve Huertas, F. (2020). The academic background of youth soccer coaches modulates their behavior during training. Frontiers in Psychology, 11, 582209.
• 4. Bangsbo, J., Iaia, F. M., ve Krustrup, P. (2008). The yo-yo ıntermittent recovery test. Sports Medicine, 38(1), 37–51.
• 5. Brandes, M., ve Elvers, S. (2017). Elite youth soccer players’ physiological responses, time-motion characteristics, and game performance in 4 vs. 4 small-sided games: the ınfluence of coach feedback. Journal of Strength and Conditioning Research, 31(10), 2652–2658.
• 6. Clemente, F. M., Afonso, J., ve Sarmento, H. (2021). Small-sided games: An umbrella review of systematic reviews and meta-analyses. PLOS ONE, 16(2), e0247067.
• 7. Clemente, F. M., Aquino, R., Praça, G. M., Rico-González, M., Oliveira, R., Filipa Silva, A., Sarmento, H., Afonso, J., Silva, A. F., Sarmento, H., ve Afonso, J. (2022). Variability of internal and external loads and technical/tactical outcomes during small-sided soccer games: a systematic review. Biology of Sport, 39(3), 647–672.
• 8. Cook, C. J., ve Crewther, B. T. (2014). The social environment during a post-match video presentation affects the hormonal responses and playing performance in professional male athletes. Physiology & behavior, 130, 170–175.
• 9. Cushion, C., Harvey, S., Muir, B., ve Nelson, L. (2012). Developing the Coach Analysis and Intervention System (CAIS): Establishing validity and reliability of a computerised systematic observation instrument. Journal of Sports Sciences, 30(2), 201–216.
• 10. Davids, K., Araújo, D., Correia, V., ve Vilar, L. (2013). How small-sided and conditioned games enhance acquisition of movement and decision-making skills. Exercise and Sport Sciences Reviews, 41(3), 154–161.
• 11. Dello Iacono, A., McLaren, S. J., Macpherson, T. W., Beato, M., Weston, M., Unnithan, V. B., ve Shushan, T. (2023). Quantifying exposure and ıntra-ındividual reliability of high-speed and sprint running during sided-games training in soccer players: a systematic review and meta-analysis. Sports Medicine, 53(2), 371–413.
• 12. Díaz-García, J., Pulido, J. J., Ponce-Bordón, J. C., Cano-Prado, C., López-Gajardo, M. Á., ve García-Calvo, T. (2021). Coach encouragement during soccer practices can ınfluence players’ mental and physical loads. Journal of Human Kinetics, 79(1), 277–288.
• 13. Dixon, M., Turner, M. J., ve Gillman, J. (2017). Examining the relationships between challenge and threat cognitive appraisals and coaching behaviours in football coaches. Journal of Sports Sciences, 35(24), 2446–2452.
• 14. Ekkekakis, P., Parfitt, G., ve Petruzzello, S. J. (2011). The pleasure and displeasure people feel when they exercise at different ıntensities. Sports Medicine, 41(8), 641–671.
• 15. Foster, C., Boullosa, D., McGuigan, M., Fusco, A., Cortis, C., Arney, B. E., Orton, B., Dodge, C., Jaime, S., Radtke, K., van Erp, T., de Koning, J. J., Bok, D., Rodriguez-Marroyo, J. A., ve Porcari, J. P. (2021). 25 years of session rating of perceived exertion: historical perspective and development. International Journal of Sports Physiology and Performance, 16(5), 612–621.
• 16. Giles, D., Draper, N., ve Neil, W. (2016). Validity of the Polar V800 heart rate monitor to measure RR intervals at rest. European Journal of Applied Physiology, 116, 563-571.
• 17. Gonçalves, B., Marcelino, R., Torres-Ronda, L., Torrents, C., ve Sampaio, J. (2016). Effects of emphasising opposition and cooperation on collective movement behaviour during football small-sided games. Journal of Sports Sciences, 34(14), 1346–1354.
• 18. González, J., Sánchez‐Oliva, D., Sánchez‐Miguel, P., Amado, D., ve Calvo, T. (2018). Sport commitment in young soccer players: a self-determination perspective. International Journal of Sports Science & Coaching, 13(2), 243-252.
• 19. Gould, D., ve Mallett, C. (2020). Sport coaches’ handbook. Human Kinetics Publishers Inc.1-12
• 20. Gualtieri, A., Rampinini, E., Dello Iacono, A., ve Beato, M. (2023). High-speed running and sprinting in professional adult soccer: Current thresholds definition, match demands and training strategies. A systematic review. Frontiers in Sports and Active Living, 5(February), 1–16.
• 21. Hammami, M. A., Guerchi, M., Selmi, O., Sehli, F., Ghouili, H., Stângaciu, O. A., Marinău, M. A., Galeru, O., ve Alexe, D. I. (2023). Effect of verbal encouragement on physical fitness, technical skill and physiological response during small-sided soccer games. Sustainability, 15(4), 3624.
• 22. Kendzierski, D., ve DeCarlo, K. J. (1991). Physical activity enjoyment scale: Two validation studies. Journal of Sport and Exercise Psychology, 13(1), 50–64.
• 23. Kimiecik, J. C., ve Harris, A. T. (1996). What ıs enjoyment? A conceptual/definitional analysis with ımplications for sport and exercise psychology. Journal of Sport and Exercise Psychology, 18(3), 247–263.
• 24. Kleef, G., Cheshin, A., Koning, L., ve Wolf, S. (2019). Emotional games: how coaches' emotional expressions shape players' emotions, inferences, and team performance. Psychology of Sport and Exercise, 41, 1-11.
• 25. Lohman, T. G., Roche, A. F., ve Martorell, R. (1988). Anthropometric standardization reference manual. Champaign, IL: Human Kinetics Publishers.
• 26. Los Arcos, A., Vázquez, J. S., Martín, J., Lerga, J., Sánchez, F., Villagra, F., ve Zulueta, J. J. (2015). Effects of small-sided games vs. ınterval training in aerobic fitness and physical enjoyment in young elite soccer players. PLOS ONE, 10(9), e0137224.
• 27. Mason, R. J., Farrow, D., ve Hattie, J. A. C. (2020). Sports coaches’ knowledge and beliefs about the provision, reception, and evaluation of verbal feedback. Frontiers in Psychology, 11.
• 28. Nash, C., Sproule, J., ve Horton, P. (2017). Feedback for coaches: Who coaches the coach? International Journal of Sports Science ve Coaching, 12(1), 92–102.
• 29. Oliveira, R., Paulo Brito, J., Moreno-Villanueva, A., Nalha, M., Rico-González, M., ve Clemente, F. M. (2023). Range values for external and internal intensity monitoring in female soccer players: A systematic review. International Journal of Sports Science ve Coaching, 18(5), 1782–1819.
• 30. Ometto, L., Vasconcellos, F. V., Cunha, F. A., Teoldo, I., Souza, C. R. B., Dutra, M. B., O’Sullivan, M., ve Davids, K. (2018). How manipulating task constraints in small-sided and conditioned games shapes emergence of individual and collective tactical behaviours in football: A systematic review. International Journal of Sports Science ve Coaching, 13(6), 1200–1214.
• 31. Ortiz, M., Meroño, L., Morales-Belando, M. T., Vaquero-Cristóbal, R., ve González-Gálvez, N. (2023). Teaching games for understanding in game performance and psychosocial variables: systematic review and meta-analysis of randomized control trial. Children, 10(3), 573.
• 32. Otte, F. W., Davids, K., Millar, S. K., ve Klatt, S. (2020). When and how to provide feedback and ınstructions to athletes?—How sport psychology and pedagogy ınsights can ımprove coaching ınterventions to enhance self-regulation in training. Frontiers in Psychology, 11(July), 1–14.
• 33. Pol, R., Balagué, N., Ric, A., Torrents, C., Kiely, J., ve Hristovski, R. (2020). Training or synergizing? Complex systems principles change the understanding of sport processes. Sports Medicine - Open, 6(1), 28.
• 34. Proost, M., Habay, J., De Wachter, J., De Pauw, K., Rattray, B., Meeusen, R., Roelands, B., ve Van Cutsem, J. (2022). How to tackle mental fatigue: A systematic review of potential countermeasures and their underlying mechanisms. Sports Medicine, 52(9), 2129–2158.
• 35. Raedeke, T. D. (2007). The relationship between enjoyment and affective responses to exercise. Journal of Applied Sport Psychology, 19(1), 105–115.
• 36. Rampinini, E., Impellizzeri, M. F., Castagna, C., Abt, G., Chamari, K., Sassi, A., Marcora, S. M., Impellizzeri, F. M., Castagna, C., Abt, G., Chamari, K., Sassi, A., ve Marcora, S. M. (2007). Factors influencing physiological responses to small-sided soccer games. Journal of Sports Sciences, 25(6), 659–666.
• 37. Reynolds, J., Connor, M., Jamil, M., ve Beato, M. (2021). Quantifying and comparing the match demands of u18, u23, and 1st team english professional soccer players. Frontiers in Physiology, 12.
• 38. Sahli, H., Jebabli, N., Sahli, F., Amara, S., Ghouili, H., ve Zghibi, M. (2023). Effect of teacher’s verbal encouragement on psychophysiological responses during soccer small-sided game. Cuadernos de Psicología Del Deporte, 23(2), 251–259.
• 39. Sahli, H., Selmi, O., Zghibi, M., Hill, L., Rosemann, T., Knechtle, B., ve Clemente, F. M. (2020). Effect of the verbal encouragement on psychophysiological and affective responses during small-sided games. International Journal of Environmental Research and Public Health, 17(23), 8884.
• 40. Sarmento, H., Clemente, F. M., Harper, L. D., Costa, I. T. da, Owen, A., ve Figueiredo, A. J. (2018). Small sided games in soccer – a systematic review. International Journal of Performance Analysis in Sport, 18(5), 693–749.
• 41. Selmi, O., ve Bouassida, A. (2017). Effect of verbal coach encouragement on rating perceived exertion and mood state during small sided games in professional soccer players. MOJ Sports Medicine, 1(4), 94–98.
• 42. Selmi, O., Khalifa, W. Ben, Ouerghi, N., Amara, F., Zouaoui, M., ve Bouassida, A. (2017). Effect of verbal coach encouragement on small sided games ıntensity and perceived enjoyment in youth soccer players. Journal of Athletic Enhancement, 06(03).
• 43. Selmi, O., Levitt, D. E., Aydi, B., Ferhi, W., ve Bouassida, A. (2023). Verbal encouragement ımproves game ıntensity, technical aspects, and psychological responses during soccer-specific training. International Journal of Sports Physiology and Performance, 1–7.
• 44. Smith, R. E., Smoll, F. L., ve Hunt, E. (1977). A system for the behavioral assessment of athletic coaches. Research Quarterly. American Alliance for Health, Physical Education and Recreation, 48(2), 401–407.
• 45. Soylu, Y., Arslan, E., ve Kilit, B. (2022). Yetişkin ve ergen sporcular için brunel ruh hali ölçeği: türkçe uyarlama çalışması. Ankara Üniversitesi Beden Eğitimi ve Spor Yüksekokulu Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 20(2), 56–67.
• 46. Soylu, Y., Arslan, E., ve Kilit, B. (2023a). Exercise and enjoyment: a scale adaptation study for adolescents and adults athletes. Spormetre The Journal of Physical Education and Sport Sciences, 21(1), 93–104.
• 47. Soylu, Y., Arslan, E., Kilit, B., ve Lane, A. M. (2023b). Effects of coach encouragement on psychophysiological responses and technical actions in different small-sided soccer games. International Journal of Sport and Exercise Psychology, 1–13.
• 48. Soylu, Y., Arslan, E., Yilmaz, O., ve Kilit, B. (2023c). How does coach encouragement affect soccer test performance? Turkish Journal of Kinesiology, 9(4), 259–265.
• 49. Spink, K. S., ve Fesser, K. (2018). Correcting player mistakes: Effects of coach and player social ınfluence on ıncreasing player ıntention to ıntervene with teammates. International Sport Coaching Journal, 5(2), 116–123.
• 50. Terry, P. C., Lane, A. M., ve Fogarty, G. J. (2003). Construct validity of the profile of mood states — Adolescents for use with adults. Psychology of Sport and Exercise, 4(2), 125–139.
• 51. Terry, P. C., Lane, A. M., Lane, H. J., ve Keohane, L. (1999). Development and validation of a mood measure for adolescents. Journal of Sports Sciences, 17(11), 861–872.
• 52. Thrien, F. and Furley, P. (2021). Nonverbal expressions of soccer coaches during the game and their potential effects on observers. International Journal of Sports Science & Coaching, 16(5), 1063-1073.
• 53. Williams, A. M., Ford, P. R., ve Drust, B. (2020). Talent identification and development in soccer since the millennium. Journal of Sports Sciences, 38(11–12), 1199–1210.
• 54. Wong, Y. J. (2015). The psychology of encouragement. The Counseling Psychologist, 43(2), 178–216.