&lt;b&gt;Effects of verbal encouragement on performance of the multistage 20 m shuttle run

Neto, José Marinho Dias; Silva, Fernanda Borges; Oliveira, Artur Luís Bessa de; Couto, Natália Lopes; Dantas, Estélio Henrique Martins; Nascimento, Maria Aparecida de Luca

doi:10.4025/actascihealthsci.v37i1.23262

Cited by 16 publications

(13 citation statements)

References 22 publications

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“…We have shown that encouragement (relative to no encouragement) can improve the game experience of players. This is consistent with other work on encouragement [9,1,36,22,6]. While being mindful of the highly contextual nature of this topic, educational games can consider encouragement as a means to improve game experience.…”

Section: Resultssupporting

confidence: 87%

“…Encouragement is different from feedback, in that it doesn't necessarily encode information about performance [31,20,7,23]. Our experiment follows a similar model to previous ones on encouragement [9,36,22,6,1]. The encouragement is: 1) Always the same valence depending on condition, 2) Speaks to the task at hand and not the learner, and 3) Dispensed at regular time intervals [35,24,5].…”

Section: Introductionmentioning

confidence: 87%

“…Simple phrases of encouragement (e.g.,"You're doing well") delivered at 30-second intervals, significantly improves performance in walking distance [9]. Numerous studies have reproduced similar results in a variety of strength and endurance domains [36,22,6,1]. However, few studies on these types of interventions have been studied in games.…”

Section: Introductionmentioning

confidence: 88%

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mentioning

confidence: 99%

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Exploring the Effects of Encouragement in Educational Games

Kao

Harrell

2016

Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems

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Encouragement (e.g., "You're doing well") given at regular intervals improves performance in a variety of sporting domains [9,1,6]. This improvement is regardless of the actual performance of participants. However, it has not been studied how this type of encouragement can affect players of video games. In the current study (N = 662), we look at the following encouragement conditions: (1) Positive (e.g., "You're doing good"), (2) Negative (e.g., "You're doing badly"), (3) Neutral (e.g., "You're doing average"), and (4) None. Via the Game Experience Questionnaire (GEQ) [12], participants in the Neutral condition had significantly improved flow, immersion, and affect than participants in the None condition. Moreover, participants in both the Positive and Neutral conditions had the highest overall GEQ ratings. These findings are directly relevant to educational games.

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Section: Resultssupporting

confidence: 87%

Section: Introductionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 88%

“…

…”

mentioning

confidence: 99%

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Exploring the Effects of Encouragement in Educational Games

Kao

Harrell

2016

Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems

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“…Additionally, duration of the Wingate anaerobic Test is only 30 s. Therefore, an encouragement frequency of 60 s is not possible and findings of longer lasting test efforts are difficult to compare to. On the other hand, the performance during longer test durations such as the 20 m shuttle run test (Dias Neto et al, 2015), using the same 60 s encouragement frequency as applied in our study, was positively influenced by VE. Findings of a study investigating the effects of VE every 60 s during the 6-min walking test in elderly patients suggested that other factors influencing performance aside from VE need to be considered (Marinho et al, 2014).…”

Section: Discussionmentioning

confidence: 55%

Verbal Encouragement and Between-Day Reliability During High-Intensity Functional Strength and Endurance Performance Testing

et al. 2019

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As verbal encouragement (VE) is used in high intensity functional exercise testing, this randomized controlled crossover study aimed at investigating whether VE affects high intensity functional strength and endurance performance testing. We further examined between-day variability of high intensity functional strength and endurance performance testing with and without VE. Nineteen experienced athletes (seven females and 12 males, age: 23.7 ± 4.3 years) performed a standardized one repetition maximum (1 RM) squat test and a 12-min high-intensity functional training (HIFT) workout [as many repetitions as possible (AMRAP)] on four different days over a 2-week period. Athletes randomly performed each test twice, either with VE or without (CON), with a minimum of 72 h rest between tests. Very good to excellent relative between-day reliability with slightly better values for strength testing (ICC: 0.99; CV: 3.5–4.1%) compared to endurance testing (ICC 0.87–0.95; CV: 3.9–7.3%) were observed. Interestingly, VE led to higher reliability during endurance testing. Mean squat strength depicted higher strength values with VE (107 ± 33 kg) compared to CON (105 ± 33 kg; p = 0.009, Cohen’s d: 0.06). AMRAP in the endurance test showed negligible differences between VE (182 ± 33 AMRAP) and CON (181 ± 35 AMRAP; p = 0.71, Cohen’s d: 0.03). In conclusion, the effects of VE do not notably exceed day-to-day variability during high intensity functional strength (CV: 3.5–4.1%) and endurance (CV: 3.9–7.3%) testing. However, high intensity functional strength and endurance testing with VE seems to be slightly more reliable, particularly during endurance testing.

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The effect of a standardized verbal encouragement protocol on peak oxygen uptake during incremental treadmill testing in healthy individuals: A randomized cross‐over trial

Van Hooren,

Van Der Lee,

Plasqui

et al. 2024

European Journal of Sport Science

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Peak oxygen uptake (V̇O2peak) is considered a vital indicator of health and physical fitness that is often measured during incremental exercise testing. While previous research has shown that the attained V̇O2peak during exercise testing can be influenced by verbal encouragement, no or limited details were provided on the verbal encouragement protocol, hereby hampering implementation in clinical practice or research. Moreover, it remains unknown whether motivation modulates the effect of verbal encouragement. This study aimed to develop and examine the influence of a standardized verbal encouragement protocol on the achieved V̇O2peak, time to exhaustion (TTE), peak heart rate (HRpeak), and peak respiratory exchange ratio (RERpeak) during incremental treadmill testing. As a secondary aim, we investigated whether motivation modulated the effect of verbal encouragement on V̇O2peak. 24 healthy volunteers performed two incremental treadmill runs with 1 week in between and received verbal encouragement during only one of the tests. Motivation toward exercise was measured using the behavioral regulation in exercise questionnaire‐2 (BREQ‐2) questionnaire. V̇O2peak (Δ 2.10 mL/kg/min, p < 0.001) and RERpeak (Δ 2%, p = 0.042) were significantly higher with verbal encouragement. In contrast, HRpeak (Δ 1.5 beats/min, p = 0.225) and TTE (Δ 1.5%, p = 0.348) were not significantly different between conditions. Exercise motivation showed a weak and nonsignificant association with the change in V̇O2peak between tests (r −0.19, R2 0.037, SEE 2.88, and p = 0.367). These findings show that verbal encouragement leads to higher physiological outcomes during incremental treadmill testing, but the magnitude of this effect is not higher for individuals with lower levels of pretest motivation.

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<b>Effects of verbal encouragement on performance of the multistage 20 m shuttle run

Cited by 16 publications

References 22 publications

Exploring the Effects of Encouragement in Educational Games

Exploring the Effects of Encouragement in Educational Games

Verbal Encouragement and Between-Day Reliability During High-Intensity Functional Strength and Endurance Performance Testing

The effect of a standardized verbal encouragement protocol on peak oxygen uptake during incremental treadmill testing in healthy individuals: A randomized cross‐over trial

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