Effects of coach encouragement on psychophysiological responses and technical actions in different small-sided soccer games

This study examined the effects of coach encouragement (CE) on psychophysiological responses and technical actions in different small-sided soccer games (SSGs) in young soccer players. Twenty male soccer players (17.3 ± 1.4 years of age) performed four bouts of 2, 3 and 4-a-side SSGs with two minutes of rest between bouts at three-day intervals. Heart rate (HR) responses and technical actions were continuously monitored and recorded during all SSGs. The rating of perceived exertion (RPE), enjoyment (PACES), and mood (Profile of Mood of States: POMS) were also determined at the end of the last bout of each SSGs. Results demonstrated that CE + SSGs induced higher psychophysiological responses such as HR, RPE, and PACES responses (p ≤ 0.05, d values ranging from 0,76 to 2,25 [moderate to very large effect]). Furthermore, the CE + SSGs demonstrated significantly higher technical actions in terms of successful passes and shots (p ≤ 0.05, d values ranging from 0,84 to 3,25 [moderate to very large effect]) when compared to SSGs without CE (CE-SSGs). Conversely, the CE-SSGs induced higher unpleasant mood responses in terms of tension, anger, and fatigue in young soccer players. The results of this study suggest that if coaches want players to perform under higher-intensity conditions, they should encourage players in game-based training.

Citation

Soylu, Y., Arslan, E., Kilit, B., & Lane, A. M. (2024). Effects of coach encouragement on psychophysiological responses and technical actions in different small-sided soccer games. International Journal of Sport and Exercise Psychology, 22 (9), pp. 2169–2181. https://doi.org/10.1080/1612197X.2023.2273274

Type

Journal article

Language

en

Description

This is an accepted manuscript of an article published by Taylor and Francis in International Journal of Sport and Exercise Psychology on 26/10/2023, available online: https://www.tandfonline.com/doi/full/10.1080/1612197X.2023.2273274 The accepted version of the publication may differ from the final published version.

ISSN

1612-197X

EISSN

1557-251X

Collections

Faculty of Education, Health and Wellbeing