Search Results (20)

This study examined whether pre-existing situational motivation correlates with the magnitude of performance improvement elicited by verbal encouragement (VE) in long jump. A total of 134 physically active sports science students (21.1 ± 1.4 years) performed a long jump task under two conditions: with and without peer VE. Situational motivation, differentiated into autonomous (Intrinsic Motivation [IM], Identified Regulation [IR]) and controlled (External Regulation [ER], Amotivation [AM]) forms, was assessed immediately prior to trials using the Situational Motivation Scale (SIMS). Performance improvement was calculated as the percentage change (Δ%) between conditions. Paired t-tests evaluated the overall effect of VE, while multiple linear regression analysis was used to assess the predictive relationship between situational motivation subscales and performance gains (Δ%), with sex included as a covariate. The results showed that VE significantly enhanced performance across both sexes (p < 0.001; d = 1.109–1.331). The regression models indicated that Δ% was positively predicted by autonomous forms of motivation (IM: R² = 0.252; IR: R² = 0.262) and negatively predicted by controlled forms (ER: R² = 0.27; AM: R² = 0.249). Sex was not a significant predictor in any model (p > 0.05), indicating that all observed relationships were consistent across both male and female participants. These findings indicate that the performance-enhancing effect of VE in long jump is associated with the initial motivational state of the practitioners, being greater in autonomously motivated individuals and attenuated in those with controlled motivation. Consequently, situational motivation should be assessed before implementing VE in long jump, as its effectiveness is limited in individuals with low autonomous drive and may require preliminary strategies to enhance task engagement. Full article

This study explored how mathematics teachers in Chinese special schools provide instructional support to primary-aged students with intellectual and developmental disabilities (IDD). The types, characteristics, and classroom implementation processes of such support were identified to address a gap in the literature regarding subject-specific instructional practices in special education settings. A qualitative research design using interpretative phenomenological analysis (IPA) was employed. Five mathematics teachers from special schools in Shanghai participated in the study. Data were collected through 15 video-recorded classroom observations and five semi-structured interviews. Thematic analysis was conducted to identify key patterns of instructional support. The analysis revealed five core domains of instructional support for students with IDD: (1) comprehension facilitation through simplified explanations, real-life connections, and visual scaffolding; (2) responding to tasks involving prompts, modeling, and hand-over-hand support; (3) maintaining attention using individual and collective cues; (4) sustaining motivation through praise, encouragement, and second-chance opportunities; and (5) regulating behavior such as verbal restraint, physical proximity, and attention redirection. The findings contribute to a deeper understanding of effective instructional support tailored to students with IDD. Full article

In China, educators are encouraged by administrators to assume instructional and language strategies to align with their students’ needs so as to enhance classroom communicative effectiveness, with students’ perceptions of teachers’ behavior being a salient factor in this process. This study, based on communication accommodation theory, examines how students’ perceptions of teachers’ behaviors influence reports of positive classroom outcomes. Using structural equation modeling, we analyzed responses from a sample of 422 university students in Shanghai. The results showed that the students’ perceptions of teachers’ communication accommodation behaviors, such as verbal and nonverbal tactics, teaching content, and emotional support behaviors, significantly and positively impacted students’ learning effectiveness, teacher credibility, and communication satisfaction. Furthermore, teacher credibility partially mediated the relationship between perceptions of accommodation and learner effectiveness. The findings offer practical insights for educators by suggesting that strategic adaptions of communication accommodations behaviors can promote students’ learning outcomes. Full article

Background: Physical inactivity in the U.S. poses a significant risk of developing chronic health factors associated with cardiovascular disease. Children from rural communities are especially vulnerable to inactivity. The Hoosier Sport program aims to address this by working to increase physical activity in 6th and 7th grade students in a rural Indiana middle school. Hoosier Sport uses sport participation coupled with health education delivered by college-service learning students to establish healthy behaviors that children can sustain throughout their life. The purpose of this prospective longitudinal study was to evaluate the implementation of Hoosier Sport in a rural middle school, using a multi-component evaluation approach. Methods: This prospective program evaluation study utilized The Consolidated Framework for Implementation Research (CFIR) to assess feasibility outcomes such as recruitment, retention, fidelity, attendance, acceptability, and cost. CFIR was incorporated through surveys completed by Hoosier Sport team members to identify facilitators and barriers. Fidelity was measured using SOSPAN and SOFIT tools. SOSPAN (System for Observation of Staff Promotion of Activity and Nutrition) monitored staff interactions with children during physical education classes. SOFIT (System of Observing Fitness Instruction Time) evaluated the duration and type of activities in each lesson context. For our descriptive analysis, we calculated means and standard deviation for continuous variables and percentages for categorical variables. Results: All feasibility measures met or exceeded the a priori threshold, indicating high success. Fidelity was high among college student implementers and child participants. SOSPAN showed that staff did not use physical activity as punishment, engaged in physical activity 62.5% of the time, provided verbal encouragement 87.5% of the time, and used elimination games only 2.5% of the time. SOFIT revealed significant promotion of moderate-to-vigorous physical activity, with 94% during the 4-week strength training intervention and 95% during the 4-week basketball intervention. The barrier buster tool identified general agreement with most statements, indicating promising system-level acceptability. Conclusion: The study results demonstrate successful feasibility, high fidelity, and promising system-level acceptability. These findings underscore the importance of continued refinement and repeated evaluation of the program in alignment with the ORBIT model. The use of college student implementers presents a sustainable model that benefits all participants involved. Full article

With the constant evolution of information and communication technology (ICT), smart classrooms have profoundly influenced Education for Sustainable Development (ESD) by presenting advanced ICT that markedly improved the effectiveness and quality of teaching and learning. Teacher communication technology teaching and immediacy behaviors are crucial for leading and reforming the teaching and learning process in smart classrooms. Meanwhile, teacher–student rapport and student engagement are also key factors that influence ESD. This study aims to investigate the correlation among teacher ICT teaching, teacher immediacy behaviors, teacher–student rapport and student engagement in smart classroom teaching. We surveyed 1032 Chinese university students using the questionnaire method and analyzed the data using structural equation modeling (SEM). The findings revealed that teacher ICT teaching and immediacy behaviors exerted a noteworthy positive impact on student engagement and teacher–student rapport. Meanwhile, teacher ICT teaching markedly positively correlated with verbal immediacy but markedly negatively correlated with nonverbal immediacy. These findings have practical implications for ESD: in smart classrooms, teacher ICT teaching and their immediacy behaviors serve as vital factors in augmenting teaching quality, encouraging student engagement and fostering harmonious teacher–student rapport. Thus, teachers must harness their ICT teaching skills, flexibly assimilate instant behaviors into the teaching process and interact with students in a richer and more diversified manner to effectively augment teaching quality and promote the overall and sustainable growth of students. Furthermore, this study can inform the expansion of smart classrooms, which in the future should not only offer teachers a convenient teaching and learning environment but also evade ICT that limits teacher nonverbal immediacy behaviors. Full article

This investigation aimed to examine the effect of verbal encouragement teacher to student (VETS) versus verbal encouragement student to student (VESS) on physical performance and affective responses during different modalities of sprint tests in active male students. In a randomized crossover design, twenty-two male sport science students (age: 21 ± 1.2 years, body height: 1.77 ± 0.3 m, body mass: 76.6 ± 2.1 kg, BMI: 22.9 ± 1.3 kg·m⁻²) performed linear and change-of-direction sprint tests under one of three conditions: (1) VETS; (2) VETS; (3) no verbal encouragement. In each condition, participants performed the 20 m sprint test, the 10 × 2 sprint test, and the L sprint test. The assessed parameters comprised physical performance, rating of perceived exertion (RPE), and a feeling scale. Post hoc test analysis indicates a significant increase in physical performance during VETS and VESS conditions compared to the control condition due to a decrease in sprint in line 20 m (VETS: p < 0.001, d = 0.55; VESS: p = 0.016, d = 0.41), sprint 10*2 (VETS: p < 0.001, d = 0.64; VESS: p = 0.05, d = 0.36), and sprint L (VETS: p = 0.001, d = 1.19) times compared to the control condition. Moreover, the feeling score was greater after VETS compared to other conditions (p = [<0.001–0.001], d = [0.77–1.18]). In addition, the RPE had no effect on sprint performance between the different conditions. It is indicated that VETS, rather than VESS, is a more significant and effective way to increase effort intensity and positive feelings during sprinting modalities. Full article

This comparative study investigates the effectiveness of two teaching methods, individual verbal encouragement and collective verbal encouragement, in enhancing the technical–tactical skills and mood state of obese students during handball matches. This study employs a randomized controlled design and involves 28 overweight students (50% females), age: 17.4 ± 2.08 years and BMI: 26.8 ± 1.5 for females and 27.3 ± 2.1 for males. Technical–tactical skills are assessed through performance metrics (individual evaluation proposal by Gréhaigne) such as Ball Played (BP), Conquered Ball (CB), Lost Ball (LB), Shoots/Goals, Conservation index, and defensive index, while mood states are evaluated using pre- and post-tests (BRUMS Scale). Results reveal that individual verbal encouragement significantly enhances technical–tactical skills and positively influences the mood state of overweight students compared to collective verbal encouragement. Boys in Session 1 with VEI displayed a significantly higher number of ball plays (mean difference = 0.94 standard deviations, p = 0.004) and conquered balls (mean difference = 0.78 standard deviations, p = 0.006) compared to VEC. They also had a lower number of Lost Balls (mean difference = −0.62 standard deviations, p = 0.018) and a higher shooting efficiency (Shoots/Goals ratio, mean difference = 0.67 standard deviations; p = 0.013). Similar trends were observed in Session 2, with VEI, again, demonstrating advantages. Girls exhibited analogous improvements with VEI in both sessions. Notably, these performance enhancements coincided with positive emotional changes, with VEI leading to a greater decrease in depression and fatigue scores for both boys and girls. The study highlights the importance of tailoring teaching methods to the specific needs of overweight students in the context of handball, emphasizing the effectiveness of individualized verbal encouragement for skill development and emotional well-being. These findings offer practical implications for educators and coaches involved in physical education, advocating for personalized approaches to optimize learning experiences for overweight students in sports settings. Full article

This study compares the effects of coach verbal encouragement (CVE) and peer verbal encouragement (PVE) on CrossFit-specific one-repetition maximum (1-RM) strength, functional endurance, and psychophysiological assessments. A total of 36 sports science students (18 males, 18 females; mean age: 21.3 ± 0.5 years) participated in a randomized, counterbalanced crossover study in which 1-RM strength and endurance assessment sessions were undertaken under PVE, CVE, and no verbal encouragement (NVE) on separate days. Here, 1-RM strength was assessed through squat, deadlift, and bench press exercises, while endurance was evaluated using 8 min time trials (8MTT). Following the physical assessments, psychophysiological evaluations were conducted using the Borg Rating of Perceived Exertion (RPE) and the Feeling Scale (FS). The findings revealed that, after PVE, all the 1-RM strength test, 8MTT, RPE, and FS values exhibited significant increases compared to those of CVE (p [<0.001–<0.01], r = −0.84 [large]) and NVE (p [<0.001–<0.05], r [−0.43–0.52] [small]). Exceptions were noted in 1-RM-deadlift (p > 0.05, r = −0.43 [small]) and 1-RM-bench-press (p > 0.05, r = −0.43 [small]), where CVE demonstrated higher scores (1-RM-squat, 8MTT, RPE, and FS) (p [<0.001–<0.05], r = −0.64 [large]) in comparison to NVE. In conclusion, the study established that PVE is more impactful than CVE in enhancing CrossFit-specific 1-RM strength, functional endurance, and psychophysiological assessment performance. These findings suggest that coaches/teachers should consider involving their athletes in the reinforcement process for evaluated peers. This collaborative approach may not only optimize performance outcomes but also foster a supportive and motivational training environment. Full article

Although there is an indeterminacy in terminology, we can understand adding sounds and music to children’s stories as the relationships created between verbal language (words), music language (sounds or silence), and body language (gestures and movements), that intertwine, strengthening the message intended to be communicated and allowing learning to be addressed in a holistic manner. This quantitative study, of a descriptive nature, aims to identify the previous experiences of student teachers in Galicia and the northern region of Portugal, related to putting sounds to children’s stories and the training received in this field during their university studies. The data suggest that creative practices related to storytelling through music or adding sounds to children’s stories and/or creating atmospheres in early childhood and primary education, despite providing great benefits, are neither as usual nor as enriching as would be expected, at least in the Spanish context. In relation to initial teacher education, the results are even less encouraging in both contexts, as the majority of students had received training in creating sound stories but stated that they were not satisfied with their experiences, as they did not believe they were trained or had acquired the necessary tools for the integration of this methodological strategy in the school classroom. Full article

Objective: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. Methods: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). Results: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. Conclusions: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance. Full article

(1) Background: Education for sustainable development emphasizes the need to train future teachers to apply effective approaches to ensure the implementation of the Sustainable Development Goals defined by the 2030 Agenda. (2) Methods: The research aim was to determine empirical data to introduce an outdoor science teaching approach with peer tutoring to teacher candidates through its impact on their performance, i.e., achievement, perceived mental effort, and opinion on the applied approach. The applied approach represents the integration of physics and geography through the elective course homeland geography at the Faculty of Teacher Education in Belgrade. Students performed outdoor measurements of physical quantities in created tasks. The tasks aimed to engage students’ spatial thinking and critical observation skills, whereas the use of verbal skills and content presentation skills was encouraged through peer tutoring. (3) Results: The research results showed a positive impact of an outdoor science teaching approach with peer tutoring on students’ achievement. Additionally, we found that perceived mental effort decreases with the use of this approach. Lower mental effort indicated more space in working memory, which can be used for processing new information. Therefore, obtained results indicated that the applied teaching approach is suitable for students. (4) Conclusions: The obtained results should incentivize other faculties that train future teachers to apply an outdoor teaching approach with peer tutoring. As a result of preparing future teachers in a way that promotes awareness of sustainable development and the local environment, it can be expected that young people will be more interested in solving these important issues because they will see them in their environment and be connected to them. Full article

This study aimed to determine the impact of teacher verbal encouragement on physical fitness performance, technical skill, and physiological responses during small-sided soccer games (SSGs) of adolescent female students’ during a physical education session. Fifty-two adolescent female students were divided into a verbal encouragement group (VEG, 15.57 ± 0.50 years) and a contrast group (CG, 15.50 ± 0.51 years). Anthropometric measurements, soccer-specific cardiorespiratory endurance (Yo-Yo Intermittent Recovery Test Level 1; YYIRT1), muscle power (countermovement jump (CMJ); 5-jump-test (5JT), agility (t-test), sprint speed (30 m)), technical skill, and heart rate (HR) responses during SSG were measured. Additionally, heart rate (HR) was recorded throughout the SSG, and video analysis was used to quantify technical actions. The independent samples Student’s t-test was used to compare the difference between the verbal encouragement group and the CG. There was no difference between the verbal encouragement group and the CG in anthropometric characteristics and 30 m speed (p > 0.05). The total distance measured with YO-YOIRT level 1, t-test performance, CMJ, and 5JT performance results of the verbal encouragement group were considerably higher than the CG (p = 0.001, ES = 1.8, large; p = 0.001, ES = 1.09, large; and p = 0.001, ES = 1.15, large, respectively). Furthermore, the ball contacts, successful balls, and average heart rate were higher in the verbal encouragement group compared with the CG (p = 0.001, ES = 3.69, large; p = 0.001, ES = 5.25, large; and p = 0.001, ES = 5.14, large, respectively). These results could inform teachers of the usefulness of verbal encouragement in the teaching-learning process in the school setting during small-sided soccer games. Full article

In recent years, there have been many approaches to using robots to teach computer programming. In intelligent tutoring systems and computer-aided learning, there is also some research to show that affective feedback to the student increases learning efficiency. However, a few studies on the role of incorporating an emotional personality in the robot in robot-assisted learning have found different results. To explore this issue further, we conducted a pilot study to investigate the effect of positive verbal encouragement and non-verbal emotive behaviour of the Miro-E robot during a robot-assisted programming session. The participants were tasked to program the robot’s behaviour. In the experimental group, the robot monitored the participants’ emotional state via their facial expressions, and provided affective feedback to the participants after completing each task. In the control group, the robot responded in a neutral way. The participants filled out a questionnaire before and after the programming session. The results show a positive reaction of the participants to the robot and the exercise. Though the number of participants was small, as the experiment was conducted during the pandemic, a qualitative analysis of the data was carried out. We found that the greatest affective outcome of the session was for students who had little experience or interest in programming before. We also found that the affective expressions of the robot had a negative impact on its likeability, revealing vestiges of the uncanny valley effect. Full article

Learning games for instruction constitute a progressively important, mutually universal challenge for academics, researchers, and software engineers worldwide. Embracing no definite rules for encouraging negotiation, civics, and sustainability game-based learning and agency decisions, this study investigates negotiation/conflict and civics/sustainability-related attributes, as examined through the use of a learning game in a college environment. The author elaborates on the negotiation/conflict and civics/sustainability-related knowledge, attitudes, and skills of 60 Greek non-public college post-graduate students, explored post-gaming, and compared with classroom instruction as part of a negotiation/conflict management module in business psychology sessions in 2019/2020. The findings indicate the integrative negotiation/conflict resolution management and positive civics/sustainable development-associated attitudes of learners post-gaming when compared with lecture instruction. Cooperation, civic action, seeking knowledge about political/societal issues, and gains in problem-solving skills predicted civic responsibility attributes post-gameplay. Non-working status significantly affected the “argument”/verbal fight negotiation/conflict management perceptions of students with non-voting in elections status post-gaming, while working significantly influenced “walk away”/neutral negotiation/conflict resolution attitudes in participants with non-voting in elections status after gameplay. Non-voting in elections attributes significantly impinged on “argument”/verbal fight negotiation/conflict management attitudes for Athens municipality students after gaming. The learning game-based negotiation/conflict management- and civic/sustainability spectrum-related positive effects are reviewed alongside academic and management outcomes, and directions for future research are presented in light of global learning game negotiation/conflict resolution and civics/sustainability-related teaching and learning. Full article

Verbal encouragement (VE) can be used by physical education (PE) practitioners for boosting motivation during exercise engagement. The purpose of this study was to investigate the effects of VE on psychophysiological aspects and physical performance in a PE context. Twenty secondary school male students (age: 17.68 ± 0.51 yrs; height: 175.7 ± 6.2 cm; body mass: 67.3 ± 5.1 kg, %fat: 11.9 ± 3.1%; PE experience: 10.9 ± 1.0 yrs) completed, in a randomized order, two test sessions that comprised a soccer dribbling circuit exercise (the Hoff circuit) either with VE (CVE) or without VE (CNVE), with one-week apart between the tests. Heart rate (HR) responses were recorded throughout the circuit exercise sessions. Additionally, the profile of mood-state (POMS) was assessed pre and post the circuit exercises. Furthermore, rating of perceived exertion (RPE), traveled distance, and physical activity enjoyment (PACES) were assessed after the testing sessions. Furthermore, the CVE trial resulted in higher covered distance, %HRmax, RPE, PACES score, (Cohen’s coefficient d = 1.08, d = 1.86, d = 1.37, respectively; all, p < 0.01). The CNVE trial also showed lower vigor and higher total mood disturbance (TMD) (d = 0.67, d = 0.87, respectively, p < 0.05) and was associated with higher tension and fatigue, compared to the CVE trial (d = 0.77, d = 1.23, respectively, p < 0.01). The findings suggest that PE teachers may use verbal cues during soccer dribbling circuits for improving physical and psychophysiological responses within secondary school students. Full article