# Empowering Obese Children in Physical Education: Exploring the Influence of Verbal Encouragement on Games Intensity, Mood States, and Physical Enjoyment during Passing Games

## TL;DR

This study shows that verbal encouragement from teachers during physical games improves heart rate, mood, and enjoyment in obese children.

## Contribution

The study introduces a novel approach using verbal encouragement in passing games to enhance physical and psychological outcomes for obese children.

## Key findings

- Verbal encouragement increased heart rate, perceived exertion, and physical enjoyment in obese children.
- Games with verbal encouragement led to better technical performance, including more successful passes and fewer lost balls.
- Verbal encouragement improved mood states, reducing total mood disturbance and increasing vigor.

## Abstract

This study aimed to assess the impact of physical education teachers’ verbal encouragements on the psychophysiological aspects, physical enjoyment, and mood states of obese children (OC) in a physical education context. Sixteen OC students (mean age = 13.81 ± 0.73 years) from a preparatory school participated in two test sessions, conducted in a randomized order. Each session involved a series of passing games (games of 10 successive passes) with and without verbal encouragement, with a one-week interval between sessions. The games, formatted as 3 vs. 3 with two additional obese joker’ players, lasted 18 minutes. Each game comprised four 3-minute active periods interspersed with 2-minute passive recovery bouts, played on a 10 × 20-m pitch. Heart rate was continuously measured throughout each session. Additionally, the Brunel Mood Scale (BMS) was assessed before and after the PG. Furthermore, rating of perceived exertion (OMNI-RPE) and physical activity enjoyment (PACES) were assessed after the testing sessions. Video analysis was used to quantify technical actions during PG. PGs with VE induced higher HR (% maximum HR and mean HR), OMNI-RPE, and PACES scores than PGs without VE (ES=−1.51, ES=−0.78, ES=−0.73, ES=2.07, respectively). Compared with PGs without VE, SSGs with VE resulted in an increased percentage of successful passes, number of Goal (10 passes) and fewer lost balls (ES=O.70, ES=−0.54, ES=−0.86, respectively). The PGVE trial also showed higher vigor and lower total mood disturbance (TMD) compared to the PGNVE trial (ES = −1.11, d = 0.78, respectively). Physical education teachers are encouraged to incorporate joker exercises with verbal encouragement to enhance game intensity, mood state, physical enjoyment and technical performance during games among OCs.