الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 188
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 = [
0.05; asymmetry index (AI) = 1.83 ± 11.46) or the relative
and absolute reach distance derived from the YBT (p > 0.05; AI (relative) = −0.45 ± 9.68, AI
(absolute) = −0.60 ± 12.3). Bilateral asymmetry in dynamic balance was not significant for any of
the anterior, posteromedial, or the posterolateral reaching directions (p > 0.05). The selected
football players demonstrated an acceptable level of leg symmetry for power and dynamic balance.
These findings may prove helpful for the assessment and evaluation of talents and should help to
develop and optimize training regimes.
(4) Sahli, F., Sahli, H., Trabelsi, O., Jebabli, N., Zghibi, M., & Haddad, M. (2023). Peer Verbal
Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games.
Children, 10(4), 680
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. 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). 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.
When implemented in handball small-sided games, peer verbal encouragement can produce greater
positive effects than teacher verbal encouragement in terms of offensive performance.
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