A Theoretical Approach to Verbal Encouragement to Enhance Exercise Performance

Verbal encouragement (VE) has previously been linked to improved exercise performance and reduced fatigue; however, it is still unclear what VE phrases lead to optimal performance results. Achievement Goal Theory identifies that a motivational climate may emphasize either personal improvement (mastery) or performance relative to peers (performance). However, research applying this theory in an acute, exercise setting is limited. The aim of this study was to evaluate the effects of mastery VE (MVE) and performance VE (PVE) on exercise performance during 1RM bench press, PACER, push-up, and plank assessments. Sixty college students were recruited and randomly assigned to either MVE, PVE, or control (C) in which they completed two baseline and two experimental visits. HR was measured immediately post-exercise for each assessment. A 2 (visit) x 3 (group) ANOVA with a Bonferroni adjustment was used to test for group differences in performance from baseline to experimental condition. Significant plank differences existed between MVE, PVE, and C groups (F(2,57) = 20.394, p<0.001, ηp²=0.47), with significant group differences between PVE and MVE (p=0.002), PVE and C (p<0.001), and MVE and C (p=0.015). From baseline, the PVE group improved plank time by 50.5 ± 35.6 seconds, MVE improved by 22.0 ± 14.7 seconds, and C decreased time by 1.9 ± 21.7 seconds. No other significant differences existed among VE groups for the PACER, 1RM bench press, and push-up. Our study confirms the importance of VE to improve acute exercise performance and suggests that types of VE may impact exercise tasks differently.