Research supports the use of verbal encouragement (VE) to improve performance in strength and endurance exercises. However, there is a notable gap in understanding how the gender of the coach or teacher affects the efficacy of VE. This study examines whether the teacher's gender influences performance in strength and endurance assessments among male and female student-athletes. In a crossover randomized controlled design, 16 male and 16 female student-athletes (mean age 20.9 ± 0.9 years) completed one-repetition maximum (1RM) tests in squat, deadlift, and bench press, as well as 8-minute time trials (8MTT), under normal conditions and with VE—first from a male teacher and then from a female teacher. A counterbalancing procedure over eight weeks controlled for confounding factors related to exposure order (without and with VE), test order (1RM and 8MTT), and time of day (morning and afternoon). Male student-athletes showed significant improvements nearly across all tests (p < 0.01 to p 0.05). Female student-athletes also demonstrated significant improvements (p < 0.05 to p < 0.001), with an interaction effect favoring VE from the female teacher (p < 0.05 to p < 0.01) in all tests except the squat. In conclusion, while male student-athletes perform better in strength and endurance assessments with VE regardless of teacher gender, female student-athletes benefit more from VE when provided by a same-gender teacher. Practical recommendations and limitations are discussed.

Authors:
Amir Romdhani, University of Jendouba, Tunisia

About the Presenter(s)
Dr. Amir Romdhani, Educator at the High Institute of Sports and Physical Education, focuses on physical education pedagogy, teacher training, and educational evaluation. His current project explores verbal encouragement's role in enhancing learning o

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