Abstract
This study evaluates the effects on the performance of young adults undergoing physical fitness tests with external stimuli (verbal encouragement (VE), performance feedback (PF), goal-oriented (GO) and a combination of external stimuli (CS)) and without external stimuli (WS). A group of 432 male students (age 19.1 +/- 2.1 y, BMI 24.72 +/- 5.97) was randomly selected for this study. They underwent a battery of fitness tests (bench press, 10 and 30 m sprints, and vertical jump) with and without external stimuli. The results showed greater improvements in mean power in bench press after PF compared to attempts WS (14.93 W, 3.43%, p = 0.005), and after CS compared to WS (13.84 W, 3.18%, p = 0.015). The time in the 10 and 30 m sprints decreased more profoundly after a combination of VE and GO compared to WS (0.021 s, 1.07%, p = 0.000 and 0.06 s, 1.23%, p = 0.001, respectively) and after CS compared to VE (0.015 s, 0.76%, p = 0.004 and 0.074 s, 1.52%, p = 0.000, respectively). Furthermore, the height of the jump improved more after VE than WS (1.36 cm, 5.46%, p = 0.000), after CS than WS (1.94 cm, 7.79%, p = 0.000), and after CS than VE stimulus (0.58 cm, 2.21%, p = 0.000). These findings indicate that external stimuli and their combination are more effective for achieving better results in physical fitness tests than without external stimuli. Therefore, practitioners should use verbal encouragement, performance feedback, goal-oriented stimuli, and their combinations during physical fitness testing in physical education classes in order to enable their students to achieve a better performance.