Self-Efficacy of Physical Education Student Interns in to Engage their Pupils after Training in Body Language and Public Speaking

This research aims to develop and test a training device in Body language and public speaking centered on the development and consolidation of communication skills in future teachers of physical education in Tunisia The effectiveness of the device was evaluated based on the evolution of the feeling of self-efficacy of the student interns to keep their pup l s engaged in learning situations before and after a specific training of Body language and public speaking throughout the work-life preparation course To make this study a reality we involved two groups of student interns A first group to assume the role of witness received ordinary initial training provided by the Higher Institute of Sport and Physical Education Ksar Sa d A second group to assume the experimental role received the same initial training but was also involved in the training device designed for this study The change in the feeling of self-efficacy was measured using the French version of the Ohio State Teacher Efficacy Scale OSTES questionnaire recognized in the literature M nard L Legault F Dion J-S 2012 as an instrument measuring the effectiveness of the teacher with regard to student engagement as the main indicator of classroom managemen

THE RELATIONSHIP BETWEEN VALUE CONFLICT AND ACADEMIC ADJUSTMENT AMONG STUDENTS AT THE HIGHER INSTITUTE OF SPORT AND PHYSICAL EDUCATION (KSAR SAÏD) UNIVERSITY OF MANOUBA, TUNISIA

This study aimed to identify the impact of value conflict a negative social process that involves exposure to two opposing, contradictory concepts and requires violation of at least one of the values on the academic adjustment of students at the “Higher Institute of Sport and Physical Education (Ksar saïd)” of “University of Manouba”. Two questionnaires were designed to measure: 1) the extent to which students experience value conflict and 2) students’ levels of academic adjustment in terms of curriculum, goals, time management and personal relationships. The questionnaire was administered to a random sample of 739 students. Participant responses to these questionnaires indicate average levels of value conflict and academic adjustment. Results reveal a moderate level of value conflict among the “Higher Institute of Sport and Physical Education (Ksar saïd)” students with the highest level found in the economic domain, followed by the social domain and cultural domain in third among. In terms of academic adjustment, students reported a moderate level, indicating some difficulties in adjusting to the “Higher Institute of Sport and Physical Education (Ksar saïd)” life. Academic adjustment levels were highest in relation to students’ goals, followed by personal relationships, which are closely related areas. Article visualizations

The relationship between emotional intelligence, anxiety, and performance in physical education and sport students

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021–2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = −0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports

Working Memory in Overweight Boys during Physical Education Classes

This study examined the effect of small-sided football games (SSFG) and small-sided Ultimate Frisbee games (SSUFG) on working memory, response times, and feeling mood of boys with overweight. Twenty-eight boys (age 12.23 ± 1.58 years) participated in two trials during physical education lessons (20-min SSFG and 20-min SSUFG) in a counterbalanced, randomized crossover design. The response times and feeling mood were measured for all participants post-exercise through the Sternberg paradigm and feeling scale. For the response times, the paired samples t-test revealed a significantly better reaction time after SSUFG at the “One item level” of the Sternberg paradigm (p = 0.014, Hedges’ g = 0.27, small effect) and (p = 0.010, Hedges’ g = 0.74, medium effect), at “Three item level” (p = 0.000106, Hedges’ g = 1.88, very large effect). The SSFG also showed vigor at the “Five item level” (p = 0.047, Hedges’ g = 0.61, medium effect). For the feeling mood, the feeling score was significantly higher after the SSUFG session than the SSFG session and the increase in feeling scores observed after switching from SSFG to SSUFG was significantly different (p < 0.001) from the decrease observed in feeling scores after switching from SSUFG to SSFG. Therefore, the results of the study allow the teacher to introduce new sports and reflect on the motor tasks he or she proposes for boys with overweight during physical education classes

Self-efficacy of physical education student interns in to engage their pupil's after training in "Body language and public speaking".

This research aims to develop and test a training device in 'Body language and public speaking' centered on the development and consolidation of communication skills in future teachers of physical education in Tunisia. The effectiveness of the device was evaluated based on the evolution of the feeling of self-efficacy of the student interns to keep their pupîl’s engaged in learning situations before and after a specific training of "Body language and public speaking” throughout the work-life preparation course. To make this study a reality, we involved two groups of student interns. A first group to assume the role of witness received ordinary initial training provided by the ‘Higher Institute of Sport and Physical Education (Ksar Saïd)’. A second group to assume the experimental role received the same initial training but was also involved in the training device designed for this study. The change in the feeling of self-efficacy was measured using the French version of the Ohio State Teacher Efficacy Scale (OSTES) questionnaire recognized in the literature (Ménard, L., Legault, F. & Dion, J-S., 2012) as an instrument measuring the effectiveness of the teacher with regard to student engagement as the main indicator of classroom management. The results obtained from the statistical analyzes on the feeling of self-efficacy variables showed a significant effect of the system on the educational practices of the trainees involved in the training activities. Indeed, the device has increased their sense of self-efficacy in keeping students engaged in learning situations more than their student counterpart at ‘Higher Institute of Sport and Physical Education (Ksar Saïd)'

EFFECT OF TRAINING INFORMATION TECHNOLOGY AND COMMUNICATION DRIVING SCHOOL Case of the teaching of O'Brien shot put style

The purpose of this study was to compare three different pedagogical approaches to training of complex motor skill: shot put style translation (O'Brien). The first is to introduce learning situations using an 'Audiovisual Projection' '(APA). The second is essentially based on demonstration of gesture, supported by verbal instructions (ADG). The third is based exclusively on verbal instructions (ACV). To do this, a group of 87 trainees from three classes of 7th base year participated in this study. Their average age was between 12 and 14 years, an average height of about ± 1.60m and a weight of 55 kg ±. All they had no practical experience in athletic activity, specifically in Shot Put. To each of three classes one of the three approaches was applied as well as 8 sessions alternating with three assessment sessions. The results showed that performance of trainees after using of the first approach (APA) was relatively better than that was achieved with using of other two approaches, especially when training of complex motor tasks, specific to the chosen style of throwing. This allows to deduce the existence of a relationship between complexity of the motor action to be reproduce and interpretation of audiovisual messages, presented by the coach in the middle of training cycle

EFFECT OF TRAINING INFORMATION TECHNOLOGY AND COMMUNICATION DRIVING SCHOOL Case of the teaching of O'Brien shot put style

The purpose of this study was to compare three different pedagogical approaches to training of complex motor skill: shot put style translation (O'Brien). The first is to introduce learning situations using an 'Audiovisual Projection' '(APA). The second is essentially based on demonstration of gesture, supported by verbal instructions (ADG). The third is based exclusively on verbal instructions (ACV). To do this, a group of 87 trainees from three classes of 7th base year participated in this study. Their average age was between 12 and 14 years, an average height of about ± 1.60m and a weight of 55 kg ±. All they had no practical experience in athletic activity, specifically in Shot Put. To each of three classes one of the three approaches was applied as well as 8 sessions alternating with three assessment sessions. The results showed that performance of trainees after using of the first approach (APA) was relatively better than that was achieved with using of other two approaches, especially when training of complex motor tasks, specific to the chosen style of throwing. This allows to deduce the existence of a relationship between complexity of the motor action to be reproduce and interpretation of audiovisual messages, presented by the coach in the middle of training cycle

The Feeling of Pleasure for Overweight Children during Different Types of Physical Activity

The feeling of pleasure during physical education (PE) could increase with physical activity participation and adherence for overweight children. While traditional games are known to have positive benefits on motor skill development, especially for children with poorer motor skills, and on the body mass of children, little is known about overweight children’s feelings of enjoyment when playing these games. To identify a program of physical activity appreciated by overweight children, we tested the effect of different activities, namely soccer (SO), shot put (SP), and traditional motor games (TMGs), on the feelings of pleasure for 28 overweight male children (aged 12.11 ± 0.63 years, BMI 26.89 ± 0.15 kg·m−2) participating in a 3-month cross-over study. To measure affective responses to exercises, we applied a validated feeling scale. The data were collected during eight PE lessons, which were organized for each cycle taught. Post hoc pairwise comparisons revealed a significant difference (Z = −3.195, p p < 0.01) was found between the mean feeling scores reported after the SP cycle (2.27 ± 0.32) and the TMGs (3.04 ± 0.32). There was no significant difference between the mean feeling scores reported after the SO (2.48 ± 0.41) and SP cycles (2.27 ± 0.32). In conclusion, the findings of the present study suggest that TMGs may have beneficial effects on the feelings of pleasure for overweight children. Therefore, TMGs might potentially be considered as an alternative to conventional physical activities

Enhancing Time Reading and Recording Skills in First-Grade Children with Learning Difficulties Using the “Clock Motor Game”

This study aimed to explore the effect of the motor game, “Clock Motor Games”, on the improvement of “Reading and Recording of Time” (RRT) in children with Grade 1 mathematical learning difficulties (MLDs). A within-school cluster-randomized intervention study was conducted with 232 children (aged 6–7 years) with limited physical education experience (0.7 ± 0.3 years). The participants were divided into two groups: a control group, which received conventional teaching on time without any additional motor activities, and an experimental group, which incorporated the concept of time with the “Clock Motor Game”, for 3 weeks. The Clock-Reading Test was administered before the intervention (T0), immediately after each session (T1), and five weeks after the intervention (T2) in both groups. The results demonstrated that the experimental group exhibited significantly greater improvements in RRT performance compared to the control group (U = 4416.5; p < 0.001; r = 0.3; medium effect). Additionally, the experimental group was more likely to show progress and less likely to experience regression or stagnation compared to the control group (25% vs. 38.4%). The findings suggest that practicing “Clock Motor Games” can positively contribute to the RRT ability in children with Grade 1 MLD