L’expérience vécue par les élèves de 7PH/8PH en éducation physique

Ce mémoire traite de l’expérience vécue par des élèves de 7PH-8PH en éducation physique et du rapport personnel qu’ils construisent au sein de la discipline. Afin d’obtenir des éléments à ce sujet, un questionnaire a été présenté à six classes de trois établissements différents du canton de Genève. Suite à l’analyse de ces questionnaires, des entretiens individuels semi-directifs ont été menés avec certains élèves. Notre analyse se base donc uniquement sur le discours des élèves. L’enseignement de l’EP étant dispensé à la fois par les enseignants généralistes et les enseignants spécialistes, nous tentons de savoir si l’expérience que vivent les élèves est la même avec les deux enseignants et s’ils prennent du plaisir au sein des leçons. Afin de comprendre l’expérience vécue par les élèves, les concepts de motivation, de confiance en soi et d’estime de soi seront abordés

Language Barriers to Healthcare for Linguistic Minorities: The Case of Second Language-specific Health Communication Anxiety

In this study we examined health communication anxiety (HCA) associated with language-discordant situations–that is, where people have to use their second language (L2) to communicate with health providers who are using their first language (L1). We adapted existing HCA scales in order to (1) assess L2 HCA in such situations separately for physical and mental/emotional health contexts and (2) control for potential confounds, such as HCA not related to L2 use and L2 communication anxiety not related to health, allowing us to obtain L2-specific measures of HCA. We examined the relationship between L2-specific HCA and willingness to use health services in language-discordant situations. English-speaking linguistic minority participants (N = 314) living in Québec, a predominantly French-speaking area of Canada, were recruited for online testing. The results revealed that, separately for both physical and mental/emotional health contexts, there were significant and meaningful L2-specific relations between HCA and willingness to use L2 health services–i.e., over and above general anxiety and discomfort about using an L2, and over and above general health communication anxiety. The effect was stronger for mental/emotional health contexts. The results are discussed in terms of their implications for understanding barriers to health services for linguistic minorities.</p

Cognitive Performance Before and Following Habituation to Exercise-Induced Hypohydration of 2 and 4% Body Mass in Physically Active Individuals

We investigated the effect of repeated exposures to hypohydration upon cognitive performance. In a randomized crossover design, ten physically active adults completed two 4-week training blocks, one where they maintained euhydration (EUH) and the other where they were water-restricted (DEH) during walking/running at 55% V.O2max, 40 °C. Three sessions per week were performed: (1) 1 h of exercise, (2) exercise until 2% or (3) 4% of body mass has been lost or replaced. Limited to the first and fourth training week, a 12 min walking/running time-trial was completed following the 2 and 4% exercise bouts. Trail making, the Wisconsin card sort, the Stop signal task, Simple visual reaction time and Corsi block-tapping tests were performed immediately following the time-trials. Body mass loss was maintained p p > 0.05). From a practical perspective, the gains in cognitive performance following training to DEH were mostly unclear, but under certain circumstances, were greater than when EUH was maintained. Based on the battery of cognitive tests used in the current study, we conclude that whether physically active individuals are habituated or not to its effect, exercise-induced hypohydration of 2 and 4% has, in general, no or unclear impact on cognitive performance immediately following exercise. These results encourage further research in this area