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.

The Positive Impact of Combining Motor Imagery, Action Observation and Coach's Feedback on Archery Accuracy of Young Athletes.

In recent years, learning and motor control researchers have examined, in diverse ways, the practical strategies that enhance motor skill acquisition in sport. In this study we investigated the impact of combining Motor Imagery (MI), Feedback (F), and Action Observation (AO) on the quality of archery longbow shooting at a 10-meter target. We randomly assigned 60 young athletes to (a) a Control group (Control), (b) a Feedback and Motor Imagery group (F + MI), and (c) a Feedback, Motor Imagery, and Action Observation group (F + MI + AO). Over an 8-week intervention period athletes performed two training sessions per week. During each session, all participants engaged in two blocks of ten effective shots. Performance improvement was significantly greater in the F + MI + AO group than in the two other groups, confirming the beneficial impact of combining all three methods of improving archery accuracy. These findings suggest practical recommendations for athletes and trainers for delivering optimal mental training to improve shooting accuracy for these archers.

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 < 0.01) between the mean feeling score reported after the SO cycle (2.48 ± 0.41) and that after the TMGs (3.04 ± 0.32). A similar significant difference (Z = -3.304, 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.

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.

Effects of Ramadan fasting on the diurnal variations of physical and cognitive performances at rest and after exercise in professional football players.

Introduction: Ramadan fasting (RF) is characterized by daily abstinence from food and fluid intake from dawn to sunset. The understanding of the Ramadan effects on the diurnal variations of athletic and cognitive performance is crucial for practitioners, coach and researchers to prepare sport events and optimize performance. The aim of the present study was to reveal the effects of RF on the diurnal variation of physical and cognitive performances at rest and after exercise. Method: In a randomized order, 11 male football players (age: 19.27 ± 0.9; height: 1.79 ± 0.04 cm; body mass: 70.49 ± 3.97 kg; BMI: 21.81 ± 1.59 kg/m2) completed a 30-s Wingate test [i.e., mean (MP) and peak powers (PP)] at 07:00, 17:00, and 21:00 h on five occasions: 1 week before Ramadan (BR); the second (R2); the third (R3); the fourth (R4) week of Ramadan; and 2 weeks after Ramadan (AR), with an in-between recovery period of ≥72 h. Simple (SRT) and choice (CRT) reaction times, mental rotation test (MRT) and selective attention (SA) test were measured before and after Wingate test. Rating of perceived exertion (RPE), body composition, dietary intake, profile of mood states (POMS) and Pittsburgh Sleep Quality Index (PSQI) were assessed over the five periods. Results: Compared to BR, RF decreased MP at 17:00 h (p < 0.05, d = 1.18; p < 0.001, d = 2.21, respectively) and PP at 17:00 h (p < 0.05, d = 1.14; p < 0.001, d = 1.77, respectively) and 21:00 h (p < 0.01, d = 1.30; p < 0.001, d = 2.05, respectively) at R3 and R4. SRT (p < 0.001,d = 1.15; d = 1.32, respectively), number of correct answers (MRTE; p < 0.05, d = 1.27; d = 1.38, respectively) and SA (p < 0.01, d = 1.32; d = 1.64, respectively) increased during R2 and R3 in the evening before exercise compared to BR. Short term maximal exercise enhanced SRT (p < 0.01, d = 1.15; p < 0.001, d = 1.35, respectively), MRTE (p < 0.001, d = 2.01; d = 2.75 respectively) and SA (p < 0.05, d = 0.68; d = 1.18, respectively) during R2 and R3 in the evening. In comparison to BR, sleep latency and sleep duration increased during R3 (p < 0.001, d = 1.29; d = 1.74, respectively) and R4 (p < 0.001, d = 1.78; d = 2.19, respectively) and sleep quality increased in R2, R3 and R4 (p < 0.01, d = 1.60; p < 0.001, d = 1.93; d = 2.03, respectively). Conclusion: During RF, anaerobic and cognitive performances were unaffected in the morning but were impaired in the afternoon and evening. Short-term maximal exercise mitigates the negative effects of fasting on cognitive performance. Maximal exercise could thus partially counteract the effect of fasting on cognitive function.

YouTube as a complementary learning tool in times of COVID-19: Self-reports from sports science students.

OBJECTIVES: This study reports on sports science students' educational experience in times of the COVID-19 pandemic and explores their interactions with online technologies, exclusively for learning purposes. METHODS: A total of 181 Tunisian final-year sports science students were surveyed using, a custom-designed questionnaire, following the end of the academic year 2020/2021. Semi-structured interviews were conducted for triangulation and validation of the findings. FINDINGS: Participants reported that COVID-19-induced educational disruptions had detrimental effects on their learning experiences. Even though they deemed emergency remote teaching to be less effective than classroom-based teaching, participants recognized the role technology had played in mitigating the impact of the pandemic on their graduation year. They reported using a wide range of online technologies to complement remote curriculum delivery. Ranking second after Google Meet, with a marked difference from the rest of the list, YouTube seemed to be sports science students' best "learning companion" in times of COVID-19. YouTube helped them better understand instructional content delivered remotely and compensate for the missed opportunities for knowledge and motor skill acquisition. CONCLUSIONS: It is very likely that curriculum-based YouTube videos can smoothen emergency implementation of flipped classrooms during future crises that may force teachers and students into home confinement once again, but further empirical research is needed in this area.

The effect of time of day and high intensity exercise on cognitive performances of elite adolescent karate athletes.

To explore the effect of time of day (TOD) on several components of cognitive performance prior and post to a physically exhaustive task in a sample of adolescent elite athletes. In a counterbalanced and randomized order, fourteen highly trained male karate athletes (17 ± 0.96 years; 1.75 ± 0.07 m; 68.0 ± 9.50 kg; BMI 22.15 ± 0.54 kg.m-2) completed two test sessions at 09h00 and 16h00. Cognitive performance was evaluated before and after the karate specific test (KST). During each session, participants completed the profile of mood state (POMS), simple (SRT) and choice (CRT) reaction times, comparison test (COMT), mental rotation test (MRT), egocentric distance estimation (DE), and the rating of perceived exertion (RPE). KST was not TOD dependent (p > .05, d = 0.33). RPE scores were higher in the afternoon compared to the morning (p < .05, d = 0.68). Before the KST, SRT (p < .01, d = 0.69), CRT (p < .01, d = 0.47), COMT (p < .01, d = 0.62) and MRT (p < .001, d = 0.65) were better in the afternoon than in the morning. However, DE was not affected by the TOD (P > .05). KST improved SRT (p < .01, d = 0.078), CRT (p < .001, d = 0.72), COMT (p < .001, d = 1.31) and MRT (p < .001, d = 0.80) performances only in the morning. Cognitive performances are TOD dependent with higher performances realized in the afternoon. Performing a high intensity exercise in the morning, but not in the afternoon, enhanced several aspects of cognitive performances. The current results indicate that an intensive warm-up could be beneficial when a morning competition requires high cognitive readiness.

Distance Motor Learning during the COVID-19 Induced Confinement: Video Feedback with a Pedagogical Activity Improves the Snatch Technique in Young Athletes.

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p < 0.5; Cohen's d = 0.58-1.1). Most of these improvements were maintained during the retention test (T2) (p<0.01, Cohen's d = 1.2-1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p < 0.05; Cohen's d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p < 0.05, Cohen's d = 1.49-1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

Information Processing and Technical Knowledge Contribute to Self-Controlled Video Feedback for Children Learning the Snatch Movement in Weightlifting.

Our aim in this study was to examine, via technical performance analysis and speed of execution, whether information processing and technical knowledge help explain learning benefits of self-controlled video feedback in children's weightlifting performance. We randomized 24 children (aged 10 to 12 years) into self-controlled (SC) and yoked (YK) feedback groups. Learners underwent test sessions one week before (pre-test) and one day after (post-test) six weightlifting training sessions. During each test session, we recorded kinematic parameters of snatch performance using Kinovea version 0.8.15 software. After the learning sessions, the SC group improved on most kinematic parameters (e.g., the horizontal displacement of the bar between the first and the second pulls [MDXV = 25.42%, SD = 18.96, p = 0.003) and the maximum height reached by the bar (MHMV = 5.51%, SD = 7.71, p < 0.05)], while the YK group improved only on the DxV (MDXV = 19.08%, SD = 24.68, p < 0.05). In addition, the SC group showed a more advanced phase of cognitive processing compared to the YK group, and the SC group showed a superior improvement in their technical knowledge level (p < 0.001) compared to the YK group (p < 0.05). Thus, key elements to correcting motor errors in children's weightlifting through self-controlled feedback were improvements in information processing and technical knowledge.