Exploring the impact of verbal encouragement on strength, endurance, and psychophysiological responses: enhancing teaching strategies in sports science education.

Introduction: This study investigates the effects of teacher verbal encouragement (VE) on strength, endurance, and psychophysiological responses, aiming to enhance teaching strategies in sports science education. Methods: Forty-eight sports science students, aged 21.3 ± 0.5 years, participated in this study. The sample was randomly divided into two groups, and a counterbalancing procedure was implemented. Participants completed strength and endurance testing sessions under normal conditions in the first week and repeated similar sessions in the second week with teacher VE. Strength was assessed using the 1RM bench press, squat, and deadlift tests, while endurance was evaluated through 8-minute time trials (8MTT: burpees, box jumps, hand-release push-ups, and sit-ups). Perceived exertion and physical activity enjoyment were investigated using self-reporting instruments. Results: The key findings showed that participants lifted greater weights in the 1RM bench press (p < 0.01; r = 0.45, medium to large effect), squat (p < 0.001; Hedges' g = 1.36, large effect), and deadlift tests (p < 0.001; r = 0.79, large effect) and completed a greater number of repetitions in the 8MTT (p < 0.001; r = 0.87, large effect) under VE. Perceived exertion was found to be lower under normal conditions (p < 0.05; r = 0.29, small effect), yet physical activity enjoyment significantly increased under VE (p < 0.05; r = 0.81, large effect). Discussion: In conclusion, implementing teacher VE in sports science education can contribute to improved strength and endurance training outcomes and student psychophysiological response.

Peer Verbal Encouragement Is More Effective than Coach Encouragement in Enhancing CrossFit-Specific 1-RM Strength, Functional Endurance, and Psychophysiological Assessment Performance.

This study compares the effects of coach verbal encouragement (CVE) and peer verbal encouragement (PVE) on CrossFit-specific one-repetition maximum (1-RM) strength, functional endurance, and psychophysiological assessments. A total of 36 sports science students (18 males, 18 females; mean age: 21.3 ± 0.5 years) participated in a randomized, counterbalanced crossover study in which 1-RM strength and endurance assessment sessions were undertaken under PVE, CVE, and no verbal encouragement (NVE) on separate days. Here, 1-RM strength was assessed through squat, deadlift, and bench press exercises, while endurance was evaluated using 8 min time trials (8MTT). Following the physical assessments, psychophysiological evaluations were conducted using the Borg Rating of Perceived Exertion (RPE) and the Feeling Scale (FS). The findings revealed that, after PVE, all the 1-RM strength test, 8MTT, RPE, and FS values exhibited significant increases compared to those of CVE (p [<0.001-<0.01], r = -0.84 [large]) and NVE (p [<0.001-<0.05], r [-0.43-0.52] [small]). Exceptions were noted in 1-RM-deadlift (p > 0.05, r = -0.43 [small]) and 1-RM-bench-press (p > 0.05, r = -0.43 [small]), where CVE demonstrated higher scores (1-RM-squat, 8MTT, RPE, and FS) (p [<0.001-<0.05], r = -0.64 [large]) in comparison to NVE. In conclusion, the study established that PVE is more impactful than CVE in enhancing CrossFit-specific 1-RM strength, functional endurance, and psychophysiological assessment performance. These findings suggest that coaches/teachers should consider involving their athletes in the reinforcement process for evaluated peers. This collaborative approach may not only optimize performance outcomes but also foster a supportive and motivational training environment.

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 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.

Peer Verbal Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games.

OBJECTIVE: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. METHODS: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). RESULTS: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. CONCLUSIONS: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

Short-Term Total Tamponade with Perfluorocarbon Liquid and Silicone Oil in Complex Rhegmatogenous Retinal Detachment with Severe Proliferative Vitreoretinopathy.

Background: To evaluate retinal reattachment, visual functional results, and complications rates after total tamponade (TT) with perfluorocarbon liquid (PFCL) and silicone oil (SO) for 2 days followed by PFCL-SO exchange in complex retinal detachment (RD). Methods: Retrospective study including 52 consecutive eyes with complex RD and advanced proliferative vitreoretinopathy, who underwent vitrectomy with TT. Patients underwent first surgery by 25-Gauge vitrectomy and partial PFCL-SO exchange (approximately 60% PFCL 40% SO fill) followed by second surgery with extraction of the PFCL and complete SO fill. Results: After a mean follow-up period of 25.15 ± 6.6 months, the retina remained reattached in 48/52 eyes (92.3%) including 28 eyes (58.3%) without SO and 20 eyes (41.7%) with prolonged SO tamponade. Visual acuity improved in 45 eyes (86.6%) (P<0.001), remained stable in 4 eyes (7.7%) and decreased in 3 eyes (5.7%). Complications consisted in mild anterior chamber inflammation in 10 eyes, ocular hypertension in 12 eyes, and cataract in 10 eyes. Conclusion: Two-day TT with PFCL and SO may be considered in complex RD with advanced proliferative vitreoretinopathy especially in monocular patients. Further studies with longer follow-up period and retinal electrophysiologic assessment may be needed.

The Good Behaviour Game: Maintaining students' physical distancing in physical education classes during the COVID-19 pandemic.

Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered 'normal' during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group (p < .001). Furthermore, greater percent changes between pre- and post-intervention were identified in the experimental group compared to the control group (120% vs 1%, respectively). Conclusion: The GBG was effective in ensuring students' physical distancing when implemented in PE settings.

The Impact of Exercise Training Intensity on Physiological Adaptations and Insulin Resistance in Women with Abdominal Obesity.

Abdominal obesity has emerged globally as a major public health issue due to its high prevalence and morbidity. The benefits of physical exercise among the obese population are well documented. However, the optimal exercise intensity for reducing body fat and preventing insulin resistance and metabolic disorders is still under debate. This study aimed to examine the effects of three different intensities of combined endurance and strength training programs on anthropometric variables, physiological and muscular adaptations, and insulin sensitivity. Forty-three obese young women (age 26.4 ± 4.7 years, BMI 33.1 ± 2.5 kg/m2) were randomly assigned to one of four groups: a control group (G0), a moderate-intensity training group (G50, exercising brisk walking at 50% heart rate reserve HRR), a high-intensity training group (G75, exercise jogging at 75% HRR), and an alternated-intensity training group (G50/75, exercise brisk-walking/jogging at 50−75% HRR) with additional strength training once a week for each group. Body composition, waist circumference (WC), fasting blood glucose, insulin sensitivity and resistance (Homa-IR), resting heart rate (RHR), 6-min walk distance (6MWD), 1-repetition maximum (1-RM), and time to exhaustion (TTE) at 45% and 75% maximal voluntary contraction (MVC) for both the flexor and extensor muscle groups of the knees, were recorded before and after three months of exercise training. All training groups showed significant decreases in body mass, BMI, total body fat, body fat percentage, WC, abdominal and visceral mass (p < 0.001), with a greater reduction of body mass and BMI in G75 (p < 0.05). Lean mass increased significantly only in G50/75 (p < 0.05). The insulin sensitivity and Homa-IR decreased in the three training groups (p < 0.01), with greater enhanced resistance in G50 compared to G75 and G50/75 (p < 0.05). In contrast, there were no pre-post changes in all groups for fasting blood glucose (p > 0.05). 1-RM and TTE of the knee flexor and extensor muscles were improved in the three groups (p < 0.01), with greater improvement in G50/75 for 1RM and G75 in most of the TTE parameters (p < 0.05). RHR decreased and 6MWD increased significantly in the three training groups (p < 0.01), with greater 6MWD improvement in G75 (p < 0.05). In conclusion, the three training intensities seem to generate benefits in terms of body composition, physiological and muscular adaptations, and insulin resistance. High training intensity resulted in greater improvements in body mass, BMI, and endurance and strength, whereas moderate training intensity resulted in greater improvements of insulin resistance and homo-IR. Following alternate-intensity training, greater improvements were observed in lean mass and maximal strength performance.

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.

Listening to Music and Playing Activities during Recreation between Lessons Regenerate Children's Cognitive Performance at Different Times of Day.

The interruption of learning processes by breaks filled with diverse activities is common in everyday life. The purpose of this study was to investigate the effects of the time of day (TOD) of playing with or without music during recess on cognitive performance regeneration among students aged between 11 and 12. Twenty-seven volunteer children (aged 12 ± 0.6 years) completed four trials at 09h45, 10h15, 14h45, and 15h15. Each test session was separated by recreation between classroom lessons with different conditions: music only (MSC), playing only (PAY), music and playing (MSC-PAY), and without music and playing (NON). During each session, oral temperature, reaction time (RT), and constant attention (CA) were measured. For all parameters, the ANOVA revealed a significant effect of the type of activity. However, no significant effect of the TOD and no significant interaction of type of activity × TOD were reported. The Bonferroni post hoc test revealed that Δ-core temperature was significantly higher during PAY and MSC-PAY compared to NON (p < 0.05). Δ-attention was higher during MSC, PAY, and MSC-PAY compared to NON (p < 0.001). Δ-attention was lower during MSC (p < 0.05), PAY (p < 0.05), and MSC-PAY (p < 0.01) compared to NON. Therefore, playing, listening to music, and playing while listening to music at recess improve the child's ability to regenerate cognitive performance regardless of the TOD.

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.

[A particular hepatocellular carcinoma combining the ordinary and the fibrolamellar variant]. / Un carcinome hepatocellulaire particulier associant la forme classique et la forme fibrolamellaire.

Fibrolamellar carcinoma (FLC) of the liver is a rare variant of hepatocellular carcinoma (HCC) occurring on non cirrhotic liver. Since its first description by Hugh Edmondson in 1956, 200 cases of FLC have been reported in the literature, but only some cases describe the association of the ordinary HCC with the FLC within the same lesion. We report in this study the case of a 14-year-old female patient with a hepatic mass whose radiological aspect evoked a nodular and focal hyperplasia. Histologically, this tumor was composed of area of FLC mixed with ordinary HCC. Staining for cytokeratine 7 was positive in the FL component and negative in the ordinary HCC component.

[Duodenal varix rupture a rare cause of gastrointestinal bleeding from portal hypertension]. / Rupture de varice duodenale. Une cause rare d'hemorragie digestive liee a l'hypertension portale.

The duodenal varix rupture is a rare and serious complication of portal hypertension. The authors report one case of duodenal varix rupture in a 38 year old woman, revealing portal hypertension, which caused a massive gastro-intestinal bleeding. The endoscopy didn't allow to conclude to a diagnosis. An emergent laparotomy was necessary regarding the massive bleeding. A duodenal varix suture ligation was performed after pyloroduodenotomy. She had a well recovery. After a review of literature, the authors conclude that this abnormal situation is rare, its diagnostic is difficult and it has several therapeutic strategies.

[Laparoscopic cholecystectomy. Apropos of 1570 cases]. / La cholécystectomie laparoscopique. A propos de 1570 cas.

We realized a retrospective study concerning 1570 cases of celioscopic cholecystectomy screened during 6 years: from September 1995 to August 2001. There were 1328 females and 242 males with a wean age of 50 years. 256 patients underwent laparoscopic cholecystectomy for acute cholecystitis. There were one operative death. The morbidity is weak 2.1%. The rate of conversion is 12.4%. We performed 999 operative cholangiography, we found 82 common bile duct stones. Cholangiography should be systematic.

[Left paraduodenal internal hernia. A new case report]. / Hernie interne paraduodenale gauche. A propos d'une nouvelle observation.

OBJECTIVE: Remind the clinical and radiological features of the internal left para duodenal hernia. MATERIALS AND METHOD: We report the case of a left para duodenal hernia in a 30 years old woman who suffers of an acute abdominal pain explored by ultra sonography, barium upper gastro intestinal radiography, computed tomography and MRI. RESULTS: CT shows a well limited intra abdominal mass composed of small bowel wrapped in a bag of peritoneum, and moving to the left the mesenteric axis CONCLUSION: Left internal para duodenal hernia is a rare phenomenon and is frequently non diagnosed. Spiral computed tomography allows us now, to make the diagnostic with a good sensitivity in the majority of cases.