The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years

Souhir Ezzedini; Yousri Elghoul; Fatma Bahri; Liwa Masmoudi; Adene Gharbi; Mohamed Frikha; Nizar Souissi

doi:doi:10.11648/j.ijsspe.20170202.11

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The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years

Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, Mohamed Frikha, Nizar Souissi

Published in International Journal of Sports Science and Physical Education (Volume 2, Issue 2)

Received: 18 May 2017 Accepted: 5 June 2017 Published: 18 July 2017

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Abstract

The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9–11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn’t allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.

Published in	International Journal of Sports Science and Physical Education (Volume 2, Issue 2)
DOI	10.11648/j.ijsspe.20170202.11
Page(s)	20-28
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Physical Education, Physical Activities, Contents for Instruction, Psychomotor Abilities, Cognitive Abilities

References

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Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, et al. (2017). The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. International Journal of Sports Science and Physical Education, 2(2), 20-28. https://doi.org/10.11648/j.ijsspe.20170202.11

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Souhir Ezzedini; Yousri Elghoul; Fatma Bahri; Liwa Masmoudi; Adene Gharbi, et al. The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. Int. J. Sports Sci. Phys. Educ. 2017, 2(2), 20-28. doi: 10.11648/j.ijsspe.20170202.11

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AMA Style

Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, et al. The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. Int J Sports Sci Phys Educ. 2017;2(2):20-28. doi: 10.11648/j.ijsspe.20170202.11

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@article{10.11648/j.ijsspe.20170202.11,
  author = {Souhir Ezzedini and Yousri Elghoul and Fatma Bahri and Liwa Masmoudi and Adene Gharbi and Mohamed Frikha and Nizar Souissi},
  title = {The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {2},
  number = {2},
  pages = {20-28},
  doi = {10.11648/j.ijsspe.20170202.11},
  url = {https://doi.org/10.11648/j.ijsspe.20170202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20170202.11},
  abstract = {The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9–11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn’t allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.},
 year = {2017}
}

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TY  - JOUR
T1  - The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years
AU  - Souhir Ezzedini
AU  - Yousri Elghoul
AU  - Fatma Bahri
AU  - Liwa Masmoudi
AU  - Adene Gharbi
AU  - Mohamed Frikha
AU  - Nizar Souissi
Y1  - 2017/07/18
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsspe.20170202.11
DO  - 10.11648/j.ijsspe.20170202.11
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 20
EP  - 28
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20170202.11
AB  - The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9–11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn’t allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.
VL  - 2
IS  - 2
ER  -

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Author Information

Souhir Ezzedini

High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
Yousri Elghoul

High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
Fatma Bahri

High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
Liwa Masmoudi

High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
Adene Gharbi

High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
Mohamed Frikha

King Faisal University, Department of Physical Education, Al Hufuf, KSA
Nizar Souissi

National Observatory on Sport, Tunis, Tunisia

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Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, et al. (2017). The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. International Journal of Sports Science and Physical Education, 2(2), 20-28. https://doi.org/10.11648/j.ijsspe.20170202.11

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ACS Style

Souhir Ezzedini; Yousri Elghoul; Fatma Bahri; Liwa Masmoudi; Adene Gharbi, et al. The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. Int. J. Sports Sci. Phys. Educ. 2017, 2(2), 20-28. doi: 10.11648/j.ijsspe.20170202.11

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AMA Style

Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, et al. The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years. Int J Sports Sci Phys Educ. 2017;2(2):20-28. doi: 10.11648/j.ijsspe.20170202.11

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@article{10.11648/j.ijsspe.20170202.11,
  author = {Souhir Ezzedini and Yousri Elghoul and Fatma Bahri and Liwa Masmoudi and Adene Gharbi and Mohamed Frikha and Nizar Souissi},
  title = {The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {2},
  number = {2},
  pages = {20-28},
  doi = {10.11648/j.ijsspe.20170202.11},
  url = {https://doi.org/10.11648/j.ijsspe.20170202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20170202.11},
  abstract = {The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9–11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn’t allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years
AU  - Souhir Ezzedini
AU  - Yousri Elghoul
AU  - Fatma Bahri
AU  - Liwa Masmoudi
AU  - Adene Gharbi
AU  - Mohamed Frikha
AU  - Nizar Souissi
Y1  - 2017/07/18
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsspe.20170202.11
DO  - 10.11648/j.ijsspe.20170202.11
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 20
EP  - 28
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20170202.11
AB  - The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9–11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn’t allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.
VL  - 2
IS  - 2
ER  -

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