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
Volume 2, Issue 2, April 2017, Pages: 20-28
Received: May 18, 2017; Accepted: Jun. 5, 2017; Published: Jul. 18, 2017
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Authors
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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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.
Keywords
Physical Education, Physical Activities, Contents for Instruction, Psychomotor Abilities, Cognitive Abilities
To cite this article
Souhir Ezzedini, Yousri Elghoul, Fatma Bahri, Liwa Masmoudi, Adene Gharbi, Mohamed Frikha, Nizar Souissi, 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. Vol. 2, No. 2, 2017, pp. 20-28. doi: 10.11648/j.ijsspe.20170202.11
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Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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