Effect of Difficulty Level and Time-Pressure on the Morning-Evening Differences in Accuracy and Consistency of Throwing Darts Among 9-10 Year-Old Boys
Yousri Elghoul,
Mohamed Frikha,
Nessrine Chaâri,
Karim Chamari,
Nizar Souissi
Issue:
Volume 1, Issue 3, December 2016
Pages:
28-34
Received:
28 October 2016
Accepted:
9 December 2016
Published:
6 January 2017
DOI:
10.11648/j.ijsspe.20160103.11
Downloads:
Views:
Abstract: This study investigated the impact of task difficulty level and time-pressure on the morning-evening changes in psychomotor performance and perceived difficulty to it among 9–10 years-old boys. Twelve healthy right-handed boys (age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm and body mass = 32.7 ± 3.4 kg) volunteered to take part in the study. They were asked to throw darts to a target from a short (2m, SD) and long (2.37m, LD) distances, either in free (no time limitation, NC) or time-pressure (TPC) conditions, on nonconsecutive days and in a counter-balanced randomized order. Mean scores, missed darts and variability of scores were recorded and analyzed using a three-way ANOVA with repeated measures. Intra-aural temperature and perceived difficulty were recorded too. The results showed higher performance in the afternoon than the in the morning, with higher mean scores around the time of maximum oral temperature (p<0.001). The number of missed darts and variability of scores were lower at 17:00 h in comparison with 07:00 h (p<0.05). Perceived difficulty decreased significantly with time-of-day, with greater values at 07:00 h than at 17:00 h (p<0.05). Psychomotor performance was better in the afternoon than the morning. It seems that, in the early morning, children are less sensitive to the increased level of difficulty when under time-pressure than when throwing a greater distance from the target.
Abstract: This study investigated the impact of task difficulty level and time-pressure on the morning-evening changes in psychomotor performance and perceived difficulty to it among 9–10 years-old boys. Twelve healthy right-handed boys (age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm and body mass = 32.7 ± 3.4 kg) volunteered to take part in the study. They we...
Show More
The Impact of Diversity and Gender on EPS Withdrawal of Humanities Students at Catholic Schools in Kinshasa
Agnès Kena Lubuka,
Paulin Mandoumou,
Aristide Ewamela,
Michael Ha,
Danny Lo,
Euloge Moboza Ndongo,
Joachim Bongbele
Issue:
Volume 1, Issue 3, December 2016
Pages:
35-42
Received:
18 October 2016
Accepted:
6 January 2017
Published:
31 January 2017
DOI:
10.11648/j.ijsspe.20160103.12
Downloads:
Views:
Abstract: In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-minute EPS lesson formed the experimental group (EG) while 116 girls and 133 boys of the Joint Physical Education section and consular schools, subjected to 3 weekly hours of EPS formed the control group, CG. All volunteers answered two questionnaires of gender diversity in EPS (both general and gender-specific). The collected data were analyzed and subjected to the Student t-test. The results show that the subjects in the two groups had significantly different values regarding masculinity of EPS, EPS for all, the usefulness of endurance in APSA (Activités Physiques, Sportives et Artistiques, French for Physical, Sports & Artistic Activities) practice, the need of agility in APSA practice, gender-specific APSA, gender-equality in football and agility-similarity of boys and girls in dancing (P<0.001). Furthermore, the disengagement was significantly higher in the experimental group for both genders compared with their counterparts in the control group (10.2 ± 1.26 vs. 1.41 ± 0.49 and 7.93 ± 1 25 vs 0.64 ± 0.76) (P <0.001). These results suggest that the adverse effects of didactic contract, low self-esteem, diversity and gender constitute didactic, psychological and sociological factors of EPS disengagement in humanities students at Kinshasa’s Catholic schools.
Abstract: In this study, we examine the impact of diversity and gender on EPS (Education Physique et Sportive, French for Physical and Sports Education) disengagement in humanities students of Catholic schools in Kinshasa. 2 groups of students were randomly selected for this study. 305 girls and 456 boys from a co-ed Catholic schools that took a weekly 50-mi...
Show More