ABSTRACT Abstract The purpose of this investigation was to assess the effects of different active... more ABSTRACT Abstract The purpose of this investigation was to assess the effects of different active warm-up (AWU) durations on the diurnal variations of power output during the Wingate test and the rate of perceived exertion (RPE). Eleven male handball players, volunteered to take part in this study, underwent six Wingate tests at 08:00 h and 18:00 h, after 5 min (AWU5), 15 min (AWU15), or 20 min (AWU20) of active warm-up. All the warm-up protocols consisted of pedaling at a constant pace of 60 rpm against 50% of the maximal aerobic power. RPE scores were recorded after the AWU and after the Wingate test. During the Wingate test, the peak (PP), the mean power (MP) and the fatigue index (FI) were measured. The RPE values were not affected by the time-of-day both after AWU and the Wingate test. The PP and MP during the Wingate test were: (i) higher in the evening in comparison with the morning (p<0.001 and p< 0.01 respectively). (ii) Better PP and MP recorded after AWU15 than after AWU5 and AWU20 at 08:00 h. Time-of-day affect the Wingate test performance, but not the RPE scores. Moreover, before morning’ competition, subjects could be advised to increase morning AWU, but not longer than 15 min.
The aim of this study is to check the impact of estimation difficulty of an assigned task on
the... more The aim of this study is to check the impact of estimation difficulty of an assigned task on
the high school students’ adaptive behavior. For this reason, we have analyzed the adaptive
behaviour of two high school students groups having different levels of expertise. The analysis of
our results has led us to conclude that the estimation and perception difficulties of a task have an
effect on the high school student’s investment in a learning process and on his adaptive behaviour.
Getting involved and sticking to the learning process for a high school student is the result of a
conscious cognitive analysis which primarily depends on his feeling of being competent, of being
sure his goal would be achieved as well as on his self-esteem.
The aim of this study was to examine the time-of-day effects on dart-throwing
performance (at tw... more The aim of this study was to examine the time-of-day effects on dart-throwing
performance (at two distances from the dartboard) and the perception of the difficulty
of the task in 9–10 year-old boys. In a randomized order, 12 healthy boys
(age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm, and body-mass = 32.7 ± 3.4 kg)
performed two test sessions, in the morning at 07:00 h and in the evening at 17:00 h.
During each test session, performance during the dart-throwing test, oral temperature,
and perceived difficulty (PD) of the task were recorded. Performance at throwing
darts was scored by three methods: mean distance of the dart from the bulls-eye,
number of times the target was missed (number of zeros), and variability of the
scores from the darts thrown. Our results revealed that performance at throwing darts
was significantly better in the afternoon than the morning, with lowest mean distance
of the dart from the bulls-eye around the time of maximal values of oral temperature
(p < 0.001). Also, the number of zeros and variability in the scores of the darts
thrown at both short and long distances decreased at 17:00 h in comparison with
07:00 h (p < 0.05), again indicating a better performance in the afternoon. The PD of
the task decreased significantly with time of day, with greater values at 07:00 h in
comparison with 17:00 h (p < 0.05). Moreover, the PD of the task was higher with
long than short distances (p < 0.001). In conclusion, this study demonstrates that
psychomotor performance was better in the afternoon than the morning.
The aim of this study was to investigate variations in cognitive performance and
difficulty perc... more The aim of this study was to investigate variations in cognitive performance and
difficulty perception in 9–10-year-old boys. Fifteen healthy boys (Age = 9.8 ± 0.4
years; Height = 146 ± 5.2 cm; Body mass = 34.2 ± 2.9 kg) performed three cognitive
tasks, the reaction time (RT), the trail-making test, TMT (to evaluate flexibility),
and the barrage tests (to evaluate selective attention [SA]). The tests were performed
at 07:00 and 17:00 h. The results demonstrated that oral temperature, RT, and flexibility
were significantly higher at 17:00 h than at 07:00 h. A significant main effect
of diurnal variation was found for RT (t = 3.075, p = 0.008), SA (t = 2.43, p = 0.029),
and executive function (TMT, Parts A and B) (t = 5.86, p < 0.001; t = 4.85, p < 0.001,
respectively). However, these rhythms of cognitive performance were not correlated
with the rhythm of core temperature at 07:00 h. In conclusion perceived difficulty
was correlated with executive function in situations with higher level of difficulties.
ABSTRACT Abstract The purpose of this investigation was to assess the effects of different active... more ABSTRACT Abstract The purpose of this investigation was to assess the effects of different active warm-up (AWU) durations on the diurnal variations of power output during the Wingate test and the rate of perceived exertion (RPE). Eleven male handball players, volunteered to take part in this study, underwent six Wingate tests at 08:00 h and 18:00 h, after 5 min (AWU5), 15 min (AWU15), or 20 min (AWU20) of active warm-up. All the warm-up protocols consisted of pedaling at a constant pace of 60 rpm against 50% of the maximal aerobic power. RPE scores were recorded after the AWU and after the Wingate test. During the Wingate test, the peak (PP), the mean power (MP) and the fatigue index (FI) were measured. The RPE values were not affected by the time-of-day both after AWU and the Wingate test. The PP and MP during the Wingate test were: (i) higher in the evening in comparison with the morning (p&lt;0.001 and p&lt; 0.01 respectively). (ii) Better PP and MP recorded after AWU15 than after AWU5 and AWU20 at 08:00 h. Time-of-day affect the Wingate test performance, but not the RPE scores. Moreover, before morning’ competition, subjects could be advised to increase morning AWU, but not longer than 15 min.
The aim of this study is to check the impact of estimation difficulty of an assigned task on
the... more The aim of this study is to check the impact of estimation difficulty of an assigned task on
the high school students’ adaptive behavior. For this reason, we have analyzed the adaptive
behaviour of two high school students groups having different levels of expertise. The analysis of
our results has led us to conclude that the estimation and perception difficulties of a task have an
effect on the high school student’s investment in a learning process and on his adaptive behaviour.
Getting involved and sticking to the learning process for a high school student is the result of a
conscious cognitive analysis which primarily depends on his feeling of being competent, of being
sure his goal would be achieved as well as on his self-esteem.
The aim of this study was to examine the time-of-day effects on dart-throwing
performance (at tw... more The aim of this study was to examine the time-of-day effects on dart-throwing
performance (at two distances from the dartboard) and the perception of the difficulty
of the task in 9–10 year-old boys. In a randomized order, 12 healthy boys
(age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm, and body-mass = 32.7 ± 3.4 kg)
performed two test sessions, in the morning at 07:00 h and in the evening at 17:00 h.
During each test session, performance during the dart-throwing test, oral temperature,
and perceived difficulty (PD) of the task were recorded. Performance at throwing
darts was scored by three methods: mean distance of the dart from the bulls-eye,
number of times the target was missed (number of zeros), and variability of the
scores from the darts thrown. Our results revealed that performance at throwing darts
was significantly better in the afternoon than the morning, with lowest mean distance
of the dart from the bulls-eye around the time of maximal values of oral temperature
(p < 0.001). Also, the number of zeros and variability in the scores of the darts
thrown at both short and long distances decreased at 17:00 h in comparison with
07:00 h (p < 0.05), again indicating a better performance in the afternoon. The PD of
the task decreased significantly with time of day, with greater values at 07:00 h in
comparison with 17:00 h (p < 0.05). Moreover, the PD of the task was higher with
long than short distances (p < 0.001). In conclusion, this study demonstrates that
psychomotor performance was better in the afternoon than the morning.
The aim of this study was to investigate variations in cognitive performance and
difficulty perc... more The aim of this study was to investigate variations in cognitive performance and
difficulty perception in 9–10-year-old boys. Fifteen healthy boys (Age = 9.8 ± 0.4
years; Height = 146 ± 5.2 cm; Body mass = 34.2 ± 2.9 kg) performed three cognitive
tasks, the reaction time (RT), the trail-making test, TMT (to evaluate flexibility),
and the barrage tests (to evaluate selective attention [SA]). The tests were performed
at 07:00 and 17:00 h. The results demonstrated that oral temperature, RT, and flexibility
were significantly higher at 17:00 h than at 07:00 h. A significant main effect
of diurnal variation was found for RT (t = 3.075, p = 0.008), SA (t = 2.43, p = 0.029),
and executive function (TMT, Parts A and B) (t = 5.86, p < 0.001; t = 4.85, p < 0.001,
respectively). However, these rhythms of cognitive performance were not correlated
with the rhythm of core temperature at 07:00 h. In conclusion perceived difficulty
was correlated with executive function in situations with higher level of difficulties.
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Papers by ghoul yousri
the high school students’ adaptive behavior. For this reason, we have analyzed the adaptive
behaviour of two high school students groups having different levels of expertise. The analysis of
our results has led us to conclude that the estimation and perception difficulties of a task have an
effect on the high school student’s investment in a learning process and on his adaptive behaviour.
Getting involved and sticking to the learning process for a high school student is the result of a
conscious cognitive analysis which primarily depends on his feeling of being competent, of being
sure his goal would be achieved as well as on his self-esteem.
performance (at two distances from the dartboard) and the perception of the difficulty
of the task in 9–10 year-old boys. In a randomized order, 12 healthy boys
(age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm, and body-mass = 32.7 ± 3.4 kg)
performed two test sessions, in the morning at 07:00 h and in the evening at 17:00 h.
During each test session, performance during the dart-throwing test, oral temperature,
and perceived difficulty (PD) of the task were recorded. Performance at throwing
darts was scored by three methods: mean distance of the dart from the bulls-eye,
number of times the target was missed (number of zeros), and variability of the
scores from the darts thrown. Our results revealed that performance at throwing darts
was significantly better in the afternoon than the morning, with lowest mean distance
of the dart from the bulls-eye around the time of maximal values of oral temperature
(p < 0.001). Also, the number of zeros and variability in the scores of the darts
thrown at both short and long distances decreased at 17:00 h in comparison with
07:00 h (p < 0.05), again indicating a better performance in the afternoon. The PD of
the task decreased significantly with time of day, with greater values at 07:00 h in
comparison with 17:00 h (p < 0.05). Moreover, the PD of the task was higher with
long than short distances (p < 0.001). In conclusion, this study demonstrates that
psychomotor performance was better in the afternoon than the morning.
difficulty perception in 9–10-year-old boys. Fifteen healthy boys (Age = 9.8 ± 0.4
years; Height = 146 ± 5.2 cm; Body mass = 34.2 ± 2.9 kg) performed three cognitive
tasks, the reaction time (RT), the trail-making test, TMT (to evaluate flexibility),
and the barrage tests (to evaluate selective attention [SA]). The tests were performed
at 07:00 and 17:00 h. The results demonstrated that oral temperature, RT, and flexibility
were significantly higher at 17:00 h than at 07:00 h. A significant main effect
of diurnal variation was found for RT (t = 3.075, p = 0.008), SA (t = 2.43, p = 0.029),
and executive function (TMT, Parts A and B) (t = 5.86, p < 0.001; t = 4.85, p < 0.001,
respectively). However, these rhythms of cognitive performance were not correlated
with the rhythm of core temperature at 07:00 h. In conclusion perceived difficulty
was correlated with executive function in situations with higher level of difficulties.
the high school students’ adaptive behavior. For this reason, we have analyzed the adaptive
behaviour of two high school students groups having different levels of expertise. The analysis of
our results has led us to conclude that the estimation and perception difficulties of a task have an
effect on the high school student’s investment in a learning process and on his adaptive behaviour.
Getting involved and sticking to the learning process for a high school student is the result of a
conscious cognitive analysis which primarily depends on his feeling of being competent, of being
sure his goal would be achieved as well as on his self-esteem.
performance (at two distances from the dartboard) and the perception of the difficulty
of the task in 9–10 year-old boys. In a randomized order, 12 healthy boys
(age = 9.8 ± 0.5 years, height = 144 ± 6.2 cm, and body-mass = 32.7 ± 3.4 kg)
performed two test sessions, in the morning at 07:00 h and in the evening at 17:00 h.
During each test session, performance during the dart-throwing test, oral temperature,
and perceived difficulty (PD) of the task were recorded. Performance at throwing
darts was scored by three methods: mean distance of the dart from the bulls-eye,
number of times the target was missed (number of zeros), and variability of the
scores from the darts thrown. Our results revealed that performance at throwing darts
was significantly better in the afternoon than the morning, with lowest mean distance
of the dart from the bulls-eye around the time of maximal values of oral temperature
(p < 0.001). Also, the number of zeros and variability in the scores of the darts
thrown at both short and long distances decreased at 17:00 h in comparison with
07:00 h (p < 0.05), again indicating a better performance in the afternoon. The PD of
the task decreased significantly with time of day, with greater values at 07:00 h in
comparison with 17:00 h (p < 0.05). Moreover, the PD of the task was higher with
long than short distances (p < 0.001). In conclusion, this study demonstrates that
psychomotor performance was better in the afternoon than the morning.
difficulty perception in 9–10-year-old boys. Fifteen healthy boys (Age = 9.8 ± 0.4
years; Height = 146 ± 5.2 cm; Body mass = 34.2 ± 2.9 kg) performed three cognitive
tasks, the reaction time (RT), the trail-making test, TMT (to evaluate flexibility),
and the barrage tests (to evaluate selective attention [SA]). The tests were performed
at 07:00 and 17:00 h. The results demonstrated that oral temperature, RT, and flexibility
were significantly higher at 17:00 h than at 07:00 h. A significant main effect
of diurnal variation was found for RT (t = 3.075, p = 0.008), SA (t = 2.43, p = 0.029),
and executive function (TMT, Parts A and B) (t = 5.86, p < 0.001; t = 4.85, p < 0.001,
respectively). However, these rhythms of cognitive performance were not correlated
with the rhythm of core temperature at 07:00 h. In conclusion perceived difficulty
was correlated with executive function in situations with higher level of difficulties.