How a short nap can improve cognitive variables and behavior management in future physical education teachers in Tunisia

Impact of a 25-minute nap on cognitive variables and reactive management of disruptive behaviour in Tunisian trainee secondary school physical education teachers

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN95971464

Enrollment

Registered

2025-08-21

Start date

2023-02-01

Completion date

Unknown

Last updated

2026-01-05

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Cognitive variables Mental and Behavioural Disorders

Interventions

This text describes an experimental study involving an intervention (a 25-minute nap) and the comparison of groups (experimental and control) on cognitive measures (attention, reaction times, manageme

Eligibility

Sex/Gender

Male

Inclusion criteria

Inclusion criteria: 1. Third-year LMD trainee teachers 2. Volunteers to participate in the study 3. Male

Exclusion criteria

Exclusion criteria: Does not accept being a volunteer

Design outcomes

Primary

Measure	Time frame
1. Sustained attention measured for each trainee teacher in both study groups using the d2 test at three different times (T0: 1st February, T1: 15th March and T2: end of April) 2. Complex reaction times (CRT) measured using the BlazePod test at three different times (T0: 1st February, T1: 15th March and T2: end of April) 3. Choice of reactive management interventions against student disruptive behavior during teaching measured using the Sieber model (2001) at three different times (T0: 1st February, T1: 15th March and T2: end of April)	—

Measure

Time frame

1. Sustained attention measured for each trainee teacher in both study groups using the d2 test at three different times (T0: 1st February, T1: 15th March and T2: end of April) 2. Complex reaction times (CRT) measured using the BlazePod test at three different times (T0: 1st February, T1: 15th March and T2: end of April) 3. Choice of reactive management interventions against student disruptive behavior during teaching measured using the Sieber model (2001) at three different times (T0: 1st February, T1: 15th March and T2: end of April)

—

Secondary

Measure	Time frame
There are no secondary outcome measures	—

Countries

Tunisia

Contacts

Public ContactTalel Maddeh

talelmaddeh@hotmail.fr+216 (0)22550679

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026