No Disease or Condition is Being Studied, The Aim: to Determine the Impact of a 25-minute Nap on Cognitive Function
Conditions
Keywords
nap, Experienced teachers, Physical education, Simple reaction time, Selective reaction time, Stress, Disruptive behaviors
Brief summary
This protocol aims to investigate the effects of a 25-minute nap on various cognitive variables, such as, simple and selective reaction time, stress and the detection and management of disruptive behaviors during instructional activities.
Detailed description
The aim of this study is to determine the impact of rest through a 25-minute nap on the cognitive abilities of experienced male physical education teachers, focusing on simple reaction time (SRT), selective reaction time (SelRT), stress (heart rate (HR)) and the ability to detect instances of disruptive behaviors (DB) during lessons. To achieve this, a repeated-measures experimental design with three measurement points over a seven-month period (01th October: T0, December 10th: T1, and 30th April: T2) was used for fivty male experienced teachers (ET) divided into two groups : an experimental group (ExpGr: n=25) and a control group (ContGr: n=25). In total, 150 40-minute collective sports activities (handball) were filmed, and 150 SRT tests, 150 SelRT tests and 150 heart rate analyses were collected and analysed. For the intergroup comparison of the evolution of the averages of the recordings of the different parameters ; the SRT, SelRT, HR and frequency with which DB is observed between the three measurement points, à two-way analysis of variance (ANOVA) test (group x time interaction) was used. The intragroup comparison of the same variables mentioned above, taken two at a time (T0 versus T1, T0 versus T2, and T1 versus T2), was carried out using repeated measures analysis of variance with Bonferroni adjustment. The significance threshold used was set at p \< 0.05. The study shows that the principle of exposing these teachers to a 25-minute nap led to significant improvements in cognitive abilities, thus creating in the ExpGr a sharper state of alertness, aimed at a preventive objective against DB. This improvement in their perceptual vigilance resulted in better capturing acuity of the various disciplinary incidents. This new preventive and vigilant attitude led to a significant decrease in the level of stress of this same group when faced with the occurrence of DB. It is therefore essential that our findings be taken into account by the teaching staff and official bodies in order to better promote working conditions and the learning environment provided by these teachers.
Interventions
PROCEDUREthe nap routine
The effect of napping on cognitive function, with a focus on identifying disruptive behaviour during lessons
Sponsors
Higher Institute of Sport and Physical Education, Ksar-Said
Institut Supérieur du Sport et de l'Education Physique de Ksar-Saïd
Study design
Allocation
NA
Intervention model
SEQUENTIAL
Primary purpose
OTHER
Masking
NONE
Intervention model description
This protocol aims to investigate the effects of a 25-minute nap on various cognitive variables, such as, simple and selective reaction time, stress and the detection and management of disruptive behaviors during instructional activities.
Eligibility
Sex/Gender
MALE
Age
32 Years to 40 Years
Healthy volunteers
Yes
Inclusion criteria
1. Healthy individuals 2. Non-smokers individuals 3. Not consume alcoholic beverages individuals 4. Individuals who consented to abstain from caffeine throughout the experiment
Exclusion criteria
1. Unhealthy individuals 2. Smokers individuals 3. Consumed alcoholic beverages individuals 4. Individuals who did not consent to abstain from caffeine throughout the experiment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Measurement of simple reaction time (SRT), | Three measurement periods over 28 weeks | The measurement in terme of millisecodes was carried out over a period of seven months, comprising three measurement phases |
| Measurement of selective reaction times | Three measurement periods over 28 weeks | The measurement, in milliseconds, was carried out over a period of 28 weeks |
| Measuring perceptions of disruptive behaviour | Three measurement periods over 28 weeks | The measurement of frequency of occurrence was carried out over a period of 28 weeks |
| Stress measurement | Three sampling periods spread over the 28 weeks | Stress was measured in terms of changes in heart rate over a 28-week period |
Countries
Tunisia
Contacts
PRINCIPAL_INVESTIGATORTalel Maddeh, Phd
Higher Institute of Sport and Physical Education, Ksar-Said
Outcome results
None listed