Background/Objectives: The main objective of this manuscript is to evaluate the effects of training, music, and movement intervention on motor functions, social engagement, and behaviors in autistic children. Methods: Twenty-one children with a diagnosis of mild autism spectrum disorder (ASD), with an age range of 5-to-13 years, were divided into two groups: the experimental group (n = 10) and the control group (n = 11). All participants were examined before (T0) and after the intervention (T1) to evaluate their motor functions (Bruininks–Oseretsky Motor Performance Test (BOT-2)), maladaptive behavior (RCS (Response to Challenge Scale)), and enjoyment and engagement (PACES (Physical Activity Enjoyment Scale)). Results: Statistical analysis showed that music and movement intervention significantly improved motor functions such as balance and bilateral coordination (p < 0.0001), social engagement (p = 0.002), and adaptive behaviors (p = 0.005) in children with ASD. Our research supports the feasibility of music and movement intervention and documents the interest in participating in children with ASD. Conclusions: This study demonstrates the benefits of movement and music interventions and can be considered a useful way to manage autism spectrum disorders in the future.

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021–2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = −0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.

This study examined the effect of small-sided football games (SSFG) and small-sided Ultimate Frisbee games (SSUFG) on working memory, response times, and feeling mood of boys with overweight. Twenty-eight boys (age 12.23 ± 1.58 years) participated in two trials during physical education lessons (20-min SSFG and 20-min SSUFG) in a counterbalanced, randomized crossover design. The response times and feeling mood were measured for all participants post-exercise through the Sternberg paradigm and feeling scale. For the response times, the paired samples t-test revealed a significantly better reaction time after SSUFG at the “One item level” of the Sternberg paradigm (p = 0.014, Hedges’ g = 0.27, small effect) and (p = 0.010, Hedges’ g = 0.74, medium effect), at “Three item level” (p = 0.000106, Hedges’ g = 1.88, very large effect). The SSFG also showed vigor at the “Five item level” (p = 0.047, Hedges’ g = 0.61, medium effect). For the feeling mood, the feeling score was significantly higher after the SSUFG session than the SSFG session and the increase in feeling scores observed after switching from SSFG to SSUFG was significantly different (p < 0.001) from the decrease observed in feeling scores after switching from SSUFG to SSFG. Therefore, the results of the study allow the teacher to introduce new sports and reflect on the motor tasks he or she proposes for boys with overweight during physical education classes.

The feeling of pleasure during physical education (PE) could increase with physical activity participation and adherence for overweight children. While traditional games are known to have positive benefits on motor skill development, especially for children with poorer motor skills, and on the body mass of children, little is known about overweight children’s feelings of enjoyment when playing these games. To identify a program of physical activity appreciated by overweight children, we tested the effect of different activities, namely soccer (SO), shot put (SP), and traditional motor games (TMGs), on the feelings of pleasure for 28 overweight male children (aged 12.11 ± 0.63 years, BMI 26.89 ± 0.15 kg·m⁻²) participating in a 3-month cross-over study. To measure affective responses to exercises, we applied a validated feeling scale. The data were collected during eight PE lessons, which were organized for each cycle taught. Post hoc pairwise comparisons revealed a significant difference (Z = −3.195, p < 0.01) between the mean feeling score reported after the SO cycle (2.48 ± 0.41) and that after the TMGs (3.04 ± 0.32). A similar significant difference (Z = −3.304, p < 0.01) was found between the mean feeling scores reported after the SP cycle (2.27 ± 0.32) and the TMGs (3.04 ± 0.32). There was no significant difference between the mean feeling scores reported after the SO (2.48 ± 0.41) and SP cycles (2.27 ± 0.32). In conclusion, the findings of the present study suggest that TMGs may have beneficial effects on the feelings of pleasure for overweight children. Therefore, TMGs might potentially be considered as an alternative to conventional physical activities.

This study aimed to explore the effect of the motor game, “Clock Motor Games”, on the improvement of “Reading and Recording of Time” (RRT) in children with Grade 1 mathematical learning difficulties (MLDs). A within-school cluster-randomized intervention study was conducted with 232 children (aged 6–7 years) with limited physical education experience (0.7 ± 0.3 years). The participants were divided into two groups: a control group, which received conventional teaching on time without any additional motor activities, and an experimental group, which incorporated the concept of time with the “Clock Motor Game”, for 3 weeks. The Clock-Reading Test was administered before the intervention (T₀), immediately after each session (T₁), and five weeks after the intervention (T₂) in both groups. The results demonstrated that the experimental group exhibited significantly greater improvements in RRT performance compared to the control group (U = 4416.5; p < 0.001; r = 0.3; medium effect). Additionally, the experimental group was more likely to show progress and less likely to experience regression or stagnation compared to the control group (25% vs. 38.4%). The findings suggest that practicing “Clock Motor Games” can positively contribute to the RRT ability in children with Grade 1 MLD.

In Tunisia, as in the rest of the world, the Covid-19 crisis has forced the authorities to suspend classes. More than 2 million pupils and 90 thousand of teachers have been deprived of school. After three months of confinement, authorities say the school year is over except for baccalaureate candidates. Indeed, the resumption of courses for final classes (bac) is set for May 27, 2020. The question of the professional satisfaction of Tunisian secondary school teachers after the DE confinement of the COVID 19 epidemic for teachers during the period of DE confinement seems essential. The objective of this article is to highlight the degree of professional satisfaction perceived by secondary education teachers in the governorate of 'Nabeul' in different subjects (Mathematics, Physics, SVT, French, English ...) in the presence of the stress and anxiety caused by the current situation of the emergence of the COVID-19 epidemic and in the presence of the health protocol in schools. (1) Background: Personal satisfaction linked to the professional context was measured using the Austrian questionnaire "Qualität in Schulen", translated into French by the Luxembourg Ministry of Education. (2) Methods: after 3 weeks of resuming the course, during the period from 06/22/2020 to 06/27/2020 Three hundred and sixty (n = 360) questionnaires were sent and two hundred and forty-six (n = 246) questionnaires for processing, hence the return rate is 68.33%, which can be considered satisfactory. (3) Results : secondary teachers demonstrated a high degree of satisfaction at the relational level (students, administrative bodies, colleagues, etc.). Whereas, the teaching aids presented to schools during this period were not satisfactory despite the establishments' desire to remain operational during this period of the resumption of classes. (4) Conclusion: These preliminary results elucidate that the resumption of classes in Tunisia for the final classes (baccalaureate) after a period of confinement due to the emergence of the COVID-19; made it possible to create a specific climate in the high school. Consequently, the teachers showed a high degree of satisfaction at the relational level while they were not satisfied with the level of the didactic means presented to the breasts of the high school.