The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested as follows: (1) a social tool for both actors (teachers and students) to collect and manage reports on their thought processes; (2) a tool to stimulate reflection and critical reflection on performance to induce transformation during game action projects. Participants were 18 boys and 12 girls aged (15 ± 0.4 years) from a Tunisian school (ninth grade). They were placed in either the experimental group (with verbal interaction) or the comparison group (without verbal interaction) and then were tested before and after a 12-lesson soccer unit (approximately two hours/week). Skill competence was assessed using three tests: a 15 m ball dribbling test, the Loughborough Soccer Passing Test (LSPT) and a shooting accuracy test. Game performance was measured using the Game Performance Assessment Instrument (GPAI) in which the outcome variables assessed included (a) decision-making (DM), (b) skill execution (SE), (c) support (S), (d) game performance (GP), and (e) game involvement (GI). While both groups showed significant improvements in their short-passing ability, no such improvements were found in dribbling and shooting. In contrast, only the verbal interaction group produced significant improvements in overall game performance. In conclusion, if the objectives of the physical education curriculum are to promote team-sport teaching methods and quality game play, and create a reflexive learner, verbal interaction may be an effective tool for developing tactical understanding through cooperative learning.

This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they belong.

The purpose of this study was to examine time-of-day effects on short-term performance in obese young men. In a balanced study design, 30 boys were divided into two groups: obese (OG; n = 15) and non-obese (CG; n = 15) groups. Both groups performed anaerobic tests of strength and power (squat-Jump, SJ; counter-movement jump, CMJ; 10-m sprint; and 30-m sprint) at 08:00 and 17:00 h on separate days. The results showed morning–evening differences in all variables in CG, with significant increases at 17:00 h (around the time of peak temperature) in comparison with 08:00 h (p < 0.01) for OG. However, such morning-evening differences were not found in the OG, except for the 30-m sprint. Obesity affects the diurnal variation on performances of 30-m sprint with a significant decrease in the evening for OG of 1.23% (p < 0.01). A correlation between anaerobic performance and oral temperature was observed only in the 30-m sprint test. In conclusion, the findings of the present study indicated that obesity is a problem that can affect circadian rhythms and performance in obese young men; therefore, preventing childhood obesity should become a top priority in efforts to improve performance and health.