Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuro-developmental/behavioral disorders among adolescents. Sport and physical activity seem to play a major role in the development of cognition, memory, selective attention and motor reaction time, especially among adolescents with ADHD. In this context, the objective of this study was to investigate the effects of a one-and-a-half-year-long Taekwondo (TKD) intervention on cognitive function in adolescents with ADHD. Two cognitive instruments, namely the Stroop and the Ruff 2 and 7 tests, were administered to assess attentional inhibitory control and sustained and selective visual attention, respectively. Comparisons between the TKD and control groups at baseline did not reveal significant differences. For post-test scores, there were statistically significant differences on the Stroop color block test (large effect size or ES = 1.26 [95% confidence interval or CI 0.30–2.22]), the color-word interference test (large ES = 2.16 [95% CI 1.10–3.26]), the interference test (large ES = 1.63 [95% CI 0.62–2.64]) and error (large ES = −2.20 [95% CI −3.31 to −1.10]). Similar trends were reported for the Ruff 2 and 7 automated detection trials (large ES = 2.78 [95% CI 1.55–4.01]), controlled search trials (large ES = 2.56 [95% CI 1.38–3.75]) and total speed (large ES = −2.90 [95% CI −4.15 to −1.64]). In conclusion, TKD practice increased selective attention in adolescents with ADHD. Practitioners should implement martial art programs in their general plans to favorably influence attention and health in adolescents with ADHD.

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.

Background: In recent years, online disinformation has increased. Fake news has been spreading about the COVID-19 pandemic. Since January 2020, the culprits and antidotes to disinformation have been digital media and social media. Objective: Our study aimed to develop and test the psychometric properties of the 12-item Social Media Disinformation Scale (SMDS-12), which assesses the consumption, confidence, and sharing of information related to COVID-19 by social media users. Methods: A total of 874 subjects were recruited over two phases: the exploratory phase group had a mean age of 28.39 years (SD 9.32) and the confirmatory phase group had a mean age of 32.84 years (SD 12.72). Participants completed the SMDS-12, the Internet Addiction Test, the COVID-19 Fear Scale, and the 10-item Perceived Stress Scale. The SMDS-12 was initially tested by exploratory factor analysis and was subsequently tested by confirmatory factor analysis. Results: The test supported the three-factor structure. In addition, no items were removed from the measurement scale, with three factors explaining up to 73.72% of the total variance, and the items had a lambda factor loading ranging from 0.73 to 0.85. Subsequently, confirmatory factor analysis confirmed the robustness of the measure by referring to a wide range of goodness-of-fit indices that met the recommended standards. The construct validity of the scale was supported by its convergent and discriminant validity. The reliability of the instrument examined by means of three internal consistency indices, and the corrected item-total correlation, demonstrated that the three dimensions of the instrument were reliable: Cronbach α values were .89, .88, and .88 for the consumption, confidence, and sharing subscales, respectively. The corrected item-total correlation ranged from 0.70 to 0.78. The correlation of the instrument’s dimensions with internet addiction and mental health factors showed positive associations. Conclusions: The SMDS-12 can be reliably utilized to measure the credibility of social media disinformation and can be adapted to measure the credibility of disinformation in other contexts.

The present study validated the University Student Engagement Inventory (USEI) in the Arabic language (A) by assessing its factor structure, construct validity, reliability, and concurrent validity. A total of 864 Tunisian Physical Education and Sport students provided data which was used to perform exploratory and confirmatory factor analyses, using samples comprising 366 (aged 19–25 years) and 498 (aged 19–26 years) students, respectively. The A-USEI, grade-point average (GPA), and Physical Education Grit (PE–Grit) scales were completed via online surveys. The exploratory factor analysis revealed that the A-USEI had three dimensions. The confirmatory factor analysis indicated that the second-order model was more suitable than the first-order multi-factor model. Using the indicators for the second-order model, the three factors showed good reliability, with their average variance extracted (AVE) values reflecting sufficient validity. The correlation analyses between the two scales’ scores and the A-USEI scores showed a moderate correlation, confirming the adapted scale’s concurrent validity. The study concludes that A-USEI is a valid tool for assessing student engagement among Arabic students. In addition, the practical implications and directions for future research are discussed.

(1) Objective: This is a quasi-experimental study that investigated the effect of four weeks of training sessions using video modeling (VM) on individual and collective technical skills in young novice basketball players. (2) Method: 20 players were equally assigned to either a control group (CG, n = 10; 12 ± 0.7 years) or a video modeling group (VMG, n = 10; 12.5 ± 0.5 years; visualizing videos before each session) were assessed before and after the four-week training period using the Basketball Skill Test of the American Alliance for Health, Physical Education, Recreation and Dance for individual techniques and three vs. three small-sided games for collective aspects. (3) Results: For the passing test, VMG induced higher performance than CG (p = 0.021; d = 0.87). For offensive balls post-intervention, higher values were recorded for VMG compared to CG (p = 0.003; d = 1.81). In addition, the number of attack balls index post-intervention was higher for VMG compared to CG (p = 0.001; d = 0.28). For losing the ball, VMG induced lower values than CG after the training intervention (p < 0.001; d = −3.23). The efficiency index was higher post-training compared to pre-training for VMG (p = 0.013; d = 1.24). (4) Conclusion: The study highlighted the importance of using video modeling as an effective strategy to improve technical skills and collective performance in novice young basketball players.

Background: Nowadays, digital gaming occupies a central position in the entertainment industry where it has developed into a cherished kind of entertainment in markets all over the world. In addition, it provides other sectors with various social and economic benefits. The Game Experience Questionnaire (GEQ) is a free, quantitative, and comprehensive self-report measure that was developed to assess the player game experience. Despite having been widely used by many research projects in the past, it has not been adapted into Arabic. Furthermore, several components of the scale proved problematic from a psychometric point of view. Therefore, a modified version of the scale is needed to measure the gaming experience of the Arab population. Objective: The aim of this study was to validate and examine the psychometrics of an adapted Arabic version of the GEQ in Tunisia. Methods: A total of 771 volunteer participants completed an online survey, which included an Arabic version of the GEQ, gaming data, and a sociodemographic questionnaire. Subjects were randomized in order to complete two phases of the study: exploratory and confirmatory. The exploratory data were acquired from 360 respondents whose mean age was 23.89 (SD 2.29) years. Out of 360 respondents, 111 (30.8%) were female and 249 (69.2%) were male. Confirmatory data were obtained from the remaining 411 subjects whose mean age was 21.94 (SD 1.80) years. Out of 411 subjects, 169 (41.1%) were female and 242 (58.9%) were male. Results: After the elimination of two items, the exploratory and the confirmatory factor analyses provided an adequate factor structure of the Arabic version of the GEQ. In addition, the internal consistency coefficients suggested the reliability of the instrument. Significant differences were revealed for three subcomponents: flow by age (η2=0.013, P=.002), gender (η2=0.007, P=.02), and game type (η2=0.03, P<.001). For competence (η2=0.01, P=.03) and immersion (η2=0.02, P=.01), significant differences were highlighted by the type of game. The discriminant and convergent validities of the instrument were supported by calculating the average variance extracted (AVE) and comparing the square roots of the AVE values to the correlation coefficients, respectively. Conclusions: The Arabic adapted version of the GEQ is valid and reliable and can be administered to measure the game experience in Arab countries.