Objective: This study aimed to determine the prevalence of problematic smartphone use (PSU) among Tunisian adolescents, examine variations by sex and age and investigate associations with physical activity, fatigue and obesity while assessing the potential protective role of sports participation. Methods: A cross‐sectional study of 960 adolescents (53% female), aged 14–16 years utilized validated Arabic instruments including the Smartphone Addiction Scale—Short Version (SAS‐SV), International Physical Activity Questionnaire (IPAQ‐SF) and Fatigue Assessment Scale (FAS). Anthropometric measurements followed WHO protocols, and objective screen time data were collected from device tracking features. Statistical analyses included Mann–Whitney U tests, chi‐square tests, Spearman's correlations and logistic regression models with sex stratification, all adjusted for multiple comparisons using Benjamini–Hochberg correction. Results: PSU prevalence was 15.7%, with significantly higher rates in males ( p < 0.001) and during mid‐adolescence ( p < 0.001). Adolescents with PSU showed substantially higher screen time (435 vs. 155 min/day, p < 0.001), reduced vigorous physical activity (0 vs. 480 MET‐min/week, p < 0.001), increased obesity (12.6% vs. 0.7%, p < 0.001) and more severe fatigue (50.3% vs. 5.8%, p < 0.001). Sports participation demonstrated protective effects against PSU (OR = 0.4–0.6), with significantly stronger effects in females (interaction p = 0.03). Conclusion: PSU represents a significant public health concern among Tunisian adolescents, with a prevalence of 15.7% that is higher in males and mid‐adolescents. It is associated with excessive screen time, inactivity, elevated BMI and fatigue, whereas sports participation offers a protective effect, particularly among girls.

This study evaluates the "Did You Know?" (DYK) blended learning model, a pedagogical approach combining interactive Facebook posts with traditional in-person teaching to enhance gymnastics teaching in secondary school Physical Education (PE). Forty-four secondary school students (17.20 ± 0.40 years) from a public school in Tunisia were quasi-randomly assigned to either a DYK group (n = 21) or a traditional approach (TA) group (n = 23). Over a six-week intervention, the DYK group received hybrid instruction (asynchronous online content via DYK images + in-person classes), while the TA group followed a fully in-person teaching approach. Pre- and post-tests assessed motor learning (gymnastics routine performance), knowledge retention (written test), and situational motivation (Situational Motivation Scale - SIMS). The results demonstrated that the DYK group significantly outperformed the TA group in both motor learning (p < 0.001) and knowledge retention (p < 0.001). Furthermore, the DYK group exhibited a significant increase in autonomous motivation (p < 0.001) and a decrease in controlled motivation (p < 0.05), whereas the TA group displayed opposite trends. These findings highlight the efficacy of the DYK model in improving motor, cognitive, and affective learning outcomes in gymnastics. The study advocates for the integration of structured, theory-driven blended learning strategies into PE curricula to optimize student engagement and performance.

This study examined whether pre-existing situational motivation correlates with the magnitude of performance improvement elicited by verbal encouragement (VE) in long jump. A total of 134 physically active sports science students (21.1 ± 1.4 years) performed a long jump task under two conditions: with and without peer VE. Situational motivation, differentiated into autonomous (Intrinsic Motivation [IM], Identified Regulation [IR]) and controlled (External Regulation [ER], Amotivation [AM]) forms, was assessed immediately prior to trials using the Situational Motivation Scale (SIMS). Performance improvement was calculated as the percentage change (Δ%) between conditions. Paired t-tests evaluated the overall effect of VE, while multiple linear regression analysis was used to assess the predictive relationship between situational motivation subscales and performance gains (Δ%), with sex included as a covariate. The results showed that VE significantly enhanced performance across both sexes (p < 0.001; d = 1.109–1.331). The regression models indicated that Δ% was positively predicted by autonomous forms of motivation (IM: R² = 0.252; IR: R² = 0.262) and negatively predicted by controlled forms (ER: R² = 0.27; AM: R² = 0.249). Sex was not a significant predictor in any model (p > 0.05), indicating that all observed relationships were consistent across both male and female participants. These findings indicate that the performance-enhancing effect of VE in long jump is associated with the initial motivational state of the practitioners, being greater in autonomously motivated individuals and attenuated in those with controlled motivation. Consequently, situational motivation should be assessed before implementing VE in long jump, as its effectiveness is limited in individuals with low autonomous drive and may require preliminary strategies to enhance task engagement.

Background and Study Aim. Understanding learning style preferences in physical education (PE) is essential for optimizing teaching strategies and improving student outcomes. The research aims to provide insights into how tailored pedagogical approaches can enhance learning effectiveness in PE programs. Material and Methods. A cross-sectional study was conducted with college students enrolled in physical education courses. Kolb’s LSI was administered to categorize learning styles into four types: accommodating (intuitive-pragmatic), diverging, assimilating, and converging. Data were analyzed to determine the distribution of learning styles and their correlations with gender, type of high school diploma (sports-related vs. non-sports-related), and sport category (individual or team-based). Statistical analyses were performed using the Mann-Whitney U test to analyze differences across dimensions based on gender, high school diploma, and categories of sports. Results. The findings indicated a dominant preference for the accommodating learning style (active experimentation and concrete experience). This aligns with the hands-on, dynamic nature of PE. Differences were observed based on sport specialization. Students in individual sports exhibited greater tendencies toward introspection and analytical thinking (assimilating style). In contrast, those in team sports leaned toward active experimentation. Additionally, students from non-sports-related high school backgrounds showed a stronger preference for active experimentation compared to their peers with sports-focused diplomas. No significant gender-based differences were found in learning style preferences. Conclusions. The study highlights the need for diverse and adaptive teaching methods in physical education to cater to varied learning styles. Emphasizing experiential learning, particularly for students from non-sports academic backgrounds, and incorporating reflective practices for individual-sport athletes could enhance engagement and performance. These insights can help educators design more effective PE curricula. Ultimately, this supports students’ academic and professional development in sports-related fields.

Background: Problematic smartphone use among adolescents is a growing public health concern closely associated with psychological distress and loneliness. Effective, culturally grounded, school-based interventions are needed. Objective: The aim of this study was to assess the effects of a 12-week program combining traditional social sports games and mental exercises on smartphone addiction, nomophobia, psychological distress, and loneliness in adolescents. Methods: In this randomized controlled trial, 69 school-recruited Tunisian adolescents (aged 14-16 years) with clinically elevated smartphone addiction scores were assigned to an experimental group (n=36, 52.2%) or a control group (n=33, 47.8%). The experimental group received a 12-week intervention comprising 4 weekly sessions integrating traditional social sports games with mental exercises, whereas the control group continued standard physical education. Outcomes (smartphone addiction, nomophobia, psychological distress, and loneliness) were assessed at baseline and after the intervention using scales validated in Arabic. Results: Linear mixed-effects models adjusted for age, sex, and BMI revealed significant group × time interactions of moderate magnitude across all outcomes ( P <.05 in all cases) favoring the experimental group. Adjusted postintervention comparisons confirmed significantly lower scores in the experimental group for smartphone addiction, nomophobia, psychological distress, and loneliness ( P <.05 in all cases; partial η _p ² =0.08‐0.12). Mediation analysis indicated that reductions in loneliness accounted for 34.4% of the intervention’s effect on smartphone addiction, consistent with partial mediation. Conclusions: A culturally adapted, school-based intervention combining traditional social sports games and mental exercises significantly reduced problematic smartphone use and improved psychological well-being. The partial mediation through reduced loneliness highlights the critical role of social connectedness in adolescent digital health interventions.