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To evaluate retinal reattachment, visual functional results, and complications rates after total tamponade (TT) with perfluorocarbon liquid (PFCL) and silicone oil (SO) for 2 days followed by PFCL-SO exchange in complex retinal detachment (RD). Retrospective study including 52 consecutive eyes with complex RD and advanced proliferative vitreoretinopathy, who underwent vitrectomy with TT. Patients underwent first surgery by 25-Gauge vitrectomy and partial PFCL-SO exchange (approximately 60% PFCL 40% SO fill) followed by second surgery with extraction of the PFCL and complete SO fill. After a mean follow-up period of 25.15 ± 6.6 months, the retina remained reattached in 48/52 eyes (92.3%) including 28 eyes (58.3%) without SO and 20 eyes (41.7%) with prolonged SO tamponade. Visual acuity improved in 45 eyes (86.6%) ( <0.001), remained stable in 4 eyes (7.7%) and decreased in 3 eyes (5.7%). Complications consisted in mild anterior chamber inflammation in 10 eyes, ocular hypertension in 12 eyes, and cataract in 10 eyes. Two-day TT with PFCL and SO may be considered in complex RD with advanced proliferative vitreoretinopathy especially in monocular patients. Further studies with longer follow-up period and retinal electrophysiologic assessment may be needed.

This study investigates the effects of two blended learning strategies on improving tacking technique in Optimist sailing among children aged 11–13. Specifically, it compares video feedback with online written instructions (BLIV) and online written instructions only (BLI). Thirty-one children aged 11–13 years old were randomly divided into three groups with different learning strategies: BLIV, BLI, and a control group (CONT). Each participant completed a pre-test (T0) and a post-test (T1) following a four-session learning unit. Evaluations focused on (i) tacking technique, rated by three sailing coaches, (ii) execution time measured using Kinovea software, and (iii) theoretical knowledge, assessed through a test involving error detection in a novice’s video. Statistical analyses revealed that the BLIV group demonstrated significant improvements at T1 in technical performance ( p  < 0.001, Hedges’ g = 2.71), execution time ( p  = 0.006, Hedges’ g = 1.14), and theoretical knowledge ( p  < 0.001, Hedges’ g = 1.98), outperforming the BLI and CONT groups in tacking performance. These findings underscore the effectiveness of the BLIV strategy in enhancing learning outcomes in environments with high levels of sensory distractions. By facilitating a deeper understanding of technique and error correction, this technology-enhanced instructional approach shows promise as a valuable tool for teaching complex motor skills in sports. The research findings suggest that BLIV demonstrates significant improvements in sailing skills, execution time, and theoretical understanding among young sailors compared to other methods. The study advocates for the integration of blended learning approaches that combine in-class activities with delayed video-based feedback delivered online to enhance skill acquisition young sailors.

Evening exposure to blue light has been shown to negatively affect sleep patterns and cognitive function. However, the effect of the specific timing of blue light exposure on motor performance and sleep quality in adolescent athletes remains unclear. This study aimed to investigate the impact of evening blue light exposure (BLE) timing on sleep quality, motor performance, and cognitive function in young athletes with intermediate chronotypes. Sixteen male adolescent athletes (age: 15.11 ± 0.92 years, body height: 168.25 ± 7.09 cm, body-mass: 59.49 ± 5.63 kg) participated in a randomized, crossover study with four conditions: BLE from (i) 7: 30-9: 00 PM, (ii) 9: 00-10: 30 PM, (iii) 10: 30 PM-12: 00 AM, and (iv) control (no BLE). Sleep quality and quantity were evaluated using the Spiegel and Vis-Morgen questionnaires. Selective attention was assessed using the Bells Test, while motor function was tested by dart-throwing accuracy and movement duration. ANOVA indicated substantial main effects of BLE timing on sleep metrics, motor performance, and cognitive function. Total sleep duration was markedly shorter in the 9: 00-10: 30 PM and 10: 30 PM-12: 00 AM conditions relative to the control (p < 0.001, d = 0.54 [medium] and d = 0.87 [large], respectively) and the 7: 30-9: 00 PM condition (p < 0.05, d = 0.28 [small] and p < 0.001, d = 0.56 [medium], respectively). Dart-throwing accuracy was significantly lower in the 9: 00-10: 30 PM and 10: 30 PM-12: 00 AM conditions versus the control (p < 0.002, d = 0.77 [medium]) and p < 0.001, d = 1.41 [large], respectively). Movement duration was significantly longer in these conditions compared to the control (p < 0.001, d = 1.75 [large] and d = 1.51 [large], respectively) and 7: 30-9: 00 PM condition (p < 0.01, d = 1.38 [large] and p = 0.002, d = 1.17 [large], respectively). Selective attention was significantly lower in the 9: 00-10: 30 PM and 10: 30 PM-12: 00 AM conditions compared to the control (p = 0.003, d = 0.66 [medium] and p < 0.001, d = 0.91 [large], respectively). Evening BLE, especially after 9: 00 PM, adversely affects sleep quality, motor performance, and cognitive function in young athletes. These findings underscore the necessity of reducing BLE in the evening to enhance sports performance, optimize training and recovery, and facilitate motor learning for skill development.

This study compares the effects of coach verbal encouragement (CVE) and peer verbal encouragement (PVE) on CrossFit-specific one-repetition maximum (1-RM) strength, functional endurance, and psychophysiological assessments. A total of 36 sports science students (18 males, 18 females; mean age: 21.3 ± 0.5 years) participated in a randomized, counterbalanced crossover study in which 1-RM strength and endurance assessment sessions were undertaken under PVE, CVE, and no verbal encouragement (NVE) on separate days. Here, 1-RM strength was assessed through squat, deadlift, and bench press exercises, while endurance was evaluated using 8 min time trials (8MTT). Following the physical assessments, psychophysiological evaluations were conducted using the Borg Rating of Perceived Exertion (RPE) and the Feeling Scale (FS). The findings revealed that, after PVE, all the 1-RM strength test, 8MTT, RPE, and FS values exhibited significant increases compared to those of CVE (p [<0.001–<0.01], r = −0.84 [large]) and NVE (p [<0.001–<0.05], r [−0.43–0.52] [small]). Exceptions were noted in 1-RM-deadlift (p > 0.05, r = −0.43 [small]) and 1-RM-bench-press (p > 0.05, r = −0.43 [small]), where CVE demonstrated higher scores (1-RM-squat, 8MTT, RPE, and FS) (p [<0.001–<0.05], r = −0.64 [large]) in comparison to NVE. In conclusion, the study established that PVE is more impactful than CVE in enhancing CrossFit-specific 1-RM strength, functional endurance, and psychophysiological assessment performance. These findings suggest that coaches/teachers should consider involving their athletes in the reinforcement process for evaluated peers. This collaborative approach may not only optimize performance outcomes but also foster a supportive and motivational training environment.

Objective: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. Methods: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). Results: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. Conclusions: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

The interruption of learning processes by breaks filled with diverse activities is common in everyday life. The purpose of this study was to investigate the effects of the time of day (TOD) of playing with or without music during recess on cognitive performance regeneration among students aged between 11 and 12. Twenty-seven volunteer children (aged 12 ± 0.6 years) completed four trials at 09h45, 10h15, 14h45, and 15h15. Each test session was separated by recreation between classroom lessons with different conditions: music only (MSC), playing only (PAY), music and playing (MSC-PAY), and without music and playing (NON). During each session, oral temperature, reaction time (RT), and constant attention (CA) were measured. For all parameters, the ANOVA revealed a significant effect of the type of activity. However, no significant effect of the TOD and no significant interaction of type of activity × TOD were reported. The Bonferroni post hoc test revealed that Δ-core temperature was significantly higher during PAY and MSC-PAY compared to NON (p < 0.05). Δ-attention was higher during MSC, PAY, and MSC-PAY compared to NON (p < 0.001). Δ-attention was lower during MSC (p < 0.05), PAY (p < 0.05), and MSC-PAY (p < 0.01) compared to NON. Therefore, playing, listening to music, and playing while listening to music at recess improve the child’s ability to regenerate cognitive performance regardless of the TOD.

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.

This study aimed to investigate the impact of acute acetaminophen ingestion on the responses of neuromuscular function, biomarkers of muscle damage, and physical performance during the 72-hour recovery period following simulated soccer match-play. The study followed a crossover randomized, double-blind, placebo-controlled trial design. During the two experimental sessions, thirteen semi-professional male soccer players completed a 90-minute simulated soccer match, 60 min after oral ingestion of 1 g acetaminophen or placebo. Maximal voluntary contraction and twitch responses of the knee extensor muscles, elicited through electrical femoral nerve stimulation, were utilized to evaluate both peripheral fatigue (potentiated twitch force, Qtw,pot) and central fatigue (voluntary activation). Performance was assessed through countermovement jump and 20 m sprint tests. Creatine kinase and lactate dehydrogenase were also measured. Smaller reductions were observed in maximal voluntary contraction (−13.3 ± 7.5 % vs. −24.7 ± 11.1 %) and voluntary activation (−3.8 ± 4.4 % vs. −12.9 ± 5.4 %) in the acetaminophen compared to the placebo condition immediately after simulated soccer match-play (p < 0.05). Afterward, these parameters were recovered 24 h earlier in the acetaminophen session compared to the placebo session. Furthermore, the 20 m sprint performance was significantly better throughout the recovery period in the acetaminophen session compared to the placebo session. The findings of this study showed that acute ingestion of 1 g of acetaminophen (1 h before exercise) attenuated the decrease in maximal voluntary contraction and voluntary activation levels after exercise, as well as improved 20 m sprint performance.