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Abstract <p>Sleep deprivation in trainee teachers (TTs) increases the risk of cognitive disorders specific to teaching. The aim of this study was to examine the effects of a 25-minute nap on certain cognitive faculties in these teachers, with a view to creating a learning climate more conducive to the transfer of knowledge. Sixty male TT (21.77 ± 0.63 years ; height : 1.79 ± 0.03&#xa0;m) were randomly divided into two groups: an experimental group (<sub>Exp</sub>Gr ; <i>n</i> = 30) and a control group (<sub>Cont</sub>Gr ; <i>n</i> = 30). A 25-minute nap protocol was administered to the <sub>Exp</sub>Gr. An experimental design (3 months) with repeated measures (3 samplings: T1, T2, T3) was adopted to measure sustained attention (d2 test), complex reaction times (CRT: BlazePod test) and the choice of reactive management interventions (Sieber model, 2001) against student disruptive behavior (DB) during teaching. A significant increase in attention for <sub>Exp</sub>Gr vs. <sub>Cont</sub>Gr following an improvement in the global performance index (GPI) for <i>P</i> &lt; 0.001. The same was true for the CRT variable, reporting a significant increase in favour of <sub>Exp</sub>Gr for <i>p</i> &lt; 0.001. The progression of <sub>Exp</sub>Gr is even more marked in relation to the use of reactive management interventions against disciplinary acts. The new pattern of interventions adopted by <sub>Exp</sub>Gr is characterised by a significant reduction (<i>p</i> &lt; 0.001) in those involving Remontrance, clarifications and indirect interventions, thus generating a significant reduction (<i>p</i> &lt; 0.001) in the number of fractures in the pedagogical act in favour of its continuity during teaching. A 25-minute nap led to significant improvements in the TT’s cognitive faculties (CRT and attention) during teaching, which made it possible to better choose the most appropriate interventions to manage the DB during teaching and to create a better learning climate for the transfer of knowledge characterised by the maintenance of pedagogical continuity.</p> Trial registration <p>This trial was retrospectively registered with the International Standard Randomised Controlled Trial Number (ISRCTN) on 21/08/2025 (Registration Number: ISRCTN95971464).</p>

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Impact of a 25-minute nap on cognitive variables and reactive management of disruptive behaviour in trainee secondary school physical education teachers

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  • 发表日期：

    2025年12月16日

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  • Talel Maddeh,
  • Inès Souid,
  • Hamdi Snoussi,
  • Raouf Hammami,
  • Mert Kurnaz,
  • Mustafa Altınkök

摘要

Abstract

Sleep deprivation in trainee teachers (TTs) increases the risk of cognitive disorders specific to teaching. The aim of this study was to examine the effects of a 25-minute nap on certain cognitive faculties in these teachers, with a view to creating a learning climate more conducive to the transfer of knowledge. Sixty male TT (21.77 ± 0.63 years ; height : 1.79 ± 0.03 m) were randomly divided into two groups: an experimental group (ExpGr ; n = 30) and a control group (ContGr ; n = 30). A 25-minute nap protocol was administered to the ExpGr. An experimental design (3 months) with repeated measures (3 samplings: T1, T2, T3) was adopted to measure sustained attention (d2 test), complex reaction times (CRT: BlazePod test) and the choice of reactive management interventions (Sieber model, 2001) against student disruptive behavior (DB) during teaching. A significant increase in attention for ExpGr vs. ContGr following an improvement in the global performance index (GPI) for P < 0.001. The same was true for the CRT variable, reporting a significant increase in favour of ExpGr for p < 0.001. The progression of ExpGr is even more marked in relation to the use of reactive management interventions against disciplinary acts. The new pattern of interventions adopted by ExpGr is characterised by a significant reduction (p < 0.001) in those involving Remontrance, clarifications and indirect interventions, thus generating a significant reduction (p < 0.001) in the number of fractures in the pedagogical act in favour of its continuity during teaching. A 25-minute nap led to significant improvements in the TT’s cognitive faculties (CRT and attention) during teaching, which made it possible to better choose the most appropriate interventions to manage the DB during teaching and to create a better learning climate for the transfer of knowledge characterised by the maintenance of pedagogical continuity.

Trial registration

This trial was retrospectively registered with the International Standard Randomised Controlled Trial Number (ISRCTN) on 21/08/2025 (Registration Number: ISRCTN95971464).