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

Bibliographic Data

ID15699453
AuthorsTalel Maddeh (0000-0001-6476-9351, Manouba University), Inès Souid (Lyon 1 Université), Hichem Snoussi (0000-0002-6563-2135, Manouba University), Hamdi Snoussi, Raouf Hammami (0000-0001-6240-7162, Manouba University), Mert Kurnaz (0000-0001-9006-3344, Haliç University, corresponding author), Mustafa Altınkök (0000-0002-9463-8923, Akdeniz University)
Year2025
Volume13
Issue1
Pages1362-1362
Publication date2025-12-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBMC Psychology (JOURNAL)
Journal identifiersISSN: 2050-7283 • E-ISSN: 2050-7283
PublisherBioMed Central (PUBLISHER • GB)
DOI10.1186/s40359-025-03673-1
PMID41402917
OpenAlexW4417381259
LanguageEN
References cited36

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 ( Exp Gr ; n = 30) and a control group ( Cont Gr ; n = 30). A 25-minute nap protocol was administered to the Exp 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 Exp Gr vs. Cont Gr following an improvement in the global performance index (GPI) for P Exp Gr for p Exp Gr is even more marked in relation to the use of reactive management interventions against disciplinary acts. The new pattern of interventions adopted by Exp Gr 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)

Classroom management · Cognition · Nap · Physical education · Protocol (science · Psychological intervention · Psychological research · Time management · Sleep and related disorders · Sleep and Work-Related Fatigue · Workplace Health and Well-being

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