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Mnif M, Chikh S, Watelain E, Ben Aissa M, Rebhi M, Guelmami N, et al . The Impact of Social Context on Motor, Cognitive, and Affective Behaviors: A Pilot Study Among Physical Education Students. Ann Appl Sport Sci 2024; 12
URL: http://aassjournal.com/article-1-1239-en.html
1- Department of Human Sciences, Higher Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia. Research Unit: Education, Motor Skills, Sport and Health (EM2S), UR15JS01.
2- University of Toulon, Laboratory IAPS 201723207F, 83041, Toulon, France.
3- Department of Human and Social Sciences, High Institute of Sport and Physical Education of Kef, University of Jendouba, Kef, Tunisia.
4- Department of Health Sciences (DISSAL), University of Genoa, Genoa, Italy.
5- Primary Health Care Corporation (PHCC), Doha, Qatar. , idergaa@phcc.gov.qa
Abstract:   (1068 Views)
Background. In sports and physical education, success requires a range of competencies. Structuring activities within a cooperative or competitive social context can enhance motivation and performance.
Objectives. The study aimed to investigate the influence of different social contexts, specifically competition and cooperation, on motor, cognitive, and affective behaviors among physical education students.
Methods. We focused on two predominant social contexts: cooperation and competition. For this purpose, seventy participants (Age: 21.96±1.92 years, Height: 1.69±0.09m, Weight: 64.67±10.37kg, 28 males) voluntarily participated in the present study. Each was paired and given instructions to either work collaboratively with their partner or compete against them. For motion analysis, we utilized Adobe Premier software; its suitability for this study was determined by its capability to capture detailed motion kinematics. Affective states were gauged through a specialized deep-learning model designed for facial expression recognition. Further details about the model's training and specificity are provided within the main manuscript.
Results. Participants exhibited shorter movement durations in cooperative (679±320 ms; p<0.001) and competitive contexts (707±356 ms; p<0.001) compared to individual scenarios. Similarly, the accuracy was enhanced in cooperative and competitive conditions. Reaction time was notably quicker in the competition setting (186 ±78 ms) compared to individual contexts, especially with positive (180±150 ms) and negative stimuli. Emotional correspondence was significantly higher in cooperative and competitive settings, particularly in response to positive stimuli. However, emotional stability did not significantly differ across social contexts.
Conclusion. Drawing upon insights from neuroimaging, developmental, and social psychology, our results highlight the significant influence of social contexts, especially cooperation and competition, on motor function, responsiveness, and emotional well-being during dart-shooting tasks. In practical terms, educators and trainers in physical education can use these findings to optimize student and athlete performance. By designing activities that emphasize cooperative interactions, we can not only enhance motor skills but also improve emotional states. Furthermore, the implications of this study extend beyond sports. Other learning or professional environments could benefit from a thoughtful balance between cooperative and competitive elements, potentially transforming training methodologies and team dynamics across various fields.
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  • Educators can improve student and athlete performance through cooperative activities, benefiting motor skills and emotions.
  • Integrating competition can boost motivation and reaction times, but balance is essential to maintain a positive learning atmosphere.
  • Facial recognition can monitor student emotions in real-time during physical activities.
  • Balancing cooperation and competition can enhance performance and well-being in various learning and professional settings.

Type of Study: Original Article | Subject: Sport Psychology and its Related Branches
Received: 2023/07/30 | Accepted: 2023/10/4

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