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Omar Trabelsi,1 Mejda Bouladi,2 Amel Ouertani,1 Ahmed Trabelsi1 1Clinique Ophtalmologique de Tunis, Tunis, Tunisia; 2Department of Surgery, Faculty of Medicine of Tunis, University of Tunis El Manar, Tunis, TunisiaCorrespondence: Mejda Bouladi, Faculty of Medicine of Tunis, University of Tunis El Manar, 24, rue Amilcar, cité Wifec, 2070, La Marsa, Tunis, Tunisia, Tel +21698561086, Email mejda.bouladi@fmt.utm.tnBackground: 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).Methods: 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.Results: 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%) (P< 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.Conclusion: 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.Keywords: complex retinal detachment, proliferative vitreoretinopathy, monocular patient, perfluorocarbon liquid, silicone oil, positioning

Background: Maintaining physical distancing is one of the most important steps to enforce in educational institutions to reduce the risk of transmission of COVID-19. However, close proximity and physical contact between students are often considered ‘normal’ during physical education (PE) classes, making it challenging for PE teachers to ensure physical distancing. Objectives: The aim of this study was to assess the effect of the implementation of the Good Behaviour Game (GBG) in maintaining physical distancing in PE settings in times of the COVID-19 pandemic. Method: In a quasi-experimental design, two groups were separately designated as an experimental group (20 classes involving 220 students) and a control group (20 classes involving 231 students). They were all enrolled in the eighth grade of the Tunisian education system. In the experimental group, the PE teacher managed physical distancing by administering the GBG. Physical distancing was evaluated by direct observation of videos of filmed PE sessions using a code grid. It was measured twice for the two groups using Kinovea software. Results: Quantitative data analyses showed that the level of maintaining physical distancing increased after the GBG intervention in the experimental group ( p Conclusion: The GBG was effective in ensuring students’ physical distancing when implemented in PE settings.

This study aimed at comparing the efficiency of two viewing control strategies, total control versus partial control, in correcting the snatch technique in school-aged boys (10–12 years old). Thirty-nine participants, with 2 months of weightlifting training experience, were divided into three groups: total control, partial control, or a control group. The Kinovea version 0.8.15 software was used to measure the kinematic parameters of the snatch technique before (T0) and after six learning sessions (T1). Following the learning sessions, total control group showed greater improvements for all kinematic parameters compared with the partial control and control group (e.g., the horizontal displacement (i) in the first pull (Δ Dx2: 18.17 ± 26.75%, p

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 aimed at assessing the impact of video modeling examples (VMEs) on secondary school students’ self-regulated learning experiences in gymnastics in original physical education (PE) settings. A total of 56 students (28 males and 28 females), aged 16–17, took part in a seven-week gymnastics learning unit for the purpose of acquiring new motor skills and knowledge using VMEs, in the absence of teacher and peer assistance. Repeated measurements were collected through gymnastics floor routines and a custom-designed written test. Semi-structured interviews were administered to explore students’ self-regulated learning strategies. The analysis of quantitative data revealed significant improvements in males’ skill performance (pre: 4.54 ± 2.42, post: 10.97 ± 3.25 points; p

Despite the worldwide increase in the use of Information and Communication Technologies (ICTs) in Physical Education (PE) over the past two decades, little is yet known about how these technologica...

Our aim in this study was to examine, via technical performance analysis and speed of execution, whether information processing and technical knowledge help explain learning benefits of self-controlled video feedback in children’s weightlifting performance. We randomized 24 children (aged 10 to 12 years) into self-controlled (SC) and yoked (YK) feedback groups. Learners underwent test sessions one week before (pre-test) and one day after (post-test) six weightlifting training sessions. During each test session, we recorded kinematic parameters of snatch performance using Kinovea version 0.8.15 software. After the learning sessions, the SC group improved on most kinematic parameters (e.g., the horizontal displacement of the bar between the first and the second pulls [ MDXV = 25.42%, SD = 18.96, p = 0.003) and the maximum height reached by the bar ( MHMV = 5.51%, SD = 7.71, p DXV = 19.08%, SD = 24.68, p

This study reports on sports science students' educational experience in times of the COVID-19 pandemic and explores their interactions with online technologies, exclusively for learning purposes.A total of 181 Tunisian final-year sports science students were surveyed using, a custom-designed questionnaire, following the end of the academic year 2020/2021. Semi-structured interviews were conducted for triangulation and validation of the findings.Participants reported that COVID-19-induced educational disruptions had detrimental effects on their learning experiences. Even though they deemed emergency remote teaching to be less effective than classroom-based teaching, participants recognized the role technology had played in mitigating the impact of the pandemic on their graduation year. They reported using a wide range of online technologies to complement remote curriculum delivery. Ranking second after Google Meet, with a marked difference from the rest of the list, YouTube seemed to be sports science students' best "learning companion" in times of COVID-19. YouTube helped them better understand instructional content delivered remotely and compensate for the missed opportunities for knowledge and motor skill acquisition.It is very likely that curriculum-based YouTube videos can smoothen emergency implementation of flipped classrooms during future crises that may force teachers and students into home confinement once again, but further empirical research is needed in this area.

Background: There is a lack of descriptive data available regarding the characteristics of female soccer players from the African continent or the Arab world. Objective: This study investigated the anthropometric and physical fitness profiles of Tunisian female soccer players in relation to field position. Methods: In all, 75 Tunisian sub-elite female soccer players, with an average of 4.3 ± 1.6 years of playing experience, including goalkeepers (GK; n = 11), central defenders (CD; n = 13), external defenders (ED; n = 15), central midfielders (CM; n = 10), external midfielders (EM; n = 14), and attackers (AT; n = 12), underwent anthropometric evaluations (body height, body mass, and body fat percentage) and physical fitness tests (flexibility, countermovement jump [CMJ], 20-m sprint, and Yo-Yo intermittent recovery test level 1 [YoYoIR1]). Results: GK had significantly higher body mass (67.3 ± 2.4 kg), body height (169.3 ± 1.7 m) and fat percentage (24 ± 2.6%) compared to all field positions. AT were significantly faster (3.64 ± 0.10 s) than GK (3.75 ± 0.09 s) in the 20-m sprint (p < .01), but there were no significant differences among the other field positions. GK had a significantly lower Yo-YoIR1 performance (625 ± 84 m) than other field position players (p < .001), but no significant difference was found among other field positions. GK and AT showed significantly better CMJ performance (GK: 31.3 ± 2.6 cm, AT: 30.4 ± 2.4 cm) compared to other groups. GK had higher flexibility (21.6 ± 2.7 cm in the the sit-and-reach test) than all other positions (p < .05), but no significant difference was observed among players in the field. Conclusions: Overall, we can conclude that, in a north African sample of female soccer players, anthropometric profiles vary by playing position. As well, positional differences can be found when testing physical fitness components. This information could help coaches design more effective training programs to achieve success in modern soccer.

Background: Although studies on adolescent girls' disengagement in Physical Education (PE) abound in the literature, most of all investigated root causes only, while few took the initiative to address the inherent issue. Objective: This study primarily aimed at investigating the impact of peer-to-peer feedback interactions on female adolescents' engagement in PE classes, in addition to assessing the potential of video technology in the enhancement of this experience. Methods: A total of 47 Tunisian female students, aged 17 to 18 years, took part in a six-week experiment, during which they went through different long jump learning conditions. A comparative methodology was implemented, involving two experimental conditions including a vision-based feedback group (VsFG; n = 15) and a video-based feedback group (VdFG; n = 12), as well as a control group (CG; n = 20). Data was collected using motor performance tests, a custom-designed theoretical knowledge test, feedback provision rates, motivation and feeling scales, questionnaires, and interviews. Results: Data analysis revealed that the video-based peer feedback approach was more efficient in terms of its ability in enhancing the studied population's engagement in the learning process during PE classes. Indeed, the positive effects of vision-based peer feedback interactions were observed only on female students' emotional engagement (CG < VsFG, p < .001), whereas the video-based peer feedback interactions were potent enough to enhance female students' motor (CG < VdFG, p = .019), cognitive (CG < VdFG, p = .002), emotional (CG < VdFG, p < .001) and socio-interactional (VsFG < VdFG, p < .001) engagement in PE classes. Conclusions: The findings of this study concluded that peer-to-peer feedback interactions during PE classes were inefficient without the mediation role of the video technology.

UNSTRUCTURED The lack of training caused by the COVID-19 pandemic could have significant consequences for the performance and health of athletes. The aim of the present study was to test the effects of two innovative distance education methods on improving motor skills in weightlifting. We randomized 35 children (aged 10 to 12) in groups of peer-to-peer online video feedback with a pedagogical activity (P-VF -PA), Peer-to-peer online video feedback only (P-VF) and control group (CONT). Learners underwent test sessions one week before (T0) and one day after (T1) a eight-session training intervention and a retention test session a week later (T2). The Kinovea software was used to measure the kinematic parameters of the snatch performance. After the distance learning sessions, data showed that the P-VF- PA group achieved a greater improvement in most kinematic parameters when compared to the P-VF and Control groups, and the advantages derived from its application were still present in the retention test (e.g., The difference between the right side and left side distances of the bar trajectory Diff-Tr [T1 vs. T0: 42.32±41.33%, d=1.16, p

Abdominal obesity has emerged globally as a major public health issue due to its high prevalence and morbidity. The benefits of physical exercise among the obese population are well documented. However, the optimal exercise intensity for reducing body fat and preventing insulin resistance and metabolic disorders is still under debate. This study aimed to examine the effects of three different intensities of combined endurance and strength training programs on anthropometric variables, physiological and muscular adaptations, and insulin sensitivity. Forty-three obese young women (age 26.4 ± 4.7 years, BMI 33.1 ± 2.5 kg/m2) were randomly assigned to one of four groups: a control group (G0), a moderate-intensity training group (G50, exercising brisk walking at 50% heart rate reserve HRR), a high-intensity training group (G75, exercise jogging at 75% HRR), and an alternated-intensity training group (G50/75, exercise brisk-walking/jogging at 50–75% HRR) with additional strength training once a week for each group. Body composition, waist circumference (WC), fasting blood glucose, insulin sensitivity and resistance (Homa-IR), resting heart rate (RHR), 6-min walk distance (6MWD), 1-repetition maximum (1-RM), and time to exhaustion (TTE) at 45% and 75% maximal voluntary contraction (MVC) for both the flexor and extensor muscle groups of the knees, were recorded before and after three months of exercise training. All training groups showed significant decreases in body mass, BMI, total body fat, body fat percentage, WC, abdominal and visceral mass (p < 0.001), with a greater reduction of body mass and BMI in G75 (p < 0.05). Lean mass increased significantly only in G50/75 (p < 0.05). The insulin sensitivity and Homa-IR decreased in the three training groups (p < 0.01), with greater enhanced resistance in G50 compared to G75 and G50/75 (p < 0.05). In contrast, there were no pre-post changes in all groups for fasting blood glucose (p > 0.05). 1-RM and TTE of the knee flexor and extensor muscles were improved in the three groups (p < 0.01), with greater improvement in G50/75 for 1RM and G75 in most of the TTE parameters (p < 0.05). RHR decreased and 6MWD increased significantly in the three training groups (p < 0.01), with greater 6MWD improvement in G75 (p < 0.05). In conclusion, the three training intensities seem to generate benefits in terms of body composition, physiological and muscular adaptations, and insulin resistance. High training intensity resulted in greater improvements in body mass, BMI, and endurance and strength, whereas moderate training intensity resulted in greater improvements of insulin resistance and homo-IR. Following alternate-intensity training, greater improvements were observed in lean mass and maximal strength performance.

The lack of training caused by the COVID-19 pandemic could have significant consequences on the performance and health of athletes. The aim of the present study was to test the effects of two innovative distance education methods on improving motor skills in weightlifting. We randomized 35 children (aged 10 to 12) into groups of peer-to-peer online video feedback with a pedagogical activity (P-VF-PA), peer-to-peer online video feedback only (P-VF), and control group (CONT). Learners underwent a test one week before (T0) and one day after (T1) an eight-session training intervention and a retention test session a week later (T2). Kinovea was used to measure the kinematic parameters of the snatch performance. After the distance learning sessions, the training with the P-VF-PA method improved most of the kinematic parameters compared to the P-VF method, and the advantages derived from its application persisted in the retention test (e.g., the difference between the right side and left side distances of the bar trajectory Diff-Tr (T1 vs. T0: 42.32 ± 41.33%, Hedges’ g = 1.16, p

The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 (p &lt, 0.5, Cohen’s d = 0.58–1.1). Most of these improvements were maintained during the retention test (T2) (p&lt, 0.01, Cohen’s d = 1.2–1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 (p &lt, 0.05, Cohen’s d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group (p &lt, 0.05, Cohen’s d = 1.49–1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.

Fibrolamellar carcinoma (FLC) of the liver is a rare variant of hepatocellular carcinoma (HCC) occurring on non cirrhotic liver. Since its first description by Hugh Edmondson in 1956, 200 cases of FLC have been reported in the literature, but only some cases describe the association of the ordinary HCC with the FLC within the same lesion. We report in this study the case of a 14-year-old female patient with a hepatic mass whose radiological aspect evoked a nodular and focal hyperplasia. Histologically, this tumor was composed of area of FLC mixed with ordinary HCC. Staining for cytokeratine 7 was positive in the FL component and negative in the ordinary HCC component.

The duodenal varix rupture is a rare and serious complication of portal hypertension. The authors report one case of duodenal varix rupture in a 38 year old woman, revealing portal hypertension, which caused a massive gastro-intestinal bleeding. The endoscopy didn't allow to conclude to a diagnosis. An emergent laparotomy was necessary regarding the massive bleeding. A duodenal varix suture ligation was performed after pyloroduodenotomy. She had a well recovery. After a review of literature, the authors conclude that this abnormal situation is rare, its diagnostic is difficult and it has several therapeutic strategies.

We realized a retrospective study concerning 1570 cases of celioscopic cholecystectomy screened during 6 years: from September 1995 to August 2001. There were 1328 females and 242 males with a wean age of 50 years. 256 patients underwent laparoscopic cholecystectomy for acute cholecystitis. There were one operative death. The morbidity is weak 2.1%. The rate of conversion is 12.4%. We performed 999 operative cholangiography, we found 82 common bile duct stones. Cholangiography should be systematic.