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Introduction In France March 14, 2020 a national lockdown was imposed in France for 55 days to prevent the spread of the Covid-19 and all schools were closed. This study aimed to investigate the effects of home confinement as a result of  lockdown on the activity (physical activity and sedentary behaviors), and their determinants, on French children (6-10 years) and adolescents (11-17 years). Methods The National Observatory for Physical Activity and Sedentary behaviors launched an online survey from April 1 st , to May 6 th , 2020 using popular social networks and websites. It compared the level of physical activity (PA), sitting and screen time before and during the lockdown and identified the impact of the initial PA (active vs. inactive), sedentary (high vs. low) profiles of the participants and the housing conditions. Results 6,491 children were included in this study. Initially active children and adolescents decreased their PA more than those initially inactive (p>0.001), while those who met the sitting time recommendations increased more their sitting time during lockdown (p<0.001). The same applies to screen time (p<0.001). Live in urban was associated with a decrease of PA (p<0.001), an increase of their sitting time (p<0.001) and children's screen time (p=0.002) during lockdown. Conclusion This study showed the deleterious effects of confinement caused by lockdown on physical activity and sedentary behaviors. Housing conditions were associated with lifestyle behaviors over this period of lockdown. Future public health policies should consider these results.

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In sport/exercise contexts, individuals use the performances of others to evaluate their own competence. In big-fish-little-pond effect (BFLPE) in educational settings, academic self-concept is positively predicted by one’s academic achievement but negatively predicted by the average achievement of others in one’s school or class. Participation in programs for academically gifted students leads to lower self-concept. In apparently the first test of the BFLPE in the physical domain, multilevel models of responses by 405 participants in 20 gymnastics classes supported these predictions. Gymnastics self-concept was positively predicted by individual gymnastics skills, but negatively predicted by class-average gymnastics skills. The size of this negative BFLPE grew larger during the 10-week training program (as participants had more exposure to the relative performances of others in their class), but did not vary as a function of gender, age, or initial gymnastics skills.

Adolescents' objectively assessed physical activity (PA) patterns during specific segments of the day remain unclear. In order to develop a clearer understanding this study examined country and gender differences in moderate to vigorous physical activity (MVPA) levels during specific segments of weekdays and weekend days, and explored the contribution of each segment to PA guidelines. Morpho-demographic, socio-economic and PA data were collected from a sample of 829 French and Spanish adolescents (45.0% Spanish; 55.2% females; 14.33±.73 years). Actigraph GT3X accelerometers were worn for seven days to assess adolescents' MVPA for three segments of weekdays (school-travel-time, school-time, and non-school-time), and weekend days (morning-time, afternoon-time and night-time). Data were analysed using multilevel modelling. The most active segments were non-school-time (29.2±17.5 min) and school-time (25.8±14.2 min) during weekdays, and morning-time (28.2±25.8 min) on weekend days. Except for school-time, Spanish adolescents were more significantly active than French adolescents during all segments. Significant gender differences were found in all segments. Country differences highlight the need to recognise cultural contexts that influence adolescents' PA. Common European-wide strategies may be insufficient to increase MVPA levels if cultural variability is not considered. Spanish and French PA intervention programmes should target girls and low-active boys during non-school-time and weekends.

Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students’ perceptions of teacher–student interactions. The aim of this study was to investigate whether students’ perceptions of teacher feedbacks are gender-differentiated in physical education, as well as to determine how perceived feedback is related to students’ perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers’ feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls’ perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness.

The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers' early expectations and students' later perceived competence was moderated by the extent to which the motivational climate created by the teachers was autonomy supportive. Using a 1-year longitudinal design, data were obtained from 421 students and 22 teachers from 10 French junior high schools. Multilevel analyses revealed that (a) teachers' early expectations were related to students' later perceived competence, particularly when these expectations were positive, and (b) this relation was stronger when the classroom motivational climate was low in autonomy support. Implications for future research and educational practices are discussed.

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.