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Ntoumanis, N., Ng, J.Y.Y., Prestwich, A., Quested, E., Hancox, J.E., Thøgersen-Ntoumani, C., et al. (2021) A Meta-Analysis of Self-Determination Theory-Informed Intervention Studies in the Health Domain: Effects on Motivation, Health Behavior, Physical, and Psychological Health. Health Psychology Review, 15, 214-244.
https://doi.org/10.1080/17437199.2020.1718529

has been cited by the following article:

• TITLE: Analysis of Cognitive-Affective Tensions in Bodily Guidance in Physical Education in Senegal: Between Recognized Utility and Lived Discomfort

  AUTHORS: Danty Patrick Diompy

  KEYWORDS: Cognitive-Affective Paradox, Bodily Guidance, Weighted Discomfort Index, Physical Education

  JOURNAL NAME: Open Journal of Applied Sciences, Vol.16 No.6, June 9, 2026

  ABSTRACT: This study, conducted in Senegal, explores how secondary school pupils in Dakar subjectively experience physical guidance in PE, that is, the physical gestures through which the teacher corrects or directs the pupil’s movement. Using a mixed-methods design combining questionnaires completed by 153 pupils and interviews with 8 teachers, the research highlights a cognitive-affective paradox reflected in the fact that 31% of pupils recognize the educational value of guidance whilst expressing discomfort at receiving it. This paradox is strongly influenced by gender and year group. Girls in Year 11 experience the highest level of tension, due to the combined effect of cultural norms of modesty, peer scrutiny and the developmental vulnerability associated with adolescence. Conversely, boys in their final year of secondary school demonstrate almost complete ease. The study identifies four typological profiles of pupils, each requiring a differentiated pedagogical strategy, and highlights the moderating role of extracurricular physical activity as a form of bodily capital that facilitates the reception of guidance. These results call for a rethinking of PE teacher training within specific socio-cultural contexts.