This protocol aims to investigate the effects of a 25-minute nap on various cognitive variables, such as, simple and selective reaction time, stress and the detection and management of disruptive behaviors during instructional activities.

The aim of this study is to determine the impact of rest through a 25-minute nap on the cognitive abilities of experienced male physical education teachers, focusing on simple reaction time (SRT), selective reaction time (SelRT), stress (heart rate (HR)) and the ability to detect instances of disruptive behaviors (DB) during lessons. To achieve this, a repeated-measures experimental design with three measurement points over a seven-month period (01th October: T0, December 10th: T1, and 30th April: T2) was used for fivty male experienced teachers (ET) divided into two groups : an experimental group (ExpGr: n=25) and a control group (ContGr: n=25). In total, 150 40-minute collective sports activities (handball) were filmed, and 150 SRT tests, 150 SelRT tests and 150 heart rate analyses were collected and analysed. For the intergroup comparison of the evolution of the averages of the recordings of the different parameters ; the SRT, SelRT, HR and frequency with which DB is observed between the three measurement points, à two-way analysis of variance (ANOVA) test (group x time interaction) was used. The intragroup comparison of the same variables mentioned above, taken two at a time (T0 versus T1, T0 versus T2, and T1 versus T2), was carried out using repeated measures analysis of variance with Bonferroni adjustment. The significance threshold used was set at p < 0.05. The study shows that the principle of exposing these teachers to a 25-minute nap led to significant improvements in cognitive abilities, thus creating in the ExpGr a sharper state of alertness, aimed at a preventive objective against DB. This improvement in their perceptual vigilance resulted in better capturing acuity of the various disciplinary incidents. This new preventive and vigilant attitude led to a significant decrease in the level of stress of this same group when faced with the occurrence of DB. It is therefore essential that our findings be taken into account by the teaching staff and official bodies in order to better promote working conditions and the learning environment provided by these teachers.

Inclusion Criteria:

1. Healthy individuals
2. Non-smokers individuals
3. Not consume alcoholic beverages individuals
4. Individuals who consented to abstain from caffeine throughout the experiment

Exclusion Criteria:

1. Unhealthy individuals
2. Smokers individuals
3. Consumed alcoholic beverages individuals
4. Individuals who did not consent to abstain from caffeine throughout the experiment