بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 221 TABLE (4 (: This table shows how to avoid obesity with the Six Hats strategy during home quarantine Hats color Question type How to think White Hat What is obesity? overweight Fat accumulation Red Hat How would you feel if you became obese? Distressed Lack of self-confidence A desire for solitude Black Hat What is the risk of obesity? Heart diseases Diabetes Impaired mobility Digestive system diseases Cholesterol Yellow Hat How can I avoid becoming obese? Eat a healthy diet Playing sports Green Hat What are the suggestions made in the case of obesity Surgery Strict diets Sports programming with coaches Blue Hat What is the final decision? Despite the quarantine, it is necessary to follow a healthy and balanced diet, do exercise, and pay attention to weight so that we do not fall victim to obesity The Source : Researcher 10. Conclusion: The world today is in social isolation, because of the Coronavirus, which has a huge impact on our mental health as parents and affects our children, in order to avoid the negative effects of the quarantine; we introduced the six-hat strategy, which has many benefits to mention:  Organization of thinking.  Role-playing capability.  The pleasure of thinking.  Respecting the rules of thinking.  Giving a Chance to Express Feelings. So Parents must contain their children, take into account their feelings and deal with them in ways and strategies that strengthen their ability to think in parallel. References: - Carl, Walter John. Six thinking hats. Argumentativess and response to think model, paper presented at the annual meeting of the Southern States Communication Association (Memphis, TN, March 27 - 31,1996(. - Edward de Bono. (1970) Lateral Thinking. First published by Ward Lock Education.

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 222 - Keith Collins, David Yaff -Bellany. (2020, April2)About 2 Million Guns Were Sold in the U.S. as Virus Fears Spread, the new York times, - Ministère de la Santé, de la Population et de la Réforme Hospitalière, Direction Générale de la Prévention et de la Promotion de la Santé, plan de preparation et de riposte a la menace de l’infection coronavirus covid-19. - Policy, Brief. (15 April 20 20) The Impact Of Covid -19 On Children. Report for United Nations . - Serrat O. (2017) Wearing Six Thinking Hats. In : Knowledge Solutions. Springer, Singapore. https://doi.org/10.1007/978 -981-10- 0983-9_67 - Word health organization,Available at : (https://www.who.int/emergencies/diseases/novel-coronavirus- )(accessed10 August 2020). - https://www.who.int/docs/default-source/coronaviruse/situation- reports/20201012-weekly-epi-update-9.pdf (accessed 13 November 2020).

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 223 Teachers’ Perceptions about the Use of the Online Teaching in the Algerian Universities during the COVID-19 Pandemic Dr. RAHMANI Asma Batna-1 University The Abstract: The COVID -19 pandemic created significant and numerous challenges for the global higher education community and systems. The main common change that was marked is the switch toward the online teaching. In the Algerian context, this adoption is regarded as a novelty in general. In this respect, this paper is a descriptive research that attempts to report teachers’ perceptions and viewpoints about the use of online teaching in different Algerian faculties, departments and institutions. This research tries to answer the following research questions:To what extent the adopted online learning and its different tools were effective in the context of Algerian universities and institution? Which of these tools were more effective and practical when teaching? According to their teachers, what were learners’ reactions and interactions toward this adopti on? To gain empirical data, an emailed questionnaire was sent to a sample of 305 different Algerian university lecturers from different departments. The selection of the sample was based on two sampling techniques namely the random selection and snowball s ampling technique. The obtained results revealed that Google Classroom was the most effective online teaching tool. Besides, Zoom and Google meet are perceived as the most practical tools to create an assimilation of real classroom contexts. Interestingly, learners’ interactions and responses to this new type of tool and learning differ from one department to another. The findings of this research highly encourage and recommend the adoption of online teaching/learning even after the end of this crisis. Keywords: Online teaching tool, COVIDE-19 pandemic, Algerian context, teachers’ perception, learners’’ reactions, learners’ interaction. Introduction: The pandemic compelled almost all countries all over the world to revise and embrace some preventive strategi es to control the spread of this mortal virus. These important procedures could be summarized in the following: social distancing, movement’s

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 224 restriction, quarantine and lockdown . Some drastic disruptions loom on the horizon. The COVID -19 outbreak challeng es all the educational systems over the globe at different levels. To protect the education at all levels and its continuity, the Algerian thought leaders seek to introduce and create several new frameworks to innovate, transform, and fit in the new situation. Specifically, university lecturers tried to assist and accompany learners along this exceptional learning situation using the online learning. Statement of the Problem :Usually, the use of the online teaching tool in the Algerian universities and institutions is rare. Face to face courses were the main form of teaching. Occasionally, few teachers and learners wield the online teaching/learning tools of in both Master and Doctoral phases. This can be related to several factors that could be developed in another article but mainly this is related to the poor infrastructure for this type of learning. However, the situation in The Algerian Higher education U niversities and institutions has been changed since March 12 th, 2020 when a prompt suspension in education occurred and lasted for more than 6 continuous months. It is worthy to mention that at the March 12 th in five continents, 46 countries close all its educational institution of all levels as a preventive measures to face the spread of the COVID -19(Huang et al., 2020). The ministry of this section implemented the online learning to ensure the continuity of the academic year, particularly the transfer of the needed courses to the learners. The online learning was shaped by the adoption of some platforms such as: Moodle, and Google Classroom where the majority of courses of the second semester were displayed in form of PDF files. Some exceptions were made by some teachers who want to assist their learners and organized some online discussions or recorded the courses on MP4 forms and use additional online tools. What could be considered and may assist in the betterment of the whole situation are teachers’ pe rceptions and remarks about this new and transitional teaching method. In regard to these information, three inventible questions can be raised: 1. To what extent the adopted online learning and its different tools were effective in the context of Algerian universities and institutions? 2. Which of these tools were more effective and practical when teaching or in the field work? 3. What were the learners’ reactions and interactions to the tools of this type of learning according to their teachers?

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 225 Hypothesis: With reference to the aforementioned research questions, the main formulated hypothesis is: The adoption of online learning with its different tools was effective in the context of Algerian universities and institution. Also, two auxiliary hypotheses that are related to the main one are: some online teaching tools were used more than others andlearners’ reactions as well as interactions towards the online learning tools differ. Aims: The main aim of this research paper is investigating the efficacy of th e online learning in the Algerian universities and institutions context. Besides, it attempts to attain number of objectives such as: 1. determining which of the online tools are more practical for both teachers and learners. 2. Highlighting the reactions of learners towards this new learning tools.3. Suggesting some practical measures to boost the endorsement of the online learning. 4. Taking into account some errors or mistakes that may hinder the proper use of these online teaching tools. Methodology: The sum of the needed data was gathered through the analysis of the answers of an emailed questionnaire addressed to teachers. It encompasses two sections: firstly, general information about teachers, and secondly information about the use of online teaching in Algerian universities and institutions . It consists of 11 questions (02 closed -ended questions and 09 open -ended questions) that attempt to: collect teachers’ general information, unveil their general perceptions about the use of this new teaching methods, report the success of the implement ed online teaching tools in the achievement of the educational goals, state the most practical online teaching tools used by learners and finally, describe learners’ attitudes toward the new learning tools.It is worthy to mention that the questionnaire was translated into two other languages (Arabic and French) besides the English original version. This measure is taken to ensure the reliability of the obtained answers since the selected sample consists of different teachers from different departments who t each different subjects using one of the pre indicated languages. Also, to ensure the reliability and validity of this research data gathering tool, the questionnaire was send to other teachers who provided the necessary feedback before we administered it to the sample. The population of this study consists of the Algerian teachers distributed in the national academic universities and institutions. The Algerian ministry of higher Education notes that its network includes one hundred and six (106) higher ed ucation institutions, distributed over forty -eight (48) provinces. It includes fifty (50) universities, thirteen (13) university centers, twenty (20) National Superior Schools

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 226 and ten (10) Superior Schools, eleven Superior schools for teachers, and two (2) university annexes. Due to this important number and institutions the selected sample consisted of 17 universities that was: one (1) high school for teachers, one (1) university center,(1) national high school and 14 national universities. The selection w as based first on the simple random technique to select 17 universities and institutions (more than 16%) from the total of 106. Secondly, we opted for the snowball sampling technique to select teachers from the different departments of those universities and institutions. Finally, the sample of this study consisted of 305 university lecturers. Literature Review: The following section pertains with a brief summary about the concepts that have relation to the online learning and higher education context. Teachers and ICT Implementation in Higher Education :The penetration of ICTs in any educational system in general and the university levels in particular acquaints for numerous pedagogical, cognitive, and organizational challenges (Halverson & Smith, 2010; Wallace, 2004). These later defy teachers to manage this complex shift in teaching-learning process and requires from them more efforts. Many researchers note that teacher’s attitudes, reactions, abilities, and even believes are key factors to boost the succes s of this new type of learning (Cunningham, 2009; De Freitas & Oliver, 2005; Selwyn, 2010). That is to say that teachers are perceived as the spearhead of this change. Moreover, recent research in the filed mention that ensuring an effective use of ICTs i n learning, needs teachers to prove a good proficiency in technological knowledge, pedagogical knowledge, and pedagogical content knowledge (Brush & Saye, 2009; Bull & Bell, 2009; Niess, 2008). These necessary prerequisites assist them to facilitate the integration and implementation of these tools easily. The online teaching and COVID-19:The adoption of online teaching was gradually gaining more supporters all over the globe. In this respect, Maeroff (2003) reports that “E -learning has come on the scene to augment and sometimes supplant the traditional classroom” (p. 2). This is considered as normal phenomenon viewing the great expansion of digital instruments during the millennia. The individuals are fully engulfed with modern digital instruments. Howeve r, the recent COVID -19 pandemic accelerated the adoption of this type of learning to avoid and prevent the sudden interruption in learning. The adaptation to this type of learning was mandatory to preserve lives and ensure the continuity in learning.

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 227 Murgatrotd (2020) notes that the adoption of this type of learning faces some hindrances that may affect its efficacy. For instance the lack of teachers’ experience in this type of learning, weak online teaching infrastructure and information gap can be regarde d as the main common deficiencies that harder the adoption of the online learning. Furthermore, the UNESCO (2020) is conscious about the difficulty and the complication of this transition but still necessary. Within this respect, Czerniewicz (2020) refers to New York University Shanghai and Duke Kunshan University as illustrations of encouraging experiences of adopting the new online teaching. He adds that what assisted them are their previous experiences in this type of learning notably with the video -conferencing platform Zoom and Moodle and their ability to expand them properly. Limitations of Online Teaching :Though the salient benefits of the online teaching, many inconvenient results may emerge on the surface. The main problem that teachers may face is the prevalence of some ethical practices mostly during the evaluation/assessment phase. For instance, the absence of some values such as: integrity, honesty, and reliability can be clearly noticed among some learners. In this respect, the online teaching can encourage and perpetuates behaviors such as cheating and producing dishonest works. Consequently, teachers and responsible should promote practical strategies to prevent and ban these dishonest practices including plagiarism. Field Work Results:In total, the number of received answers was 305 teachers. The collected answers were coded and treated using the SPSS software. A deep scrutiny of the main findingsobtained from the analysis of the questionnaire disclose the respondents represent different departments and faculties: humanities (39%), medical (29%), and technical faculties (32%). Also, the analyses of the results reveal that teachers \ lecturers have different teaching experience and different level of ICTs mastery. Meticulously, the great propor tion of teachers (82%) have more than 5 years of experience, while 16% have more than 10 years of experience. Noticeably, few cases (2%) have less than 5 years of experience. The variety of the teaching experience in correlation to fields would assist us to recommend some practical suggestions that could be beneficial and fit all university’s departments. On the other hand, teachers’ answers about the ICTs proficiency were results of a choice from a five - point likert scale. This item was included as the use of online teaching is highly correlated with the exploitation of ICTs. The mode of this item was: (3) which indicate that the majority of teachers assert that their ICTs’ proficiency is

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 228 average (58%). A range of 25% of teachers’ responses were very good compared to 15% and 2% of the teachers who rated their ICTs capacities as good, and poor respectively. Remarkably, none of the teachers rated (0%) excellent. An inquiry to these results, posits that the teachers’ capacities \skills of using ICTs enabl e them to easily adopt the online learning. These findings are consistent with those of previous studies, which posit that teachers should master three types of knowledge: technological knowledge, pedagogical knowledge, and pedagogical content knowledge to facilitate the implementation of ICTs in the teaching/learning process (Brush & Saye, 2009; Bull & Bell, 2009; Niess, 2008). In this spectrum, the obtained results assume that the lion share of teachers can embrace the online teaching. The second section of the questionnaire deals with information about the online teaching in Algerian universities and institutions. Teachers’ answers concerning the question that states: did you use the online teaching tools before March 2020? Demonstrate that the majority of teachers did not use the online teaching before the indicated date. However, insignificant number of teachers (less than 02%) uses it as a helping tool to boost learners’ learning in particular cases. Teachers’ answers to item 05 concerning the tools th at they adopt reveal that various online tools are used. All of teachers (100%) use the universities’ created platforms in which they display courses in form of PDF. This result is found logic because teachers are obliged to obey the Algerian ministry of h igher education’s instructions which requests from all teachers to use these platforms namely Moodle platform (43%) or on their universities official websites (57%). In addition, a great proportion of teachers (98%) report that they simultaneously used ano ther online tool(s) to reinforce the learning process such as: Zoom (89%), Google Classroom (73%), Meet application (73%), Facebook (69%), and YouTube (40%). Teachers hold that blending more than one online tool to teach enable their learners to better rec eive and treat the needed information. They add, in some occasion the online tools such as Meet and Zoom created assimilation to the face to face teaching \learning context where learners are able to ask and demand the needed clarification/assistance from their teachers. Also, teachers note that the courses displayed in form of MP4 in Google Classroom in addition to the creation of certain educational channels in YouTube facilitate the explanation of some courses particularly in medical field. Thereupon, the se findings reinforce the assumptions that the use of multiple online tools would be effective and efficient in teaching/learning.

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 229 When asking teacher “In what way you used the online tools?” to reveal the purposes of their use. Significant number of tea chers 58% used them to teach only. A ration of 42% of teachers reports that they use these tools for both teaching and evaluating students. The same teachers add that they eventually assign their students some homework and even use this method in evaluati ng students in the formal exams. In respect to their experience of using the online teaching methods/tools particularly during the lockdown, teachers were asked to name the most effective online tools. This classification took into account teachers’ perce ption about the extent of difficulty of using these tools, and the attainment of the preselected educational objectives. The results indicate that 44% of teachers named Google classroom. A proportion of them selected Zoom (25%) and Meet (26%). Small minori ty pinpointed Facebook pages/groups (4%) and Moodle platform (2%). When answering this item, teachers highly emphasized on learners’ use and acceptance of these tools. They hold that they searched about the possible online teaching tools that could assist their learners in learning. They add that they look for assistance for other expert teachers/ ICTs’ engineers to master the use of these tools, mostly because this learning method is regarded as new learning experience that was imposed on them because of t he surrendering circumstances. Moreover, the results of the item 09 that deals with learners’ reactions and interactions in these online tools differ. Importantly, teachers assert that learners’ interaction at the beginning of the online learning phase was insignificant. This was remarked by teachers who use Google classrooms and Facebook educational groups \pages, YouTube channels and the virtual meetings in both Meet and Zoom as they can get notifications about the number of learners who are joining those virtual classes. Teachers relate this low interaction to many factors such as: learners’ non readiness to use this type of learning and their total rely on the face to face traditional learning type. Additionally, the low infrastructure harden and prevent them to connect to these classes such as: Internet related problems, lack of computers/ personal computers and even the internet café were closed because of the pandemic. Learners’ interaction boosted exceptionally in the month of August when the restricti ons of the lowdown were minimized and thus learners can get access to internet. Also, this increase could be related to learners’ convictions that there will be no makeup/revision sessions expect for some limited subjects. The findings of this item which c lassify the different used online tools

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 230 according to learners’ interactions and integrations note that Google Classroom (mode: 5= Excellent) is the most efficient tool. Nonetheless, Zoom and Meet (mode: 4= Above Average) are also efficient. While both of Y ouTube, Facebook(mode:3= Average) are identified as well . They note that the interaction Moodle or the University’s websites were considered as a source of getting the courses of PDF which was not sufficient. They add that both of Zoom and Meet were more effective as they assimilate the real face to face interaction. This latter confirm Maeroff’s (2003) findings concerning the substitution of the traditional teaching in classroom by the online teaching. At the end of the questionnaire teachers provides co nstructive feedback that would assist other teachers in various departments particularly in the transitional phase toward the online teaching. Recommendations:  Punctuality in posting courses as it assists learners to adjust their learning schedule and ensuring that they will be updated about any new displayed course.  Punctuality in giving constructive feedbacks as it encourages learners to interact and ask more and this leads to encourage critical thinking.  Punctuality when scheduling an online meeting and excluded learners who are late. This could serve as a way to inform learners about the seriousness of this type of learning mainly in the first phase of adopting the online type of learning.  Assisting learners to combine the online learning and offlin e self‐learning through extensive home works at the beginning of using the online learning.  Encourage learners to avoid procrastination by limiting fixed datelines to their assignment.  Teachers should always demonstrate the tendency and willingness to learn and change.  Designing and structuring specific evaluation tools for the online courses such as electronic portfolio, online tests, and scoring rubric.  The need to consult an ICT engineers to provide the necessary advice and assistance. Conclusion: The sudden endorsement of the online teaching in the Algerian higher education context faced some hindrances primarily due to the poor infrastructure. This adoption is gaining gradual credibility among both teachers and students with time and proves its efficacy. Some online teaching tools are more preferred by both teachers and learners. Algerian thought leaders should promote the use

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 231 of the online teaching for the betterment of the higher education and even boosting the real globalization of this sector. References : - Brush, T., & Saye, J. W. (2009). Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 1-12. - Bull, G., & Bell, L. (2009). TPACK: A framework for the CITE Journal. Contemporary Issues in Technology and Teacher Education, 9(1), 1-8. - Cunningham, C.A. (2009). Transforming schooling through technology: Twenty-first-century approaches to participatory learning. Education and Culture, 25(2), 46-61. - Czerniewicz, L. (2020). What we learnt from “going online” during university shutdowns in South Africa. Retrieved from:https://philonedtech.com/what-we-learnt-from-going-online- during-university-shutdowns-in-south-africa/ - De Freitas, S. & Oliver, M. (2005). Does e -learning policy drive change in higher education?: A case study relating models of organizational change to e -leaning implementation. Journal of Higher Education Policy and Management. 27(1), 81-95. - -6 Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computing in Teacher Education, 26(2), 49-55. - Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computing in Teacher Education, 26(2), 49-55. - Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang , H. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID -19 Outbreak. Retrieved from https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on- Facilitating-Flexible-Learning-in-COVID -19-Outbreak-SLIBNU- V1.2-20200315.pdf - Maeroff, G. I. (2003). A classr oom of one: How online learning is changing our schools and colleges. Palgrave, Macmillan. New York, New York. - Murgatrotd, S. (2020). COVID-19 and Online Learning. - Niess, M. L. (2008). Mathematics teachers developing technology, pedagogy and content knowledge (TPACK). In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 232 Education International Conference 2008 (pp. 5297 -5304). Chesapeake, VA: Association for the Advancement of Computers in Education. - Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. - UNESCO. (2020). COVID -19 Edu cational Disruption and Response.Retrievedfromhttps://en.unesco.org/covid19/educationrespo nse/

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 233 The role of entertaining sports activities in reducing social isolation among citizens during the home domestic quarantine against the Corona (COVID- 19) pandemic Phd Student Marghsi Amina University of Mohamed Lamine Debbaghine Setif Abstract : The purpose of the study is to identify the role of the entertaining sports activities in reducing social isolation among citizens during the home domestic quarantine against the Corona pandemic, to achieve the objective; the study relied on a descriptive method appropriate for the nature of the subject, through distributing electronic questionnaires via social media on non -random sample of citizens from setif city – The wilaya of Setif –, the results showed that the entertaining sports activities have an important role in reducing social isolation among citizens, therefore the study recommended entertai ning sports activities as a means of avoiding anxiety of isolation and self -comfort for citizens. Key- words: The Entertaining Sports Activities – The Social Isolation – The Corona. I. Introduction : Many months ago, the whole world woke up to talk about a mysterious virus that could take many lives. At first, the majority of individuals underestimated this news, but soon their reactions changed and they became more serious about the emerging virus. Since December 2019, a number of cases of pneumonia of unknown origin have appeared in Wuhan, China's Hubei Province (Dong, Mo, Hu, Qi, Jiang, & Tong, 2020) . This disease has spread rapidly around the world in many countries across 6 continents. In February 2020, WHO names this new dis ease associated with coronavirus 2019, (COVID -19). The spread of SARS -CoV-2 has drawn worldwide attention and the WHO declared COVID -19 a global pandemic (Wu, et al., 2020). To prevent this virus and control the hotbeds of its spread, and With an increasing number of governments hardening nationwide

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 234 quarantine, or considering various forms of lockdown in attempts to hinder the spread of the novel coronavirus disease 2019 (COVID -19), the Algerian government, like most countries in the world, has taken a package of precautionary decisions that will limit its spread, and among these decisions we find medical isolation, home quarantine or social distancing, which is a complementary and resolute measure to the package of health measu res accompanying it Such as regular sterilization, the use of masks and spacing out when leaving the house, these preventive measures vary in severity between total and partial quarantine according to the levels of virus outbreak in each city of the country.However, obliging citizens to stay at home is neither an easy matter nor an underestimated subject, rather it is an exceptional, unprecedented and unusual circumstance for people that requires psychological, physical and even mental preparation. What was before corona differs from what is no$w, and all of this has physical health effects and psychosocial problems that are reflected on people's behavior.The quarantine imposed on citizens is an unprecedented measure that restricts the freedoms of individuals, making the majority of them, especially young people who fail to deal positively with this circumstance, lives under severe psychological pressure and intense fear as a result of intimidation in the media about the virus and its broadcasting of false an d misleading information, and with following the developments of the pandemic Coronavirus in the world, feeling of psychological stress becomes an inevitable thing, which in turn destabilizes the psychological fitness among the youth environment. This is w hat the researchers (Hawryluck, Gold, Robinson, Pogorski, Galea, & Styra, 2004) talked about in their study, that quarantine can result in considerable psychological distress in the forms of PTSD and depressive symptoms. Public health officials, infectious diseases physicians, and psychiatrists, and psychologists need to be made aware of this issue, They must work to define the factors that influence the success of quarantine and infection control practices for both disease cont ainment and community recovery and must be prepared to offer additional support to persons who are at increased risk for the adverse psychological and social consequences of quarantine. The novel coronavirus disease 2019 (COVID -19) seems to be having a major impact on daily activities behaviors globally, including regular physical activity and exercise, The pandemic has forced many people around the world to stay at home and self -isolate for a period of time, that will inevitably disrupt the routine daily a ctivities. In many countries, fitness centers are closed and athletes’ training and

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 235 competitions at all levels have been suspended. Prolonged self - quarantine (eg, over two weeks) poses a significant challenge for remaining physically active and may impact people's quality of life. During previous coronavirus outbreaks, increased stress and depression were reported following social distancing (Hawryluck, Gold, Robinson, Pogorski, Galea, & Styra, 2004) . Although, it is hard for people to endure these imposed procedures for longer periods, it is a natural feeling. But high levels of stress have a negative effect on mood and can also reduce the capacity of the body to resist infection (Simpson, et al., 2020) . Stress and psychological pressure feelings related to it does not mean in any case that the person cannot do his job and that he is weak (World Health Organization, 2020). It is necessary for individuals and societies, despite the diversity of psychological pressures that they are suffer from and the diversity of health systems all around the world, to coexist with this epidemic through beneficial coping, and following the World Health Organization instructions by changing bad lifestyle habits and som e behaviors that can contribute in reducing the prevalence of covid -19 between individuals, relaxation during work time and between the shifts, eating sufficient healthy food and practicing physical activity and sports(WHO, 2020). Regarding the specializat ion of the researchers in the field of sports, the two researchers will try to present an important element that will enhance the individual’s physical, mental, and even psychological health, and since the topic of the research focuses on the individual’s psychological health, the two researchers tried to shed light on an important element of mental health, which is reducing the stress of being infected by the coronavirus, especially in light the pandemic that the whole world is Experiencing. Where psycholo gical health is a global indicator of the individual's ability to cope with various developments and pressures without experiencing psychological setbacks or states of anxiety, depression, and psychological inability to deal with different life situations. Here, the importance of sports practice appears as one of the most important means that work to improve psychological health and rid the individual from feelings of anxiety, depression, and dissatisfaction. In this context, entertaining sports activities should be implemented. entertaining sports activities is not a novel topic, and its positive impact has been reported on both physical and psychological variables in various clinical populations. where entertaining sports activities defined as the activiti es where the primary purpose of the activity is participation, with the related goals of improved physical fitness, fun,

مجمل الاعمال بحوث ودراسات في علم النفس رؤية جديدة بعد الجائحة 236 and social involvement often prominent, recreational sports are usually perceived as being less stressful, both physically and mentally, on the participants (Encyclopedia, 2020). In this regard, the two researchers believe that there are many studies and researches in the field of sports which proved that practicing sports in its different kinds plays a great role in helping the individual to develop his different abilities, especially those psychological ones, to face various levels of life pressures; among which the study of (Maugeri, et al., 2020) , entitled " The impact of physical activity on psychological health during Covid -19 pandemic in Italy ", The study aimed to examine changes in the physical activity levels during self -quarantine in Italy, and the impact of exercice on psychological health, The questionnaire measured the total weekly physical activity energy expenditure before and during quarantine (i.e. the sum of walking, moderate -intensity physical activities, and vigorous-intensity physical activities) in Metabolic Equivalent Task minutes per week (MET -min/wk) using an adapted version of International Physical Activity Questionnaire and their psychological well-being using the Psychological General Well Being Index. The study suggest that the reduction of total physical activity had a profoundly negative impact on psychological health and well-being of population. Based on this scientific evidence, maintaining a regular exercise routine is a key strategy for physical and mental health during a forced rest priod like the current coronavirusemergency. There is also anothe r study by (Kang, Sun, Zhang, Sun, Wang, & Zhu, 2020),entitled " Is Physical Activity Associated with Mental Health among Chinese Adolescents during Isolation in COVID -19 Pandemic ? ", The study was to explore the relationship o f Physical Activity (PA) and Sedentary Time (SED) with mood states among Chinese adolescents during the pandemic. The most prominent results of the study indicated that the TMD of the Senior Grade 3 students was relatively higher than those in other grades , PA were significantly associated with mood states, with higher levels of PA during home isolation were related to more stable mood states. Maintaining an active lifestyle can help to reduce students’ anger, fatigue, depression and produce positive emotio nal states during the COVID -19 pandemic. PA and exercise are important components of intervention programs for future study aiming to help children and adolescents protect their mental health from adverse impact of public health emergencies like the COVID -19 pandemic. In the same context the researchers(Carriedo, Cecchini, Fernandez -Rio, & Méndez -Giménez, 2020), entitled " COVID-19, Psychological Well -being and Physical