Énaction et intervention en psychologie du sport chez les sportifs élites et en formation.

Hauw, Denis

doi:10.1037/cbs0000094

Cited by 31 publications

(26 citation statements)

References 60 publications

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“…A way to efficiently combine the emergence of bad physical sensations and the need for adaptation to environmental conditions would be – when possible – resting when the meteorological conditions are poor. Last, the enactive interviews could be used for intervention to (1) improve athletes’ follow-up for sports psychologists, (2) invite reflexive practice on one’s own activity to develop a better understanding of performance by reliving one’s past experience (Hauw, 2009, 2018), and (3) investigate the suffering episodes and critical situations in greater detail by reducing the granularity of analysis using micro-phenomenological interviews (e.g., Depraz et al, 2017). In doing so, we may expect that runners are able to connect these typical gestalts to their own personal experiences and stories as trail runners in order to sustain an autonomous, responsible, and self-regulated approach to their sport.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, within the sports psychology literature, the course-of-action framework has already been used to gain insight into performance in many sports like trampoline and acrobatics (Hauw and Durand, 2004, 2008), skydiving (Mohamed et al, 2015), table tennis (Sève et al, 2005), orienteering (Mottet et al, 2016), rowing (Sève et al, 2013), soccer (Villemain and Hauw, 2014; Gesbert et al, 2017), and trail running (Antonini Philippe et al, 2016; Hauw et al, 2017; Rochat et al, 2017). All these studies analyzed embedded activity through activity analysis and were able to provide practical recommendations for training, education, and competition (e.g., Hauw, 2017, 2018). Therefore, for research into athletes’ embedded activity, the course-of-action framework provides the methodological tools to identify the temporal and meaningful structures of experiences.…”

Section: Methodsmentioning

confidence: 99%

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Enacting Phenomenological Gestalts in Ultra-Trail Running: An Inductive Analysis of Trail Runners’ Courses of Experience

et al. 2018

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Using an enactive approach to trail runners’ activity, this study sought to identify and characterize runners’ phenomenological gestalts, which are forms of experience that synthesize the heterogeneous sensorimotor, cognitive and emotional information that emerges in race situations. By an in-depth examination of their meaningful experiences, we were able to highlight the different typologies of interactions between bodily processes (e.g., sensations and pains), behaviors (e.g., actions and strategies), and environment (e.g., meteorological conditions and route profile). Ten non-professional runners who ran an ultra-trail running race (330 km, 24,000 m of elevation gain) volunteered to participate in the study. Data were collected in two steps: (1) collection of past activity traces (i.e., race maps, field notes, and self-assessment scales) and (2) enactive interviews using the past activity traces in which the runners were invited to relive their experience and describe their activity. The enactive interviews were coded using the course-of-experience methodology to identify the phenomenological gestalts that emerged from activity and scaffolded the runners’ courses of experience. The results revealed that runners typically enact three phenomenological gestalts: controlling global ease, enduring general fatigue and experiencing difficult situations, and feeling freedom in the running pace. These phenomenological gestalts were made up of specific behaviors, involvements, and meaningful situated elements that portrayed various ways of achieving an ultra-endurance performance in the race situation. They also highlighted how runners enact a meaningful world by acting in relation to the fluctuations in physical sensations and environmental conditions during an ultra-trail race. Practical applications for preparation, race management and sports psychology interventions are proposed to enrich the existing recommendations. In conclusion, this approach provides new research perspectives by offering a more holistic grasp of activity in trail running through an in-depth analysis of athletes’ experience. In doing so, we may expect that runners can connect these typical gestalts to their own personal experiences and stories as trail runners in order to sustain a viable approach to their sport.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Enacting Phenomenological Gestalts in Ultra-Trail Running: An Inductive Analysis of Trail Runners’ Courses of Experience

et al. 2018

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“…Previous research has shown that psychological preparation strategies can be successfully utilized to combat negative emotional states often experienced by athletes as anxiety, and to prolong high levels of adherence and performance throughout the sporting season [2]. A better understanding of the predictors of anxiety, motivational climate, and mental health enables efficacious strategies to be designed for various sport modalities [2][3][4]. The influence of the specific characteristics of various types of sports (including their internal dynamics, ways of association, or forms of contact between rivals and peers, etc.)…”

Section: Introductionmentioning

confidence: 99%

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

et al. 2019

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(1) Background: Several studies have shown that high anxiety impairs sport performance, making it important to develop strategies which improve the emotional self-regulation of athletes. The present study analyzed the relationship between emotional intelligence, motivational climate in sport, and anxiety according to participation in contact or non-contact sports, using multi-group structural equation modeling; (2) Methods: This research was conducted with a sample of 371 semi-professional athletes from Spain. The main variables were emotional intelligence, motivational climate in sport, and anxiety. A multi-group path analysis was developed and demonstrated acceptable fit (χ2 = 418.60; df = 46; p < 0.001; Comparative Fit Index (CFI) = 0.959; Normalized Fit Index (NFI) = 0.955; Incremental Fit Index (IFI) = 0.959; Root Mean Square Error of Approximation (RMSEA) = 0.063); (3) Results: A negative association was identified between task-oriented climate and ego-oriented climate. Moreover, there was a positive relationship between task-oriented climate and emotional intelligence, which was strongest in individuals participating in non-contact sports. The relationship between ego-oriented climate and emotional intelligence was less evident. Furthermore, both state anxiety and trait anxiety were negatively correlated with emotional intelligence; (4) Conclusions: The key conclusion from the present research is that task-oriented motivational climates positively influence levels of emotional intelligence and anxiety, especially in contact sports. It is important to encourage the development of self-determined motivational climates in order to avoid emotional states which can hinder performance.

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“…The objective is to bring out the significant elements of the experience when practicing or learning a sports activity. There is an important body of literature in which researchers often combine biomechanical data with that obtained from interviews with athletes and learners in PE and sports (Hauw and Durand, 2007;Bourbousson et al, 2012;Sève et al, 2013;Evin et al, 2014;Terré et al, 2016;Rochat et al, 2017Rochat et al, , 2019Hauw, 2018;Récopé et al, 2019). Although each study is unique, the general method has been to reconstruct the course of action (Theureau, 2010) to "capture" the performer's experience by verbalizing it in self-confrontation interviews.…”

Section: The Subjective Universe Of Learners and Experiencementioning

confidence: 99%

How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning

et al. 2020

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The purpose of this paper is to explain learning in sports and physical education (PE) from the perspective of enactive and ecological psychology. The learning process is first presented from the enactive perspective, and some relevant notions such as sensemaking and sensorimotor schemes are developed. Then, natural learning environments are described, and their importance in the human development process is explained. This is followed by a section devoted to the learner's experience in which some research methods are explained, such as neurophenomenology, in addition to self-confrontation, interviews aimed at bringing out the meaning, sensations, and emotions that performers experience when they are immersed in their sport or a PE class. The sections on the ecological approach deal with the attunement, calibration, the education of intention, and the importance of representative experimental designs. The last section addresses the main similarities and differences between the two approaches. Finally, we state our theoretical position in favor of a common project that brings together the main elements of both post-cognitive approaches.

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Énaction et intervention en psychologie du sport chez les sportifs élites et en formation.

Cited by 31 publications

References 60 publications

Enacting Phenomenological Gestalts in Ultra-Trail Running: An Inductive Analysis of Trail Runners’ Courses of Experience

Enacting Phenomenological Gestalts in Ultra-Trail Running: An Inductive Analysis of Trail Runners’ Courses of Experience

Motivation, Anxiety, and Emotional Intelligence Are Associated with the Practice of Contact and Non-Contact Sports: An Explanatory Model

How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning

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