Students' situated action in physical education: analysis of typical concerns and their relations with mobilized knowledge in table tennis

Guillou, Julien; Durny, Annick

doi:10.1080/17408980701345675

Cited by 12 publications

(8 citation statements)

References 20 publications

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“…The qualitative posture of 'indwelling' was adopted in order to investigate the coaches' responses in a reflective and empathetic manner [33]. The analysts involved in this process were researchers working in the field of the coaching process and, because of their background in coaching and levels of experience and knowledge, it was felt that they could analyse the subjects' responses in a responsive, adaptive and holistic manner [37]. In order to accomplish this, the lead author (who also conducted the interviews) read and reread the transcripts and highlighted themes and issues.…”

Section: Discussionmentioning

confidence: 99%

Sport Coaches' Perceived Role Frames and Philosophies

Nash

Sproule

Horton

2008

International Journal of Sports Science & Coaching

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Philosophy underpins all aspects of coaching and by creating a formal philosophy coaches may improve their coaching effectiveness. The role that coaches fulfill is based on their experience, knowledge, values, opinions and beliefs, but how coaches frame their role and form their philosophy is still unclear. This study investigates these aspects by interviewing coaches at various stages of their coaching career. It concludes that as coaches gain both knowledge and experience their ability to articulate a coherent philosophy and, more importantly, contextualize it for subsequent use in a more holistic coaching practice is enhanced. As a key element of coach development, the inclusion of a coaching philosophy, values clarification, and consideration of the coach's responsibilities could improve their practice and better meet the needs of their charges.

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Section: Discussionmentioning

confidence: 99%

Sport Coaches' Perceived Role Frames and Philosophies

Nash

Sproule

Horton

2008

International Journal of Sports Science & Coaching

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“…Grehaigne, Wallian, and Godbout (2005) have further developed the coming together of MBP and didactique through their work on team invasion games, while other studies have contributed to the theoretical development of relational research from the perspective of the French 'course of action' socio-cognitive model (e.g. Guillou & Durny, 2008, for an overview, see Musard & Poggi, 2013).…”

Section: Relational Researchmentioning

confidence: 99%

New research programmes in physical education and sport pedagogy

Kirk

Haerens

2014

Sport, Education and Society

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During the past decades, significant progress has been made in the development of physical education and sport pedagogy (PESP) research with the field reaching a level of maturity and critical mass. In light of this development, it seems worthwhile to take an overarching view on existing evidence in order to identify a number of emerging challenges that researchers in PESP might want to address in future studies. We argue that there is an emerging consensus (in the English-language research community) that pedagogy is the proper object of study of educational research in physical education and sport, confirmed by the increasing prevalence of studies that explore relations between the components of teachers, teaching and teacher education, curriculum and learners and learning. At the same time, and despite evidence of development, we acknowledge that compared with other Kinesiology fields, PESP research has lacked influence and impact. In the present contribution, three features of future research in PESP are considered: practice-referenced research, a programmatic approach and interdisciplinary research. We conclude that strong leadership will be required to facilitate a future agenda, and that PESP researcher may need to begin to scale up their work and publish it in a wider range of educational research journals

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“…This study is part of an approach to the activity of actors in the context described as the 'situated approach' (for a review in PE, Rovegno 2006) and makes use of a theory based on the principles of situated action and situated cognition: the semiotic framework of the 'course of action' (Theureau 2003(Theureau , 2006(Theureau , 2009Theureau and Filippi 2000). This theory was inspired by situated cognitive anthropology (Durand 1996;Gal-Petitfaux et al 2010) and has provided the basis for a considerable amount of French research in various fields related to sports practices over the past 10 years, including collective activity in high-level sports (Bourbousson et al 2011); coaches' and elite athletes' activities (Hauw, Renault, and Durand 2008;Sève et al 2005); student activity in sports (Guillou and Durny 2008); activity configurations, interactions, and cognitive artifacts (Veyrunes, Gal-Petitfaux, and Durand 2009); novice teachers and physical education teacher education programs (Ria et al 2003); experience and professional knowledge construction (Flavier et al 2002;Méard, Bertone, and Flavier 2008); and pedagogical supervision and pre-service/mentor interactions (Chaliès et al 2010).…”

Section: Theoretical Framework: Course Of Actionmentioning

confidence: 99%

Relation between students' involvement and teacher management strategies in French ‘difficult' classrooms

Vors

Gal‐Petitfaux

2014

Physical Education and Sport Pedagogy

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Background: Since 2010, French secondary schools with a high proportion of students in academic difficulty benefit from a compensatory education policy called 'É coles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite' (É CLAIR). These students tend to behave poorly and frequently disengage from learning tasks, and thus one of the greatest challenges for teachers is to keep them focused and active. The 'academic learning time in physical education' is very low, about 14.4%. Purpose: This case study investigates the relations between the students' motor and social involvement and the class management strategies of four experienced physical education (PE) teachers in a difficult educational context. Participants and Setting: This case study focuses on four secondary school classes with the same characteristics: all are part of the É CLAIR program, are taught by experienced PE teacher, with hardly manageable underachieving students in drop-out situations (16 in total, between 12 and 16 years old), and offer four units of gymnastics (for a total of 26 lessons). The classes were organized as group activities, with instruction sheets, with an educational project based on the students' sense of autonomy and responsibility.Research Design: This research was conducted following a situated approach from the cognitive anthropology framework of 'course of action'. Data collection: Extrinsic classroom data were collected by observing the students' and teacher's activities within the classroom and using audiovisual recordings. Intrinsic data were collected during self-confrontation interviews held after the lessons. Data Analysis: The data were processed in three stages: (a) the structure of students' and teachers' behaviors; (b) the dynamic of students' and teachers' experience, and (c) the classroom management strategies related to student misbehavior. Findings: The findings reveal that in spite of permanent classroom agitation, working involvement predominated with only short periods of student disengagement. Compromises organize the relation between students' involvement and teacher management strategies. There is a compromise between work and play time for the students -they mainly remained involved in their work, and were appropriately involved in their task both physically and socially. Then, there is a compromise of acceptance for the teachers, as they use specific management strategies based on controlled short drop-outs as a source of student involvement in work. Conclusions: These findings raise the question of how PE teachers working under the compensatory policy can best manage student misbehavior. The teacher's acceptance, compromises within the classroom, zone of acceptable responses, and articulation of instruction activity with misbehavior management, are as many factors improving teachers' professionalization.

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Students' situated action in physical education: analysis of typical concerns and their relations with mobilized knowledge in table tennis

Cited by 12 publications

References 20 publications

Sport Coaches' Perceived Role Frames and Philosophies

Sport Coaches' Perceived Role Frames and Philosophies

New research programmes in physical education and sport pedagogy

Relation between students' involvement and teacher management strategies in French ‘difficult' classrooms

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