Développer des savoir-faire perceptifs en Éducation Physique et Sportive : analyse de l’activité d’élèves engagés dans une séquence d’enseignement de step
The aim of this study was to analyze the activity of students engaged in Physical Education (PE), especially a physical self-development activity (step), in order to explore their learning and sensory learning processes. We used the notions of body capability and perceptual know-how to characterize...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Association Recherche et Pratique sur les Activités
2019-04-01
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| Series: | Activités |
| Subjects: | |
| Online Access: | https://journals.openedition.org/activites/4055 |
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| Summary: | The aim of this study was to analyze the activity of students engaged in Physical Education (PE), especially a physical self-development activity (step), in order to explore their learning and sensory learning processes. We used the notions of body capability and perceptual know-how to characterize and highlight the students’ transformation, concerning their use of physical perception and their capacity to regulate their personal physical practice. Four students and their teacher participated in this study. Their activity was studied in situ during a period of step teaching, in accordance with the theoretical and methodological frame of the “Course of action” program (Theureau, 2006, 2009, 2015). In the first section, the results show the typical concerns of students engaged in these lessons, with one part focusing on an exploitation of physical perception. These concerns relate to: (a) effectiveness in execution, (b) self and body listening, (c) optimization of the relation between personal capacities and the choice of exercise intensity. The second section shows the knowledge constructed and updated by the students. Three types of knowledge were identified: (a) general, (b) about oneself in the realization of the movement, (c) concerning his/her body capabilities. The third section presents the dynamic of concerns and knowledge during the eight-lessons sequence through the four case studies. These results lead to a better understanding of how perceptive know-how is constructed, and to the creation of favorable designs for personal and responsible practice. |
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| ISSN: | 1765-2723 |