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Résumé Cet article a pour objectif de montrer comment un dispositif de vidéo-formation permet à des étudiants STAPS d’approcher l’expérience corporelle vécue par un enseignant durant la leçon d’EPS. Cette formation avait pour objectif le développement de compétences d’intervention en classe. La méthode utilisée s’inscrit dans le cadre de la théorie du Cours d’action en anthropologie cognitive (Theureau, 2006) en référence à l’hypothèse de l’action et de la cognition situées (Hutchins, 1995 ; Suchman, 1987) et celle de l’enaction (Varela, 1989). L’étude a pu montrer que la confrontation à la vidéo permet d’approcher l’expérience corporelle de l’enseignant en situation d’enseignement en classe. Le dispositif audio-visuel utilisé permet : a) d’envisager grâce à une activité réflexive l’expérience corporelle vécue en classe par l’enseignant en situation d’intervention et b) de développer une réflexivité collective permettant de construire et de résoudre un problème professionnel afin de développer des compétences d’intervention en classe. Ainsi, la vidéo est envisagée comme permettant une immersion sensorielle favorisant la transformation du vécu sensoriel en connaissances représentationnelles. Elle contribue ainsi à former les enseignants à une analyse critique de leur activité de travail en classe et à leur développement professionnel.

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Many new video-based technologies (e.g., eye trackers, point-of-view camera) have been integrated into sport referee performance monitoring and training. Mobile 360° video (an omnidirectional video-capture tool affixed to the referee during their performance using a chest harness) provides moving images recorded from a first-person perspective. This case study explored rugby union referees’ and referee coaches’ engagement with mobile 360° video during a viewing of another referee’s performance. Using an other-confrontation interview approach, referees’ and referee coaches’ cognitive activity (interests, concerns, noticing, and knowledge) while viewing mobile 360° video was elicited and studied. Participants experienced heightened immersion in the situation, as well as enhanced discovery and noticing behavior, and they constructed different types of embodied and corporeal knowledge. Using a rugby union setting, this occurred through enhanced perceptual involvement provided by mobile 360° video for reflection on referee positioning and movement, contextual inference about decisions, and sensitivity to player cues and interactions. This study provides preliminary evidence for the utility and acceptability of mobile 360° video as a pedagogical innovation in referee training to enhance referees’ decision making, game management, and reflexivity. Limitations, challenges, and applications of immersive mobile 360° video as a pedagogical tool in rugby union refereeing and other sports are discussed.

Drowning is a serious public health problem threat claiming the lives of 372,000 people each year worldwide that can be linked to an individual’s ability to swim. Learning to swim requires limited fear of water. This exploratory study investigated the potential interests of 360° video use for reducing fear and apprehension that underpin aquaphobia. Two students aged 11–12 years old who were non-swimmers with a reluctance to enter the water (i.e., a refusal and/or fear of immersion or to immerse only part of the face or the body in water) participated in qualitative interviews while viewing 360° video of an aquatic environment at progressively deeper levels through a head-mounted display (HMD). Three main findings were identified. First, the use of a 360° video viewed in an HMD led students to live an original corporeal immersive experience, a kind of immersion in the pool but experienced outside the pool. Second, students felt a strong emotional engagement between anxiety and curiosity from exploring the aquatic environment. Third, during the viewing situation, students developed and acquired accurate perceptive cues and knowledge related to the aquatic environment. The implications of these findings highlight the benefits of 360° video use as a tool to enhance greater confidence and familiarity with the aquatic environment to support learning and reduce phobia in non-swimmers. Limitations of the study and future research directions are discussed.