Le programme de recherche cours d'action L'analyse de l'activité dans les situations sportives par l'articulation de données hétérogènes : Réflexions et perspectives au service de l'ingénierie de conception
A large body of literature has highlighted the role of exploration in skill acquisition, with much of it showing that variable practice conditions encourage exploration. However, how learners make sense as they explore contrasting learning conditions remains unclear. Our study, rooted in the enactive approach tested a twofold hypothesis: (1) exploration takes different forms speci ed by the general dimensions of sense-making activity and (2) the speci cation of these general dimensions is related to the practice conditions.Our study focused on a climbing task over a 10-session learning protocol. Twelve sports sciences students participated under variable and constant practice conditions. First, two steps were drawn from the course-of-action research program: (1) documenting the climbers' lived experience during previews and climbs with video recordings of their activity and self-confrontation interviews and (2) identifying the general dimensions of intentions, perceptions and actions using thematic analysis. On this basis, a quantitative analysis was then conducted to identify phenomenological clusters (PhC) through a hierarchical cluster analysis of the general dimensions. Last, the distributions of these PhC for the rst and last sessions of the learning protocol were compared.Our results showed singular distributions of the four PhC identi ed in both previews and climbs between the rst and last learning sessions. This supports our rst hypothesis by highlighting the four PhC, two for the preview and two for the climb. Our results did not support the second hypothesis, however, of a link between PhC and practice conditions in that no condition-speci c PhC were identi ed.
IntroductionA pedagogical innovation backed by an online device using 360° video had been devised to train young team sports referees (handball, soccer, rugby) to be more reflective. The objective of this exploratory research was to investigate the ways young student referees use 360° videos in allo-confrontation when carrying out some exercises involving open questions about their viewing experience.MethodsStudent referees' answers were recorded. A grounded analysis of these answers enabled us not only to identify their main focuses when viewing the 360° videos but also to distinguish different cognitive stances.ResultsThe grounded analysis revealed (1) idiographic differences between student referees in the video sequencing, although the participants seemed to share the same reference points, (2) two kinds of focus, one on the unfolding of the game and another one on the referee peer's activity, and (3) different perspectives according to which student referees use video and to initiate a reflection on a differentiation of several types of immersion: empathetic, simulation, exploratory.DiscussionThis study highlighted the conditions under which referees' reflectivity was fostered by the use of 360° video during allo-confrontation. Some perspectives for the evolution of 360° video supports for designing training courses for referees are proposed.
A large body of literature has highlighted the role of exploration in skill acquisition, with much of it showing that variable practice conditions encourage exploration. However, how learners make sense as they explore contrasting learning conditions remains unclear. Our study, rooted in the enactive approach tested a twofold hypothesis: (1) exploration takes different forms specified by the general dimensions of sense-making activity and (2) the specification of these general dimensions is related to the practice conditions. Our study focused on a climbing task over a 10-session learning protocol. Twelve sports sciences students participated under variable and constant practice conditions. First, two steps were drawn from the course-of-action research program: (1) documenting the climbers’ lived experience during previews and climbs with video recordings of their activity and self-confrontation interviews and (2) identifying the general dimensions of intentions, perceptions and actions using thematic analysis. On this basis, a quantitative analysis was then conducted to identify phenomenological clusters (PhC) through a hierarchical cluster analysis of the general dimensions. Last, the distributions of these PhC for the first and last sessions of the learning protocol were compared. Our results showed singular distributions of the four PhC identified in both previews and climbs between the first and last learning sessions. This supports our first hypothesis by highlighting the four PhC, two for the preview and two for the climb. Our results did not support the second hypothesis, however, of a link between PhC and practice conditions in that no condition-specific PhC were identified.
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