Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

In this study, the interaction of hand preference, eye dominance, and performance in archery was investigated. Beginners' accuracy (right-handed French students (48 men, 34 women) from the University of Sport Sciences (M age = 19.3 yr., SD = 1.7 yr.), were tested and 1,323 practitioners were given a laterality questionnaire. Analysis suggested the interaction of hand preference and eye dominance might influence accuracy of the novice archers (uncrossed patterns were more accurate) when the bow was used without sights, but the use of sights by practitioners seemed to eliminate this effect.

Abstract. This research examines if aggressive responses through a shooter bias are systematically generated by priming outgroups or if a threat stereotypically associated with the primed outgroup is required. First, a pilot study identified outgroups stereotypically associated and not associated with threat. Afterwards, the main study included a manipulation of target group accessibility – ingroup versus nonthreatening outgroup versus threatening outgroup. Following exposure to primes of the group categories, the participants in all conditions played a shooter game in which the targets were males and females with ambiguous ethnicity and religion. Results demonstrated that while only priming of an outgroup stereotypically associated with threat elicits aggressive responses, priming of both nonthreatening and threatening outgroups leads to an increase in the ability to distinguish between stimuli compared to ingroup priming. These effects are discussed in terms of priming effects, dimensions of threat, and possible interpretations of this ability increase.

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Highlights A dominance analysis of psychological variables associated to BD is proposed. Positional, inter-individual and intra-individual factors were investigated. The variables most associated to BD were enhancement motives and drinking identity. The second order variables associated with BD were subjective norm and social motives. Prevention actions may benefit of specifically targeting inter-individual variables.

Cette recherche-action a été développée en collaboration avec une enseignante d’une classe de 3e primaire (7-8 ans) afin de soutenir la participation de tous les élèves dans une classe multiculturelle et plurilingue. La stratégie pédagogique implantée porte une attention particulière aux élèves peu choisis comme camarades de jeu ou partenaires de travail – autrement dit, qui ont un bas statut parmi leurs pairs. L’objectif du dispositif est de valoriser la contribution de ces élèves en s’appuyant sur leurs compétences linguistiques en langue d’origine dans des activités coopératives. L’étude mesure l’évolution de leur statut parmi les pairs (le nombre de fois où ils sont choisis pour jouer ou travailler) et évalue dans quelle mesure ce statut prédit les interactions dans les petits groupes avant et après l’intervention. Avant l’intervention, ceux qui ont un statut plus élevé dominent les interactions, indiquant une participation inégale. Suite à l’intervention, les statuts et la participation s’améliorent pour tous, et particulièrement pour les élèves qui avaient un statut initial bas. Le statut ne prédit alors plus les interactions dans les groupes de travail. Ces résultats ouvrent des pistes pour favoriser l’équité dans les classes à forte diversité linguistique.

The induced-hypocrisy is a paradigm in which people promote a normative behavior (normative salience step) and then recall their past transgressions (transgression salience step). It is an effective two-step procedure for encouraging prosocial behaviors. This study aims to explore whether discrimination can be reduced using the hypocrisy paradigm combining two kinds of social norms, namely injunctive and descriptive norms. We assigned 80 participants to descriptive norm-related hypocrisy, injunctive norm-related hypocrisy, combined-norm hypocrisy, and control conditions. Results showed that intention to adopt active normative behaviors was higher in the combined-norms than in the single norm hypocrisy conditions. We observed the same pattern in reducing discriminatory behaviors in the Cyberball game, which measures passive discrimination (exclusion). Our findings have both practical and theoretical implications. First, they provide a new and effective means for producing behavioral changes in the field of discrimination. Second, they contribute to further investigating the explanatory processes underlying the hypocrisy effect.