Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students' engagement or selfassessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, selfassessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls-8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls-13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (handshoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. "On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS)." Motivation and Emotion 24 (3): 175-213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees (p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 (p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 (p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = −0.89).

The Trier Social Stress Test (TSST) and its version for groups (TSST-G) are the gold standard for inducing acute psychosocial stress in human experimental settings and have been used in numerous studies since the early 1990s. The TSST and the TSST-G lead to effects on different physiological and psychological markers, such as salivary cortisol, anxiety, and emotional states. These effects were assessed with quantitative methods comparing pre-test and post-test measures with statistical analyses. But to date, no qualitative analyses have been conducted to examine the meaningful experience of participants during the TSST and the TSST-G. This study is the first to conduct qualitative investigations to further clarify the stressful experience of participants confronted with these procedures. Preliminary results showed as expected that the TSST and the TSST-G effectively induced psychosocial stress, with cortisol levels, cognitive anxiety, somatic anxiety, and arousal increases, and with pleasure and dominance decreases. At the qualitative level, the results evidenced that the two theoretically stressful components of the TSST and the TSST-G, namely social-evaluative threat and uncontrollability, were experienced as stress-inducing by the participants. Two case studies confirmed these findings. But the results also showed on one hand that psychosocial stress is a dynamic phenomenon, with important fluctuations throughout the tasks (mainly for the TSST-G); and on the other hand that despite the similar physiological and psychological responses between the TSST and the TSST-G evidenced by the literature, the experience of the participants was both similar and specific. Use of a qualitative method allowed us to provide a complementary point of view to understand the meaningful experience of participants during these stressful procedures, apprehending the dynamic of the subjective stress experience without disrupting it.

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.

Le but de l'étude est de tester l'effet d'un dispositif de feedbacks augmentés basé sur le vidéofeedback à l'ensemble d'une classe sur l'apprentissage d'une habileté couramment visée en EPS, l'appui tendu renversé. A partir d'une revue de littérature centrée sur les fonctions et les conditions d'émission du feedback afin d'optimiser les apprentissages moteurs, un dispositif est pensé et mis en place durant les quatre premières semaines d'un cycle de gymnastique avec une classe de sixième (19 élèves). Ce dispositif consiste à proposer à tous les élèves, lors d'un essai sur cinq, une série de feedbacks : un feedback interrogatif, un feedback vidéo et un feedback prescriptif. Les résultats montrent une amélioration significative de la motricité ainsi qu'une augmentation de la motivation intrinsèque et une diminution de l'amotivation lors de la réalisation de l'exercice lié au dispositif. Si certaines limites sont prises en compte dans l'interprétation des résultats, les auteurs encouragent l'analyse de ce type d'innovations pédagogiques par une approche technologique afin d'améliorer les stratégies d'enseignement. Mots-clés : vidéofeedback, appui tendu renversé, apprentissages moteurs, motivation, approche technologique.

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International audienceSince 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called 'E ´ coles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite' (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage from academic tasks and provoke conflict in the classroom. However, some physical education (PE) teachers are able to develop successful teaching strategies. This case study has analysed precisely the activity of the teacher in relation to the activity of the students in these difficult classes. It examined the successful forms of interaction between teachers and students in PE classes and sought to determine the meaning of these interactions in structuring a 'difficult' classroom culture. The study was conducted within a situated cognitive anthropology framework in middle schools enrolled in the ECLAIR programme. Eight successful PE teachers and 24 students between the ages of 12 and 16 were involved in this qualitative study. The results revealed that, in spite of divergent intentions, the respective activities of the teachers and students remained coordinated. This coordination was based on a recurrent form of classroom interaction that made use of processes of ostentation and masking

Introduction:In recent years, hybrid methodologies have undergone considerable development. For sport pedagogy research, this mixed methods design is helpful because it moves beyond paradigm wars or conflicts between qualitative and quantitative research.However, mixed research in physical education remains rare, whereas the literature is much richer in the sports field.Purpose: This paper gives a synthesis of the use of hybrid methods in sport pedagogy research both in a literature review and in this special issue entitled "Mixed methods in intervention sciences in PSE: a heuristic enrichment or a weakening of frameworks?".Methods: For the literature review, we used the EBSCO database using SPORTDiscus. The keywords selected were "physical education" and "pedagogy" crossed with "multimethod" or "mixed methods" or 'multilevel analysis' or "multisource" or "multimodal" or "combined analysis". In total, 23 articles were found, and we retained 11 articles corresponding to the selection criteria. We added the six articles of this special issue. Thus, 17 articles were analyzed by identifying: the object of study, the type of data collected, the articulation of approaches, the articulation of methods, the articulation of data and the function of the MMR used. Findings:The results of this literature review show that the term "mixed methods" covers the largest number of studies. The articles selected are recent with most studies from 2018 onwards. The 17 articles selected present different objects of study (mainly focusing on student perspectives, intervention programs and physical activity). The articulation of approaches shows that theoretical frameworks are often based on a contextualized approach, mainly in the classroom. Most of the studies presented in this review do not work on the congruence of the theoretical frameworks (most often, the articulation is not specified). However, it is different in the special issue with precision about paradigm emphasis.Articulation of methods is mostly convergent, implementing both quantitative and qualitative methods in a single phase. The quantitative data analyzed are audio and/or visual recording, measure of physical activity (accelerometry), measures of performance or motor skills and surveys. The qualitative data are mainly from interviews (mostly semi-structured interviews in the literature review, and self-confrontation interviews in the special issue). Articulation of data priority is often given to qualitative data. The function of the mixed methods is mainly complementarity. Discussion and conclusion:This section highlights the strengths, weaknesses, and opportunities of MMR, questioning its supremacy as a third research paradigm. The conclusion indicates the limitations of this literature review and offers perspectives for future research, advising making the articulation more explicit especially in theoretical concerns.

À la rentrée scolaire 2006, les 249 collèges français les plus en difficulté ont été intégrés dans des Réseaux ambition réussite (RAR). La difficulté des élèves se traduit par des comportements typiques d’absentéisme, d’incivilité, de décrochage, de refus de travailler. Un véritable enjeu de socialisation s’impose alors pour ceux-ci, auquel les enseignants tentent de répondre par le renforcement de leur autorité en classe et l’abandon ponctuel de leurs exigences d’apprentissage. Notre étude de cas analyse l’activité en classe d’un enseignant d’EPS expérimenté et de ses élèves, lors de cycles de gymnastique par ateliers, dans un collège RAR. Elle vise à comprendre comment cet enseignant expérimenté parvient à développer une socialisation scolaire chez les élèves, pourtant réfractaires à toute norme scolaire, sans abandonner ses exigences d’apprentissage. Elle est conduite selon la théorie de « l’action située » et du modèle anthropologique du « cours d’action ». Les matériaux proviennent d’une description ethnographique et d’entretien d’autoconfrontation avec l’enseignant et quatre élèves. Les résultats montrent que l’enseignant installe un processus de socialisation « silencieux » par la mise en synergie de la socialisation scolaire et de la transmission de savoirs disciplinaires en gymnastique.At the beginning of the 2006 school year, the 249 French colleges experiencing the most difficulty became part of an “Ambition Success” network (RAR). These students’ problems involved absenteeism, incivility, dropping out and refusing to work. A real socialization issue was at stake for these students, and teachers tried to meet their needs by reinforcing their authority in class and lowering their pedagogical standards. Our case study analyzes the classroom activity of an experienced physical education teacher and her students during gymnastics cycles in an RAR college. It attempts to understand how this experienced teacher is able to develop school socialization among the students, who were resistant to all school standards, without lowering her pedagogical requirements. The case study is based on the “situated action” theory and the anthropological “action course” model. The materials come from an ethnographic description and self-confrontation discussion with the teacher and four students. The results show that the teacher uses a “silent” process of socialization through creating a synergy of socialization and the transfer of gymnastics knowledge.Al iniciarse el año escolar 2006, los 249 colegios franceses con más dificultades fueron integrados a la red « Ambition réussite » (RAR). La dificultad de esos alumnos se traduce en comportamientos típicos de ausentismo, incivilidad, abandono escolar, rechazo de trabajar. Un verdadero desafío de socialización se impone a dichos alumnos, al cual los maestros tratan de responder a través del refuerzo de su autoridad en el salón de clases y del abandono puntual de sus exigencias de aprendizaje. Nuestro estudio de caso analiza la actividad en clase de un maestro de EPS experiment...