In sport science literature, referring to the Input-Process-Outcome (IPO) model, few studies demonstrated links between team training and team learning despites several calls for empirical studies. Thus, this study aimed at exploring systemically the building process of the interpersonal coordination by focusing on (1) a specific antecedent (i.e., video feedback during practice), (2) the influence of this antecedent on the team learning process, and (3) outcomes from this process as shared cognitive contents. Thus, this study was original by examining empirically the IPO model in a sport-training context. Our study showed that Input influenced the specific learning Process during practice (five processes) and video feedback sessions (five processes) and produced Outcomes (six typical shared cognitive contents). Finally, results are discussed in relation to team learning processes theoretically identified in the literature and an IPO soccer model adapted to team learning in a soccer context is proposed.

Purpose This paper aims to explore team learning processes used by soccer players in a professional training context by focusing on their identification and evolution for 22 months. Design/methodology/approach A soccer team from a professional academy participated to this study based on six training sessions. Qualitative data on training sessions were collected. Data analysis followed four steps: reporting the game timeline and behaviours connected to each situation; coding verbal data by delineating meaningful units of activity; classifying meaningful units of activity according to team learning processes derived from previous studies; and providing a temporal graph representing occurrences of team learning processes at each training session. Findings Results showed that soccer players used 13 team learning processes during training sessions. Two processes are mainly mobilized to visualize the situation and to plan. A temporal graph was edited to represent processes evolve over training sessions. The latter illustrated a stability in team learning processes mobilization during the 22 months follow-up. Research limitations/implications This study complete knowledges about team learning by providing a fine-grained understanding of how players learn in teams and how team learning processes evolve over time. Practical implications This paper can help practitioners who manage teams in high temporal pressure situations to design adapted training programs. Originality/value This exploratory study highlights that the team learning processes usually mobilized “off-field” could also be used by team members in high temporal pressure situations, “on-field”. This study offers an original longitudinal approach that fits with some recent calls for contribution about team activity and could benefit to other research fields.

Cet article présente une étude comparative relative à l’apprentissage collaboratif au sein d’une formation en sciences et techniques des activités physiques et sportives à l’université en France. Deux groupes d’étudiants ont participé à un dispositif de formation en sport collectif comprenant un jeu modifié et une modalité particulière de feedback, soit sous forme de débats d’idées, soit sous forme de feedback vidéo. Des données comportementales et des données verbales relatives à l’expérience des participants ont été recueillies. L’évolution des comportements met en évidence un effet dispositif, avec une différence significative en faveur du groupe feedback vidéo. Des analyses qualitatives mettent en évidence, d’une part une variété de processus d’apprentissage collaboratif, en cours d’action et à distance de l’action, intra-subjectifs et intersubjectifs, d’autre part les incidences du type de feedback sur ces processus. Ces résultats sont discutés au regard des avancées de la recherche en pédagogie des sports collectifs, et en questionnant le construit d’apprentissage collaboratif.

No abstract

This study investigates the visual activity of fencers in conditions resembling official competitions. Previous research in experimental conditions has shown that experts focus on specific areas of the torso and the armed arm to control movement initiation. Eight right-handed fencers (epee: two males, one female; foil: one male; sabre: two males, two females) participated in a simulated competition, wearing an eye tracker during one bout. The findings showed that the main fixation in foil and sabre is the upper torso, while in epee, it is the lower torso. In epee and sabre, the upper torso is viewed about 50% of the time, with three other areas also observed, while in foil, the fixation is totally directed to the upper torso. Additionally, two new areas of interest were identified: the score machine and an area involving fixations other than the opponent. The study found no direct link between visual activity and performance. The visual search strategy varies among weapons, with foil using a gaze anchor or foveal spot and epee and sabre utilizing a visual pivot due to the discipline’s inherent rules. The study also emphasizes that competition-like conditions can disrupt visual activity with external stimuli, possibly affecting performance.