Formes d’expériences sensorielles structurant les stratégies d’intervention en classe difficile

Vors, Olivier; Gal‐Petitfaux, Nathalie

doi:10.4000/rechercheseducations.2208

rechercheseducations

2014

DOI: 10.4000/rechercheseducations.2208

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Formes d’expériences sensorielles structurant les stratégies d’intervention en classe difficile

Olivier Vors¹,

Nathalie Gal‐Petitfaux²

Abstract: Cette recherche étudie les formes d'expériences sensorielles structurant les stratégies d'intervention en classe de l'enseignant dans un dispositif de travail par ateliers en classe difficile. Conduite avec le cadre théorique et méthodologique de l'anthropologie cognitive située, elle catégorise in situ le registre sensoriel des expériences de l'enseignant sous forme de couplage expériences sensorielles/préoccupations. Les résultats montrent trois stratégies d'intervention typiques de l'enseignant conciliant l… Show more

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Cited by 6 publications

References 14 publications

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Sensory learning in physical education and deceleration experiences during accelerated physical activity: the example of step fitness in a school setting

Paintendre¹,

Andrieu²,

Schirrer³

2023

Mov Sport Sci/Sci Mot

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A paradox seems to run through our contemporary Western societies: between the search for a fulfilled life organized around bodily well-being (physical practices, curative methods, etc.) and the acceleration of time, which seems to hinder this personal development by condensing and fragmenting the experiences as they are lived. In Physical Education, the physical step practice does not escape this paradox. The proposed didactic framework is certainly based on an analysis of bodily sensations in order to organize one’s practice, but it is also based on the requirements of effort intensity and optimization of execution speed and motor qualities in order to meet training objectives. The aim of this article is to analyze the experience of pupils doing step exercise in a school setting. To what extent can this rhythmic and intense practice engage the pupils in a deceleration that could promote meaningful sensory experiences? Based in emersiology, the study is inscribed in the theoretical framework of the course of action in order to analyze the commitments and the sensory register of the pupils during school step classes. Finally, step offers a space of intentional deceleration that allows for listening to one’s body sensations.

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Sensory learning in physical education and deceleration experiences during accelerated physical activity: the example of step fitness in a school setting

Paintendre¹,

Andrieu²,

Schirrer³

2023

Mov Sport Sci/Sci Mot

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Comprendre l’expérience corporelle vécue par les élèves en escalade : une ressource pour différencier l’enseignement

Candy¹,

Mouchet²

2021

Carrefours De l'Éducation

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Cet article vise à comprendre, selon un ancrage psychophénoménologique, l’expérience corporelle vécue par les élèves en escalade scolaire. Plus précisément, il s’agit d’étudier la structuration de leur champ d’attention ainsi que leur dynamique attentionnelle. Nous prenons appui sur des études de cas d’élèves de différents niveaux de pratique. Notre dispositif méthodologique prend appui sur des entretiens d’explicitation. Les résultats démontrent que l’expérience corporelle est anticipée différemment selon le niveau de pratique des élèves. Relativement à la structuration du champ d’attention, nous constatons que ce qui fait intérêt dans l’expérience corporelle du grimpeur dépend non pas de son niveau de pratique mais de profil de fonctionnement singulier.

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Comprendre l’activité en situation : articuler l’action et la verbalisation de l’action

Mouchet¹

2016

Savoirs

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Formes d’expériences sensorielles structurant les stratégies d’intervention en classe difficile

Cited by 6 publications

References 14 publications

Sensory learning in physical education and deceleration experiences during accelerated physical activity: the example of step fitness in a school setting

Sensory learning in physical education and deceleration experiences during accelerated physical activity: the example of step fitness in a school setting

Comprendre l’expérience corporelle vécue par les élèves en escalade : une ressource pour différencier l’enseignement

Comprendre l’activité en situation : articuler l’action et la verbalisation de l’action

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