Knowledge-in-action between rules and experiences: lessons from high performance sport for physical education

Abstract

Background: Most of the current work in physical education champions a culture of 'offbeat' educational practices over more traditional and accepted methods. However, in this paper we claim that in order for a student to gain a quality physical education, practices and methods used for novices need to be closely linked to those used by high performing athletes. Purpose: Our study, which draws on scientific research in didactics, will study high performance situations in rhythmic gymnastics as a possible 'model' for physical education in schools. The study uses 'undeveloped' students so that conclusions can be drawn by analysing both the application of the 'traditional rules' of rhythmic gymnastics to their work as well as the students' own 'concrete experience'. Method: From the detailed analysis of these two contrasting training methods in France and in Bulgaria, we will describe the type of knowledge gained by the trainer and gymnast; looking at their execution of a series of pivots on the same foot, performed within an individual exercise with handling of apparatus, with reference to the strict rules of the sport. In order to do this, we have compiled a dossier of the different interactions of the trainer/gymnast pair in both situations. Conclusions:The results show that, in each situation, the trainer interacts with the gymnast by emphasising both the technical aspect of their work, as well as encouraging the gymnast to take responsibility for her work. Both aspects serve to make up a 'milieu' (medius) between gymnast and trainer. The milieu is 'didactic' in the sense that the gymnast is compelled to act instinctively when faced with a 'physical' obstacle. In this case, creating a particular rule within a sport is akin to creating a sense of autonomy: in other words, the gymnast incorporates the particular rule rather than consciously following it. This paper demonstrates, for all situations and levels of ability, that a collective genesis of knowledge can be gained through changes to behaviour, rather than simply accumulating factual knowledge.

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010

“…Another issue is the knowledge actually taught and learnt. French-speaking researchers dealing with this issue most commonly refer to the Joint Action in Didactique (JAD) framework (Amade-Escot and Bennour 2017; Amade-Escot, Elandoulsi, and Verscheure 2015; Amade-Escot and Venturini 2015; Barker, Wallhead, Brock, Goodyear, and Amade-Escot 2017; Leriche et al, 2016;Loquet 2011). This framework may be seen as a situated and institutional analysis of the content taught and learnt in the classroom from the perspectives of both the teacher and the students (Ligozat and Almqvist 2018).…”

Jumping together: apprenticeship learning among elite trampoline athletes

“…Despite this, research on the training and learning of elite athletes tends to characterise this training and learning as primarily individual (Ericsson 2003). A few studies have explored apprenticeship learning in sports at the elite level, with such studies often examining either mentoring in coach education (Culver and Trudel 2006;Cushion 2006;Jones, Harris, and Miles 2009), or the athlete -coach relationship (Loquet 2011). A smaller group of studies has addressed the learning processes which occur within athlete -athlete interactions.…”

Critères d’identification d’entraîneurs experts. Proposition dans le contexte du haut niveau et de la préparation des Jeux olympiques

“…Un quart seulement est en poste depuis au moins huit ans. Par ailleurs, l'entraîneur s'appuie principalement sur son expérience et celle de pairs pour prendre des décisions et agir (Burlot & al., 2019 ;Cushion, Armour, & Jones, 2003 ;Erickson, Côté, & Fraser-Thomas, 2007 ;Fleurance & Cotteaux, 1999 ;Gould, Giannini, Krane, & Hodge, 1990 ;Lemieux & Mignon, 2006 ;Loquet, 2011 ;Pérez, 2009 ;Reade, Rodgers, & Hall, 2008 ;Saiz, Calvo, & Ibanez Godoy, 2009). Le renouvellement élevé des entraîneurs couplé à l'importance de l'expérience amène à étudier et à mettre en place des projets de capitalisation des savoirs (Zacklad & Grundstein, 2001) issus de l'expérience de ces entraîneurs.…”