Notion de temps d'apprentissage et son evaluation en situation d'enseignement

Brunelle, Jean; Tousignant, Marielle; Godbout, Paul

doi:10.2307/1494534

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…To explain the overall technical weaknesses of Canadian volleyball players, it may be worthwhile measuring the quality of training offered to the athletes with indicators like active learning time in physical education or opportunity to respond. 19,46 Researchers could then determine whether these weaknesses are caused by late sport participation or not. Studies with an LTAD focus could describe coaches’ intervention effectiveness and training process complexity, which would bring together contextual factors like player and team needs, sport legislation, and resources availability for coaches and athletes.…”

Section: Discussionmentioning

confidence: 99%

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Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

Chevrier

Roy

Turcotte

et al. 2016

International Journal of Sports Science & Coaching

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Volleyball Canada and Volleyball Quebec developed long-term athlete development models in order to guide volleyball coaches concerned with athlete development. These models propose guidelines about the development of skills. However, it has yet to be determined whether coaches apply long-term athlete development guidelines in their coaching practice. Therefore, the objectives of this study were to describe the amount of time devoted to the various skills trained by four volleyball coaches of different levels and to compare these training skills with the long-term athlete development guidelines. The results of this multiple case study (n ¼ 4) indicated that based on long-term athlete development guidelines, (a) college and university coaches over-trained technical skills; (b) high school coaches and university coaches undertrained individual tactical skills; and (c) high school coaches over-trained team tactical skills. Corrective measures that might help coaches apply the long-term athlete development guidelines are changes in the access to training facilities, competition schedules, and coach education programs.

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Section: Discussionmentioning

confidence: 99%

“…Second, the researcher and the coach’s results were compared, and the inter-observer reliability was calculated to be 92%. 19…”

Section: Methodsmentioning

confidence: 99%

Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

Chevrier

Roy

Turcotte

et al. 2016

International Journal of Sports Science & Coaching

View full text Add to dashboard Cite

show abstract

“…The analysis of behavior Teaching, the trainer holds the characteristics of students, characteristics of the content he wishes to address, situational data like time and physical structures available to it. We can focus as well on the study of the interactions that develop between the person of the teacher and pupils (Brunelle, Tousignant, & Godbout, 1983), interactions that go build the educational climate. In fact, Smith, Smoll, and Hunt (1977) reported that this environment is related to the perception how students interventions of the teacher.…”

Section: The Teaching Practicementioning

confidence: 99%

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2015

JPES

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This study explored the several common skills employed by future teachers during the learning athletics situations and determines the current profile of Tunisian future physical education' teacher. They were 36 sports science students pursuing degrees in Exercise Science and Physical Education. All learning lessons were observed for four months throughout the entire semester. Results showed no significant difference was observed between groups in skills employed by future teachers (run, jump and throw). However the results provided skills which were involved in the teaching / learning pattern of educational situations regardless of specialty taught as follows: The teacher's behavior 16% as the most representative factor of the teaching profile' Process, learning preparation 14%, Relationship competence' skills 13 %, expectations and adjustment of learning 7% and Pedagogical relationship since it represents just 6%. In conclusion, this study helps to improve the teachinglearning process by allowing teachers to work on the requested skills.

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Effect of Structured Ice Hockey Training on Scores on Field-Dependence/Independence

et al. 1988

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The aim of the present study is to test two hypotheses, (1) Witkin and Goodenough's 1982 assumption that participation in a structured physical activity increases field-independence and (2) that subjects characterized by high field-independence would show greater gains than subjects with high field-dependence on ice hockey skills. An adaptation of Oltman, Raskin, and Witkin's Group Embedded Figures Test (GEFT) was given to measure field-dependency and standardized tests were used to evaluate the players' skill. An experimental group of 26 boys ( M = 11.27 yr.) were members of an ice hockey training program; 18 boys of a control group ( M = 11.93 yr.) participated in no programmed physical activity. A pretest (field-dependency and skill) was administered 21 weeks prior to the posttest; no significant differences were found for scores on embedded figures between groups; Witkin and Goodenough's hypothesis was not supported, but field-independent subjects tended to learn more.

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Notion de temps d'apprentissage et son evaluation en situation d'enseignement

Cited by 3 publications

References 5 publications

Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

Skills trained by coaches of Canadian male volleyball teams: A comparison with long-term athlete development guidelines

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Effect of Structured Ice Hockey Training on Scores on Field-Dependence/Independence

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