Teacher–student interaction, empathy and their influence on learning in swimming lessons

Lémonie, Yannick; Light, Richard; Sarremejane, Philippe

doi:10.1080/13573322.2015.1005068

Cited by 16 publications

(12 citation statements)

References 52 publications

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“…'Explicitation interviews, which were developed by Vermersch (1994) as part of his psycho-phenomenological approach, focus initially on an action and the cognitive processes involved, but also on the sensory and emotional aspects and the phenomenological question of "what appears to the subject", by reviving a past experience in order to obtain a vivid evocation' (Cahour et al, 2016, p. 268). The technique has spread into various disciplines including cognitive science (Petitmengin, Remillieux, Cahour, & Carter-Thomas, 2013), pedagogy (Maurel, 2009) and educational sciences among others in Physical Education (Candy & Mouchet, 2018;Lémonie, Light, & Sarremejane, 2016) 3 , ergonomics (Cahour et al, 2016), and emergency medicine (Mouchet, Demeslay, & Bertrand, 2017).…”

Section: What Is An Explicitation Interview?mentioning

confidence: 99%

Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching

Mouchet

Morgan

Thomas

2018

Sport, Education and Society

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The purpose of this position paper is to promote the interest, usefulness and specificity of a coherent system that is based on psychophenomenology as a theoretical framework (Vermersch, 2012), and the explicitation interview (Vermersch, 2009) as an appropriate and original method for studying the subjective lived experience of participants in sport situations. This original approach is associated with an epistemological posture which accords significant importance to the first-person point of view (i.e. what is appearing to a person about his own subjective lived experience in a past situation). After presenting some limitations in other phenomenological approaches and interview methods, we present the specificity of the theoretical background and the method of explicitation interview, for describing in detail the actions and understanding of the lived experience of a person in a past and singular situation. To demonstrate the potential of this approach, we provide two specific examples of explicitation interview data from an in-match player decision-making situation and an in-game half-time speech of a coach. In concluding, we contend that psychophenomenology and the explicitation interview present new perspectives and opportunities for coach education, by developing the analysis of the subjective lived experience. This may have important implications for sport related research and the development of coaching practice and formal coach education, through closer links to real life experiences.

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Section: What Is An Explicitation Interview?mentioning

confidence: 99%

Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching

Mouchet

Morgan

Thomas

2018

Sport, Education and Society

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“…The psychological construct of empathy is the ability to understand difficulties that the learner encounters from their point of view (Lemonie et al, 2016). A collection of cognitive (envisaging another person's circumstances) and affective (feeling as another person might feel) capacities (Batson and Ahmad, 2009), empathy can encourage behaviours where actions are intended to assist another person (Cikara et al, 2011).…”

Section: Students' Empathy Towards Their Peersmentioning

confidence: 99%

Physical education undergraduate students’ perceptions of their learning using the jigsaw learning method

O’Leary

Barber

Keane

2018

European Physical Education Review

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Recognising the limited research around the use of cooperative learning in higher education, this case study sought to explore physical education students’ perceptions of learning using the jigsaw learning method. It examined the impact of two different aesthetic activities and two different groupings on students’ perceptions of their learning. A purposive sample of 36 third-year undergraduates was selected for the study. Data were collected using focus group interviews and reflective journals. Inductive analysis illustrated students’ perceptions of their own and others’ abilities, students’ empathy towards their peers, and how their perceptions of gymnastics and dance impacted on their perceptions of learning. Students felt that heterogeneous and friendship groupings have the potential to encourage high-order social and cognitive learning. However, those students with limited psychomotor abilities appear to be better served in friendship groupings to facilitate such learning. Students also favoured the ‘structured’ nature of gymnastics in comparison to dance for their own teaching and learning purposes. Irrespective of aesthetic activity or grouping utilised, students felt their psychomotor learning was limited. It is recommended that university staff consider using a mixture of groupings with a single cohort dependent on the practical ability of students and the use of more ‘structured’ activities. In doing so, students’ perceptions of their social, cognitive and psychomotor learning may improve and thereby encourage greater and more effective use of this innovative method in schools.

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“…The respondents suggested extra support, especially for those students who have special learning needs, and to be shown more humanity (code understanding students’ problems , 20, 2). Notably, teachers’ empathy and their availability to create a constructive relationship with their students is considered an important aspect of the students ’ learning contract and has a direct effect on scholastic performance (Lémonie et al, 2016; see Networks 1 and 2; Extract 1).…”

Section: Findings and Discussionmentioning

confidence: 99%

Exploring young people’s perceptions about secondary school: Critical issues and improvements to prevent dropout risk in disadvantaged contexts

Bussu

Pulina

2020

Improving Schools

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Through a mixed methods approach, this article explores young people’s perceptions about critical issues in secondary school and the improvements being made to prevent dropout risk. The empirical data were gathered from a representative sample of young people (14–24) in a socioeconomically disadvantaged region in the European Union. A principal component analysis assessed the most significant indicators that influence young people’s scholastic experience and effectiveness of education. A content analysis was applied to identify the key critical issues and possible strategies to support young people’s school satisfaction. The findings reveal a set of key indicators: interpersonal relationships, learning process, teacher role, school management, the impact of new technologies.

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Teacher–student interaction, empathy and their influence on learning in swimming lessons

Cited by 16 publications

References 52 publications

Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching

Psychophenomenology and the explicitation interview for accessing subjective lived experience in sport coaching

Physical education undergraduate students’ perceptions of their learning using the jigsaw learning method

Exploring young people’s perceptions about secondary school: Critical issues and improvements to prevent dropout risk in disadvantaged contexts

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