Transposition didactique et savoirs de référence : illustration dans l'enseignement d'une pratique particuliere de saut, le Fosbury-flop

Léziart, Yvon

doi:10.3917/sm.050.0081

Cited by 6 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is essential that the teacher and pupils practice these generic traits in the process of 'didactic transposition' in physical education (Léziart 2003). We briefly mention some of its aspects.…”

Section: Discussionmentioning

confidence: 99%

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

Loquet

2011

Physical Education & Sport Pedagogy

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

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

Loquet

2011

Physical Education & Sport Pedagogy

View full text Add to dashboard Cite

show abstract

“…After the Second World War, the advent of sport and leisure as a modern cultural phenomenon (Dumazedier, 1962) greatly influenced PSE and transformed the notion of exercise. The multitude of scientific references (Lé ziart, 1997) introduced into the field also influenced the teachers' vocabulary. Dunning, 1986).…”

Section: Introductionmentioning

confidence: 99%

Exercise in French Physical Education Teaching Since 1945. A Civilising Intellectualisation as the Consequence of Sport and School Standardisation

Renaud¹,

Vivier²,

Laffage-Cosnier³

2018

RES

View full text Add to dashboard Cite

In France, since the Second World War, physical and sports education (PSE) methods have seen considerable renewal. However; the word “exercise” has remained in the professional vocabulary. This permanence inevitably raises questions about the conditions under which the term is used. The mutations undergone by this basic unit of the student's physical activity reflect the profound changes that have occurred in the discipline. Desiring to give greater coherence to their teaching and thus work towards greater school legitimacy, French PSE teachers have progressively developed a more and more complex argument. This argument has permitted them to rationally link the body movements that have to be performed with the aims that can thus be achieved, in a dynamic which bears the imprint of the “civilising process”. This study is a historical analysis of a particular element in the teacher-student relationship: exercise. Hexagonal physical education, through its incorporation of norms, makes it possible to fully understand the educational concepts of the moment and their evolution throughout the second half of the 20th century. Although often neglected in university research, the notion of exercise nonetheless represents a remarkable indicator of a society’s educational approach.

show abstract

L’entraînement des lancers en France selon les équipes techniques nationales de la Fédération française d’athlétisme

Paven

Léziart

2010

Science & Motricité

View full text Add to dashboard Cite

Transposition didactique et savoirs de référence : illustration dans l'enseignement d'une pratique particuliere de saut, le Fosbury-flop

Cited by 6 publications

References 0 publications

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

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

Exercise in French Physical Education Teaching Since 1945. A Civilising Intellectualisation as the Consequence of Sport and School Standardisation

L’entraînement des lancers en France selon les équipes techniques nationales de la Fédération française d’athlétisme

Contact Info

Product

Resources

About