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

Alain Mouchet  Kevin Morgan  Gethin Thomas 《Sport, Education and Society》2013,18(9):967-980

ABSTRACT

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, P. (2012). Explicitation et phénoménologie. Paris: PUF], and the explicitation interview [Vermersch, P. (2009). Describing the practice of introspection. Journal of Consciousness Studies, 16(10–12), 20–57] 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 highlight the specificity of the theoretical background and the method of explicitation interview, for describing in detail the actions and understanding 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.  相似文献   

Preschool children’s conversational skills for explaining game rules: communicative guidance strategies as a function of type of relationship and gender     

Christine Sorsana  Nathalie Guizard  Alain Trognon 《European Journal of Psychology of Education - EJPE》2013,28(4):1453-1475

Ten trios of children from 4 to 6 years old were observed in a situation where one child (the expert) who had learned the rules of a game explained these rules to two other children at the same time (the novices): one with whom s/he had a positive relationship and the other with whom her/his relationship was negative. Within this asymmetrical situation created artificially, the children functioned on the basis of a complex tutorial contract. The results indicated that, at these young ages, children are capable to strongly manage three dimensions of the explanatory goal: interactional, ideational (management of the object), and linguistic. However, the errors made by the novices were regulated differently, depending on the type of relationship and gender: the experts in boy trios intervened less frequently when errors were made by the novice with whom the relationship was negative (i.e., the not-friend novice) than with the other novice; conversely, the experts in girl trios intervened less frequently when errors were produced by the novice with whom the relationship was positive (i.e., the friend novice) than with the other novice. An analysis of the communicative strategies observed here highlights early sophisticated pragmatic skills in this interactive assigned design.  相似文献   

Leadership issues and challenges in telelearning and teacher education     

Thé rèse Laferrière  Alain Breuleux 《Technology, Pedagogy and Education》2013,22(3):335-354

Abstract

The purpose of this article is to examine technology leadership issues and challenges with an emphasis on TeleLearning Professional Development Schools. A qualitative analysis of professional educators' practices as early adopters of information and communication technologies (ICTs) was conducted. Ethnographic data were gathered from a broad variety of activities organized or supported by the TeleLearning Network of Centres of Excellence (Canada, 1995–2002). Research results point to 1. themes indicating that substantive technology leadership is manifest (leadership for partnership, leadership for learning to teach with ICTs, and leadership in research for innovation), 2. leadership issues at different levels of integration of ICTs, and 3. creative tensions and related challenges  相似文献   

The social transmission of knowledge at the University: Teaching style and epistemic dependence     

Gabriel Mugny  Armand Chatard  Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427

It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic dependence towards the epistemic authority.  相似文献   

BOOK REVIEW     

Alain Chaptal 《Educational Media International》2013,50(1):87-99

The title of this paper has been borrowed to two major players in our field Larry Cuban and Linda Roberts, it develops a high level view of the major changes of the last period. Importantly, despite greater access to technology and the gathering of a critical mass of equipment, usage in schools remains limited. It examines, through the use of dialogue between the French and the US educational systems, the constructivism issue and concludes that we are facing an unprecedented situation. L'investissement en vaut-il la peine? Le titre de cet article a été emprunté À deux acteurs importants du domaine, Larry Cuban et Linda Roberts. Il développe une approche générale des principaux changements intervenus dans les dernières périodes. Il insiste notamment sur un fait marquant : malgré un accès facilité À la technologie et le déploiement d'une masse critique d'équipement, l'usage demeure limité dans les établissements scolaires. Instaurant un dialogue entre les situations franÇaise et américaine, il examine ensuite la question du constructivisme et conclue sur le caractère inédit de la situation actuelle. Lohnt sich die Investition wirklich? Der Titel dieses Beitrags wurde von zwei Experten unseres Arbeitsbereiches 'geborgt': Larry Cuban und Linda Roberts. Versucht wird eine übersicht über die wichtigsten Entwicklungen der letzten Jahre: Trotz besserem Zugang zur Technologie und ausreichender Ausstattung bleibt die Nutzung der neuen Technologien in den Schulen begrenzt. Vermittels eines Dialogs zwischen dem französischen und dem Amerikanischen Bildungssystem wird ein konstruktivistischer Ansatz geprüft. Der Betrag schließt mit der Feststellung, dass wir mit einer beispiellosen Situation konfrontiert sind.  相似文献   

Approche des statistiques en classe de sixième: Analyse de résultats sportifs     

Claude Comiti  Marie-Rose Guillermard  Alain Solano 《Educational Studies in Mathematics》1976,7(4):497-521

Sans résumé  相似文献   

Editorial     

Alain Michel  Anne Sliwka 《European Journal of Education》2014,49(2):159-164

  相似文献   

Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency     

Karin Landerl  H. Harald Freudenthaler  Moritz Heene  Peter F. De Jong  Alain Desrochers  George Manolitsis 《Scientific Studies of Reading》2013,17(3):220-234

ABSTRACT

Although phonological awareness (PA) and rapid automatized naming (RAN) are confirmed as early predictors of reading in a large number of orthographies, it is as yet unclear whether the predictive patterns are universal or language specific. This was examined in a longitudinal study across Grades 1 and 2 with 1,120 children acquiring one of five alphabetic orthographies with different degrees of orthographic complexity (English, French, German, Dutch, and Greek). Path analyses revealed that a universal model could not be confirmed. When we specified the best-fitting model separately for each language, RAN was a consistent predictor of reading fluency in all orthographies, whereas the association between PA and reading was complex and mostly interactive. We conclude that RAN taps into a language-universal cognitive mechanism that is involved in reading alphabetic orthographies (independent of complexity), whereas the PA–reading relationship depends on many factors like task characteristics, developmental status, and orthographic complexity.  相似文献   

Discriminant analysis of anthropometric and biomotor variables among elite adolescent female athletes in four sports     

Mario Leone  Georges Lariviere  Alain S. Comtois 《Journal of sports sciences》2013,31(6):443-449

The aim of this study was to identify anthropometric and biomotor variables that discriminated among groups of elite adolescent female athletes aged 14.3 ± 1.3 years (mean ± s) from four different sports (tennis, n = 15; swimming, n = 23; figure skating, n = 46; volleyball, n = 16). The anthropometric variables included body mass, height, bi-epicondylar breadth of the distal extremity of the humerus and femur, maximal girth of the calf and biceps and the sum of five adipose skinfolds. The biomotor variables were maximal aerobic power, muscular endurance and flexibility of the trunk. Discriminant analysis revealed three significant functions (P ? 0.05). The first discriminant function primarily represented differences between figure skaters and all other groups of athletes. The other two underlined anthropometric and biomotor differences between swimmers and volleyball players and between tennis players and swimmers, respectively. After validation, the analysis showed that 88% of the athletes were correctly classified in their respective sports. Our model confirms that elite adolescent female athletes show physical and biomotor differences that clearly distinguish them according to their particular sport.  相似文献   

“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance?     

Céline Darnon  Fabrizio Butera  Gabriel Mugny  Alain Quiamzade  Chris S. Hulleman 《European Journal of Psychology of Education - EJPE》2009,24(4):423-434

Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself. Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived difficulty is discussed as a key dimension responsible for these findings.  相似文献