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International audience; This article examines the expansion of methodologies for articulating heterogeneous (experiential and behavioral) data within the course-of-action research program (Theureau, 2004, 2006, 2009, 2015). In the area of sports expertise, recent studies have articulated verbalizations based on conscious awareness and behavioral data from largely unconscious processes in order to shed light on expert instrumented activity. The methodological differences between these studies are highlighted, especially regarding the priority given to the types of data and the conditions under which these data were collected. Three studies are presented, covering trail running, swimming, and ice climbing, and each is distinct in its conditions for data collection and processing and its methodology for data articulation. We examine their advantages and limitations for aiding the design of sports equipment and question the observatory within the course-of-action research program. Essentially, the program’s methodological advances raise questions about how sports equipment is designed, the athlete-researcher-designer relationship, and the heuristic scope for analyzing activity in work situations that share similarities with the instrumented activity of sports situations.; L’objectif de cet article est d’analyser et de discuter de l’évolution des méthodologies articulant des données hétérogènes (i.e., expérientielles et comportementales) qui se développent actuellement dans le cadre du programme de recherche du cours d’action (Theureau, 2004, 2006, 2009, 2015). Dans le domaine de l’expertise en sport, ont été récemment conduites des recherches qui ont articulé des données verbalisables-conscientisables et des données comportementales non conscientes afin de renseigner l’activité instrumentée experte. Il est constaté des différences méthodologiques entre ces études concernant le poids accordé et le degré d’équilibre entre ces données hétérogènes et des conditions de recueil et traitement de celles-ci. Trois études sont présentées en trail, en natation, et en cascade de glace, distinctes de par leur méthodologie articulatoire et leur condition de recueil et traitement des données, à partir desquelles sont envisagés les avantages et limites pour l’aide à la conception du matériel sportif et un questionnement sur l’observatoire du programme de recherche du cours d’action. Au total, cette évolution méthodologique dans ce programme de recherche invite à questionner les méthodes de conception du matériel sportif, les relations sportif – chercheur – concepteur et la portée heuristique pour l’analyse de l’activité en situation de travail possédant des similarités avec l’activité instrumentée dans les situations sportives.

Many of the studies on motor learning have investigated the dynamics of learning behaviors and shown that the learning process is non-linear, self-organized, and situated. Aligned with this research trend, studies within the enactive paradigm focus on learners' lived experience to understand how it shapes their intentions, actions, and perceptions. Thus, a joint analysis of experiential and behavioral assessments might help to explain the dynamics of learning (e.g., the transition between stable states). The aim of this case study was to analyze the dynamics of a beginner climber's lived experience as his performance progressed (i.e., climbing fluency) during a learning protocol. The protocol comprised 10 climbing sessions over 5 weeks. During the sessions, the climber had to climb a "control route" (CR) (i.e., a route that never changed) and "variants" (i.e., novel routes, in which the spatial layout of the holds was modified). Phenomenological data were collected with self-confrontation interviews after each session. From the verbalizations, a thematic analysis of the climber's intentions, actions, and perceptions was performed to detect the general dimensions of his experience. The behavioral data (the climber's performance) were assessed using four indicators of climbing fluency: climbing time (CT), immobility ratio (IR), geometric index of entropy (GIE) of the hip trajectory, and the jerk. Our results highlighted the dynamics of the climber's lived experience and performances in the unchanged and novel environments. The dynamics on the CR were characterized by four crucial episodes and the dynamics on the variants, by four ways of experiencing novelty. Our results are discussed around three points: (i) the climber's definition of his enacted fluency in terms of intentions, actions, and perceptions; (ii) how the definition was identified through a dynamic phenomenological synthesis; and (iii) three effects that characterize the dynamics: challenge, metaphor, and a refinement in perceptions.

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activit...

Introduction: Social roles in physical education (PE) classes have been much studied, especially mentoring and coaching roles. The studies have shown that mentoring and coaching are beneficial not ...

International audience; This study investigated the functional intra-individual movement variability of ice climbers differing in skill level to understand how icefall properties were used by participants as affordances to adapt inter-limb coordination patterns during performance. Seven expert climbers and seven beginners were observed as they climbed a 30 m icefall. Movement and positioning of the left and right hand ice tools, crampons and the climber's pelvis over the first 20 m of the climb were recorded and digitized using video footage from a camera (25 Hz) located perpendicular to the plane of the icefall. Inter-limb coordination, frequency and types of action and vertical axis pelvis displacement exhibited by each climber were analysed for the first five minutes of ascent. Participant perception of climbing affordances was assessed through: (i) calculating the ratio between exploratory movements and performed actions, and (ii), identifying, by self-confrontation interviews, the perceptual variables of environmental properties, which were significant to climbers for their actions. Data revealed that experts used a wider range of upper and lower limb coordination patterns, resulting in the emergence of different types of action and fewer exploratory movements, suggesting that effective holes in the icefall provided affordances to regulate performance. In contrast, beginners displayed lower levels of functional intra-individual variability of motor organization, due to repetitive swinging of ice tools and kicking of crampons to achieve and maintain a deep anchorage, suggesting lack of perceptual attunement and calibration to environmental properties to support climbing performance.

This paper is the first stage of an iterative process aiming at the (re)design of a training device for swimming. The purpose of this study was to evaluate the usability of the Measuring Active Drag (MAD) system, a technical device for biomechanical evaluation and performance analysis. To do so, this study examines real activity of elite swimmers using this system. It was conducted within an activity-centred approach: the course-of-action technological research programme. Three international male swimmers volunteered to participate in the study. Two types of data were collected: (a) video recordings, and (b) verbalisations during post-protocol interviews. The data were processed in two steps: (a) reconstructing each swimmer's course of action, and (b) comparing these courses of action. The results are presented in two stages: (a) the concerns and modalities of using, and (b) use sensations. One of the most important results was that these components changed according to the swimmer's speed when using the MAD system. The discussion is organized in two sections: (a) usability of the MAD system, and (b) design proposals to insert MAD system into training sessions

Guillaume Serres, Luc Ria, David Adé. Entwicklungsprozess der beruflichen Tätigkeit je nach Klassen-und Ausbildungskontext: der Fall der ReferendarInnen im Unterrichtsfach Sport. Vorliegender Forschungsartikel bietet eine Analyse der Entwicklung der beruflichen Tätigkeit bei ReferendarInnen in der Grundausbildungsphase (Unterrichtsfach Sport). Eine der Besonderheiten dieser Forschungsarbeit besteht darin, die verwickelten und zusammengehörenden Veränderungen zu beschreiben, die in den kognitiven, emotionalen und perzeptiven Komponenten nach mehreren Klassen-und Ausbildungskontexten auftreten. Diese Beschreibung erlaubt es, drei Entwicklungsprozesse in der Tätigkeit der ReferendarInnen hervorzuheben, und unterstreicht gegebenenfalls die Auswirkung der Anwesenheit des Tutors auf ihre Tätigkeit in der Klasse., Guillaume Serres, Luc Ria, David Adé. -Modes of development of vocational activities depending on the context: whether in a class or in a training context; the case of Physical Education trainee teachers. This article from a research work offers an analysis of the developing of the vocational activity of PE trainee teachers in initial training. A specificity of this research lies in the description of the complex and joint transformations of the cognitive, emotional and perceptive components observed along several lesson and training contexts. The description gives the opportunity to single out three modes of development concerning the activity of trainee teachers and it emphasizes (not systematically, though) the impact of the intervention of the trainer on the activity of the trainee teachers in physical education lessons., Cet article de recherche présente une analyse du développement de l’activité professionnelle des professeurs stagiaires PLC2 EPS en formation initiale. Une des particularités de cette recherche est de décrire les transformations complexes et conjointes des composantes cognitives, émotionnelles et perceptives au fil de plusieurs contextes de classe et de formation. Cette description permet de souligner trois modalités de développement de l’activité des professeurs stagiaires et met l’accent sur l’impact (ou non) de l’intervention du formateur sur leur activité en classe., Guillaume Serres, Luc Ria, David Adé. Modalides de desarrollo de la actividad profesional a merced de los contextos de clase y formación: el caso de los profesores cursillistas en EPS Este artículo de investigación presenta un análisis del desarrollo de la actividad profesional de los profesores cursillistas en PLC EPS en formación inicial. Una de las peculiaridades de esa investigación consiste en describir las transformaciones complejas y adjuntas de las componentes cognicitivas, emocionales y perspectivas a lo largo de varios contextos de clase y de formación. Esta descripción permite destacar tres modalidades de desarrollo de la actividad de los profesores cursillistas y hace hincapié en el impacto o no de la intervención del formador sobre su actividad en clase., Serres Guillaume, Ria Luc, Adé David. Modalités de développement de l’activité professionnelle au gré des contextes de classe et de formation : le cas des professeurs stagiaires en Éducation Physique et Sportive. In: Revue française de pédagogie, volume 149, 2004. pp. 49-64.