Dissertations / Theses on the topic 'Éducation physique et sportive – Pratique'
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Le, Her Michel. "Représentations sociales de la pratique physique et sportive et du sport chez les institutrices." Rennes 2, 1987. http://www.theses.fr/1987REN20001.
Full textEven if she is based on a poll using a list of questions, the research differs from classic sociological polling by the epistemological nature of the responses. These are considered as social images built for and in the interchange. They permit to the respondents to be classed in the social context and also to know where they stand in this context. The study focuses on a group of women who teach primary school. They are responding to the man conducting the interview in the role both as a psychological researcher and as a sporting specialist. The question dead with sports which, until now, had been reserved to men. The primary framework is that of social psychology backed by the outlook of sociology. The sociological approach has been dictated both by sports dealt with in the questionnaire and by the diversity found among the teachers as to their social origins and as their varied lives. In essence, this study focuses on sociology of cultural consummation and on a life style of the respondents. The first part of the thesis is built on a global analysis of the questionnaire whiz emphasis on a dominant social image projected by this group of women and the main ideas underlying this social image. The analysis shows (in comments on the sports in which they engage and in their comments on sports in general) their desire to distance themselves from the sport dominated by men and to construct (at least in words) their own versions of sports. These main ideas underlying their social image yield a double status: they are women and they belong to the middle class. The second part of the thesis tries to go belong these quite common main ideas, by analysing several correlations in the respondent's answers. These correlations are taken in the context of each respondant'real social situation (the combination of her social status and that of her husband). Thus it appears that sports participation is, closely related to present social status. One might characterize this participation as sign-language. On the other hand, these teachers' views on sports in general are drawn from their social origins and from their objective conditions under which their deepest tastes were formed
Imbert, Pierre. "Le Renouvellement des enseignants d'Education physique et Sportive : aspects uilitaristes, anti-utilitaristes et communutés de pratique." Paris, CNAM, 2008. https://tel.archives-ouvertes.fr/tel-00343450.
Full textThis thesis presents a research about the renewing of physical education (PE)teachers throughout training activities and those relative to the newcomers selection by a teachers throughout training activities and those relative to the newcomers selection by a competitive examination. It aims at understanding the process by which a person becomes a PE teacher. "Gift paradigm" and "communities of practice" were the two theorical objects linked up so as to account for the complexity of the object. Emperical materials were gathered through 54 "comprehensive" interviews and documents used by the jurors or IUFM trainers. The results mainly allow a description of the PE teachers renewing activity as a product of a coupling between utilitarist and anti utilitarist aspects. It is also intended areas of reflectionin order to strengthen the current training plan and promote an evolution of the examination (CAPEPS)
Bohuon, Anaïs. "Entre santé et pathologie : discours médical et pratique physique et sportive féminine (1880-1922)." Paris 11, 2008. http://www.theses.fr/2008PA113011.
Full textOur work consists in analyzing the socio-historical conditions of construction of medical discourses on women physical and sporting practices, their plurality, their foundation, from the 1880s to 1922, date of the First Medical Congress on Physical Education for Women and Children, which attested that physical education had yet become a significant field of study. Most texts remind the necessity for women to practice a moderate physical activity, for the purpose of procreating, but also in order for doctors to ascend their control over female bodies. Involved in a true fight concerning the best methods to apply to women, linked to the fight over personal, professional and commercial positioning, doctors prescribed or banished various kinds of activities to girls and women. This difficulty to clearly define female exercise shows that the field of physical and sporting activities, masculine field by excellence, where the materiality of bodies comes first, causes trouble to doctors. This fear led doctors to question the influence of physical practices on puberty, sexuality, on the need to wear corset, or to compare the issue of women’s physical activity with that of women labor. Contradictions could sometimes be explained by the doctor’s biographies. To sum it up, it seems that the medical discours can be analyzed as the representation of the political will to control female bodies, whose frame and foundation articulate between pathology and health
Boudard, Jean-Marie. "Pratiques de régulation didactique en éducation physique et sportive et professionnalité enseignante." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2010. http://tel.archives-ouvertes.fr/tel-00595280.
Full textAl, Anbagi Youcef. "Typologie des formateurs préparant au métier de professeur d’Éducation Physique et Sportive : Complexité des rapports Théorie / Pratique dans la formation en Sciences et Techniques des Activités Physiques et Sportives." Caen, 2012. http://www.theses.fr/2012CAEN2029.
Full textThe setting up of the « Mastering » the teaching profession of Physical Education and Sports (EPS) raises many questions. Among them, now what are the tasks allocated to teacher trainers preparing students for the contest? Should they focus on academic contributions, education or knowledge of motor activities? One way to respond is to ask teachers what they think should characterize today « a good teacher to EPS beginning ». From the mathematical theory of Condorcet election, we decrypt the responses of forty-one teachers deeply involved in the Master of Science and Technology of sport and physical activity (STAPS). The emergence of inconsistencies in pairwise comparisons is symptomatic of problems to represent their own position within the university. In addition - built on the basis of semi-structured interviews and pre-treated with a Correspondence Analysis (CA) - The questionnaire survey revealed a typology of trainers of trainers in three antagonistic poles: the « scientific », « sports » and « didactics ». The graph obtained by superimposing to the students they thought to themselves as they passed the competition, we reveal some surprising conjunctions: the good teacher of EPS beginning is none other than they think have been. We argue that these positions and colorful transvestite show the blur of emotions characterizing the object of scientific education units and research in sport science
Bih, Ndatchi Henriette. "Les pratiques évaluatives des enseignants camerounais en éducation physique et sportive au secondaire." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq26165.pdf.
Full textLe, Bot Gaëlle. "Analyser la pratique d'enseignement sous l'angle des orientations de valeur : études de cas en éducation physique et sportive." Thesis, Brest, 2014. http://www.theses.fr/2014BRES0010/document.
Full textValues orientation (VO) represents teachers’ educational beliefs. They are implemented through curricular decisions made by physical education (PE) teachers. In PE research literature, five VO have been identified: disciplinary mastery, learning process, self-actualization, social responsibility and ecological integration. We know little about how teachers’ VO influences their teaching process. Although teachers’ VO can be described, it’s still a challenge to explain how they play out in their daily decision-making and practices. In order to understand the influence of teachers’ VO in the teaching process, we designed a teaching model. This model integrates those perspectives on value orientations and teaching practice. It focuses on teaching practices in order to understand underneath teachers’ VO and how these VO affect teaching practice back.The goal of this research is to underlined features of teaching practice influenced by teachers’ VO through a deep description of teaching model. We used a qualitative research design with inductive approach. This research was conducted with two participants. Data were collected with the help of a questionnaire, repeated interviews and deferred video observations. Informed consent was obtained prior to data collection. Data were analyzed using descriptive statistics (questionnaire and video) and thematic content analysis (interviews).Data revealed that Coline’s mastery disciplinary and Sandrine’s self-actualization value orientations influence their teaching practices in pre-intervention, intervention and post-intervention. We showed they used their own values orientation to selecting and understanding their educational environment and also to define their teaching making process. These results contribute to develop knowledge about the influence of value orientations in professional practices in PE teaching and development of PE teachers
Le, Bot Gaëlle. "Analyser la pratique d’enseignement sous l’angle des orientations de valeur : études de cas en éducation physique et sportive." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5460.
Full textAndrieu, Gilbert. "L'homme et la force : une histoire de la force à travers des pratiques corporelles commercialisées au XIXe et au XXe siècles." Paris 5, 1987. http://www.theses.fr/1987PA05H057.
Full textWhile dancing, horse riding and fencing seemed to satisfy a certain nostalgia at the beginning of the XIXth century, gymnastics, especially during the second empire, became increasingly popular with the "bourgeoisie" (French middle class). At the same time the aristocracy was desperately trying to eternalise art in order to preserve appearances, the middle class took the strength of fairground performers and adapted it to contemporary tastes. Before physiology became influential, body-building was to become midespread, mainly due to weight lifting. Together with floor gymnastics, hydrotherapy contributed to strengthening the body. The growth of organic physiology coincided with that industry and republican ethics and, at the end of the XIXth century, the spirometer replaced the dynamometer in the measurement of strength useful to society. If dancing, owing to the influence of sporting psychology, became synonymous with deportment, heliotherapy, particularly in the tratment of tuberculosis, served as an important illustration of human capital. Gymnastics gave way to body-building which had difficulty in disguising its aesthetic preoccupations under an ostensible cloak of hygiene. The situation in 1911 is well illustrated by Hebert’s "code de la force". The study of the brain at the beginning of the XXth century also saw mental force and reducing stress. Strength is no longer accumulated, it is economized. From hypnosis to methods for relaxing, mastering strength means analysis of how the latter is lost. On the other hand with hatha yoga and techniques of meditation, modern man seeks transcendence. However, though transcendental states hygienic and utilitarian preoccupations, tries to achieve a sublimation of strength in living art and a return to myth. Being strong, being healthy, being oneself - these are the three essential stages of this history
Shagleb, Asaad. "La pratique de l'éducation physique et sportive par les élèves de sexe féminin d'origine maghrébine : une manière d'affirmer leur émancipation familiale, sociale et corporelle." Nantes, 2011. http://www.theses.fr/2011NANT3016.
Full textPerez-Roux, Thérèse. "Des processus de construction de l'identité professionnelle des enseignants d'éducation physique et sportive : entre appartenance au groupe, expériences professionnelles singulières et recompositions identitaires à l'échelle du temps." Nantes, 2001. http://www.theses.fr/2001NANT3027.
Full textMascret, Nicolas. "Créer les conditions de l'interaction entre élèves difficiles en éducation physique et sportive : un exemple de forme de pratique scolaire du badminton." Aix-Marseille 1, 2008. http://www.theses.fr/2008AIX10106.
Full textMusard, Mathilde. "De la pratique sociale de référence acrosport à sa transposition didactique en EPS : définition des principes à respecter en milieu scolaire." Cachan, Ecole normale supérieure, 2003. http://www.theses.fr/2003DENS0040.
Full textGigon, Aymeric. "Inciter les étudiants à la pratique réflexive, le rôle des tuteurs de stage en STAPS." Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2032.
Full textUniversity courses allow students to continue their studies and/or access professional integration, which is why professionalization has become a major concern for higher education institutions. As a result, training plans are based on theoretical knowledge and skills acquired in universities, including professional knowledge and abilities developed through immersion in a host organization (for example, companies, associations or communities). With a view to becoming a professional, the student in training discover and get involved in those professional practices, especially during internships. This is the ideal opportunity for the student to act as a future professional by experimenting, investigating and exchanging words with the professionals they meet Thus, professionalization translates into the student’s ability to take a look at his actions through reflective practice, which allows him to reflect on his own practice. However, this practice appears to be complex and infrequently done by students in training, with various factors at play. This research work compiles several studies which make it possible to identify the forms of reflective practice of students. It focuses in particular on the role of the internship co-ordinator and offers, along a training system, a specific approach and tools allowing these coordinators to encourage students to perform reflective practice. A complex practice potentially constrained by factors which must be standardized to create conditions favorable to reflexivity
Dastugue, Laurent. "Étude des circonstances permettant à des enseignants novices d'éducation physique et sportive de se former à l'enseignement à partir d'expériences de pratiquant dans les activités physiques, sportives et artistiques." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20111/document.
Full textWhile the principle of an alternation between the different temporalities of initial teacher training is noted as a necessity, many studies point to a "break" between the experiences experienced by novice teachers (NT) in the university center and the experiments the school (Chaliès, Cartaut, Escalié and Durand, 2009). In order to answer this question, two guidelines for the development of alternance training schemes are proposed. The first is to "shift the center of gravity" (Zeichner, 2006) from the training to the school. The second is to move the center of gravity of the training towards the university center and propose to the NT devices that place professionalization at the center of the contributions. Paradoxically, the practice of physical, sports and artistic activities (PSAA) in the initial professional training of physical education and sports (PES) teachers is never questioned in this second orientation. Few studies have studied how to organize the theoretical-practical lessons of PSAA so that they effectively contribute to the professionalization of NT.This study was carried out on the basis of a usual training system for PES NT. Based on a research program carried out in cultural anthropology (Chaliès and Bertone, 2017), a first transformative device was implemented in order to enable the PES NT to exploit their experiences of PSAA practice during their teaching of this PSAA to students of university. From the results obtained, a second transformation was carried out. It was designed to enable PES NT to use teaching-related experiences in which their PSAA practice experiences were integrated to be able to teach PSAA to students. This twofold transformation was intended to (in)validate two auxiliary hypotheses related to the teaching of PES NT from practitioner experiences in PSAA.The results obtained show that the transformations initiated enabled the NT to engage in a teaching activity in charge of normative experiments located (NEL) followed as a practitioner. More specifically, they demonstrate the need for NT to learn NEL about teaching and to be accompanied by a trainer in the NEL "susbtrafication" process followed as practitioners in NEL followed by as a teacher. Finally, a proposal for the design of a vocational training system for PES NT is carried out
Leriche, Jérôme. "Analyse des pratiques d'accompagnement de stagiaires au Québec et en France en éducation physique." Thèse, Toulouse 3, 2010. http://thesesups.ups-tlse.fr/1143/.
Full textPhysical education teachers’ formation in Quebec as in France is oriented to develop professional competencies. Cooperative teachers supervise student-teachers and are considered key-players. In this comparative study, we analyzed the cooperative teacher’s supervision practices during a 7 week practicum in Quebec and a 7 month practicum in France. We use a double theoretical framework to study student-teacher’s supervision. The first one is the classroom ecology paradigm in physical education from North America and allows to understand all the events of the life in the gym. The second one is a didactic approach from francophone Europe and looks at the events in the gym in relation with the content knowledge. This double framework is used to understand what happens during post-lesson interviews between cooperative teachers and student teachers. It also allows to quantify and qualify the content of the supervision in both countries. In order to understand the singularity of each context, we use data from phone interviews and semi-directed interviews with cooperative teachers and student teachers. Results show that in both cases, supervision intensity is low during the practicum (less than 20 minutes each week). 48 % of the post-lesson discussions are related to the content knowledge, 25 % to the organization and 16 % to the social interactions between students. Our second level, based on didactic approach, demonstrates that discussions about content knowledge are associated to “contrat didactique” and “milieu didactique”. We also show that cooperative teachers do not look at student-teachers’ lesson plan and they do not know the professional competencies that student teachers must develop during the internship. Our research on conditions and contents of supervision in two cases shows difficulties on several aspects. First, the supervision conditions seem to be insufficient in the Quebec case and in the French case to allow cooperative teachers to look professionally and with a formative intervention on student-teachers practices. The lack of cooperative teacher’s formation on professional competencies may explain this tendency. Content knowledge is the main subject during the post-lesson discussions. Task system from ecology paradigm combined with didactic descriptors is a new approach in physical education research and it is the focal point of this research. The present thesis contributes to the advancement of research on student-teachers’ supervision from the diversity of data collection and allows to understand what happens during the last practicum of the physical education teacher’s formation
Gatouillat, Colin. "La pratique sportive des jeunes : évolution des préférences et raisons de l'abandon." Thesis, Aix-Marseille, 2019. http://theses.univ-amu.fr.lama.univ-amu.fr/191211_GATOUILLAT_521w708aqrm869dsznod907kbeizq_TH%20(1).pdf.
Full textSport is one of the most important ways to be physically active. The decline in sports participation in some contexts and for some populations has various political, educational and health implications. This problem particularly concerns teenagers. This thesis therefore studies the phenomena of continuation and abandonment of organized and unorganized sports practice by teenagers. Using a comprehensive approach, we aim to describe and understand the diversity of what people refer to as “sport”. The first study concerns the evolution of adolescents’ preferred sports. Comparison of the results of two quantitative surveys conducted in 2001 and 2015 in the French département of Bouches-du-Rhône makes it possible to describe sports preferences and their evolution according to the sex and the socioeconomic status of the participants. The second study explores the reasons why teenagers drop out from sports in the same French département. Using a qualitative methodology, we develop a framework for understanding drop-out. Individuals progress through the different circles of their social life. Their pathway implies constraints, and decisions. This interpretative framework could also be applied to engagement in or resumption of sports practice. Thus, describing the activities that teenagers prefer and understanding why they leave the circle of sports practice can help prevent drop-out. To promote long-term sports participation, it appears essential to listen to adolescents. Knowledge of their reasons for dropping out and the practices they enjoy should help to suggest activities and ways to practise them that are as close as possible to their aspirations
Crance, Marie-Cécile. "Construction d'une œuvre collective et apprentissage en éducation physique : dynamique de la pratique d'une classe de collégiens engagés dans un projet de construction d'un spectacle de danse à l'échelle d'une année scolaire." Nantes, 2013. http://www.theses.fr/2013NANT3004.
Full textElegamandji, Henri. "Les activités physiques contemporaines et les pratiques corporelles d'origine traditionnelle en Centrafrique." Paris 5, 1986. http://www.theses.fr/1986PA05H027.
Full textBen, Zreba Jamal Ahmed. "Intégration scolaire des élèves en situation de handicap moteur en EPS : représentations sociales et pratiques pédagogiques des enseignants." Nantes, 2007. http://www.theses.fr/2007NANT3006.
Full textAndré, Amaël. "Influence de la pratique commune d'activités physiques et sportives sur les discriminations affinitaires entre élèves issus de classes aux statuts sociaux inégaux." Rouen, 2009. http://www.theses.fr/2009ROUEL002.
Full textThe rift observed between students of SEGPA and those of other classes has led us to believe that a great dealay discrimination can be found between these two groups of pupils. EPS is often used as a mean of integration. Yet some studies indicate that it is not enough to suply mix these students to establish better relations between them. This study has three objectives. The first is to investigate the affinity discrimination that exists between students in SEGPA and students in other classes. The second is to determine the influence of the type of competition chosen (individual/intergroup in crossed categorization) on these discriminations during a series of hip-hop dance common courses. The third objective is to study the effect of sports practised in common (hip-hop, basket-ball, relay race) on such discriminations. 294 students in the seventh grade (147 normal cycle and 147 SEGPA) were given sociometric tests at the beginning and the end of the experiment which took place over eight sessions. Results show that from the first test normal cycle students gave higher sociometric marks to their own group than to the SEGPA students. By contrast, pupils in SEGPA showed less discrimination between the two groups. Moreover the common practice of hip-hop dancing altered the orientation of interpersonal affinities between groups. This transformation is linked to the performance for boys in individual competition and linked to crossed categorization in intergroup competition for both, boys and girls. Under the latter circonstances, only hip-hop and basket-ball resulted in a change of intergroup relations. The attractions of the normal cycle students towards the SEGPA were primarily related to individual performance in basket-ball and, in hip-hop, to functional proximity
Lanfranchi, Marie-Christine. "Etude de la relation entre la pratique sportive, l'anxiété physique sociale, le genre et les attitudes et comportements alimentaires problématiques des adolescents." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM4081/document.
Full textThis thesis examines the moderating effect (1) age, and gender on the relationship between sport (leanness, individual, free, competitive), and disturbed eating attitudes and behaviors ( six dimensions) adolescents. (2) BMI, characteristics of sport, on the relationship between Social Anxiety Physics (SAP ) and ACAP according to the theory of the Presentation of Self ( Leary & Kolawski , 1990). Adolescents with (SAP ) under the pressure of their environment, likely to control their physical , can be protected from ACAP , but may also engage in practices related to ACAP may damage to their health.Population: 770 and 766 teenagers 11-18 years old French ; 46 classified sports leaness and not leaness. Method: statistical analysis, regression 4 steps ;Results: sports (leanness, competition, individual), age, gender connected to a high SAP high risk ACAP especially among girls. Boys are more protected from ACAP expect in leanness. Individual sports (vomiting, purging fear of gaining weight, food preoccupation, guilt about eating. Preventive actions can prevent ACAP
Bali, Naila. "Les pratiques didactiques des enseignants de gymnastique en rapport avec leurs pensées implicites : étude comparée en Tunisie et en France." Paris 5, 2010. http://www.theses.fr/2010PA05H031.
Full textThe objective of this doctoral research is first to identify the nature of knowledge on which French and Tunisian gymnastic teachers based their Didactic practices. This study is based on the observation of 12 teachers of gymnastics (06 French and 06 Tunisian) proposing the round off as gymnastic learning sessions of gymnastics in the breasts of the STAPS department of French UFR STAPS in island of France and Tunisian ISSEP. "In reference to the anthropological theory of teaching (Chevallard, 1999), Professor’s knowledge proved by his actions and his words" the practical meetings of gymnastics session are the subject of filmed recordings followed by semi-directing talks of self-confrontation. Talks before video recording are also carried out. The results of the first study show that the category “evaluation” occupies the most important place in the didactic practices of the teachers of French gymnastics (48%) and Tunisian (46%). However, the category “teaching-training” which in a usual teaching should order the didactic behaviours of the teachers of gymnastics is present only in one proportion of 24% at the Tunisian teachers and 38% in their French colleagues. The declarations of the teachers of gymnastics interviewed show that the knowledge mobilized by the latter represents singular modes of appropriations of references, dependent on their personal beliefs (Cizeron, 2003, Bali, 2004) like their various institutional and cultural memberships
Montaud, Dominique. "Le rapport aux œuvres dans l'enseignement de la danse au collège : analyse didactique de l'évolution de l'épistémologie pratique d'un professeur d'éducation physique et sportive." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20002/document.
Full textThis doctoral thesis studies within the joint action theory in didactics the evolution of a teacher’s practical epistemology that has no expertise in dance. The analysis is in relation with teacher continuing professional learning sessions he followed during three years. A longitudinal six years analysis was conducted using a multi-dimensional approach of observational data lessons. At a first step the didactical system of professional learning sessions was studied. The second step concerns the observation of teacher’s practice in a middle school during physical education classes (students: 11 to 12 years). Two scales were used: the first macro-didactic scale describes the practices and the knowledge enacted by the teacher all over the years and contributes to define “learning games” which are in relation with choreographic artworks. The second micro-didactic scale examines in details the teacher’s relationships to choreographic artworks during four learning games. The findings show that the knowledge to be taught and learned as proposed during the professional learning sessions is remodeled and mobilized in singular ways during the joint action with students. All of this contributing to teacher’s practical epistemology moves
Auvray, Emmanuel. "Qu’ont-ils appris et enseigné ? : l’évolution des curricula formels et réels liés à l’enseignement de la natation scolaire (2nd degré) et les identités professionnelles chez des enseignants d’EPS (1945-1995)." Thesis, Lyon 1, 2011. http://www.theses.fr/2011LYO10060/document.
Full textIf the historiography of EPS is clearly rich in works on the word of authority (official documents) and the sacred word (Designs EPS), however, there is less research on actual learning practices from the past investigation of the speech of ordinary players EPS. We believe this lack of historical data on what is actually taught in EPS during the twentieth century is partly due to the opacity and private act of teaching revolution and, secondly to the difficulty of finding witnesses, relatively old for us to share their teaching practices in terms of their life story. This thesis therefore focuses on the cross-analysis (testimonies, private records, inspection reports) of the evolution of actual curricula related to teaching swimming in EPS (1945-1995, second degree) in a "heterogeneous population of "teacher (s) EPS (n = 143) who experienced various personal and professional life histories. To collect data on their life story (aquatic knowledge) and their past practices educators, we used the methodology of the survey and written testimony supplemented by private sources circumstantial or semi-official and inspection reports. These tools have given us the possibility to define on the one hand, which was actually taught as aquatic knowledge before (primary socialization), during and after their studies in EPS (secondary socialization) and, on the other hand, what was actually taught to students during swimming sessions in various academies and in different school contexts (schools, colleges) between 1945 and 1995. Beyond the formalization of past teaching practices at the point of teaching swimming in EPS, a swimming resourcefulness 1945-1960, swimming in the shadow of the 1960-1986 sports, swimming or a autotelic "épsienne "(1986-1995), we were also able to highlight that the temporality of school reforms (official instructions, programs, certification evaluation) does not overlap with that of the mechanical changes observed in the field, not so much that every actor field is systematically opposed to any school reform or otherwise in accordance with it. But, in terms of its life story and professional staff (micro level), contingency local educational contexts encountered and taught in the career (meso level), the receipt of reforms and target audiences conceptions of EPS and teaching swimming worn (macro level), the actor is and remains, as also stressed Antoine Prost (1996), "a decisive factor" in the establishment or non-school reforms. Finally, this study has helped to highlight a cultural history of professional acting in the place of the teaching of swimming in EPS and epistemology aquatic knowledge acquired and transmitted as the side of the PE teachers that the students between 1945-1995. It goes without saying that our results are related to the body, the methodology and identifying characteristics of the population studied here
Debars, Claire. "Analyse didactique des pratiques d'enseignement et d'étude selon le genre en contexte d'éducation prioritaire : études de cas en éducation physique et sportive lors de deux cycles de handball en collège REP+." Thesis, Toulouse 2, 2020. http://dante.univ-tlse2.fr/id/eprint/9262.
Full textA didactic analysis of teaching and learning practices related to gender in the context of priority education areas. Physical education case studies during two handball units in underprivileged multi-ethnic middle schools.Abstract: This doctoral thesis aims at analyzing physical education teaching and learning practices in two underprivileged and multi-ethnic middle schools that are located in low socioeconomic areas. The focus is about how gender order is enacted in day-to-day classrooms using the didactic joint action conceptual framework within the French didactique tradition. The case study methodology is based on observational research. Two scales of data analysis were performed. The first one (a macrodidactic analysis) characterizes teachers’ practices and identifies all contents delivered during each unit. The findings put light on the gendered chronogenesis of the knowledge taught and learned by girls and boys. The second scale (a microdidactic analysis) focuses on specific transactions and co-construction of gendered content in each site. Four students (two girls and two boys having contrasted handball skill levels and various academic achievement) were observed during prominent episodes over the unit. The analytical tools used allow describing teachers’ and students’ ‘epistemic gender positioning’. The findings show the articulation of participants’ epistemic gender positioning and its role in the making of student didactical trajectories over the unit. Particularly, they point out the effect of overlapping categories such as sex, ethnicity and socioeconomic origins on the process that leads to provide disparate knowledge thickness to girls and boys within the episodes. Using an intersectionality-based approach, the research highlights how gender inequalities in physical education are constructed in underprivileged multi-ethnic middle schools
Poggi-Combaz, Marie-Paule. "Quelles pratiques corporelles au college ? l'eps sous l'angle de la sociologie des parcours scolaires." Paris 5, 2000. http://www.theses.fr/2000PA054019.
Full textBuznic-Bourgeacq, Pablo. "La transmission du savoir expérientiel : étude de cas et analyses comparatives en didactique clinique de l'EPS." Toulouse 3, 2009. http://thesesups.ups-tlse.fr/683/1/.
Full textIn this research we identify how the teacher personal experience on a specific activity may have a great influence into his practical teaching experience. The practices of four recently qualified PE teachers are examined through comparative analysis and case studies. An epistemological analysis of the experiential knowledge and a transpositive analysis of its transmission framed an analysis of the effective practices. This framework led to quantitative comparisons and qualitative analysis of teaching methods supported by uneven personal experiences in the taught activities. Generic trends and experienced teaching have been identified. The clinical didactics analysis of the teachers' views about their own practices through a theory of the didactic subject have led to construct each teacher case by identifying how the experience determines the place he assumes in the didactics
Elandoulsi, Souha. "L’épistémologie pratique des professeurs : effets de l’expérience et de l’expertise dans l’enseignement de l’Appui Tendu Renversé en mixité : analyse comparée de trois enseignants d’éducation physique et sportive en Tunisie." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20054/document.
Full textThis thesis focuses to describe and understand the joint didactic activity of three physical education teachers and their pupils in gymnastic learning in Tunisia. It aims to determine the expertise and experience influence on the implementation and the regulation of didactic situations. In order to illuminate the complexity of the observed reality, this thesis is based on the main concepts of the Theory of Joint Action in Didactic. In this context, three teaching units about learning handstand - roll were observed using a method called "clinical/experimental" This method has created the conditions for cross case studies to analyze in detail the didactic interactions related to the educational experience of three teachers and according to their expertise in gymnastics. Their didactic activities have been described from the videotapes of the lessons and interviews data (pre-unit, pre-lesson and post-lesson individual interviews with the teachers). The results highlight the combined effects of the expertise and the teaching experience on the teachers’ practical epistemology. It appears from the comparative analysis that the teacher professional experience and expertise in the specific physical activity have an impact on the observed types of breach and/or micro-dysfunction, reflecting the “underground work" of the didactic contract in its differential aspects in relation to pupils’ gender positions and pupils’ hierarchies of excellence. Research confirms that the teacher’s practical epistemology determines the functioning of the didactic system. It is also shown that teaching experience and expertise may partly explain the ways in which pupils (having different gender positions or gymnastic skill levels) take or not benefit of the education they are provided
Loizon, Denis. "Analyse des pratiques d'enseignement du judo : identification du savoir transmis à travers les variables didactiques utilisées par les enseignants en club et en EPS." Toulouse 3, 2004. http://www.theses.fr/2004TOU30031.
Full textQueiroz, Kauê Fabiano da Silva. "La discipline Education Physique et l’Education de Jeunes et Adultes faiblement scolarisés au Brésil : quelles logiques didactiques, curriculaires et pédagogiques ?" Thesis, Lille 3, 2018. http://www.theses.fr/2018LIL3H024.
Full textThe current study focuses on the didactic and the curricular configuration of the Physical Education for Young and Adults in Brazil (EJA). We developed this thesis from a research on the teaching methods. The organization and adaptation of the contents taught. And the real practices in the classroom. We created a general method that encompasses a descriptive and a comprehensive approach. That method is a result of the interaction of the three following investigational processes. We started by conducting semi-structured interviews, with seven teachers. Where we focused on the pedagogical/didactic strategies employed. The next step was the thematic and lexical analysis of thirty-five lesson plans. We concentrated on the organization of the contents, and in the situations and the selected/elaborated objectives. Finally, we developed a micro-educational study of teaching practices in two case studies. As a result, we compared the didactic, curricular, and pedagogical particularities of the Physical Education in EJA. And the contents, objectives, and teaching methods described/elaborated with the contents that were effectively taught during the classes
Laurent-Marsero, Yvette. "La co-analyse de l’activité de travail entre formateurs et formés : un moyen pour repenser les pratiques et les contenus de Formation Continue en Education Physique et Sportive." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3089/document.
Full textThe stake in this thesis is double: it is a question on one hand of producing knowledge on the process at work in the development of the professional activity of experimented physical education teacher, on the other hand to show that it is possible to transform conceptions and/or practices of training by making some work realized in class an object of thought and interlocution out of its context of realization. From the report of a professional difficulty, insufficient penetration of the contents of the in-service training in the daily practices of PE teachers, we led an intervention- research. Our action is inspired by a clinic of activity methodological frame. We have proceeded at crossed self- confrontations with the aim of assisting the professionals in them efforts "to work" their experience and resume the hand on problematic working situations. By associating trainers and trained in this approach, we allowed: on one hand, to make visible in the eyes of the trainers the reality of the activity of the trained; on the other hand to rediscover at the teacher's specialists of the manners to make and incorporated, often untold professional knowledge in training; the lighting so brought allowed to question in return, the contents and the practices of training; the job analysis of the teacher in its class so establishes a trapdoor to accede to second thought on the training and a way to rethink this one
Garnier, Annie. "Le rapport au savoir du professeur : entre contrainte et autonomie, une étude de cas lors d'un cycle d'enseignement de la gymnastique au collège." Toulouse 3, 2003. http://www.theses.fr/2003TOU30164.
Full textAgbodjogbe, Basile Djessounounkon. "L'implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d'enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00904230.
Full textAgbodjogbe, Basile Djessounounkon. "L’implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d’enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20028/document.
Full textThis thesis is about the curriculum reform in physical education and biology as implemented in the Republic of Benin. The research is conveyed through a comparative approach and look at the didactical transposition. Three studies are conducted. The first one characterizes from a content analysis of official documents the new disciplinary matrix of the physical education curriculum and the biology curriculum. The second study concerns the discourses held by different actors (supervisors, mentors, and teachers) on the curriculum reform which began ten years ago. The last one is about the teaching practices of 6 teachers (3 in PE teaching basket-ball; 3 in Biology teaching predation and parasitism as inter species relations). The findings highlight the constraints that weight on the ways these new curricula are implemented in classroom
Auvray, Emmanuel. "Qu'ont-ils appris et enseigné ? : l'évolution des curricula formels et réels liés à l'enseignement de la natation scolaire (2nd degré) et les identités professionnelles chez des enseignants d'EPS (1945-1995)." Phd thesis, Université Claude Bernard - Lyon I, 2011. http://tel.archives-ouvertes.fr/tel-00844999.
Full textHussain-Carnus, Patrick. "La maîtrise de la langue française dans et par les disciplines scolaires : les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive : approche comparative." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0054.
Full textThis research deals with the way learning different school subjects is likely to help middle-school students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time.But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties, others will deal with language-related problems.What is meant by “Language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach?We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students. We argue that teaching French language proficiency requires the students to understand both a schooling language and a subject language. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them
Ciaston, Jerzy. "Les idéologies et les pratiques sportives de la population juive en Pologne dans les années 1918-1939 : exemple de reconfiguration d'une identité collective." Lyon 1, 2004. http://www.theses.fr/2004LYO10118.
Full textSchmitt, Anne. "Les usages sociaux de la pratique du surf et de la voile légère en contexte scolaire en France et en Californie : processus de socialisation et rapports sociaux de sexes et de classes." Thesis, Rennes 2, 2020. http://www.theses.fr/2020REN20009.
Full textHis thesis provides a sociological analysis of the gender and social class practices underpinning school-based surfing and light sailing in France and California. In this school-based water sport context, these two international school systems reproduce different conceptions and practices of equality due to the specific historical, political and social characteristics of each context. These differences exist despite both locations having similar laws and concerns when it comes to ensuring equality for all students in terms of access to nautical culture, and then more fundamentally in regard to students' integration and social success. The qualitative analysis, combining interviews and ethnographic observations, highlights the socialization experiences of youth, parents, and school program supervisors, which crucially reflect the impact of gender and social class as these factors determine the production and/or maintenance of inequalities. Furthermore, these stakeholder involvements also indicate the complex interaction of certain social dispositions. Masculine domination characterizes the gendered social relationships between young people in the distribution of surfing waves and tasks within the sailing boat's crew, and this domination also fits with the competitive and performative objectives pursued by supervisors and parents. However certain actors resist this domination, and even redefine these gendered social relationships in some cases, giving the perception of a more egalitarian practice of water sports
Touboul, André. "Les effets de l’expérience et de l’expertise dans les pratiques enseignantes en EPS : étude didactique clinique en Savate Boxe Française." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20043/document.
Full textThis thesis takes into account the effects of the experience and expertise on the practice of teaching in physical education. This research in “Savate Boxe Française” questions the meaning that the physical education teacher gives to his professional practice which was analysed from the crossing of theoretical data of the clinical didactics. This scientific direction based on the theory of the subject in teaching, "divided" between often conflicting constraints, allows the researcher to identify the personal relation of the practitioner with the activity that is taught, that is the subject of the contingency of the knowledge transmission. It specifies and justifies the use of a methodological point of view of the three times of the clinical didactics analysis: analysis of “déjà-là” that provides information on the intention of the teacher, the observation in situ “l’épreuve” of teaching and the interviews of “après coup” that enable the teacher to reflect about his own activity and the researcher to infer the causes of the didactic phenomena observed. Inter and intra sites analysis compares them in order to identify the specific effects of the experience and expertise.Our final project is to present a "generic framework" analysis and interpretation of the teaching practice articulating the didactic and clinical dimensions to test our hypotheses
Bronchart, Bernard. "Les transferts en éducation : l'éducation physique et sportive." Paris 8, 1994. http://www.theses.fr/1994PA080891.
Full textWith "transfer in education" being our subject matter, and after showing how far we already got on the issue, the problem will consist in exploring areas brimming with the notion of transfer. Conceptualization by revealing transfers of conceptions, beings, things, capacities and feelings from one state or spot to another, expresses the multi-referential feature of this notion. The choice of physical education is just one way to tackle the complexity of the problem. In a response to the fundamental question of knowing how transfers bring efficiency and optimisation to skills, the hypotheses will be built on motive education. We will track transfers of common attitudes in physical education by analysing emotions, gestures, physiognomy, and the non-verbal. These attitudes will help us build didactic transfers and then permanent principles that we will bring into effect during the emotional regulation of the class. The last part of the research will be dedicated to the transfer of basic motive abilities to physical and sportive activities. This part will base the connection between psycho motive gifts and the future gestural capacities. The gathering and processing of data will be organized about an epistomologic reflection on methods and tools adapted to a hypothetico-deductive reasoning. Mainly collected during the direct
Méard, Jacques. "La recherche d'autonomie en éducation physique et sportive." Paris 8, 1989. http://www.theses.fr/1989PA080371.
Full textAfter clearing up the different implications of the word "autonomy" in the pedagogical context, i try to analyse four "moments" of physical education teaching in school. This analysis lets me clarify the question of attitude modification with "bound to fail" pupils. That also makes me check a method to understand autonomy (self-regulation) of pupils in terms of "different rules contacts" : rules from the institution, from the classroom-group, from the sports, from the learning tasks. Far from the usual acceptations of autonomy, this method allows teachers to contend with "chronic learning failure" through didactic and pedagogic channels at the same time
Fargier, Patrick. "Contribution à une réflexion à la gestion de sa vie physique en EPS [éducation physique et sportive]." Lyon 2, 2000. http://theses.univ-lyon2.fr/documents/lyon2/2000/fargier_p.
Full textLamidel, Mordechaï. "Education physique et science : un rendez-vous manqué : prospective sociologique et épistémologique." Paris 5, 2005. http://www.theses.fr/2005PA05H022.
Full textIn which measurements the formation in STAPS (sciences and techniques of physical and sporting activities) answers to the waitigs of the students, the physical education's teachers, and to the orientation of the university? The comparison of the taught disciplines with the representations of the principal interested parties, revealed by a mode of original questioning, will show such an inadequacy. If the life sciences and the social sciences hold the top of the paving stone in the lessons in STAPS, it's not the same for the questioned people of this investigation. How supply can be so far away from the request? Neither evolution of the professional wishes of the students, neither the opening supposed of the type of "bac" after the suppression of the entrance examination, nor the supposed diversification of the social origins of the actors of the EPS, making echo with the democartization of the university, nor even the evolution of the sporting practices explain this phenomenon. It is while turning the glance in the history of the formation and its symptomatic propensity to serfdom for established sciences that appears the disorders that before it psychology, sociology and linguistics lived. In comparison with the the history of sciences and epistemology, the plurality of the disciplinary glances is however not pathological but rather normal in the structuring of the disciplines. It is thus of the difficulty of making emerge a self object and of delimiting fields of application, that the disorders come. This exploration shows the interaction existing between disciplinary and object structuring, and the social logic. It under tightens the necessary distance of the ideology, in all its forms, for science being born. A proposal in science of the motor action, meeting the conditions of scientificity and ideological detachement, is made and materialized by the object of motor conducts
Lorca, Pierre. "Contribution à l'étude des conditions d'émergence de l'éducation physique et sportive comme discipline scolaire." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/lorca_p.
Full textTo encircle the conditions of emergence of the school discipline consists, from the programs, in questioning the process to understand choices made by the official speech. A first part kicks away an epistemological point of view through the study of the Instructions and the programs appeared between 1981 and 2000. It puts in evidence the juxtaposition of different conceptions through the discipinary matrix. A second part leans on the sociology of the curriculum to clarify the universes of thought which cross the programs. The theoretical instability finds its origin in the stakes in power of organized groups. The anthropology of the sciences consists in tracking the actors through the various institutions and in finding their stategies, putting in light of the filiations and the alliances constituting socio-technical networks. This functioning acts in the national plan to press on the programs and in the local plan to steer the various trainings
Ouitre, Florian. "Développement des modalités de gestion du système didactique chez des enseignants d'Education physique et sportive débutants au cours de leur année de formation professionnelle." Nantes, 2009. http://www.theses.fr/2009NANT3011.
Full textBarbot, Alain. "Approche technologique des phénomènes d'enseignement du judo en éducation physique et sportive : dévolution du problème à des élèves de seconde, lors d'un premier cycle de sports de combat de préhension." Paris 11, 1996. http://www.theses.fr/1996PA112032.
Full textBen, Chaâbane-Abdennadher Zhaïra. "Dire, faire et transmettre : La formation des enseignants d'EPS en Tunisie." Paris 5, 2007. http://www.theses.fr/2007PA05S003.
Full textProfessional training at the beginning, scientific then pedagogical later on, the training of teachers in Physical and Sports Education in Tunisia has now made its entry into universities. This request imposes constraints since, divided into multiple and distinct courses, the training for sports related jobs must assure an individual identity for each course. The training for Physical Education is therefore classed apart from other specialities and as from now it is autonomous; it must impose itself not only through its legitimacy but by its own identity. Within this perspective, the definition of a concept suitable for physical education suggests an analysis of the different forms of motor skills education privileging the comparison of educational dimensions, which constitutes at the same time the point of view of the both the praxeologist and the pedagogue. The study of the evolution of the texts and training schemes of the ISSEP in Tunis reveals on the one hand, that the contents of increasingly imposing theoretical knowledge where disciplines thought as fundamental dominate, and on the other hand, the technical content is confirmed more than ever within practical knowledge. Whereas external theoretical disciplines are flourishing, the stability of practices is accentuated, affirming their educative value in the same way as do economic competition and world politics. Sportivisation and theorization prevail over the educational objectives in the training of the teachers in Physical Education. The analysis by Kassar Said of the current situation at ISSEP questions the educator's point of view using interviews and questionnaires. This analysis also looks at the behaviour and desires of students through crossing questionnaires and systematic observation. It also confirms the above statement and demonstrates an educative relationship based on practices whose dogmatic anchoring reinforces the definition of teaching taking up power
Klein, Gilles. "La mise en valeur de l'éducation physique et sportive." Montpellier 1, 1993. http://www.theses.fr/1993MON14002.
Full textMahut, Bruno. "Approche sémiotique des interactions didactiques : geste et verbe en situation d'Education Physique et Sportive." Besançon, 2003. http://www.theses.fr/2003BESA1004.
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