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See detailThe physical education teacher as a physical activity promoter : Current developments
Cloes, Marc ULg

Conference (2014, May 24)

The current society needs to fight against the growing of sedentary lifestyles among the population all around the world. The school environment is identified as a pillar of the multisectorial approach ... [more ▼]

The current society needs to fight against the growing of sedentary lifestyles among the population all around the world. The school environment is identified as a pillar of the multisectorial approach that should be implemented to avoid that children who born today do not live less longer than their parents. The presentation will focus on four topics: (1) The role of school in physical activity (PA) promotion; (2) The dimensions of PA at school; (3) The action that physical education (PE) teacher can play; (4) The role of PE teacher educators in the improvement of the PE adaptation to the current needs. For one child, there are several opportunities to be physically active at school but the part of the school in youth PA is not well documented. Since recently, the only strong evidence of the effectiveness of interventions aiming to promote PA in youth was identified in adolescents when school and family/community environments are combined. However, some reviews have now revealed that school-based PA interventions can be effective for improvements in BMI, motor performance, physical activity, knowledge … In order to design one PA promotion project at school, five dimensions should be considered: (1) Physical education; (2) Sport at school (links to the community); (3) Active transportation; (4) Life environment (recesses, spaces); (5) Physical activity in the classroom. All these dimensions should be supported by a strong school policy that considers PA as a key aspect for the youth development. It means that packages of school-based strategies need to be developed. Nevertheless, PE seems to be a central aspect emphasizing the key role of the PE teachers who should become the PA promoters in every school. Unfortunately, since few decades, PE is facing a worldwide crisis raising questions about its quality and focusing on the teaching process, the inadequate school-community co-ordination, the focus on competition performance sport and the lack of interest on basic human movement and needs. Three concepts are now influencing some changes: (1) The physical literacy; (2) The accountability, and; (3) The Quality Physical Education (QPE). This means that, in PE, a special emphasis should now be set on the acquisition by the youth of knowledge, skills and attitude that will make them physically educated persons for their whole life, with the purpose to reach concrete improvements and to respect students’ needs and motivational characteristics. PE teachers have to show what they are doing in the promotion of an active lifestyle, using sports like a tool for general aims and not as a final objective. On the field, this means that new contents and teaching strategies have to be developed. The involvement of the students and the implementation of their learning into the real life should become a priority. Collaboration with other actors of the educational community (other teachers, parents) or the local community (sport clubs, sport administrations, private sector …) should be developed. PE teachers have to take these new roles. To achieve such change, they need to be supported by the PE teacher educators who have to emphasize the new educating strategies, develop concrete material and resources, contribute to create communities of practice, provide evidence based data supporting the effectiveness of the new approaches. The presentation will propose systematic ‘give and go’ between theory and practice in order to connect researchers and physical education teachers, underlining that PE can only grow with such collaboration and development of a networking. [less ▲]

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See detailPromotion of physical activity in schools
Cloes, Marc ULg

Conference (2014, May 01)

This presentation will answer to the following questions: (1) Does the school play a role in PA promotion? (2) What are the dimensions of PA at school? (3) How to determine the potential role of the ... [more ▼]

This presentation will answer to the following questions: (1) Does the school play a role in PA promotion? (2) What are the dimensions of PA at school? (3) How to determine the potential role of the school in PA promotion? (4) What kind of projects to implement? (5) What do we have to remember? It will be based on an overview of the literature and will provide practical implications for researchers and practitioners. [less ▲]

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See detailPhysical Education Stimulating a Healthy Lifestyle and Critical Sports Consumption in Belgium
De Martelaer, Kristine; Seghers, Jan; Cardon, Greet et al

in Chin, Ming-Kai; Edginton, Christopher (Eds.) Physical Education and Health Global Perspectives and Best Practice (2014)

In this chapter, the authors describe the situation and challenges of Physical Education (PE) in Flanders and Wallonia in order to encourage young people to adopt a healthy lifestyle and to become ... [more ▼]

In this chapter, the authors describe the situation and challenges of Physical Education (PE) in Flanders and Wallonia in order to encourage young people to adopt a healthy lifestyle and to become critical sports consumers. In school-age children, about one out of six has problems with obesity/overweight. Compared with earlier measurements there is a trend of increasing sedentary time per day and not enough physical activity (PA) to reach international norms. Girls can be definitely considered as a public at risk regarding the physical activity component of their healthy lifestyle. In recent years, the emphasis has shifted from motor- and/or physical-testing towards the development of a positive attitude towards physical activity and being socially engaged. The main concern of the course-specific final attainment levels is teaching how to deal with the current movement culture of games, sports, fitness, and daily activity. In both regions, it is expected that children are taught to transfer movement and personally-related competencies learned in PE to other contexts. Initiatives to develop and enhance links between PE and other opportunities to be physically active in the wider community are receiving more attention during the last few years, but the situation is still far from ideal. Because of the complex role of promoting a healthy lifestyle during PE and in the whole school, there is a need to educate teachers during their teacher training and lifelong education on how to provide relevant choices, satisfying the need for autonomy. [less ▲]

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See detailOlder adults, physical activity and the internet: Exploring their behaviours, beliefs and opinions
Mouton, Alexandre ULg; Cloes, Marc ULg

in International Journal of Physical Education (2014), 51(1), 18-29

Despite the numerous health benefits, population physical activity (PA) levels are low and decline with age. As the population grows older, with some major implications in terms of public health cost ... [more ▼]

Despite the numerous health benefits, population physical activity (PA) levels are low and decline with age. As the population grows older, with some major implications in terms of public health cost, innovative interventions to promote PA in older adults are of major interest. The Internet holds potential for delivering effective PA interventions and older adults are the largest-growing group of Internet users. Therefore, the main purpose of this study was to explore the older adults’ behaviours, beliefs and opinions about PA and Internet. At baseline, 75 older adults participated in the two stages of the study: (1) an assessment of their behaviours and beliefs about PA and web-based PA promotion; and (2) the experimentation of a single session of home-exercising followed by an interview regarding their opinion on this session. Results exposed that a minority of the participants were regularly active according to the stage of change for PA. Depending on their knowledge of PA, participants mainly perceived social and health aspects as barriers or motivators for their practice of PA. Senior adults considered home-exercising delivered via the Internet sufficiently relevant, acceptable, original, appreciated and reproducible only if it goes along with a reinforced social support and a community-centred PA promotion. [less ▲]

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See detailEtude de la notoriété des sportifs belges francophones de haut niveau
Theunissen, Catherine ULg; Danse, Nicolas; Cloes, Marc ULg

Poster (2014, February 22)

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See detail1er Colloque Guy Namurois : Livre des résumés
Jidovtseff, Boris ULg; Halleux, Philippe; Lambert, Eric et al

in Jidovtseff, Boris (Ed.) 1er Colloque Guy Namurois : Livre des résumés (2014, February 22)

Colloque multi-disciplinaire en l'honneur de Guy Namurois

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See detailAVIS DES ARBITRES DE BASKET-BALL DE SEPT PAYS EUROPÉENS SUR LEUR ÉVALUATION PHYSIQUE
Van Hoye, Martin ULg; Cloes, Marc ULg

Scientific conference (2014, February 22)

Le test Léger est-il adapté aux efforts fournis par les arbitres de basket-ball au cours d'une rencontre ? Quels sont les avis des arbitres à ce niveau ? Quels tests plus adaptés pourraient être réalisés ?

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See detailDevelopment of educational info capsules proposing instructional strategies aiming to deal with overweight and obese students
Cloes, Marc ULg; LEBRETHON, Marie-Christine ULg; Feron, Isaline

Conference (2014, February 13)

Irwin et al. (2003) pointed out the principles that quality PE teachers should incorporate into their pedagogical practice in order to take into account the increasing number of overweight and obese ... [more ▼]

Irwin et al. (2003) pointed out the principles that quality PE teachers should incorporate into their pedagogical practice in order to take into account the increasing number of overweight and obese students in their classes. Fighting against obesity is so complex that no simple solution can be proposed. It means that the development of specific tools providing PE teachers with new instructional strategies inspired from public health is needed (Prusak et al., 2011). Inclusion of overweight students into PE can be linked with a social ecological model (Li & Rukavina, 2012). Even if PE teachers are able to develop and implement specific instructional strategies, it seems that they need support from health experts (Cloes et al., 2013). Internet, continuing professional development activities, and educational info capsules were identified as the preferred supports to be used by the practitioners (Cloes et al., 2014). The aims of this study were to produce and validate three pedagogical capsules focusing on specific concerns of PE teachers as well as to analyze the procedure of validation. Using an extensive analysis of the literature, the researchers first identified theoretical and practical resources to be mobilized in the understanding and development of solutions for the selected problems: (1) Students’ lack of awareness about the risks of overweight and obesity; (2) Constraints associated with the motor/physical disabling; (3) Parents’ lack of awareness about PA impact on health. The capsules were then submitted to 11 experts (health specialists, health educators, psychologists, PE teachers) who had to analyze the documents. They acknowledged the content and form of the capsules. Minor changes were requested in order to finalize them. The proposed evaluation sheet was also validated but face-to-face assessment was recommended. Dissemination of the existing capsules as well as development of additional ones should be the next steps of this project. [less ▲]

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See detailConstraints experienced by physical education teachers with overweight and obese students
Cloes, Marc ULg; Feron, Isaline; LEBRETHON, Marie-Christine ULg

Conference (2014, February 10)

Despite ‘antifat’ attitude of some PE teachers (Greenleaf & Weiller, 2005) and the PE public relations problem in regard to how obese students are treated (Irwin et al., 2003), it seems evident that this ... [more ▼]

Despite ‘antifat’ attitude of some PE teachers (Greenleaf & Weiller, 2005) and the PE public relations problem in regard to how obese students are treated (Irwin et al., 2003), it seems evident that this school subject represents a key element in the involvement of the education sector in the fight against the worldwide escalating global epidemic of obesity (Tappe & Burgeson, 2004). In fact, PE teachers consider that they lack of specific knowledge to implement instructional strategies dealing with overweight and obese students (Cloes & Ziant, 2009). Some authors proposed models to illustrate constraints that PE teachers encounter in their classes with obese students and their potential solutions (Cloes et al., 2013; Rukavina et al., 2010). On the other hand, data are missing when identifying those that are considered as their main concerns and the ways that they would prefer to receive some support regarding this specific topic. This study is focused on these two aspects. Five hundred thirteen PE teachers fulfilled an online questionnaire (Lickert scales) in which they had to determine (1) the perceived importance of 20 problems proposed by PE teachers and validated by 8 experts; (2) their relative interest toward the reception of support aiming to deal with those problems; (3) their preference for receiving information about the potential instructional strategies. Based on the answers, the top 3 problems are: (1) Students’ lack of awareness about the risks of overweight and obesity; (2) Constraints associated with the motor/physical disabling; (3) Parents’ lack of awareness about physical activity impact on health. Internet (3.49±.6/4), continuing professional development activities (3.29±.8/4), and educational info capsules (3.07±.8/4) were identified as the main resources that PE teachers would use preferentially. This study provides useful information for PE teachers’ educators who should develop now material to be shared with the practitioners. [less ▲]

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See detailIntroduction d’approches socioconstructivistes dans le cours d’éducation physique. Avis des acteurs sur l’utilisation de fiches d’observation et du débat d’idées
Cloes, Marc ULg; Derome, Stéphane; Bonvoisin, Pierre-Henry

in e Journal de la Recherche sur l'Intervention en Éducation Physique et Sport (2014), 31

Two specific teaching approaches respecting the socioconstructivist principles (observation cards and students verbal exchanges) have been implemented in three secondary PE school classes during short ... [more ▼]

Two specific teaching approaches respecting the socioconstructivist principles (observation cards and students verbal exchanges) have been implemented in three secondary PE school classes during short teaching volleyball units. The study examines the opinions of the teachers and students about their experience. Both kind of actors were positively surprised by these original teaching approaches. PE teachers had some difficulties to share the leadership with their students but were impressed by the behavior of their students. The latter underlined that they appreciated to have the opportunity to learn by themselves. More resources should be developed to help the PE teachers to adopt such teaching approaches. [less ▲]

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See detailThe leisure context. A forgotten topic of sport pedagogy
Cloes, Marc ULg

in Albuquerque, Alberto; Pinheiro, Claudia; Resende, Rui (Eds.) A Formaçao de Formadores em Educaçao Fisica e Desporto. Perspectivas Internacionais Tendëncias atuais (2014)

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See detailLaura. Enduring – or enjoying – endurance training.
Cloes, Marc ULg; Hody, Stéphanie ULg; Jidovtseff, Boris ULg et al

in Armour, Katheleen (Ed.) Pedagogical cases in physical education and youth sport (2014)

This chapter presents a pedagogical case presenting a 15-year-old girl who met some episodes of drop in blood pressure in the morning when beginning school. Her physical education (PE) teacher has to find ... [more ▼]

This chapter presents a pedagogical case presenting a 15-year-old girl who met some episodes of drop in blood pressure in the morning when beginning school. Her physical education (PE) teacher has to find a way to deal with such situation. Three scientists from physiology, fitness training and psychology analyze the scenario and underline the knowledge that should be used by the PE teacher in order to implement appropriate lessons. Sport pedagogists propose then a concrete contribution based on this interdisciplinary analysis. Such paper is a fantastic adventure for scholars who are invited to exchange their representations, knowledge et ideas in order to develop strong approaches. The refective process is an example for preservice education but also for all practioneers and PE teacher educators. [less ▲]

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See detailLe maître d’école et la promotion de l’activité physique
Cloes, Marc ULg

Scientific conference (2013, December 10)

School is considered as one of the main pilars of the promotion of physical activity. Beyond the physical education teachers - who are real corner stones of this multisectorial action, the classroom ... [more ▼]

School is considered as one of the main pilars of the promotion of physical activity. Beyond the physical education teachers - who are real corner stones of this multisectorial action, the classroom teachers must also be sensitized to that kind of action because they particularly influence children and can also contribute to give them healthy lifestyle. The presentation takes the representations as the common thread in order to illustrate the notions that the teachers should master and to draw their attention on their responsibilities. [less ▲]

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See detailConnaissez-vous l’activité physique?
Cloes, Marc ULg

Speech/Talk (2013)

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See detailL’activité physique Quoi? Pourquoi? Comment?
Cloes, Marc ULg

Conference (2013, October 30)

L’activité physique et la sédentarité sont deux notions qui font partie de notre vie quotidienne. Il apparait toutefois que le public ne se construit pas toujours des représentations adéquates à leur ... [more ▼]

L’activité physique et la sédentarité sont deux notions qui font partie de notre vie quotidienne. Il apparait toutefois que le public ne se construit pas toujours des représentations adéquates à leur propos alors que, parties intégrantes de notre style de vie, elles jouent un rôle fondamental dans la santé de chacun d’entre nous. L’exposé, qui se veut interactif, portera donc sur la définition des concepts avant d’aborder les effets de la pratique et d’analyser les recommandations internationales en la matière. Par son côté ludique, l’intervention permet de prendre conscience de certaines mauvaises représentations et/ou de lacunes au niveau de connaissances qui concernent la santé publique. Les échanges permettront par ailleurs de dégager des pistes d’action concrètes pouvant aisément être mises en place. [less ▲]

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See detailThe physical education teacher as a physical activity promoter
Cloes, Marc ULg

Conference (2013, October 25)

Nowadays, physical education is more and more focused on the development of an active lifestyle among the students who are supposed to become physically educated citizen throughout life. The presentation ... [more ▼]

Nowadays, physical education is more and more focused on the development of an active lifestyle among the students who are supposed to become physically educated citizen throughout life. The presentation is divided in six parts: AIESEP Statement on Sport Pedagogy; From sport educator to PA promoter: The (r)evolution of PE teachers; What about ‘Quality Physical Education’?; How to be a PA promoter?; PETE for PA promoters; Conclusions. [less ▲]

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See detailEmotional intelligence and self-efficacy among physical education teachers
Mouton, Alexandre ULg; Hansenne, Michel ULg; Delcour, Romy et al

in Journal of Teaching in Physical Education (2013), 32(4), 342-354

Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations ... [more ▼]

Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers. [less ▲]

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See detailAnalyse de l’interaction entraîneur-sportifs. Analyse qualitative exploratoire d’un modèle original
Remy, Elodie ULg; Manfredini, Tiber ULg; Cloes, Marc ULg

in Carnel, Béatrice; Moniotte, Julien (Eds.) Intervention, Recherche et Formation: Quels enjeux, quelles transformations? (2013, September)

Notre démarche, novatrice, s’inscrit dans une orientation sociale de la psychologie du sport. Selon Brown (2006), la psychologie sociale correspond à la compréhension d’un comportement individuel dans un ... [more ▼]

Notre démarche, novatrice, s’inscrit dans une orientation sociale de la psychologie du sport. Selon Brown (2006), la psychologie sociale correspond à la compréhension d’un comportement individuel dans un contexte social. La psychologie du sport, elle, se définit comme « l’étude de l’effet des facteurs psychologiques et émotionnels sur les performances et de l’influence de la pratique sportive sur ces mêmes facteurs » (Cox, 2005, p. 14). Notre objectif consistait à déterminer le lien entre, d’une part, ce que les coaches définissent comme leur(s) priorité(s) d’actions, ce qu’ils font concrètement et comment le vivent les sportifs et, d’autre part, ce qu’attendent ces derniers. Il s’agissait également de déterminer comment le lien entre ces quatre aspects influe sur la performance et comment la performance agit en retour sur ces aspects. Afin de développer une méthodologie rigoureuse, nous avons élaboré un modèle qui a servi de cadre de référence pour la collecte de données au sein de trois équipes de basket-ball de 1ère régionale féminine wallonne (deuxième niveau hiérarchique belge). Dans chaque site, nous avons sollicité à la fois les joueuses et les entraîneurs (interviews, focus group, observations et questionnaires). Dans la première équipe, un net décalage est mis en évidence entre le projet du coach, celui des joueuses et les moyens dont dispose le club. Il se manifeste par des comportements contradictoires et ambivalents entre joueuses et entraîneur, ce qui semble impacter considérablement la performance. La seconde équipe s’inscrit dans un cadre particulier (école de formation ne pouvant connaître ni promotion ni relégation). La jeunesse des joueuses et le style de coaching vécu comme oppressant par les plus jeunes débouche sur un climat susceptible de limiter la performance. Enfin, la troisième équipe se situe largement en-dessous du niveau attendu. Les joueuses composent avec un entraîneur démissionnaire et un préparateur physique porté aux nues dont le comportement est décrit comme affectif et protecteur. Ce constat fait obstacle à une vision objective des acteurs sur les résultats. Ces résultats plaident en faveur du modèle proposé et pour un approfondissement de l’étude des liens entre dimensions organisationnelle, groupale et individuelle dans l’étude de la performance sportive collective. [less ▲]

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See detailProfils de discordance et comportement d’élèves dans un contexte d’éducation physique belge francophone
Martel, Denis; Cloes, Marc ULg; Colina-Valdor, Xavier et al

in Carnel, Béatrice; Moniotte, Julien (Eds.) Intervention, Recherche et Formation: Quels enjeux, quelles transformations? (2013, September)

Les profils de discordance sont déterminés à partir des écarts entre l’auto-évaluation des élèves (AÉ) et leur prédiction de l’évaluation de l’éducateur physique à leur égard (PrÉ) concernant leur niveau ... [more ▼]

Les profils de discordance sont déterminés à partir des écarts entre l’auto-évaluation des élèves (AÉ) et leur prédiction de l’évaluation de l’éducateur physique à leur égard (PrÉ) concernant leur niveau de performance, leur coopération et l’intensité de leurs efforts en classe d’éducation physique et sportive (ÉPS) (Martel et al., 2011). Une étude québécoise a permis d’établir que plus les élèves s’estiment sous-évalués par leur enseignant sur ces trois dimensions, moins ils tendent à rapporter l’adoption de comportements positifs durant les cours d’ÉPS. Pour la présente étude, réalisée dans un contexte belge francophone, les objectifs étaient : (1) de déterminer les profils de discordance d’élèves (PDi), et (2) d’analyser la relation entre ces PDi et les comportements que disent adopter les élèves en ÉPS. Un total de 1271 élèves (722 filles, 549 garçons) âgés entre 11 et 20 ans, provenant des niveaux secondaires inférieur (n=857) et supérieur (n=414) d’écoles (N=4) de l’agglomération de Liège, ont volontairement participé à l’étude. Un questionnaire validé, adapté d’une version québécoise, a été complété par les élèves vers la fin de l’année scolaire en l’absence de l'éducateur physique. Les résultats, inférieurs à ceux d’autres études, révèlent que 25% des élèves expriment un profil de concordance parfaite entre leur AÉ et leur PrÉ, c’est-à-dire s’estiment évalués à leur juste valeur à la fois pour leur niveau de performance, leur coopération et leurs efforts en ÉPS. Par ailleurs, 56% des élèves s’estiment sous-évalués (discordance négative) sur une seule dimension (27,7%), deux dimensions (19,4%) ou trois dimensions (9,5%) simultanément. Enfin, les résultats confirment ceux de Martel et al. (2011), à savoir que plus les élèves se sentent sous-évalués, particulièrement ceux qui se sentent sous-évalués sur au moins deux dimensions, moins ils rapportent de comportements positifs (p< .001) que ceux qui perçoivent être davantage en accord avec leur enseignant. [less ▲]

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See detailAnalyse de parcours d'entraîneurs belges de haut niveau. Application de l'approche narrative
Theunissen, Catherine ULg; Dosquet, Thibaut; Cloes, Marc ULg

in Carnel, Béatrice; Moniotte, Julien (Eds.) Intervention, Recherche et Formation: Quels enjeux, quelles transformations? (2013, September)

Beaucoup d'entraîneurs rêvent d'une carrière dans le sport de haut niveau. Connaître les secrets de ceux qui atteignent les sommets présente un attrait indéniable pour les praticiens. Les recettes du ... [more ▼]

Beaucoup d'entraîneurs rêvent d'une carrière dans le sport de haut niveau. Connaître les secrets de ceux qui atteignent les sommets présente un attrait indéniable pour les praticiens. Les recettes du succès sont difficilement définies et la qualité d'un entraîneur ne repose généralement que sur les résultats des sportifs et la reconnaissance par les pairs (Terisse, 1998). Notre investigation vise à mettre en évidence des éléments décisifs dans le parcours d'entraîneurs belges francophones de haut niveau à travers le récit de leur vie. L'approche narrative (Lemyre & Trudel, 2004 ; Von Rotz, 2004) a été utilisée avec des entraîneurs de sports collectifs (n=4) et individuels (n=4) en laissant la liberté aux sujets de mettre en évidence les éléments de son contexte qu'il considère comme essentiels. Une analyse de contenu des interviews a ensuite été menée via un système de catégorisation des verbatims. La fidélité inter- et intra-analystes a révélé un taux d'accord satisfaisant (89 et 95%). Généralement anciens sportifs, les entraineurs de haut niveau ont le plus souvent franchi le cap par hasard. Ils ont ensuite évolué en encadrant des équipes de jeunes, ce qui leur a permis de connaitre les différentes étapes de l'apprentissage. Les rencontres avec d'autres praticiens ont alimenté leurs connaissances. Les formations suivies les ont amenés à évoluer au même titre que leur réflexion et la consultation de différents ouvrages de référence. Même s'ils déclarent afficher un caractère bien trempé, ils misent sur une compétence en psychologie pour assouplir les relations humaines tout veillant à maintenir la rigueur à la tâche. Ils ne comptent pas sur la chance et parlent plutôt de réussite en se souciant de chaque détail, pour limiter le hasard. Ces résultats sont en congruence avec Wright, Trudel & Culver (2007) qui déclarent que chaque situation vécue joue immanquablement un rôle dans la formation des entraîneurs. [less ▲]

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