References of "Vandermeulen, Mary"
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See detailElaboration of a water familiarization testing battery adapted for young children
Vandermeulen, Mary ULiege; Schiettecatte, Delphine; Delvaux, Anne ULiege et al

Poster (2017, January 27)

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See detailWater familiarization testing battery adapted for young children
Vandermeulen, Mary ULiege; Schietecatte, Delphine; Delvaux, Anne ULiege et al

Poster (2016, June 11)

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See detailÀ descoberta do meio aquático: o método CEReKi para o ensino da adaptação ao meio aquático
De Sousa Morgado, Liliane ULiege; Costa m, Aldo; Mornard, Manhattan ULiege et al

in Morouço, Pedro; Batalha, Nuno; Fernandes, Ricardo (Eds.) natação e atividades aquáticas (2016)

O meio aquático, muito diferente do meio terrestre, pode ser percecionado como um meio hostil pela criança. Por isso é importante que as primeiras experiências no contacto com água sejam vivenciadas de ... [more ▼]

O meio aquático, muito diferente do meio terrestre, pode ser percecionado como um meio hostil pela criança. Por isso é importante que as primeiras experiências no contacto com água sejam vivenciadas de forma positiva e agradável. Isto é particularmente importante no contexto de ensino da AMA, que visa o desenvolvimento de diferentes habilidades aquáticas consideradas pré-requisito motor para a aprendizagem de outras habilidades aquáticas mais específicas e complexas, entre as quais as técnicas de nado formal. A organização do ensino da AMA em circuito, como o proposto pelo CEReKi, permite uma abordagem pedagógica adaptada e particularmente eficaz, mesmo em piscinas que à priori não estão ajustadas a crianças pequenas. Embora os estudos não demonstrem uma superioridade evidente na eficácia desta abordagem em relação a outra mais tradicional, é importante compreender que esta proposta confere um inequívoco despertar aquático junto das crianças, onde o prazer e o divertimento prevalecem sobre os medos e as apreensões. Para além disso, esta abordagem é sensível às diferenças inter individuais da competência aquática ou do ritmo de aprendizagem, cabendo ao professor o papel de mediador entre a criança e o contexto aquático a explorar. [less ▲]

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See detailModifying Indoor Facilities Appropriate to Children
Jidovtseff, Boris ULiege; Delvaux, Anne ULiege; Mornard, Manhattan ULiege et al

in Book of abstracts AISEP 2016 (2016, June)

Introduction Physical literacy development during childhood is critical not only to favor sport performance outcomes but also to develop long term physical activity. It’s very important for children to ... [more ▼]

Introduction Physical literacy development during childhood is critical not only to favor sport performance outcomes but also to develop long term physical activity. It’s very important for children to move in a thinking way. Diversified activities are important to develop a large panel of fundamental motor skills and to stimulate perception. It is important for children to move, but it has to be done in a thinking way. Focus on inquiry With young children it is important to maximize active time, to develop fundamental motor skills and perception, to take into account inter-individual differences, to favor enjoyment, self-confidence and to guarantee optimal security. Most of these pedagogical challenges can be reached by appropriate instruction and by an adapted environment. Contribution There is clear evidence that modifying exercise facilities influence children’s behaviour with consequences for motivation, activity level and motor development. For 25 years a reflexive approach has been used at CEReKi (Liège, Belgium) in order to determine how indoor facilities can be modified with the aim to meet children needs and to favor motor development. Attractive circuits have been developed to stimulate specific motor skills (gymnastic, athletic or ball circuits). They were created to afford action possibilities and challenges for children to explore their own abilities for exercise. According to the children’s age and level of ability different pedagogical conditions can be provided: spontaneous play, guided discovery or structured games. Circuits have to be organised in such a way that children can do most exercises on their own. The arrangement of equipment offers multiple possibilities for movement, favouring active discovery for all children. The autonomy of children allows the teacher to move throughout the circuit and assist children by scaffolding their learning. Conclusion Our experience confirms that modifying indoor facilities is relevant for 3 to 8 years old children activities. [less ▲]

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See detailUn filet … pour nager. L’expérience du Cereki
Delvaux, Anne ULiege; Vandermeulen, Mary ULiege; Jidovtseff, Boris ULiege

in Science & Sports (2010), 25

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See detailAnalyse des structures valorisant le rôle social du sport en Communauté Wallonie-Bruxelles
Vandermeulen, Mary ULiege; Cloes, Marc ULiege

in e Journal de la Recherche sur l'Intervention en Education Physique et Sport (2009), 16

En Belgique, la Fondation Roi Baudouin (FRB) est une référence en matière de développement du bien-être des citoyens. Dans la perspective de générer des informations utiles à la conception de son prochain ... [more ▼]

En Belgique, la Fondation Roi Baudouin (FRB) est une référence en matière de développement du bien-être des citoyens. Dans la perspective de générer des informations utiles à la conception de son prochain plan quinquennal, le Service Intervention et Gestion en Activités Physiques et Sportives (SIGAPS) de l’Université de Liège a été chargé de réaliser une étude prospective visant à identifier des pistes d’interventions originales susceptibles de rencontrer les besoins actuels des acteurs de terrain en « sport social ». La première étape de cette étude a porté sur l’établissement d’un état des lieux non exhaustif des initiatives utilisant le sport/l’activité physique comme outil social. Sur base des informations fournies par les acteurs de terrain, nous avons identifié les raisons justifiant le développement limité de ces dernières et les moyens qui devraient être mis en œuvre pour remédier à cette situation. Dans une deuxième étape, un groupe de praticiens s’est réuni en vue de faire émerger les pistes d’actions dans lesquelles la FRB pourrait s’investir afin de rencontrer les attentes réelles des spécialistes. Des propositions concrètes ont ainsi pu être formulées. Elles peuvent être considérées comme une source d’inspiration voire des recommandations. [less ▲]

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