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See detailAn investigation of the effects of daily physical education in kindergarten and elementary schools
Piéron, Maurice ULg; Cloes, Marc ULg; Delfosse, Catherine et al

in European Physical Education Review (1996), 2(2), 116-132

The project used different methods of data collection: tests, questionnaires and systematic observation of pupils and teachers. In developing a multiple viewpoint approach, we attenpted to sketch a ... [more ▼]

The project used different methods of data collection: tests, questionnaires and systematic observation of pupils and teachers. In developing a multiple viewpoint approach, we attenpted to sketch a detached view of the implementation of DPE and of tis results. Goals were as follows: (1) Exploring the possible effects of the programme in various areas of children's life that do not arise directly from their activities during physical education lessons. (2) Identifying children's school-life context, in order to identify factors influencing several effects of DPE. The various viewports considered, the results, and the knowledge of external variables all allowed us to identify a convergent package of indications, thus allowing us to think in terms of causality. Often, the benefits came from the children's involvement in the experimental programme. Improvements of motor performance in primary school age children arise from a maturation process and from practice and learning. Nevertheless, it is particularly hard to identify the relative contributions of these two sources. Tracing pupil's development, fro the starting level at beginning of the school year, appeared to allow isolation of the part played by children's activities whitin the school environement. In all grade levels, comparisons confirmed pilot classes superiority. Performances were significantly better in many tests. However, during the year, it seemed that the development of performance due to maturation masked the potential effects of physical activities. A decline in favourable attitudes was observed in every school at the beginning and the end of the school year. A slide from very favourable attitudes towards simply favourable attitudes was observed. ... [less ▲]

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See detailInter-individual variability of teachers' feedback: Study in simulated teaching conditions
Cloes, Marc ULg; Denève, Alain; Piéron, Maurice ULg

in European Physical Education Review (1995), 1(1), 83-93

Dans l'enseignement des activités physiques, les réactions de l'enseignant à la prestation des élèves (feedback) constituent l'une des variables déterminantes dans la réussite pédagogique. Les réactions à ... [more ▼]

Dans l'enseignement des activités physiques, les réactions de l'enseignant à la prestation des élèves (feedback) constituent l'une des variables déterminantes dans la réussite pédagogique. Les réactions à la prestation se caractérisent par une grande variabilité interindividuelle. Leur émission fait suite à un processus comportant deux phases: le diagnostic et la prescription. Afin de mettre en évidence le rôle exercé par les facteurs liés aux caractéristiques de l'enseignant sur celles de leurs interventions, nous avons comparé les réactions à la prestation émises par 12 éducateurs physiques lors d'une séance d'enseignement simulé. Grâce à cette technique vidéo, les sujets réagissent à partir de performances motrices identiques. Les feedback ont été comparés entre quatre groupes de sujets caractérisés par des niveaux d'expérience sportive et pédagogique similaires. Une analyse factorielle par correspondance a permis d'identifier des classes de sujets émettant des feedback de même type. Les résultats tendent à souligner que (1) le niveau d'expertise dans la pratique de l'activité enseignée exerce une influence sur la première de ces phases; (2) le degré d'expertise pédagogique contribue à améliorer l'émission du message. [less ▲]

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