1,721,076 research outputs found
L'entretien d'auto-confrontation comme aide à la performance sportive : un exemple de l'optimisation de la collaboration à bord en voile olympique
No full textSaury Jacques. L'entretien d'auto-confrontation comme aide à la performance sportive : un exemple de l'optimisation de la collaboration à bord en voile olympique. In: Les Cahiers de l'INSEP, n°34, 2003. Expertise et sport de haut niveau. pp. 87-91
Planification et improvisation dans l'activité experte en compétition de funboard
No full textKrause Stéphane, Saury Jacques. Planification et improvisation dans l'activité experte en compétition de funboard. In: Les Cahiers de l'INSEP, n°34, 2003. Expertise et sport de haut niveau. pp. 301-305
Les approches situées de l’action : quelques outils
No full textAstier Philippe, Gal-Petitfaux Nathalie, Leblanc Serge, Sève Carole, Saury Jacques, Zeitler André. Les approches situées de l’action : quelques outils. In: Recherche & Formation, N°42, 2003. L’analyse de l’activité. Approches situées, sous la direction de Jean-Marie Barbier et Marc Durand. pp. 119-125
Analyse de l'agir professionnel en éducation physique et en sport dans une perspective d'anthropologie cognitive
No full textThis paper presents an approach of teachers and coaches' practice in physical education and sport settings, from a cognitive anthropology perspective. The main theoretical and methodological assumptions are presented, and illustrated with two empirical studies, in physical education and sport coaching. The professional practice is viewed both as a situated action and as a meaningful experience from the practitioner point of view. It is analysed according to the principle of the "primacy of the intrinsic description". This analysis reveals the archetypal meaningful structures of teachers' and coaches' action, and offers practitioners some ways to change their professional situations.Cet article présente une approche de la pratique d'enseignants d'éducation physique et d'entraîneurs sportifs dans une perspective d'anthropologie cognitive. Les principaux présupposés théoriques et méthodologiques sont présentés, puis illustrés avec deux études en enseignement et en entraînement. La pratique est envisagée à la fois comme action située et comme expérience significative pour le praticien. Elle est analysée en accord avec le principe du « primat de la description intrinsèque ». Cette analyse permet d'identifier les structures significatives archétypes de l'action, et offre aux praticiens des possibilités de transformation de leurs situations professionnelles.Gal-Petitfaux Nathalie, Saury Jacques. Analyse de l'agir professionnel en éducation physique et en sport dans une perspective d'anthropologie cognitive. In: Revue française de pédagogie, volume 138, 2002. Recherches sur les pratiques d'enseignement et de formation. pp. 51-61
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Promote student engagement with learning activities in PE early in the School year : PE teacher intervention modalities, dispositions to act and effects on student engagement
No full textL’objet de cette thèse était d’analyser l’influence des modalités d’intervention d’enseignants d’EPS experts sur l’engagement de leurs élèves dans les activités d’apprentissage, dès le début d’une année scolaire. Deux enseignants, Sophie et Pierre, ont participé à cette recherche. Leur activité a été analysée face à une classe de 6ème SEGPA en natation (15 leçons) et de Seconde générale en volley-ball (8 leçons). Les résultats ont révélé des modalités d’intervention récurrentes de la part des enseignants pour favoriser l’engagement de leurs élèves dans les activités d’apprentissage. Sophie rendait structurante l’utilisation de la métaphore d’un « couteau qui glisserait sur la crème fraiche » pour nommer « ce qu’il y a à apprendre » en natation, consistant notamment à les « presser » pour favoriser leur temps d’engagement moteur. Pierre favorisait l’engagement des élèves par différents « usages du temps » Ces modalités d’intervention contrastées sous-tendaient des dispositions à agir comportant des similitudes et des différences entre les enseignants, et ont eu différents effets sur l’engagement des élèves au cours de la séquence d’enseignement. Concernant Sophie, nous avons constaté une appropriation progressive des métaphores par les élèves. Concernant Pierre, malgré une évolution en « dents de scie », l’engagement des élèves dans les activités d’apprentissage a augmenté au fil de la séquence d’enseignement. Des pistes d’intervention sont exposées et des réflexions sont conduites pour alimenter les dispositifs de vidéoformation existants par des ressources basées sur l’expertise enseignante.The purpose of this thesis was to analyze the influence of the expert PE teacher intervention modalities on the student engagement with learning activities, from the beginning of a school year. Two teachers, Sophie and Pierre, participated in this research. Their activity was analyzed respectively with a SEGPA class in swimming (15 lessons) and with a high school class in volleyball (8 lessons). The results revealed recurrent intervention modalities by teachers to promote their student engagement with learning activities. Sophie used the metaphor of a "knife slipping on fresh cream" to explain "what there is to learn" in swimming. Pierre taught by different "uses of time" to promote their motor time engagement. These contrasting modes of intervention were underpinned by similar and different teacher "dispositions to act". They were different effects on student engagement. Regarding Sophie, we noticed a gradual appropriation of metaphors by students. Regarding Pierre, despite a "sawtooth" evolution, student engagement with learning activities has increased. Intervention lines are exposed and reflections are conducted to develop video-training with resources based on teaching expertise
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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