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Artykuły w czasopismach na temat "Projet éducatif – Éducation physique et sportive"
Tremblay, Benoît, Denis Martel i Jonathan Côté-Brassard. "Exploiter le potentiel éducatif de l’esprit sportif pour le développement moral des élèves : le cas d’un tournoi de badminton". Staps N° 140, nr 2 (12.10.2023): 31–50. http://dx.doi.org/10.3917/sta.140.0031.
Pełny tekst źródłaSchwob, Valérie. "Nager, une éducation à la santé ?" Revue Education, Santé, Sociétés, Vol. 6, No. 2, Volume 6, Numéro 2 (8.09.2020): 155–68. http://dx.doi.org/10.17184/eac.3527.
Pełny tekst źródłaBrière, Fabienne, i Caroline Ehrlacher-Siffert. "Processus de médiation en danse à l’école primaire". Spirale - Revue de recherches en éducation N° 73, nr 1 (30.01.2024): 215–30. http://dx.doi.org/10.3917/spir.073.0215.
Pełny tekst źródłaClaverie, Éric, Julien Krier i Jean-François Loudcher. "L’UFOLEP et sa commission scolaire sous la Quatrième République française : de la réhabilitation à l’embellie d’une voie sportive laïque dans l’école élémentaire". Sport History Review 52, nr 1 (1.05.2021): 109–34. http://dx.doi.org/10.1123/shr.2020-0019.
Pełny tekst źródłaBlin, Ludovic. "Éducation physique et sportive (EPS) en institut médico-éducatif. La balle au prisonnier et l’enfant en situation de handicap". Sociographe N° 82, nr 2 (15.05.2023): 117–27. http://dx.doi.org/10.3917/graph1.082.0117.
Pełny tekst źródłaSan José, Annie, i Odile Devos-Prieur. "La mise en œuvre d’un partenariat en éducation physique à l’école primaire : l’enseignement de la voile. Entre concurrence et coopération". STAPS 21, nr 52 (2000): 61–77. http://dx.doi.org/10.3406/staps.2000.1171.
Pełny tekst źródłaPaven, Maël Le, Fabrice Louis, Virginie Messina, Mathilde Musard i David Bezeau. "La co-construction d’une unité de sens dans l’action conjointe en Éducation Physique et Sportive (EPS) : quels contenus en jeu dans les interactions ?" Axe 2 – Vers une éducation physique de qualité, 2021. http://dx.doi.org/10.25518/sepaps20.371.
Pełny tekst źródłaMartínez-Santos, Raúl, i Jaime Nubiola. "Signe, science et jeux sportif: esquisse de sémiotricité triadique". Semiotica, 19.08.2022. http://dx.doi.org/10.1515/sem-2022-0069.
Pełny tekst źródłaRozprawy doktorskie na temat "Projet éducatif – Éducation physique et sportive"
Ribery, Florence. "Usage de la sophrologie et du numérique en EPS, en vue de l’émergence et l'optimisation de la confiance en soi notamment des sentiments d’auto-efficacité". Electronic Thesis or Diss., Guyane, 2023. http://www.theses.fr/2023YANE0005.
Pełny tekst źródłaIn the framework of our research, we have opted for an action (active) research relatedto Physical Education courses. We have noticed that, during sports activities and physicaleducation classes, some students voluntarily withdrew or minimized their participation,depending on the activity. Others, on the other hand, invested themselves fully andsustainably regardless of the activity.Psychologists specialized in motivation such as Famose (2005) and Bandura (19772003)attempted at grasping the reasons behind such behaviors. They have identified severaldeterminants, beliefs and motivational strategies such as self confidence, personal self efficacyand the importance of the goal. For the teacher, being aware of these determinants allows fora better understanding of the psychological factors of motivation. He or s he can then find moreeffective and optimal solutions to bring young people to learn and progress. Therefore, wehave been concerned with how to influence intrinsic motivations, including self confidence andself effi cacy beliefs.We know that, at the academic level, from cycle 1 to cycle 4, the French National Educationrecommends educational actions aiming at the well being of the students. The programs,especially section 4 of the common base of competences, aim at instructing about healthtogether with the competence: teaching how to maintain one's good health through regularactivity and knowing and applying the principles of a healthy lifestyle. In addition, theteaching methods with the teacher's decision making and authority will have an impact on thestudents' commitment and learning.Our study has taken into consideration the period of adolescence for it will allows the teenagerto rework, with his close environment, the structure of his personality, which is generally builtduring the first five years. "Adolescence is the last 'chance' to address childhood conflicts andresolve them spontaneously" (Giffard, 2012). We have also looked at the contribution ofsophrology techniques in PE since they act on the acceptance of the body schema and theregulation of emotions in order to stimulat e self confidence. Moreover, we have beeninterested in the use of video s in class because students can observe themselves, understandand also observe their peers in the same situation, thus stimulating feelings of efficiency.Finally, with our approach, inspired by Barlow & Hersen's "single case experimental research"method (1976, 1984, 2009), we have been able to verify the influence of these two variables (the use of the videos and the sophrology techniques) on the students' behaviors, and to testthe hypothesis: The development of sensations of well being triggered by the sophrologytechniques and associated with the criterion referenced feedback (criteria of success andachievement) by the use of the video s is a major factor in the students' development of theirself confidence.Following the analysis of the results, the hypothesis has been positively validated. Indeed, wehave noted that the use of videos promotes feelings of efficacy and engagement in PE. On theother hand, the sophrology techniques (relaxations and non dissociated MI) d id not generatefeelings of efficiency and commitment in PE but developed self confidence and autonomy
Arnal, Thierry. "La révolution des mouvements : gymnastique, morale et démocratie au temps d'Amoros (1815-1848)". Paris 5, 2007. http://www.theses.fr/2007PA05H015.
Pełny tekst źródłaModern gymnastics go back to the nineteenth century. In France, as early as 1816, Amoros’s method, which brings together analytical movements and moral songs, meets with some success. This method, the base on which Amoros founds a liberal political project, must be considered a by-product of the “Lumières” and the ideals of the French Revolution, as an echo of the French Declaration of Rights. It is an authentic movement revolution Amoros organises, by redefining the relationship between physical and moral well-being and a natural conception of morality, inspired by the discourse of the Ideologists. Amoros thereby presents his method as an essential tool for educational projects basing any hope of social reform on moral reform. Therein lies the essential function of Amorosian gymnastics: building a new man, a modem and virtuous citizen, who alone can make a long-lasting democracy conceivable
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.
Pełny tekst źródłaEpinoux, Nicolas. "Les compétences sociales et l'apprentissage coopératif au collège : enjeux et perspectives. Apprendre à coopérer pour réaliser un projet collectif en EPS et en Sciences Physiques". Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0351/document.
Pełny tekst źródłaThe process of definition of the key competence in Europe and in France made social competence (SC) anessential pillar of the compulsory education. After trying to review the debates and the prospects of the approachby competence in education, we propose a frame of understanding of the SC. Beyond this work, our searchfocused on two main topics: identify the stakes inherent to the SC and envisage prospects of training for these.Having underlined the interests of the SC for the students and the future citizens, our first empirical observationshave revealed a real gap between the political speeches and the educational reality. The stake for the SC is aboveall to find a real ground of educational expression at secondary school in France. The SC offers variousprospects for the education. They question our educational practices as for the actual place of the students and asfor the choice of the methods of learning. The theoretical frame of the socioconstructivism in which our thesis issituated, shows the importance of the social interactions to teach. More particularly, the trend of the cooperativelearning (CL) which is the base of our investigations, shows its efficiency compared with the individual methods(Johnson and Johnson, on 2000). However, if the cooperation is a vector of educational efficiency, put togetherpupils in small groups is not enough. The studies of Gillies (1996, 2002, 2006) underline the necessity ofproposing a training in the cooperation. As such, the main contribution of our work of thesis lives in theproposition of a concrete example of training in the cooperation at the school. We were able to show that thisone had to a certain extent allowed to develop the interactive behaviour of the students in Physical Education andin Physical Sciences
Hapel, Françoise. "L2 et EPS réunis dans un projet commun. Le cirque en CLIN. Quels effets sur l'apprentissage du français ?" Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030093/document.
Pełny tekst źródłaThis research is situated in the field of language teaching. It is based on an experience of teaching French through a circus arts project, conducted in a primary school with a group of children aged 6 to 11, recently arrived in France. The hypothesis is that circus activities through the emotions involved and the implied situations of communication lead to spontaneous speech and have a positive effect of L2 oral production. The steps of the project take into account the evolution of emotions developed in these artistic activities: - Move to feel moved - See and feel moved – Give to see for spectators to feel moved. The analysis of the tasks in the light of language acquisition theories leads to a better understanding of the impact of this project on learners’ oral production of French. The analysis of the oral production, the examination of the investment of learners in the project and of emotions they expressed, allow me to highlight certain elements of the link between emotion, investment and L2 acquisition. After measuring the scope and limits of this study, I can suggest a few perspectives and advice for the establishment of a circus project involving L2 acquisition
Pasco, Denis. "Le premier programme d'éducation physique et sportive : mise en œuvre par les enseignants en classe de sixième". Rennes 2, 2004. http://www.theses.fr/2004REN20060.
Pełny tekst źródłaThe integration of physical and sports education with the French ministry of education in 1981 was accompanied by strong institutional pressures to draft curricula for PSE in the same way as with other disciplines and according to the same rules. In 1996, a preliminary text was published for first-form secondary classes. Our study relates to its implementation in the classroom. This question is approached from the combined viewpoint of the sociology of the curriculum and the teaching methods. Results reveal the difficulties in establishing the curriculum. The national guidelines do not provide a reference for teachers when they are determining the contents to be taught. This study highlights the difficulty of acting on knowledge taught in the classroom by means of national regulations. The diversity of the cultural references making it possible to lay the basis for physical education in schools means that the unity of such a curriculum is problematic. We should call into question the construction of a PSE curriculum on a model identical to the other disciplines
Książki na temat "Projet éducatif – Éducation physique et sportive"
Ontario. Ministère de l'éducation et de la formation. Le curriculum de l'Ontario de la 1re à la 8e année: Éducation physique et santé. Toronto, Ont: Ministère de l'éducation et de la formation, 1998.
Znajdź pełny tekst źródłaOntario. Ministère de l'éducation et de la formation. Le curriculum de l'Ontario, de la 1re à la 8e année: Sciences et technologie. Toronto, Ont: Ministère de l'éducation et de la formation, 1998.
Znajdź pełny tekst źródłaOntario. Ministère de l'éducation et de la formation. Le curriculum de l'Ontario de la 1re à la 8e année: Éducation artistique. Toronto, Ont: Ministère de l'éducation et de la formation, 1998.
Znajdź pełny tekst źródłaCzęści książek na temat "Projet éducatif – Éducation physique et sportive"
Gomet, Doriane. "Reconstruire les corps par le sport : un projet éducatif en pleine effervescence". W Reconstructions physique et sportive en France sous la IVe République (1946-1958), 63–83. Presses universitaires de Caen, 2018. http://dx.doi.org/10.4000/books.puc.18131.
Pełny tekst źródłaRobène, Luc. "Le projet gaulliste pour la jeunesse au temps du Rassemblement du peuple français (RPF) : sport, éducation physique et loisirs au cœur des enjeux idéologiques et politiques (1947-1951)". W Reconstructions physique et sportive en France sous la IVe République (1946-1958), 219–32. Presses universitaires de Caen, 2018. http://dx.doi.org/10.4000/books.puc.18231.
Pełny tekst źródłaPantaléon, Nathalie. "Éducation et enfants en situation de rue au Maroc : le rôle des Activités Physiques et Sportives comme aide dans un projet de sortie de rue". W Sport adapté, handicap et santé, 397–402. Éditions AFRAPS, 2012. http://dx.doi.org/10.3917/afraps.compt.2012.01.0397.
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