Literatura científica selecionada sobre o tema "Formation des Compétences Motrices"
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Artigos de revistas sobre o assunto "Formation des Compétences Motrices"
Lentillon-Kaestner, Vanessa, e Magali Bovas. "Des évaluations pour les apprentissages en badminton". L'Education physique en mouvement, n.º 8 (17 de dezembro de 2022): 19–24. http://dx.doi.org/10.26034/vd.epm.2022.3552.
Texto completo da fonteBékier, Séverine, e Alexandrine Saint-Cast. "Le corps confiné aujourd’hui. Conséquences psychomotrices de restrictions qui ne portaient pas que sur l’expression des émotions par le visage". Enfances & Psy N° 97, n.º 3 (30 de outubro de 2023): 57–63. http://dx.doi.org/10.3917/ep.097.0057.
Texto completo da fonteVan de Kerkhove, Anthony, e Claude Emmanuel Perez-Cano. "La coopération comme moyen pour les apprentissages moteurs en EPS". L'Education physique en mouvement, n.º 6 (18 de dezembro de 2022): 7–10. http://dx.doi.org/10.26034/vd.epm.2021.3528.
Texto completo da fonteHurtado Albir, Amparo. "Compétence en traduction et formation par compétences". TTR 21, n.º 1 (15 de abril de 2009): 17–64. http://dx.doi.org/10.7202/029686ar.
Texto completo da fonteQMICHCHOU, Mohammed. "qualité de formation". Journal of Quality in Education 4, n.º 5 (5 de maio de 2014): 16. http://dx.doi.org/10.37870/joqie.v4i5.59.
Texto completo da fonteBertrand, Olivier. "La franchise : fonctionnement, compétences, formation". Formation Emploi 24, n.º 1 (1988): 51–56. http://dx.doi.org/10.3406/forem.1988.1307.
Texto completo da fonteBaribeau, Colette, e Monique Lebrun. "L’évolution du devenir professionnel sous l’angle de la relation entre les compétences disciplinaires et les compétences en didactique du français". Nouveaux cahiers de la recherche en éducation 8, n.º 1 (26 de agosto de 2013): 151–67. http://dx.doi.org/10.7202/1018163ar.
Texto completo da fontePrentice, Kristin, Lynn McCleary e Miya Narushima. "Are Changes Needed for Therapeutic Recreation Undergraduate Curricula? Perceived Competencies of Therapeutic Recreationists and Recreation Staff Working with Seniors in Long Term Care Homes". Canadian Journal on Aging / La Revue canadienne du vieillissement 38, n.º 02 (11 de dezembro de 2018): 168–79. http://dx.doi.org/10.1017/s0714980818000570.
Texto completo da fonteBezzari, Samira, Elzbieta Sanojca e Jérôme Eneau. "Repérer les compétences collaboratives et les compétences interculturelles en formation d’adultes". Éducation Permanente N° 218, n.º 1 (27 de abril de 2019): 143–52. http://dx.doi.org/10.3917/edpe.218.0143.
Texto completo da fonteIsabelle, Claire, Hélène Meunier e Andréanne Gélinas Proulx. "Contextes de formation des nouvelles directions d’école au Canada". Articles 51, n.º 2 (9 de janeiro de 2017): 877–98. http://dx.doi.org/10.7202/1038607ar.
Texto completo da fonteTeses / dissertações sobre o assunto "Formation des Compétences Motrices"
Ricca, Aylen. "Effets de la fidélité dans les simulateurs de réalité virtuelle sur l'apprentissage des compétences techniques en chirurgie". Electronic Thesis or Diss., université Paris-Saclay, 2020. http://www.theses.fr/2020UPASG031.
Texto completo da fonteThe reform of medical studies in France attributes an important role to simulation in healthcare professionals' training. In this context, virtual reality simulators can be very useful. However, the fidelity of these systems remains an open question with a lack of guidelines for determining their appropriate levels of fidelity to support effective training. In this thesis, we are interested in the fidelity of immersive simulators for the training of technical skills in surgery. More particularly, we investigate how the fidelity of interactions and artifacts to perform certain tasks in the simulator could affect the efficiency of these systems. From a theoretical perspective, we propose an articulation of the concepts of simulator fidelity through a model based on the various fidelity components identified in our literature review, and the various interfaces and interactions used in virtual simulators for the training of technical skills. Two experimental studies were conducted to explore the factors of simulator fidelity associated with a navigation task and a tool handling task and their impacts on the learning of two technical skills in virtual reality. The results show that the simulator's interaction techniques and artifacts with a moderate fidelity can support the completion of secondary tasks for effective training. The designers of virtual simulators can rely on the recommendations resulting from our work in order to avoid including certain devices and fidelity components, which can be cumbersome and expensive without a real impact on the efficiency of these simulators
Montalan, Marie-Annick. "Modélisation des compétences pour l'entreprise : conception et validation d'un système d'évaluation formative des compétences en comptabilité financière". Toulouse 1, 1998. http://www.theses.fr/1998TOU10064.
Texto completo da fonteThis research is a contribution to the modelling of competencies for business organisations, the problem being approached through the cognitive method, by studying the processes adopted by a learner in order to structure and mobilise both knowledge and know-how, when placed in an environment using formative assessment. Taking both the cognitive and normative aspects of the concept of competency, we attempted to find a point of coherence between the knowledge which has to do with the way of a human being functions (via the learning process) and the knowledge about the way organised action functions (via professional situations). There followed a reflection on the concept of the process of evaluating proficiency, on the one hand, and on the process of structuring knowledge, on the other, which led us to develop an assessment model in the form of a double loop, in which proficiency is both the regulating principle and the organising principle. This work on the concept was both validated and enriched when we designed a system generating questions on assessment in the field of financial accounting. This system was tested on various student groups, the validation having the dual goal of assessing the tool and assessing the competency model it is based on. This experiment made apparent what such a system has to offer, enabling us to approach the issue of evaluation dynamically by emphasising the procedures used rather than the performance achieved, and relying on repetition of the process. At the same time, it showed the way to new research themes in accounting, these new themes opened up by an approach to the field of accounting based on an educational issue, in which the didactic aspect and the professional aspect of competency are brought together
Sanojca, Elzbieta. "Les compétences collaboratives et leur développement en formation d’adultes : le cas d’une formation hybride". Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20001/document.
Texto completo da fonteThe competences to cooperate/collaborate are amongst the first to be developed in many educational frameworks. Within digitized societies, they promise efficiency, innovation, and well-being at work. However, these competences are not put forward in profesionnal organisations, and they are lacking from adult training courses.Based on this observation, this thesis aims at identifying the competences to be developed to work more easily with others. Bringing light on the abilities to act, convienently called “collaborative competences”, and on the way which they can be developed through training are the objects of this study.Thoroughly analysing the context of a hybrid training is carried out based on the study of the profesionnal trainingcourse “Animacoop: animating a collaborative project” which concerned 200 interns from 2010 to 2014. In this study, collaborative competences are analysed in link with profesionnal experiences and collaborative projects.Falling within an empirical approach, the research methodology connects a few data collecting tools (questionaires, interviews, observations) and on a conceptual level mobilises the Activity Theory and the notion of Training System .This research offers a model of key competences to lead a collaborative project. It analyzes the training system as a strong internally coherent ecosystem, open to development, prone to creativity, which favors collaborate competences development
Léné, Alexandre. "La formation en alternance, production de compétences et stratégies d'entreprises". Lille 1, 1999. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1999/50374-1999-33.pdf.
Texto completo da fonteMaximin-Blanc, Sylviane. "Compétence d'un collectif d'enseignants dans un établissement scolaire du premier degré : compétences collectives, compétences du collectif". Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10109.
Texto completo da fontePlateau, Jean-François. "FOAD et Compétences : Influence d’un dispositif FOAD sur l’acquisition des compétences dans le cadre d’une formation d’auxiliaire de puériculture". Thesis, Mulhouse, 2018. http://www.theses.fr/2018MULH9878/document.
Texto completo da fonteThis research began with astonishment regarding a unique situation: although open distance learning (ODL) is rarely used to train health and social workers, a pioneering institution has trained nursery assistants through to graduation since 2015. Academic results, validating the skills of the first cohort, proved to be better than those of the students in classrooms, which contradicts the "no significant difference" theory (Russel, 1999). The exploratory phase, based on observation and the semi-directive interviews of twelve learners, trainers, technical, pedagogical and administrative staff, made it possible to identify the presence of active ingredients for learning in this course. This exploratory phase, set up to examine the concepts of skills and ODL, highlighted the influence of the latter on autonomy and emotions. A series of hypotheses thus emerged, suggesting that the distance learning had a significant impact on the acquisition of academic, transferrable and emotional skills as well as on feelings of competence, support and self-efficacy. These were tested for in two successive cohorts of childcare auxiliaries, 26 of whom were registered in ODL and 79 in the face-to-face programme. The significant difference in academic results observed between the two modalities with the first cohort was not repeated with the second. The feelings of competence and learner support are stronger among the students in ODL, but not those of self-efficacy during placement. The perception that ODL learners have of the impact of their learning modality on their transferrable skills is also more pronounced. The emotional competence quotient is higher for those who chose e-learning. This study concludes with some reflections induced by modeling this mediatised integrative professionaltraining programme
Balleux, André. "Les compétences de formateur des compagnons en formation professionnelle par apprentissage". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ56458.pdf.
Texto completo da fonteLapique, Virginie. "Compétences orales et formation du citoyen : des apprentissages en interaction(s)". Phd thesis, Université Jean Monnet - Saint-Etienne, 2013. http://tel.archives-ouvertes.fr/tel-00996612.
Texto completo da fonteCandalot, Dit Casaurang Christel. "Formation aux compétences informationnelles en premier cycle universitaire : études et féflexions". Bordeaux 3, 2004. http://www.theses.fr/2004BOR30050.
Texto completo da fonteLibrary user educations have been developed in university libraries to optimise the way users search for information. Besides, we are moving today from a user paradigm towards a social paradigm which is supposed to take more into account the social environment of users. Within this context, we have wondered about the legitimacy of a library user education which would focus only on document retrieval while neglecting the sociocultural background in which information retrieval fits. The purpose of our research consisted in assessing in what way a library user education can be actually efficient in the first years at university, while relying on the concept of social representations. To do so, we carried out two studies relating to the different protagonists involved in this education : as we realized the variety of the profiles of people responsible for library user education (library staff, full time teachers, part-time lecturers on contracts, tutors), a qualitative survey was conducted so as to determine how influential this particularity could be on the efficiency of such a library user education ; a quantitative survey of the students concerned was made to determine to what extent this education is adapted to their profiles. The results have shown that information literacy education at university would be even more efficient if the people responsible for such an education wanted to collaborate and liaise efficiently, and agree with a collective professional identity. Such a collective identity would enable them to pass on to students a number of informative contents in relation to university subjects and directly linked to information science
Naimo, Djimbaye Gatro. "La formation initiale des maîtres au Tchad : pour quelles compétences professionnelles". Grenoble 2, 2008. http://www.theses.fr/2008GRE29011.
Texto completo da fonteDuring this research, the question is to analyze the adequacy between the dispensed formation and expertises developed by the students in teaching formed in the ENI. In the first part dedicated to the context, we approach the evolution of the primary school from 1960, while passing by the reforms of the years 70, until in the years 90 when the educational innovations in progress were introduced. In this part the problematic, the question of research and its specific interest are formulated. The second part is about the theoretical setting, in which is treated teacher's work, expertise in education, formation of the masters in general, and in Chad in particular. In the third part, the methodology of compilation of the data is explained, the used instruments and the results of research are presented. The empiric works allowed an analysis of the situation of formation (ASF), as well as of the needs (ADB) of formation of the students. The synthesis of the results shows that the formation proposed in the ENI is maladjusted With regard to the objectives of formation and to the needs of ground. The data indicate the existence of important dysfunctions. Indeed, it was not proceeded to the indispensable reforms, to take into account the changes in the professional context. For our part, we propose a plan of initial formation of the teachers for Chad, centered on the approach by expertises (APC)
Livros sobre o assunto "Formation des Compétences Motrices"
Réussir la formation par compétences. Montréal: Guérin, 2000.
Encontre o texto completo da fonteLévy-Leboyer, Claude. La gestion des compétences. Paris: Éditions d'organisation, 1996.
Encontre o texto completo da fonteeuropéennes, Commission des Communautés. L' Europe des compétences. Paris: ACFCI, 1990.
Encontre o texto completo da fonteJedliczka, Didier. Compétences et alternances. Paris: Éditions Liaisons, 1994.
Encontre o texto completo da fonteLéné, Alexandre. Formation, compétences et adaptabilité: L'alternance en débat. Paris: Harmattan, 2002.
Encontre o texto completo da fonteChalvin, Dominique. Styles de formateurs: Compétences, auto-évaluation, perfectionnement. Paris: Éditions d'Organisation, 2004.
Encontre o texto completo da fonteLouise, Lafortune, Mongeau Pierre 1954- e Pallascio Richard, eds. Métacognition et compétences réflexives. Montréal, Qué: Éditions Logiques, 1998.
Encontre o texto completo da fonteDietrich, Anne. Management des compétences. 3a ed. Paris: Dunod, 2010.
Encontre o texto completo da fonteDerroitte, Henri. Les nouveaux catéchistes: Leur formation, leurs compétences, leur mission. Bruxelles: Lumen vitae, 2008.
Encontre o texto completo da fonteCommission européenne. Direction générale de l'éducation et de la culture. e Programme Leonardo da Vinci, eds. Développer les compétences et les qualifications des salariés des PME. Luxembourg: Office des publications offiicielles des Communautés européennes, 2003.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Formation des Compétences Motrices"
Groulez, Claire. "Compétences, évaluation et formation des bénévoles". In Manuel de soins palliatifs, 857–78. Dunod, 2014. http://dx.doi.org/10.3917/dunod.jacqu.2014.01.0857.
Texto completo da fonteFlieller, André. "Les compétences et les performances cognitives dans l’évaluation scolaire". In Éducation et formation, 187–200. CNRS Éditions, 1999. http://dx.doi.org/10.4000/books.editionscnrs.31376.
Texto completo da fonteGrosbois, Muriel. "Technologies et construction des compétences langagières". In Formation initiale et profils d'enseignants de langues, 185. De Boeck Supérieur, 2012. http://dx.doi.org/10.3917/dbu.causa.2012.01.0185.
Texto completo da fonteBarabel, Michel, e Olivier Meier. "4. Développement des compétences : les acteurs clés". In Le Grand Livre de la Formation, 55–98. Dunod, 2020. http://dx.doi.org/10.3917/dunod.barab.2020.02.0055.
Texto completo da fonte"VERS LE DÉVELOPPEMENT DE COMPÉTENCES PROFESSIONNELLES". In Une démarche réflexive pour la formation en santé, 57–70. Presses de l'Université du Québec, 2012. http://dx.doi.org/10.2307/j.ctv18pgkxb.9.
Texto completo da fonteWatts, Jane, Richard Farnell e Loraine Blaxter. "Chapitre 8. Développement des compétences professionnelles et action communautaire". In La formation professionnelle continue, 235–61. De Boeck Supérieur, 2006. http://dx.doi.org/10.3917/dbu.guyot.2006.01.0235.
Texto completo da fonteLange, Alexandra, Carine Noemie e Philippe de Vaugiraud. "6. Piloter le développement des compétences en entreprise". In Le Grand Livre de la Formation, 111–36. Dunod, 2020. http://dx.doi.org/10.3917/dunod.barab.2020.02.0111.
Texto completo da fonteGervais, Colette, Enrique Correa Molina e Michel Lepage. "COMMENT SE CONSTRUISENT LES COMPÉTENCES LIÉES À L’ACTE D’ENSEIGNER?" In Stages en formation à l’enseignement, 153–76. Presses de l'Université du Québec, 2008. http://dx.doi.org/10.2307/j.ctv18pgp0t.12.
Texto completo da fonteMärz, Virginie, e Catherine Van Nieuwenhoven. "Chapitre 9. Des expériences aux compétences organisationnelles des enseignants". In Perspectives en éducation et formation, 169–86. De Boeck Supérieur, 2021. http://dx.doi.org/10.3917/dbu.mauli.2021.01.0169.
Texto completo da fontedi Paola, Vanessa, e Stéphanie Moullet. "Désajustement entre niveau de formation et qualification de l’emploi : une source de défiance et d’intolérance dépendante des contextes nationaux ?" In Travail, compétences et mondialisation, 223. Armand Colin, 2012. http://dx.doi.org/10.3917/arco.mend.2012.01.0223.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Formation des Compétences Motrices"
PERROT, Fabienne, e Vivien MORIN. "Former les enseignants et CPE novices à la coopération : un enjeu pour l’école de demain". In Les journées de l'interdisciplinarité 2023. Limoges: Université de Limoges, 2024. http://dx.doi.org/10.25965/lji.740.
Texto completo da fonteBenos, Céline, e Anne-Sophie Macharinow. "Form’UL : un projet favorisant l’interdisciplinarité". In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.200.
Texto completo da fonteТуркаева, Л. В. "PEDAGOGICAL ASPECTS OF THE FORMATION OF A VALUE ATTITUDE TOWARDS LEGAL NORMS AMONG STUDENTS OF A TECHNICAL UNIVERSITY AS A FUNDAMENTAL TASK OF MODERN PROFESSIONAL EDUCATION". In Образование будущего: Материалы II Всероссийской научно-практической конференции с международным участием. Crossref, 2021. http://dx.doi.org/10.34708/gstou.conf.2021.55.39.012.
Texto completo da fonteHafez, Stéphane Ahmad. "Comment optimiser les formations ouvertes et à distance ? Le cas de PRO FLE à l’Université Libanaise. « L’eau, goutte à goutte creuse le roc ! »". In XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.2568.
Texto completo da fonteRelatórios de organizações sobre o assunto "Formation des Compétences Motrices"
de Marcellis-Warin, Nathalie. Analyse comparative d’écosystèmes en IA dans le but de repérer les pratiques innovantes en matière de formation et de transfert de connaissances. CIRANO, novembro de 2022. http://dx.doi.org/10.54932/sxoh3928.
Texto completo da fonteErulkar, Annabel, Belaynesh Semunegus e Gebeyehu Mekonnen. Biruh Tesfa procure aux employées domestiques, aux orphelines et aux immigrantes des zones urbaines éthiopiennes une assistance sociale, une formation sur le VIH ainsi qu'un programme de développement des compétences. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1080.
Texto completo da fonteIntroduction au calcul de taille d'échantillon. Instats Inc., 2023. http://dx.doi.org/10.61700/9kdxr7y7w2qtu469.
Texto completo da fonteIntroduction au calcul de taille d'échantillon. Instats Inc., 2023. http://dx.doi.org/10.61700/wybwyygv5o3z6469.
Texto completo da fonteIntroduction aux modèles multi-niveaux avec SPSS. Instats Inc., 2023. http://dx.doi.org/10.61700/zso05tsbfzey1469.
Texto completo da fonteIntroduction aux modèles multi-niveaux avec SPSS. Instats Inc., 2023. http://dx.doi.org/10.61700/nf9h0jhj185vz469.
Texto completo da fonteInitiation au logiciel Nvivo. Instats Inc., 2023. http://dx.doi.org/10.61700/fzb3icwf9pox5469.
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