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Статті в журналах з теми "Jeunes adultes – Éducation physique et sportive":
Wolff, Catherine. "L’éducation sportive à Rome. Campus et pratiques religieuses = Sportive education at Rome. Campus and religious practices." ARYS: Antigüedad, Religiones y Sociedades, no. 15 (November 5, 2018): 171. http://dx.doi.org/10.20318/arys.2017.3817.
Tremblay, Benoît, Denis Martel, and 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, no. 2 (October 12, 2023): 31–50. http://dx.doi.org/10.3917/sta.140.0031.
Monnin, Éric. "Représentations et pratiques du phénomène olympique à l'école." Diversité 171, no. 1 (2013): 141–46. http://dx.doi.org/10.3406/diver.2013.3694.
Luchene, Pierre Van, and Cécile Delens. "L’influence perdurante du professeur d’éducation physique sur la pratique d’une APS chez des étudiants universitaires : étude de cas." Axe 2 – Vers une éducation physique de qualité, 2021. http://dx.doi.org/10.25518/sepaps20.365.
Дисертації з теми "Jeunes adultes – Éducation physique et sportive":
Queiroz, Kauê Fabiano da Silva. "La discipline Education Physique et l’Education de Jeunes et Adultes faiblement scolarisés au Brésil : quelles logiques didactiques, curriculaires et pédagogiques ?" Thesis, Lille 3, 2018. http://www.theses.fr/2018LIL3H024.
The current study focuses on the didactic and the curricular configuration of the Physical Education for Young and Adults in Brazil (EJA). We developed this thesis from a research on the teaching methods. The organization and adaptation of the contents taught. And the real practices in the classroom. We created a general method that encompasses a descriptive and a comprehensive approach. That method is a result of the interaction of the three following investigational processes. We started by conducting semi-structured interviews, with seven teachers. Where we focused on the pedagogical/didactic strategies employed. The next step was the thematic and lexical analysis of thirty-five lesson plans. We concentrated on the organization of the contents, and in the situations and the selected/elaborated objectives. Finally, we developed a micro-educational study of teaching practices in two case studies. As a result, we compared the didactic, curricular, and pedagogical particularities of the Physical Education in EJA. And the contents, objectives, and teaching methods described/elaborated with the contents that were effectively taught during the classes
Gandrieau, Joseph. "Comprendre et saisir le concept de Littératie Physique : un défi majeur pour promouvoir l'activité physique durable ?" Electronic Thesis or Diss., Université de Lille (2022-....), 2023. https://pepite-depot.univ-lille.fr/ToutIDP/EDSESAM/2023/2023ULILA025.pdf.
The objective of this thesis is to explore the concept of Physical Literacy and its role in the process of engagement in physical activity.Descriptive analyses of the level of Physical Literacy, methodologies for constructing and validating measurement tools for the studied concept, and analyses of the association between Physical Literacy and physical activity have been carried out within the framework of this doctoral work.Our additional studies have allowed for the expansion of the studied populations, the analysis of the state of development of the concept in Europe, and the evaluation of the effects of Physical Literacy development strategies.Our main results complement recent literature on the definition and structure of the concept, as well as its association with physical activity. The internal and external empirical evidence from this work exposes a complex and multidimensional construct that is crucial for an active lifestyle and can be developed. The results highlight the importance of a holistic education in physical activity to promote physical activity, and the need to continue to examine this concept. This work also proposes valid measurement tools that would be interesting to integrate into intervention approaches.Professional reflections are particularly recommended for ensuring that the actions of physical activity professionals are anchored in the promising foundations of this concept for the promotion of sustainable physical activity
Imbert, Pierre. "Le Renouvellement des enseignants d'Education physique et Sportive : aspects uilitaristes, anti-utilitaristes et communutés de pratique." Paris, CNAM, 2008. https://tel.archives-ouvertes.fr/tel-00343450.
This thesis presents a research about the renewing of physical education (PE)teachers throughout training activities and those relative to the newcomers selection by a teachers throughout training activities and those relative to the newcomers selection by a competitive examination. It aims at understanding the process by which a person becomes a PE teacher. "Gift paradigm" and "communities of practice" were the two theorical objects linked up so as to account for the complexity of the object. Emperical materials were gathered through 54 "comprehensive" interviews and documents used by the jurors or IUFM trainers. The results mainly allow a description of the PE teachers renewing activity as a product of a coupling between utilitarist and anti utilitarist aspects. It is also intended areas of reflectionin order to strengthen the current training plan and promote an evolution of the examination (CAPEPS)
Gatouillat, Colin. "La pratique sportive des jeunes : évolution des préférences et raisons de l'abandon." Thesis, Aix-Marseille, 2019. http://theses.univ-amu.fr.lama.univ-amu.fr/191211_GATOUILLAT_521w708aqrm869dsznod907kbeizq_TH%20(1).pdf.
Sport is one of the most important ways to be physically active. The decline in sports participation in some contexts and for some populations has various political, educational and health implications. This problem particularly concerns teenagers. This thesis therefore studies the phenomena of continuation and abandonment of organized and unorganized sports practice by teenagers. Using a comprehensive approach, we aim to describe and understand the diversity of what people refer to as “sport”. The first study concerns the evolution of adolescents’ preferred sports. Comparison of the results of two quantitative surveys conducted in 2001 and 2015 in the French département of Bouches-du-Rhône makes it possible to describe sports preferences and their evolution according to the sex and the socioeconomic status of the participants. The second study explores the reasons why teenagers drop out from sports in the same French département. Using a qualitative methodology, we develop a framework for understanding drop-out. Individuals progress through the different circles of their social life. Their pathway implies constraints, and decisions. This interpretative framework could also be applied to engagement in or resumption of sports practice. Thus, describing the activities that teenagers prefer and understanding why they leave the circle of sports practice can help prevent drop-out. To promote long-term sports participation, it appears essential to listen to adolescents. Knowledge of their reasons for dropping out and the practices they enjoy should help to suggest activities and ways to practise them that are as close as possible to their aspirations
Lemonnier, Jean-Marc. "La culture sportive, scolaire et extra scolaire, des jeunes de 1960 à 1980 : désirs de sport et réalités institutionnelles et sociales." Caen, 2010. http://www.theses.fr/2010CAEN1592.
In a context of France’s economic growth and the development of mass culture, the 1960s to 1980s were marked with the blooming of the “youth” culture. The latter, through specific media, carried values and practices which were peculiar to the youth. From that time, the question of the confrontation between that cultural universe and that of school culture was raised. In the sport field as well as in the sport and physical education field, the following research study analyzes the cohabitation of the two “schools”. From the point of view of cultural history, this work exploits the files of a survey carried out in 1966 and high school pupils’ essays from the 1970s. On top of those two main corpuses an analysis of youth magazines and interviews with former pupils in the studied period can be found. The research study first characterizes the values, the relation to competition, champions and leisure activities which were specific to this “teenage culture”. Secondly, the focus of the study moves into the school institution and tries to grasp the conflicts or the attempts at bridging the gap between a school-patterned physical education and the youth’s expectations. The diversity of the definitions of sport makes the analysis more complicated still and entails a wide range of relations to sport and to sport and physical education as a school subject. One of the outcomes of the research study is to show how strained the relations were between those youth sport cultures and normative institutional realities
Escalié, Guillaume. "Analyse du travail d’un collectif de formateurs et de ses conséquences sur la formation professionnelle d’un enseignant novice : un exemple en éducation physique et sportive." Thesis, Paris, CNAM, 2012. http://www.theses.fr/2012CNAM0844/document.
One of the aims of European education policies in terms of professional training of pre-service teachers consists inconsolidating partnerships between universities and schools. At the scientific level, most studies emphasize the importance of strengthening the collaboration between trainers in both institutions through training programs based on the model of the “communities of practice” (Lave & Wenger, 1991). However, those studies do not really specify the nature of the activities organized in such programs. This study aims at analyzing the training activities of a team of trainers and their consequences on the professional training of pre-service teachers. It leans on a way of reading professional training of pre-service teachers (Bertone, 2011 ; Chaliès, 2012) which borrows some premises from a more global theory about learning (Nelson, 2008) and collective action (Wittgenstein, 2004). This way of reading is structured around three training activities : (i) teaching rules to enable pre-service teachers to give meaning to their experience and behave differently in class ; (ii) adjusting situations and checking the first instances of rule-following to enable them to observe the expected results; (iii) working along with them by helping them to interpret the rules they have learnt.This study was conducted together with two training teams in Physical Education. Every team was made up of one pre-service teacher and several trainers. They were created during training visits. Two sorts of data were gathered : audio and video recordings (of the lessons and of post-lesson interviews that had followed) ; self-confrontation data. Those information were analyzed so as to identify the rules that had been learnt and / or followed by the actors in order to give meaning to their activities in every step of the program.Results mainly show the significance, for the team of trainers, in : (i) carrying out a ostensive teaching activity (together with, possibly, an explanation), to enable the pre-service teachers to check if the first instances of rule-following are respected as they had planned ; (ii) adjusting class situations to make it easier to observe the results expected from the rules he would have taught beforehand ; (iii) working along with them in their professional development by helping them to use these very rules to new circumstances
Zerai, Zeineb. "Apprentissage du handball chez les jeunes filles tunisiennes et françaises : apport de la verbalisation." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1055/document.
This work represents a research process that consisted in exploring numerical indices and qualitative criteria in order to study decision making with two groups of girls from two different cultural backgrounds (French and Tunisian). Through this study we hope to contribute to the development of a body of knowledge relative to team sports, including female handball at school. Specifically, our ambition is to generalize observational tools and methods giving access to more pertinent and precise information on what actually happens in game play with respect to the opposition relationship.The different experimentations show the effect of the learning condition with verbalization on the action project and on the pertinence of choices in configurations of play during game play. There is an unquestionable interest for the construction of long term tactical knowledge in relation to the implementation of an actual motor semiotic activity in handball.Small-sided games constitute a fundamental learning tool in team sport didactics. Relating thought in and on action offers students differentiated ways for making progress. Reflective feedback on game play generates its improvement, for it provides access to action rules. By insuring rigor in the research process and by keeping in mind the clarification of the various stages of our work, we tried to contribute to the development of team sport didactics at school
Laurent-Marsero, Yvette. "La co-analyse de l’activité de travail entre formateurs et formés : un moyen pour repenser les pratiques et les contenus de Formation Continue en Education Physique et Sportive." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3089/document.
The stake in this thesis is double: it is a question on one hand of producing knowledge on the process at work in the development of the professional activity of experimented physical education teacher, on the other hand to show that it is possible to transform conceptions and/or practices of training by making some work realized in class an object of thought and interlocution out of its context of realization. From the report of a professional difficulty, insufficient penetration of the contents of the in-service training in the daily practices of PE teachers, we led an intervention- research. Our action is inspired by a clinic of activity methodological frame. We have proceeded at crossed self- confrontations with the aim of assisting the professionals in them efforts "to work" their experience and resume the hand on problematic working situations. By associating trainers and trained in this approach, we allowed: on one hand, to make visible in the eyes of the trainers the reality of the activity of the trained; on the other hand to rediscover at the teacher's specialists of the manners to make and incorporated, often untold professional knowledge in training; the lighting so brought allowed to question in return, the contents and the practices of training; the job analysis of the teacher in its class so establishes a trapdoor to accede to second thought on the training and a way to rethink this one