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Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This article is centered on the Mixed Methods Research (MMR) used by the "Sports Life" research team to analyze the conditions under which social interactions are developed in the physical education (PE) setting and PE teacher training context. Firstly, we focus on the value of combining various types of quantitative data with the verbalization occurrences comprised in the interactive dynamics between students to learn motor skills within dyads or cooperative groups. Secondly, combining self-reported measurements and self-confrontation interviews, we examine whether integrating a cooperative learning design into pre-service teacher training might impact their motivation to teach physical practice later. Finally, because the social interaction issue suggests going beyond the respective roles of student/teacher, a forward-looking debate is conducted on the articulation of data collection in order to handle this complexity in a holistic manner. [ABSTRACT FROM AUTHOR]

The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence-independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth graders from a suburban middle school in France (35 boys and 29 girls). Cognitive style was measured with the Group Embedded Figures Test, a perceptual test that requires finding a simple geometrical figure embedded in a complex geometrical one. Five learning conditions (autonomy, tutoring, verbal instruction, silent demonstration, and verbal demonstration) were then proposed in random order to the pupils. They were asked to select a learning method to solve a motor problem: a badminton service. The results indicated an absence of relationships between the choice of a learning condition and cognitive style. Three variables partially predicted the learning-condition choice: feeling of self-efficacy, task representation, and motor performance. The present results can be interpreted in the light of studies on children's help-seeking behavior in problem-solving situations. [ABSTRACT FROM AUTHOR]

Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor's role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers' effective teaching. Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers' knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE. Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS). Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher's motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants' pedagogical knowledge. Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively. Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers' self-efficacy. [ABSTRACT FROM AUTHOR]

Copyright of L'Année de la Recherche en Sciences de l'Education is the property of L'Harmattan Edition Diffusion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Année de la Recherche en Sciences de l'Education is the property of L'Harmattan Edition Diffusion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the ‘Interactions Sociales et Acquisition’ (ISA) [Social Interactions and Acquisition] French group’s research that examines how a peer-assisted learning (PAL) group context facilitates students’ acquisition of motor and social skills in physical education (PE). Issues addressed include the pairing of students in dyads and how training them to endorse tutor and tutee roles facilitates students to work in small groups. The effects of peer interaction on social relations and the inclusion of students with special needs are also overviewed. Findings regarding the influence of student interactions on learning were derived using a variety of data collection methodologies, including quantitative data used to test the effectiveness of various interactive procedures and qualitative analyses of verbal protocols to better understand the interactive dynamics involved in such learning devices. The ISA work highlights the complementary value of both of these methodological approaches for studying group work effects. ISA findings suggest that PE teachers prepare students for functional interaction group work by taking into consideration the students’ characteristics (like gender or desire for control) in the constitution of dyads and then effectively training the tutors to deliver the expected content. Cooperative learning (CL) contexts also provided a viable alternative for facilitating the inclusion of students with disabilities or those with lower initial skill levels. [ABSTRACT FROM AUTHOR]

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on cooperative learning (CL) models. The cultural context is the French school curriculum, so it emphasizes the role of sports as social practice and uses the applied concept of French didactic transposition. It took place in a socio-constructivist perspective of the teaching-learning process and extends the notion of debate-of-idea. Purpose: This article explores the role of CL in a Physical Education (PE) classroom setting and particularly the role of verbal exchanges among peers in team-sport teaching. Research design: This article reports two interventions. The first study showed the positive effects of discussions within a team in an adapted basketball game. Seventeen boys and 13 girls from a French school (third and fourth grades), all novices in basketball, were assigned to two independent groups of a two (Learning condition) design. Dependent measures included collective game efficacy and individual skill levels. A second study concerned an instructional setting of a handball team game (two attackers against a defender in each half of the ground) with 11–12-year-old girls. Two groups were constituted by learning condition: symmetrical versus dissymmetrical dyads. Data collection and analysis: During PE lessons, verbal interactions were filmed and recorded for the two studies. Matches were filmed in study 1, while data in study 2 were collected by an expert on an observation worksheet. ANOVA were conducted in both studies. Results: The two studies showed that oral discussions between peers about the goal and the strategies of the game facilitated the development of motor and tactical skills. The second study showed the superiority of a slightly dissymmetric dyadic condition. The low-skilled pupils in dissymmetrical dyads obtained more benefit from the verbal interactions than those in a symmetrical setting. In the dissymmetrical condition, while the initially low-skilled participants had the highest rate of progression, the initially high-skilled players had to explain their solution and could also benefit from the dyadic interaction. Conclusion: In both studies, action rules were constructed by peers' verbal exchanges in a reflective way. In a PE socio-constructivist setting, the teaching of games facilitates mutual aid, social relationships, and participation in community activities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the effectiveness of two different forms of reciprocal peer tutoring (RPT) on the motor and cognitive performance of adolescents in a physical education setting. We also explored the influence of gender. We assigned 72 ninth-graders (36 M, 36 F), all novices in a table tennis task, to a 2 × 3 (Gender × Learning Condition: physical practice with trained RPT [TRPT] vs. physical practice with spontaneous RPT [SRPT]vs. physical practice without any form of RPT [PP; individual control condition]) factorial design. Results indicated superior motor performance and cognitive skills for the TRPT condition and no difference between the SRPT and PP conditions. The peer-tutor training was thus a crucial organizational variable of the success of RPT. Interestingly, our results support the assumption that females particularly benefit from a highly structured peer tutoring framework. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This review offers an update of the psychological effects of Tai Chi Chuan (TC) among different populations. A computerized literature research from 1990 to June 2006 was carried out. Studies were selected when they assessed the mental and psychological effects of TC practice among various populations. Data from 14 studies for a total of 829 subjects, age range from 12 to 96 years, were considered here. There were eight randomized controlled trials and six quasi-experimental or case control studies in this review. The intensity of TC varied from 30 min twice a week over a 5-week period to 1 h every day over an 8-week period. TC was characterized as a kind of light-to-moderate exercise and was found to enhance overall psychological well-being and to improve self-efficacy and mood. TC benefits appeared to be more tangible for adults and healthy older adults or those becoming frail. However, TC did not appear to be more efficient than exercises of the same intensity. Extensive and qualitative studies are needed to quantify the effects of the volume of practice, expert modeling, gender differences, and the age-related learning process on efficacy cognitions and mood in clinical and nonclinical contexts. [ABSTRACT FROM AUTHOR]

Few studies concern cooperative learning in Physical Education (PE). The purpose of this experimental design was to analyze the role of verbal exchanges (discussions about the game) among peers within teams in a cooperative perspective. The participants were 17 boys and 13 girls from a French primary school (average age: 9.4 years). They were randomly assigned to two control and experimental groups. The study examined the effect of verbal exchanges on inter-personal relationships and on shooting and skill level in a team game of basketball (with adapted rules). Participants were videotaped during the games in the two groups and during discussions in the case of the experimental group. The experimental design took place during 10 physical education lessons. The results showed positive effects of discussions within each team on the skill level in the game at the deferred post-test. On the other hand, no effect was found on inter-personal relationships. These data strengthen previous findings in the theoretical cooperation framework and in the team sports domain. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The socialization of pre-service teachers (PSTs) depends on various actors. Researchers help them to build knowledge about variables that impact teaching models, including cooperative learning (CL). School teachers help them to efficiently implement teaching–learning environments, including CL configurations in real classrooms. However, these two tutors are insufficiently related to the aim of assisting novice physical education (PE) teachers to play a pivotal role in the transition to sustainable CL practices. Insufficient opportunities are provided for helping PE-PSTs to consider instructional precautions coming back on the theoretical foundations and practical barriers to CL implementation. Therefore, our purpose is to examine the conditions in which synergy between research and professional training may be strengthened to prepare PE-PSTs to durably establish CL in school curricula. The threefold aim of this paper is to examine whether PE-PSTs may be: (a) involved in research for opening new avenues in conducting their project under the researcher's supervision in four main perspectives of CL, (b) trained in CL designs while experiencing instructional approaches and developing competencies to cope with constraints on information sharing, and (c) professionally socialized through the relevant connection between research and applied practice for progressively accessing a realistic and sustainable vision of CL. [ABSTRACT FROM AUTHOR]