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Quando o treinador desportivo descobre a imensidão educacional do seu papel, chega o momento em que este está pronto para emergir de uma existência onde apenas a arte de aparecer parece vital. E se a profissão de professor de Educação Física escolar fosse a oportunidade de superar um estado incompleto vivido no coração dos mundos desportivos? É em torno desta questão que propomos, numa primeira fase, identificar as virtudes de uma conversão identitária, onde uma educação física superior liga dois universos culturais complementares e antagónicos. Numa segunda fase, caracterizaremos as lógicas de formação específicas que presidem ao acompanhamento reflexivo de um treinador desportivo vivendo os paradoxos e complexidades de uma conversão identitária., Revista Portuguesa de Investigação Educacional, n. 18 (2018): Gestão curricular e inovação escolar

Aujourd’hui, plus que jamais, le fait sportif est envisagé sous l’angle du développement durable. Ce dernier, qui est autant sinon plus une perspective ouvrant sur le futur qu’une réalité tangible, fournit l’occasion d’interroger les pratiques sportives d’aujourd’hui. Les activités de pleine nature, qui ont connu un essor spectaculaire, doivent se montrer respectueuses de l’environnement et des activités économiques locales (élevage, agriculture, par exemple). Les aménagements pour le sport (les équipements et leur desserte, les structures d’accueil, les sites, les itinéraires) donnent matière à des consignes très strictes afin de protéger les lieux. Les comportements des publics de pratiquants (au quotidien, de fin de semaine, en séjour de vacances ou selon d’autres modalités de fréquentation) font l’objet de préconisations précises en appelant à une conduite responsable et à ce que l’on désigne comme une attitude relevant de l’éco-responsabilité ou de l’éco-citoyenneté. Des champions et des championnes qui brillent dans les sports de pleine nature se mobilisent pour promouvoir cette noble cause.

Au creux de la Haute-Vallée du Toulourenc, nous sommes sur un terroir rural qui, au pied du versant nord-est du mont Ventoux, va devenir, en l’espace de cinquante ans (1960-2010), un système touristique rural où des cultures sportives, des cultures non sportives, des enjeux touristiques et des logiques de santé vont intégrer de façon originale des espaces géographiques, des temps sociaux et des socialités saisonnières (Panyik, Costa et Ratz, 2011). Durant cette période, les habitants de ce te...

https://books.google.fr/books?id=V9YeEAAAQBAJ&pg=PT142&lpg=PT142&dq=EPISTROPH%C3%8A+et+la+PARR%C3%8ASIA&source=bl&ots=sSqnPm7S5j&sig=ACfU3U3EBKO38FP1JRNtA6B40sUKL8294Q&hl=fr&sa=X&ved=2ahUKEwj3lODqqKXwAhXF5-AKHVQBBfcQ6AEwCHoECAUQAw#v=onepage&q=EPISTROPH%C3%8A%20et%20la%20PARR%C3%8ASIA&f=false; International audience; Je lisais un jour l'histoire d'un groupe de gens qui montaient toujours plus haut à l'intérieur d'une tour inconnue d'eux et très élevée. Ceux de la première génération parvinrent jusqu'au cinquième étage, ceux de la deuxième jusqu'au septième, ceux de la troisième jusqu'au dixième. Au cours du temps, leurs descendants atteignirent le centième étage. C'est alors que l'escalier s'effondra. Les gens s'installèrent au centième étage. Le temps passant, ils oublièrent que leurs ancêtres avaient habité un jour dans les étages inférieurs et de quelle manière eux-mêmes avaient atteint le centième étage. Ils considéraient le monde ainsi qu'eux-mêmes depuis la perspective du centième étage en ignorant comment des êtres humains étaient parvenus jusque-là. (Elias, 1997, p. 151).

International audience; Cette proposition de communication s’inscrit dans une démarche où il s’agit de proposer à un étudiant les modalités d’évaluation qui vont lui permettre de concevoir un projet universitaire comme une opportunité de révéler à la face du monde deux identités : une identité culturelle qui existe à travers ce qu’il produit et une identité personnelle qui existe au cœur d’un lieu de vérité qui est son corps propre.Ainsi les paroles de vingt étudiants se destinant aux métiers d’entraineurs et d’éducateurs sportifs et découvrant l’Univers universitaire seront convoquées pour identifier de quelles façons ceux-ci ont développé un chemin de vie universitaire à partir de trois modes de recueil des données : l’entretien compréhensif, l’écriture créatrice et le photolangage. C’est à partir de trois étapes de ce chemin de vie universitaire que nous préciserons les modalités qui permettent à un étudiant d’identifier, qu’au-delà de la lutte des places, un territoire universitaire est aussi un espace transitionnel propice à une ouverture vers des processus de catachrèse innovante, de vicariance créative et de sérendipité inattendue. Nous conclurons nos propos en précisant de quelles façons, une évaluation de l’improbable va permettre à un étudiant de devenir le seul garant d’un savoir incarné dans le vivre ensemble avec soi-même et le vivre ensemble avec les autres.

ISBN 978-2-9199498-1-6; International audience

International audience; Introduction. The Big Five Inventory (BFI) developed by John et al. (1991) is one of the most widely accepted tools for assessing dimensions of personality. It comprises 44 items that assess five broad dimensions of personality (the Big Five Factors): Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness to experience. Based on correlations with the facets described in the NEO Personality Inventory Revised (NEO PI-R), another Big Five assessment tool with 240 items and 6 facets per dimension, Soto and John (2009) showed that the dimensions in the BFI could be divided into two facets each (ten facets altogether). These results are in line with those of DeYoung, Quilty and Peterson (2007), who ran factorial analyses with all the NEO PI-R facets and the International Personality Item Pool (IPIP) and identified ten intermediate factors (between facets and dimensions) they called “aspects” (two per dimension). The goal of the present study is to investigate the ten facets described by Soto and John in a French sample, using the French version of the BFI (BFI-Fr), which has good psychometric properties, and to check whether the pattern of correlations of these facets with the NEO PI-R match those of the American version. Method. We created three groups. The first comprised 360 students from the ILEPS (Institut Libre d’Education Physique Supérieure) and Tours University (psychology undergraduates). Participants (mean age 21.1 years  2.30; 58% women) completed the BFI-Fr and the NEO PI-R. The second comprised 142 psychology students from Tours University (mean age 20.6 years  1.78; 81% women); they completed the BFI-Fr twice, two weeks apart (test and retest). The third comprised 252 psychology students from Paris-Nanterre University (mean age 23 years  4.2; 89% women) who described a total of 405 people they knew well (mean age 35.2  10.8; 49% women) using the peer-report format of the BFI-Fr. Results. In the self-report format, eight of Soto and John’s ten aspects had acceptable internal consistency (based on Guildford’s (1954) internal consistency criteria, due to the small number of items), with Cronbach’s α between .60 and .86 and test-retest correlations between .71 and .89, showing satisfactory temporal stability. We found a single facet for Extraversion (Assertiveness), two for Agreeableness (Altruism and Compliance), two for Conscientiousness (Self-Discipline and Order), one for Neuroticism (Anxiety), and two for Openness to Experience (Openness to aesthetics and Openness to ideas). Based on their convergence with the corresponding facets in the NEO PI-R, these eight facets showed satisfactory external validity. With regard to the peer-report format, the Activity facet of Extraversion, which did not have sufficient internal consistency in the self-report format, had acceptable properties (i.e. 9 out of 10 facets). Only the Depression facet of Neuroticism still had insufficient internal consistency. In this study, we proposed an improvement of two facets (Activity and Compliance) and added one facet specific to the French version (Emotional Instability) in place of the Depression facet. Discussion. We showed that the BFI-Fr can be used to assess nine of the ten facets described by Soto and John. We also identified an Emotional Instability facet, replacing the Depression facet of Neuroticism. DeYoung et al. (2007) considered that anxiety and depression are indissociable and can be represented by a Neuroticism aspect they labeled Withdrawal. They suggested a second aspect of this dimension they called Volatility (with the N2 Angry Hostility facet of the NEO PI-R as main marker and the N5 Impulsiveness and N3 Depression as secondary markers). The Emotional Instability facet we found corresponds closely to the N2 Angry Hostility facet of the NEO PI-R and appears to be a satisfactory marker of DeYoung et al.’s (2007) Volatility aspect. Although this study has limitations, particularly related to the samples (students), the BFI-Fr facets (derived from those defined by Soto and John in the BFI or proposed as improvements on the original facets) match the corresponding NEO PI-R facets and can also be seen as main markers of the aspects defined by DeYoung et al.; Le Big Five Inventory (BFI) de John (1991) représente un des outils les plus consensuels de l'évaluation dimensionnelle de la personnalité. Les cinq grandes dimensions qu'il mesure sont~: l'Extraversion, l'Agréabilité, le Caractère consciencieux, le Névrosisme et l'Ouverture. Soto et John (2009) ont montré qu'il était possible de considérer deux facettes par dimension du BFI. L'objectif de cette étude est de savoir s'il est possible de retrouver ces dix facettes dans un échantillon français, en s'appuyant sur les corrélations avec les facettes équivalentes du NEO PI-R (NEO Personality Inventory Revised). Méthode Le premier échantillon constitué de 360~étudiants de l'Institut libre d'éducation physique supérieure (ILEPS) et de l'Université de Tours (en psychologie) a permis de tester la validité externe des facettes du BFI-Fr en lien avec celles du NEO PI-R. Le second échantillon constitué de 142~étudiants de psychologie de l'Université de Tours a permis de rechercher la validité temporelle (test et retest). Le troisième échantillon constitué de 252~étudiants en psychologie de l'Université de Paris-Nanterre a permis de tester la forme hétéro-évaluative du BFI-Fr. Résultats et discussion Le BFI-Fr permet d'évaluer neuf des dix facettes proposées par Soto et John~: Activité et Assertivité pour la dimension Extraversion~; Altruisme et Compliance pour la dimension Agréabilité~; Ordre et Autodiscipline pour la dimension Caractère consciencieux~; Anxiété pour la dimension Névrosisme~; Ouverture à l'esthétique et Ouverture aux idées pour la dimension Ouverture. L'étude a permis de définir une facette Instabilité émotionnelle en remplacement de la facette Dépression du Névrosisme qui ne présentait pas de qualités psychométriques suffisantes. AbstractIntroduction The Big Five Inventory (BFI) developed by John et al. (1991) is one of the most widely accepted tools for assessing dimensions of personality. It comprises 44 items that assess five broad dimensions of personality (the Big Five Factors): Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness to experience. Based on correlations with the facets described in the NEO Personality Inventory Revised (NEO PI-R), another Big Five assessment tool with 240 items and 6 facets per dimension, Soto and John (2009) showed that the dimensions in the BFI could be divided into two facets each (ten facets altogether). These results are in line with those of DeYoung et al. (2007), who ran factorial analyses with all the NEO PI-R facets and the International Personality Item Pool (IPIP) and identified ten intermediate factors (between facets and dimensions) which they called "aspects" (two per dimension). The goal of the present study is to investigate the ten facets described by Soto and John in a French sample, using the French version of the BFI (BFI-Fr), which has good psychometric properties, and to check whether the pattern of correlations of these facets with the NEO PI-R match those of the American version. Method We created three groups. The first comprised 360 students from the Institut libre d'éducation physique supérieure (ILEPS) and Tours University (psychology undergraduates). Participants (mean age 21.1 years ± 2.30; 58% women) completed the BFI-Fr and the NEO PI-R. The second comprised 142 psychology students from Tours University (mean age 20.6 years ± 1.78; 81% women); they completed the BFI-Fr twice, two weeks apart (test and retest). The third comprised 252 psychology students from Paris-Nanterre University (mean age 23 years ± 4.2; 89% women) who described a total of 405 people they knew well (mean age 35.2 ± 10.8; 49% women) using the peer-report format of the BFI-Fr. Results In the self-report format, eight of Soto and John's ten aspects had acceptable internal consistency (based on Guildford's (1954) internal consistency criteria, due to the small number of items), with Cronbach's α between 0.60 and 0.86 and test-retest correlations between 0.71 and 0.89, showing satisfactory temporal stability. We found a single facet for Extraversion (Assertiveness), two for Agreeableness (Altruism and Compliance), two for Conscientiousness (Self-Discipline and Order), one for Neuroticism (Anxiety), and two for Openness to Experience (Openness to aesthetics and Openness to ideas). Based on their convergence with the corresponding facets in the NEO PI-R, these eight facets showed satisfactory external validity. With regard to the peer-report format, the Activity facet of Extraversion, which did not have sufficient internal consistency in the self-report format, had acceptable properties (i.e. 9 out of 10 facets). Only the Depression facet of Neuroticism still had insufficient internal consistency. In this study, we proposed an improvement of two facets (Activity and Compliance) and added one facet specific to the French version (Emotional Instability) in place of the Depression facet. Discussion We showed that the BFI-Fr can be used to assess nine of the ten facets described by Soto and John. We also identified an Emotional Instability facet, replacing the Depression facet of Neuroticism. DeYoung et al. (2007) considered that anxiety and depression are indissociable and can be represented by a Neuroticism aspect they labeled Withdrawal. They suggested a second aspect of this dimension they called Volatility (with the N2 Angry Hostility facet of the NEO PI-R as main marker and the N5 Impulsiveness and N3 Depression as secondary markers). The Emotional Instability facet we found corresponds closely to the N2 Angry Hostility facet of the NEO PI-R and appears to be a satisfactory marker of DeYoung et al.'s (2007) Volatility aspect. Although this study has limitations, particularly related to the samples (students), the BFI-Fr facets (derived from those defined by Soto and John in the BFI or proposed as improvements on the original facets) match the corresponding NEO PI-R facets and can also be seen as main markers of the aspects defined by DeYoung et al.

International audience

The aim of this paper is to contribute to the area of the History of Philosophy of Sport. In my look back I will deal with the events in 1972 that highly influenced the development of the philosophy of sport discipline. My understanding is that 1972 is the starting point of the discipline as a separate branch of philosophy for several reasons. On one hand, the first symposiums were held specifically dedicated to sport- philosophy (München, Brockport) and sport-ethics (Brockport, Ontario). On the other hand, a few very influential books dedicated to the philosophy of sport were published in 1972 (E. W. Gerber ; H. Vanderzwaag ; H. Lenk ; O. Gruppe et al). Finally, the Philosophic Society for the Study of Sport (today IAPS) was established. In the paper, I will concentrate on the role and contributions of the three scholars that seem to have a decisive role in the events of 1972 – American scholars Ellen W. Gerber and Warren P. Fraleigh and German philosopher Hans Lenk. I will examine and compare their different understanding of the sport presented in 1972, point out the footholds that they built for the future development in/of sports-philosophy on the other, and finally indicate influence and importance of their work in/for the history of the philosophy of sport.