Knowledge-in-action between rules and experiences: lessons from high performance sport for physical education

Abstract

Background: Most of the current work in physical education champions a culture of ‘off-beat’ educational practices over more traditional and accepted methods. However, in this paper we claim that in order for a student to gain a quality physical education, practices and methods used for novices need to be closely linked to those used by high performing athletes.Purpose: Our study, which draws on scientific research in didactics, will study high performance situations in rhythmic gymnastics as a possible ‘model’ for physical education in schools. The study uses ‘undeveloped’ students so that conclusions can be drawn by analysing both the application of the ‘traditional rules’ of rhythmic gymnastics to their work as well as the students’ own ‘concrete experience’.Method: From the detailed analysis of these two contrasting training methods in France and in Bulgaria, we will describe the type of knowledge gained by the trainer and gymnast; looking at their execution of a series of pivots on the same foot, performed within an individual exercise with handling of apparatus, with reference to the strict rules of the sport. In order to do this, we have compiled a dossier of the different interactions of the trainer/gymnast pair in both situations.Conclusions: The results show that, in each situation, the trainer interacts with the gymnast by emphasising both the technical aspect of their work, as well as encouraging the gymnast to take responsibility for her work. Both aspects serve to make up a ‘milieu’ (medius) between gymnast and trainer. The milieu is ‘didactic’ in the sense that the gymnast is compelled to act instinctively when faced with a ‘physical’ obstacle. In this case, creating a particular rule within a sport is akin to creating a sense of autonomy: in other words, the gymnast incorporates the particular rule rather than consciously following it. This paper demonstrates, for all situations and levels of ability, that a collective genesis of knowledge can be gained through changes to behaviour, rather than simply accumulating factual knowledge.

Keywords:

• didactique
• knowledge-in-action
• gymnastics

Notes

Note that any cultural differences between training methods in the two countries are not considered in this study.

This article only seeks to explore the data relating to the relationship between gymnast and trainer. The evidence given is not directly influenced by the choreographer.

Points 2 and 8 refer to the rules for spatial references; point 1 corresponds to the sides of the floor area.

We refer here to the concept of experimentum cruces [or crucial experiment] introduced by Bacon (Novum Organum Livre II, aphorism 36) quoted by Hacking (1989). This metaphorical term refers to signposts indicating different paths on the corner of a street. Crucial experiments, according to Bacon, allow a decision to be made between two rival theories at a moment of hesitation. If one of them does not ‘support the evidence’, it is said to be refuted. This metaphor of the signpost is transposed here to our study.