Students' situated action in physical education: analysis of typical concerns and their relations with mobilized knowledge in table tennis

References

• Allen , J. D. 1986 . Classroom management: student's perspective, goals, and strategies . American Education Research Journal , 23 : 437 – 459 .
   Web of Science ®Google Scholar
• Anderson , J. R. , Reder , L. M. and Simon , H. A. 1996 . Situated learning and education . Educational Researcher , 25 ( 4 ) : 5 – 11 .
   Google Scholar
• Brown , J. S. , Collins , A. and Duguid , P. 1989 . Situated cognition and the culture of learning . Educational Researcher , 18 ( 1 ) : 32 – 42 .
   Google Scholar
• Bunker , D. J. and Thorpe , R. D. 1982 . A model for the teaching of games in secondary schools . Bulletin of Physical Education , 18 ( 1 ) : 5 – 8 .
   Google Scholar
• Cranach , M. (von) and Harré , R. 1982 . The analysis of action. Recent theoretical and empirical advances , Edited by: Cranach , M. (von) and Harré , R. Cambridge : Cambridge University Press .
   Google Scholar
• Damasio , A. R. 1995 . L'erreur de Descartes. La raison des émotions [Descartes' error: emotion, reason, and the human brain] , Paris : Odile Jacob .
   Google Scholar
• Delignières , D. 2003 . “ Et si l'on enseignait comme nos élèves apprennent! [And if we could teach like our students learn!] ” . In Si l'on parlait de plaisir à enseigner l'éducation physique [If we talked about the pleasure of teaching physical education] , Edited by: Carlier , G. Montpellier : Editions AFRAPS .
   Google Scholar
• Doyle , W. 1986 . “ Classroom organisation and management ” . In Handbook of research on teaching , Edited by: Wittrock , M. C. New York : Macmillan .
   Google Scholar
• Doyle , W. and Carter , K. 1984 . Academic tasks in classrooms . Curriculum Inquiry , 14 ( 2 ) : 129 – 149 .
   Web of Science ®Google Scholar
• Durand , M. 1996 . L'enseignement en milieu scolaire [Teaching in school setting] , Paris : Presses Universitaires de France .
   Google Scholar
• Durand , M. Teaching action in physical education: a cognitive anthropology approach, paper presented at the José Maria Cagigal Lecture at the AIESEP World Congress . July 14–17 , New York. Adelphi .
   Google Scholar
• Flavier , E. , Bertone , S. , Hauw , D. and Durand , M. 2002 . The meaning and organization of physical education teachers' actions during conflict with students . Journal of Teaching in Physical Education , 22 : 20 – 38 .
   Web of Science ®Google Scholar
• French , K. E. and Thomas , J. R. 1987 . The relation of knowledge development in children's basketball performance . Journal of Sport Psychology , 9 : 15 – 32 .
   Web of Science ®Google Scholar
• French , K. E. , Werner , P. H. , Taylor , K. , Hussey , K. and Jones , J. 1996 . The effects of a 6-week unit of tactical, skill, or combined tactical and skill instruction on badminton performance of ninth-grade students . Journal of Teaching in Physical Education , 15 : 439 – 463 .
   Web of Science ®Google Scholar
• Greeno , J. G. 1998 . The situativity of knowing, learning and research . American Psychologist , 53 ( 1 ) : 5 – 26 .
   Web of Science ®Google Scholar
• Griffin , L. , Oslin , J. and Mitchell , S. 1995 . An analysis of two instructional approaches to teaching net games . Research Quarterly for Exercise and Sport , 66 ( suppl. ) : A-64
   PubMed Web of Science ®Google Scholar
• Guillou , J. and Durny , A. 2002 . Etude d'une situation d'enseignement en Education Physique: les points de vue de l'enseignant et de l'élève [Study of a teaching situation in physical education: teacher's and student's views] . Avante , 8 ( 1 ) : 43 – 54 .
   Google Scholar
• Hauw , D. , Berthelot , C. and Durand , M. 2003 . Enhancing performance in elite athletes through situated-cognition analysis: trampolinists' course of action during competition activity . International Journal of Sport Psychology , 34 ( 4 ) : 299 – 321 .
   Web of Science ®Google Scholar
• Langley , D. J. 1995 . Student cognition in the instructional setting . Journal of Teaching in Physical Education , 15 : 25 – 40 .
   Web of Science ®Google Scholar
• Lave , J. 1988 . Cognition in practice: mind, mathematics, and culture in everyday life , Cambridge : Cambridge University Press .
   Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: legitimate peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Lawton , J. 1989 . Comparison of two teaching methods in games . Bulletin of Physical Education , 25 ( 1 ) : 35 – 38 .
   Google Scholar
• McPherson , S. L. and French , K. E. 1991 . Changes in cognitive strategies and motor skills in tennis . Journal of Sport and Exercise Psychology , 25 : 249 – 265 .
   Google Scholar
• McPherson , S. L. and Thomas , J. R. 1989 . Relation of knowledge and performance in boys' tennis: age and expertise . Journal of Experimental Child Psychology , 48 : 190 – 211 .
   PubMed Web of Science ®Google Scholar
• Ministère de l'Education Nationale et de la Recherche . 2001 . Programme d'enseignement de l'Education Physique et Sportive dans le cycle terminal des séries générales et technologiques [Teaching program of Physical and Sport Education in the terminal cycle of the general and technological series] . B.O.H.S. no. 5 du 30 août. Available at: ftp://trf.education.gouv.fr/pub/edutel/bo/2001/hs5/sport.pdf
   Google Scholar
• Nevett , M. , Rovegno , I. and Babiarz , M. 2001 . Fourth grade children's knowledge of cutting, passing and tactics in invasion game after a 12-lesson unit of instruction . Journal of Teaching in Physical Education , 20 : 389 – 401 .
   Web of Science ®Google Scholar
• Norman , D. 1988 . The psychology of everyday things , New York : Basic Books .
   Google Scholar
• Peirce , C. S. 1978 . “ Ecrits sur le signe (rassemblés, écrits et commentés par G. Deledalle) ” . Paris : Seuil . [Writings on the sign (gathered, written and commented by G. Deledalle)]
   Google Scholar
• Quéré , L. 2000 . “ Singularité et intelligibilité de l'action [Singularity and intelligibility of the action], in: Séminaire du Centre de Recherche sur la formation du CNAM ” . In L'analyse de la singularité de l'action [Analysis of the singularity of the action] , Paris : Presses Universitaires de France .
   Google Scholar
• Ria , L. , Sève , C. , Theureau , J. , Saury , J. and Durand , M. 2003 . Beginning teacher's situated emotions: study about first classroom experiences . Journal of Education for Teaching , 29 ( 3 ) : 219 – 233 .
   Google Scholar
• Rink , J. E. , French , K. E. and Tjeerdsma , B. L. 1996 . Foundations and issues for the learning and instruction of sport and games . Journal of Teaching in Physical Education , 5 ( 4 ) : 399 – 417 .
   Web of Science ®Google Scholar
• Rovegno , I. , Nevett , M. and Babiarz , M. 2001 . Learning and teaching invasion-game tactics in 4th grade: introduction and theoretical perspective . Journal of Teaching in Physical Education , 20 : 341 – 351 .
   Web of Science ®Google Scholar
• Saury , J. and Durand , M. 1998 . Practical knowledge of expert coaches: on-site study of training in sailing . Research Quarterly for Exercise and Sport , 69 ( 3 ) : 254 – 266 .
   PubMed Web of Science ®Google Scholar
• Sève , C. , Saury , J. , Theureau , J. and Durand , M. 2002 . Activity organization and knowledge construction during competitive interaction in table tennis . Journal of Cognitive Systems Research , 3 : 501 – 522 .
   Google Scholar
• Theureau , J. 1992 . Le cours d'action: Analyse sémiologique. Essai d'anthropologie cognitive située [The course of action: semiological analysis. Essay in situated cognitive anthropology] , Berne : Peter Lang .
   Google Scholar
• Theureau , J. 2000 . “ Anthropologie cognitive et analyse des compétences [Cognitive anthropology and analysis of competences], in: Séminaire du Centre de Recherche sur la formation du CNAM ” . In L'analyse de la singularité de l'action [Analysis of the singularity of the action] , Paris : Presses Universitaires de France .
   Google Scholar
• Theureau , J. 2003 . “ Course-of-action analysis and course-of-action centered design ” . In Handbook of cognitive task design , Edited by: Hollnagel , E. Hillsdale : Lawrence Erlbaum Associates .
   Google Scholar
• Theureau , J. and Jeffroy , F. 1994 . Ergonomie des situations informatisées [Ergonomics of computerized situations] , Toulouse : Octares .
   Google Scholar
• Varela , F. J. 1989 . Autonomie et connaissances [Principles of biological autonomy] , Paris : Seuil .
   Google Scholar
• Vermersch , P. 1994 . L'entretien d'explicitation [Explication interview] , Paris : ESF .
   Google Scholar
• Vygotski , L. S. 1987 . Thinking and language , Cambridge : MIT Press .
   Google Scholar
• Whitson , J. A. 1997 . “ Cognition as a semiotic process. From situated mediation to critical reflective transcendence ” . In Situated cognition: social, semiotic and psychological perspectives , Edited by: Kirshner , D. and Whitson , J. A. Hillsdale : Lawrence Erlbaum Associates .
   Google Scholar
• Woods , P. 1978 . Negotiating the demands of school work . Journal of Curriculum Studies , 10 : 309 – 327 .
   Web of Science ®Google Scholar