Abstracts
Résumé
Le présent article compare les effets de stratégies pédagogiques d’imagerie mentale combinée à la pratique physique, de pratique physique spécifique et de pratique physique variable sur l’apprentissage d’une tâche motrice discrète chez des enfants de huit à dix ans. La tâche expérimentale consistait à imprimer à une voiture miniature une poussée de la main non dominante pour qu’elle atteigne, après un temps de mouvement bien déterminé, une distance cible. Les résultats ont démontré que les performances obtenues par les participants des différentes stratégies pédagogiques varient en fonction de plusieurs facteurs tels que la variable dépendante mesurée ; le paramètre du mouvement ; le sexe des participants ; etc. Ces résultats furent discutés à la lumière de la théorie piagétienne.
Abstract
This article presents a comparison of the effects of pedagogical strategies using mental imagery combined with physical practice, specific physical practice, and variable physical practice on learning a discrete motor task by children aged 8 to 10. The experimental task consisted of using the non-dominant hand to push a miniature car a specified distance in a specified time. The results show that performances of participants in the different pedagogical strategies varied in relation to several factors including the dependant variable, the movement parameter, the participants’ sex, etc. These results are discussed in light of Piaget’s theories.
Resumen
El presente artículo compara los efectos de estrategias pedagógicas de imaginería mental combinada con la práctica física, la práctica física específica y la práctica física variable en el aprendizaje de una tarea motora discreta en niños de ocho a diez años. La tarea experimental consiste en comunicar a un coche miniatura un empujo de la mano no dominante para que alcance, después de un tiempo de movimiento determinado, una distancia meta. Los resultados han demostrado que los resultados conseguidos por los participantes de las distintas estrategias pedagógicas varían en función de diversos factores tales como la variable dependiente medida; el parámetro del movimiento; el género de los participantes ; etc. Estos resultados fueron discutidos a la luz de la teoría piagetiana.
Appendices
Références
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