Abstracts
Résumé
Le but de cet article est d‘étudier comment on peut décrire différentes stratégies d’apprentissage utilisées par des élèves en éducation physique et sportive. Vingt-trois sujets âgés de 14 et 15 ans sont filmés alors qu’ils participent à une tâche prescrite par un enseignant. Consécutivement, ils participent à un entretien d’explicitation. Les données comportementales et verbales recueillies sont traitées à l’aide d’une analyse de contenu. Une catégorisation empirique permet de faire émerger six stratégies d’apprentissage : écouter les consignes ; réfléchir et comprendre ; observer-imiter ; visualiser-imager ; focaliser son attention ; répéter. Une analyse discriminante confirme les catégories de stratégies d’apprentissage obtenues. Cette étude montre comment les catégories de variables issues d’une analyse qualitative peuvent être confrontées à l’objectivité d’une analyse statistique.
Summary
The aim of this article is to examine ways to describe various learning strategies used by students in physical education and sports. The subjects included twenty-three students aged 14 and 15 who were filmed while participating in a teacher directed task. Following this they participated in an interview to explain their behaviour. Behavioural and verbal data collected were subjected to a content analysis. Categorizing the results allowed the authors to formulate six learning strategies: listening to directions, thinking and understanding, observing/imitating, visualizing/imaging, focusing one’s attention, repeating. An analysis of discrimination confirmed these categories of learning strategies. This study demonstrates how categories of variables obtained from a qualitative analysis can be examined objectively through a statistical analysis.
Resumen
El propósito de este artículo es estudiar cómo se pueden describir diferentes estrategias de aprendizaje utilizadas por alumnos en Educación física y deportiva. Veinte tres sujetos entre 14 y 15 años de edad son filmados mientras participan a una tarea prescrita por un docente. Luego, participan a una conversación de explicitación. Los datos comportamentales y verbales recolectados son tratados por medio de un análisis de contenido. Una categorización empírica permite destacar seis estrategias de aprendizaje: escuchar las consignas; reflexionar y comprender; observar-imitar; visualizar-formar imágenes; focalizar su atención; repetir. Un análisis discriminante confirma las categorías de estrategias de aprendizaje obtenidas. Este estudio muestra cómo las categorías de variables provenientes de un análisis cualitativo pueden enfrentarse a la objetividad de un análisis estadístico.
Appendices
Références
- Anderson, J.R. (1983). The architecture of cognition. Cambridge, MA : Harvard University Press.Google Scholar Search this bibliographic reference on Google Scholar
- Alava, S. (2000). Les profils d’autodirection et les pratiques d’études des étudiants en première année d’université. Les sciences de l’éducation 33(1), 43-71.Google Scholar Search this bibliographic reference on Google Scholar
- Bardin, L. (1998). L’analyse de contenu. Paris : Presses universitaires de France (9e éd.).Google Scholar Search this bibliographic reference on Google Scholar
- Bertsch, J. et Le Scanff, C. (1995). Apprentissage moteur et conditions d’apprentissages. Paris : Presses Universitaires de France.Google Scholar Search this bibliographic reference on Google Scholar
- Bouffard, M. et Dunn, J.G.H. (1993). Children’s self regulated learning of movement sequences. Research Quarterly for Exercise and Sport, 64(4), 393-403.Google Scholar Search this bibliographic reference on Google Scholar
- Brunel, P. et Thill, E. (1993). La motivation en contexte sportif : les effets des buts sur les cognitions et les conduites. Science et motricité, 19, 43-52.Google Scholar Search this bibliographic reference on Google Scholar
- Caverni, J.P. (1988). La verbalisation comme source d’observables pour l’étude du fonctionnement cognitif. In J.P. Caverni, C. Bastien, P. Mendelsohn, et G. Tiberghien (dir.), Psychologie cognitive : modèles et méthodes (p. 253-273). Grenoble : Presses universitaires du Grenoble.Google Scholar Search this bibliographic reference on Google Scholar
- Dansereau, D.F. (1985). Learning strategy research. In J.W. Segal (dir.), Thinking and Learning Skills (p. 209-239). Hillsdale, NJ : Lawrence Erlbaum.Google Scholar Search this bibliographic reference on Google Scholar
- Davidson, J.E. et Stenberg, J.R. (1985). Competence and Performance : Intellectual Development. In E. Neimark (dir.), Moderators of Competence (p. 43-76 ). Hillsdale, NJ : Laurence Erlbaum.Google Scholar Search this bibliographic reference on Google Scholar
- Dumas, C. (2000). L’analyse des données de base. In R.J. Vallerand et U. Hess (Eds.) Méthodes de recherche en psychologie (p. 323-376). Montréal : Gaëtan Morin.Google Scholar Search this bibliographic reference on Google Scholar
- Durand, M., Ria, L. et Flavier, E. (2002). La culture en action des enseignants. Revue des sciences de l’éducation, 28(1), 83-103.Google Scholar Search this bibliographic reference on Google Scholar
- Fayol, M. et Monteil, J.M. (1994). Stratégie d’apprentissage/apprentissage de strategies. Revue française de pédagogie, 106, 91-110.10.3406/rfp.1994.1276 Google Scholar Search this bibliographic reference on Google Scholar
- Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (dir.), Children’s oral communication skills. New York, NY : Academic Press.Google Scholar Search this bibliographic reference on Google Scholar
- Fleurance, P., Kermarrec, G. (1998). Effets de stratégies d’apprentissage sur la performance dans une tâche motrice autocontrôlée. Science et motricité, 35-36, 117-118.Google Scholar Search this bibliographic reference on Google Scholar
- George, C. (1990). L’acquisition des connaissances. In J.F. Richard, C. Bonnet et R. Ghiglione (dir.), Traité de psychologie cognitive 2 (p. 92-102). Paris : Dunod/Bordas.Google Scholar Search this bibliographic reference on Google Scholar
- Hoc, J.M. (1984). La verbalisation provoquée pour l’étude du fonctionnement cognitif. Psychologie française, 29, 231-234.Google Scholar Search this bibliographic reference on Google Scholar
- Hoc, J.M. (1990). Les connaissances concernant les procédures. In J.F. Richard, C. Bonnet et R. Ghiglione (dir.), Traité de psychologie cognitive 2, (p. 46-50). Paris : Dunod/Bordas.Google Scholar Search this bibliographic reference on Google Scholar
- Hoc, J. M. (1996). Supervision et contrôle de processus : la cognition en situation dynamique. Paris : Armand Colin.Google Scholar Search this bibliographic reference on Google Scholar
- Kitsantkas, A., Zimmerman, B. J. et Cleary, T. (2000). The role of observation and emulation in the development of athletic self-regulation. Journal of Educational Psychology, 92(4), 811-817.10.1037/0022-0663.92.4.811 Google Scholar Search this bibliographic reference on Google Scholar
- Laforge, H. (1981). Analyse multivariée pour les sciences sociales et biologiques avec applications des logiciels BMP, BMDP, SPSS, SAS. Montréal : Études vivantes.Google Scholar Search this bibliographic reference on Google Scholar
- Lefebvre-Pinard, M., et Pinard, A. (1985). Taking charge of one’s cognitive activity : A moderator of competence. In E. D. Neimark, R. De Lisi et J. L. Newman (dir.), Moderators of competence (p. 191-209). Hillsdale, NJ : Erlbaum.Google Scholar Search this bibliographic reference on Google Scholar
- Marteniuck, RG. (1986). Information processes in movement learning : Capacity and structural interference effects. Journal of Motor Behaviour,18, 55-75.Google Scholar Search this bibliographic reference on Google Scholar
- Masters, R.S.W. (1992). Knowledge, nerves and know-how : The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343-358.10.1111/j.2044-8295.1992.tb02446.x Google Scholar Search this bibliographic reference on Google Scholar
- Melot, A.M. (1991). Contrôle des conduites de mémorisation et métacognition. Bulletin de psychologie,44, 135-148.Google Scholar Search this bibliographic reference on Google Scholar
- Nisbet, J. et Shucksmith, J. (1986). Learning Strategies. Londres : Routledge et Kegan Paul.Google Scholar Search this bibliographic reference on Google Scholar
- Resnick, L.B. (1981). Instructional Psychology. Annual Review of Psychology, 32, 659-704.10.1146/annurev.ps.32.020181.003303 Google Scholar Search this bibliographic reference on Google Scholar
- Richard, J.F. (1990). Les activités mentales. Paris : Armand Colin.Google Scholar Search this bibliographic reference on Google Scholar
- Richard, J.F. (1996). Attention, contrôle et gestion des ressources. In D. Mellier et A. Von Hofe (dir.), Attention et contrôle cognitif (p. 5-15). Rouen : Presses universitaires de Rouen.Google Scholar Search this bibliographic reference on Google Scholar
- Romainville, M. (1993). Savoir parler de ses méthodes : métacognition et performance à l’université. Bruxelles : De Boeck.Google Scholar Search this bibliographic reference on Google Scholar
- Schunck, D.H. et Zimmerman, B.J. (1996). Modeling and self-efficacy influences on children’s development of self-regulation. In J. Juvonen et K.R. Wentzel (dir.) Social motivation : Understanding children’s school adjustment (p. 154-180). Cambridge : Cambridge University Press.Google Scholar Search this bibliographic reference on Google Scholar
- Singer, R.N. (1988). Strategies and metastrategies in learning and performing self-paced athletics skills. The Sport Psychologist, 2, 49-68.Google Scholar Search this bibliographic reference on Google Scholar
- Singer, R.N. (2000). Performance and human factors : Considerations about cognition and attention for self-paced and externally-paced events. Ergonomics, 43(10), 1661-1680.Google Scholar Search this bibliographic reference on Google Scholar
- Singer, R.N. et Cauraugh, J.H. (1985). The generalizability effect of learning strategies for categories of psychomotor skills. Quest, 37, 103-119.10.1080/00336297.1985.10483824 Google Scholar Search this bibliographic reference on Google Scholar
- Theureau, J. (1992). Le cours d’action : analyse sémio-logique. Berne : Peter Lang.Google Scholar Search this bibliographic reference on Google Scholar
- Thill, E. (1999). Compétence et effort. Paris : Presses universitaires de France.Google Scholar Search this bibliographic reference on Google Scholar
- Vermersch, P. (1990). Questionner l’action : l’entretien d’explicitation. Psychologie française, 35(3), 227-235.Google Scholar Search this bibliographic reference on Google Scholar
- Viau, R. (1997). La motivation en contexte scolaire. Bruxelles : De Boeck.Google Scholar Search this bibliographic reference on Google Scholar
- Weinstein, C.E. et Mayer, R.E. (1986). The teaching of learning strategies. In M.C. Wittrock (dir.), Handbook of research on teaching (p. 315-327). New York, NY : Macmillan.Google Scholar Search this bibliographic reference on Google Scholar
- Weinstein, C.E. et Underwood, V. (1985). Learning strategy : The how to learning. In S.F. Chipman, J.W. Segal et R. Glaser (dir.) Thinking and learning skills (p. 240-259). Hillsdale, NJ : Erlbaum.Google Scholar Search this bibliographic reference on Google Scholar
- Weinstein, C.E. et Hume L.M. (2001). Stratégies pour un apprentissage durable. Bruxelles : De Boeck.Google Scholar Search this bibliographic reference on Google Scholar
- Weiss, M.R., et Klint, K.A. (1987). Show and tell in the gymnasium : An investigation of developmental differences in modeling and verbal rehearsal of motor skills. Research Quarterly for Exercise and Sport, 58, 234-241.Google Scholar Search this bibliographic reference on Google Scholar
- Wolfs, J.L. (1998). Méthodes de travail et stratégies d’apprentissage. Bruxelles : De Boeck.Google Scholar Search this bibliographic reference on Google Scholar
- Zimmerman, B.J. (1990). Self-regulated learning and academic : An overview. Educational Psychologist, 25(1), 3-17.10.1207/s15326985ep2501_2 Google Scholar Search this bibliographic reference on Google Scholar
- Zimmerman, B.J. et Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.Google Scholar Search this bibliographic reference on Google Scholar
- Zimmerman, B.J. et Martinez-Pons, M. (1988). Construct Validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.10.1037/0022-0663.80.3.284 Google Scholar Search this bibliographic reference on Google Scholar