François Potdevin

Bio: François Potdevin is an academic researcher from Lille University of Science and Technology. The author has contributed to research in topics: Psychology & Medicine. The author has an hindex of 7, co-authored 17 publications receiving 177 citations. Previous affiliations of François Potdevin include Artois University.

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Abstract: Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students’ engagement or self-assessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, self-assessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls – 8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls – 13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (hand-shoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. “On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS).” Motivation and Emotion 24 (3): 175–213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees (p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 (p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 (p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = −0.89). Discussion/conclusion: Our quantitative data, identifying key movement changes as a function of experience in a structured PE programme, were congruent with outcomes of previous qualitative research supporting the role of VFB. This study highlights the potential relevance of using VFB in fostering motor learning, motivation and self-assessment during a PE programme with young children. Future pedagogical research is needed to examine the ways students could use VFB technology for greater self-regulation, with the potential to deliver appropriate movement feedback, based on different levels of experience in students.

Stroke frequency and arm coordination in front crawl swimming.

Abstract: This study aims to determine whether the arm coordination observed at different stroke rates (SR, number of arm stroke cycles per minute) differs according to the level of expertise. Thirteen non-expert (G NE ) and 14 expert (G E ) swimmers swam crawl five 25-m lengths at five stroke rate values: 35, 40, 45, 50, and 55 cycles · min -1 . Results show that the pattern of 45% of G NE switched from the catch-up (a lag time is performed between the propulsive phases of the two arms) to the superposition coordination mode (both arms pushing simultaneously during a short period of the cycle) between 45 and 50 cycles · min -1 . Patterns of 62.4% of G E switched in the same way between 50 and 55 cycles · min -1 . Significant differences in coordination patterns were found between G NE and G E only when SR was set at 45 cycles · min -1 . As non-expert swimmers seldom produce the superposition mode, but adopt this pattern when required to swim at high stroke rate values, it is suggested that this coordination mode is an emergent property of the movement.

Aerobic Potential, Stroke Parameters, and Coordination in Swimming Front-Crawl Performance

Abstract: The purposes of this review were (1) to review the recent studies conducted in swimming on the assessment of aerobic potential and establishment of exercise-intensity domains (it is important that exercise-intensity domains be accurately defined and their physiological underpinnings well understood to optimize and evaluate training programs); (2) to analyze changes in traditionally measured stroke rate and stroke length during exhaustive swims, particularly in relation to the predetermined intensity domains (introduction of an "optimal swimming technique speed"); and (3) to introduce the latest swimming research on arm coordination that might help us better understand the technical adaptations of swimmers under physical stress.

Effect of stroke rate reduction on swimming technique during paced exercise.

Abstract: The purpose of this study is to analyze the acute adaptations of motor organization subsequent to a reduction in spontaneous stroke rate (SR) at different swimming speeds, a task constraint that is currently used by trainers to improve stroke technique. Ten well-trained swimmers (8 males and 2 females, whose mean swimming speed on a 400-m front crawl stroke represents 76.8 ± 3.7% and 73.3 ± 2.7% of the mean speed of the short-course pool world record, respectively) performed 3 sets of 3 time to exhaustion trials in front crawl at paces corresponding to 95%, 100%, and 110% of the mean speed measured in a 400-m race. During the first set, individual SR was continuously recorded and averaged. During the second set (Fixed), participants were constrained to swim at their individual corresponding SR. For the third set (Lowered), an individual corresponding SR value lowered by 5% was imposed. Durations of trials and arm stroke phases durations were analyzed. The results showed that the durations of the whole trials declined significantly from the Fixed set to the Lowered set (p < 0.05). Swimmers spent more time in the nonpropulsive phases (increases ranged from 8.6-13.2%; p < 0.05), and the duration of the propulsive phases did not differ significantly in the lowered set. The significant decline in exercise durations might have been caused by an unusual muscular solicitation. Swimming technique changes during trials in the Fixed set suggest an increase in magnitude and efficiency in the propulsive force and a better body streamlining to limit an increase of the resistive impulse in between arm propelling actions. In conclusion, these results should be taken into account to better define training-set technical benefits and better include the impact of such task constraints into the training schedule.

Propulsion and braking in the study of asymmetry in able-bodied men's gaits.

Abstract: Summary The present study was designed to test functional differences between both lower limbs in able-bodied gait according to fore-aft force impulse analyses and to assess the existence of a preferential lower limb for forward propulsion and braking. The leg that did more of the braking (Most Braking Limb) and the leg that did more of the propulsion (Most Propulsive Limb) were defined by the higher negative and positive impulses calculated from the anterior-posterior component of the ground reaction force. 24 adult men free of pain and injury to their lower extremities (M age = 25.9 yr., SD = 4.5) performed 10 walking trials on a 10-m walkway with two force plates flush mounted in the middle. The anterior-posterior component of the velocity of the center of mass (VAP) was calculated with the VICON system. Results high-lighted two forms of asymmetry behaviour: although significant bilateral differences between the legs concerning the propulsive and braking impulses were found in all participants, 70.8% o...

Key properties of expert movement systems in sport: An ecological dynamics perspective

Abstract: This paper identifies key properties of expertise in sport predicated on the performer-environment relationship. Weaknesses of traditional approaches to expert performance, which uniquely focus on the performer and the environment separately, are highlighted by an ecological dynamics perspective. Key properties of expert movement systems include 'multi- and meta-stability', 'adaptive variability', 'redundancy', 'degeneracy' and the 'attunement to affordances'. Empirical research on these expert system properties indicates that skill acquisition does not emerge from the internal representation of declarative and procedural knowledge, or the imitation of expert behaviours to linearly reduce a perceived 'gap' separating movements of beginners and a putative expert model. Rather, expert performance corresponds with the ongoing co-adaptation of an individual's behaviours to dynamically changing, interacting constraints, individually perceived and encountered. The functional role of adaptive movement variability is essential to expert performance in many different sports (involving individuals and teams; ball games and outdoor activities; land and aquatic environments). These key properties signify that, in sport performance, although basic movement patterns need to be acquired by developing athletes, there exists no ideal movement template towards which all learners should aspire, since relatively unique functional movement solutions emerge from the interaction of key constraints.

Physiological, biomechanical and anthropometrical predictors of sprint swimming performance in adolescent swimmers

Abstract: The purpose of this study was to analyze the relationships between 100-m front crawl swimming performance and relevant biomechanical, anthropometrical and physiological parameters in male adolescent swimmers. Twenty five male swimmers (mean ± SD: age 15. 2 ± 1.9 years; height 1.76 ± 0.09 m; body mass 63.3 ± 10.9 kg) performed an all-out 100-m front crawl swimming test in a 25-m pool. A respiratory snorkel and valve system with low hydrodynamic resistance was used to collect expired air. Oxygen uptake was measured breath-by-breath by a portable metabolic cart. Swimming velocity, stroke rate (SR), stroke length and stroke index (SI) were assessed during the test by time video analysis. Blood samples for lactate measurement were taken from the fingertip pre exercise and at the third and fifth minute of recovery to estimate net blood lactate accumulation (ΔLa). The energy cost of swimming was estimated from oxygen uptake and blood lactate energy equivalent values. Basic anthropometry included body height, body mass and arm span. Body composition parameters were measured using dual-energy X-ray absorptiometry (DXA). Results indicate that biomechanical factors (90.3%) explained most of 100-m front crawl swimming performance variability in these adolescent male swimmers, followed by anthropometrical (45.8%) and physiological (45.2%) parameters. SI was the best single predictor of performance, while arm span and ∆La were the best anthropometrical and physiological indicators, respectively. SI and SR alone explained 92.6% of the variance in competitive performance. These results confirm the importance of considering specific stroke technical parameters when predicting success in young swimmers. Key pointsThis study investigated the influence of different anthropometrical, physiological and biomechanical parameters on 100-m swimming performance in adolescent boys.Biomechanical factors contributed most to sprint swimming performance in these young male swimmers (90.3% of variability in performance), followed by anthropometrical (45.8%) and physiological (45.2%) parameters.Two selected variables (stroke index and stroke rate) explained 92.6% of the variance in competitive performance in these adolescent swimmers.

Coordination Pattern Variability Provides Functional Adaptations to Constraints in Swimming Performance

Abstract: In a biophysical approach to the study of swimming performance (blending biomechanics and bioenergetics), inter-limb coordination is typically considered and analysed to improve propulsion and propelling efficiency. In this approach, ‘opposition’ or ‘continuous’ patterns of inter-limb coordination, where continuity between propulsive actions occurs, are promoted in the acquisition of expertise. Indeed a ‘continuous’ pattern theoretically minimizes intra-cyclic speed variations of the centre of mass. Consequently, it may also minimize the energy cost of locomotion. However, in skilled swimming performance there is a need to strike a delicate balance between inter-limb coordination pattern stability and variability, suggesting the absence of an ‘ideal’ pattern of coordination toward which all swimmers must converge or seek to imitate. Instead, an ecological dynamics framework advocates that there is an intertwined relationship between the specific intentions, perceptions and actions of individual swimmers, which constrains this relationship between coordination pattern stability and variability. This perspective explains how behaviours emerge from a set of interacting constraints, which each swimmer has to satisfy in order to achieve specific task performance goals and produce particular task outcomes. This overview updates understanding on inter-limb coordination in swimming to analyse the relationship between coordination variability and stability in relation to interacting constraints (related to task, environment and organism) that swimmers may encounter during training and performance.

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Abstract: Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students’ engagement or self-assessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, self-assessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls – 8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls – 13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (hand-shoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. “On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS).” Motivation and Emotion 24 (3): 175–213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees (p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 (p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 (p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = −0.89). Discussion/conclusion: Our quantitative data, identifying key movement changes as a function of experience in a structured PE programme, were congruent with outcomes of previous qualitative research supporting the role of VFB. This study highlights the potential relevance of using VFB in fostering motor learning, motivation and self-assessment during a PE programme with young children. Future pedagogical research is needed to examine the ways students could use VFB technology for greater self-regulation, with the potential to deliver appropriate movement feedback, based on different levels of experience in students.