Jacques Saury

Bio: Jacques Saury is an academic researcher from University of Nantes. The author has contributed to research in topics: Teamwork & Crew. The author has an hindex of 23, co-authored 74 publications receiving 1728 citations.

Practical knowledge in expert coaches: on-site study of coaching in sailing.

Abstract: The purpose of this study was to analyze the practical knowledge of expert sailing coaches of the French team preparing for the 1996 Olympic Games in Atlanta. Coaching knowledge was studied from a cognitive ergonomics perspective based on the task activity model. According to this model, a task is a set of constraints facing individuals. To meet the demands imposed by these constraints, an individual engages in an adaptative activity which can be studied from the point of view of his or her knowledge and cognitive operating modes. In-depth interviews were conducted after observation of five training sessions, and the verbal protocols obtained were coded inductively. The results showed that coaching tasks were considered by coaches as a set of interacting constraints which generate complex, contradictory, and ill defined problems. Coaches' operating modes appeared to be based on organization routines, cognitive anticipation on flexible plans, flexible on-site adaptation, joint control of training with athletes, and involvement in the training situation based on past experiences.

Team Coordination in Basketball: Description of the Cognitive Connections Among Teammates

Abstract: This study investigated team coordination in basketball using the course-of-action theoretical framework. The focus was on how the players were connected with their teammates' activities. The activity of five French basketball players (17.60 ± .89 years) was studied during an official match. The data were collected and processed according to a procedure defined for course-of-action analysis. The results were used to characterize the coordination modes among players and the team coordination network that was built. The processes that underlie team coordination are discussed (i.e., mutuality and awareness), and some directions for practical applications are addressed.

Coach-Athlete Interaction during Elite Archery Competitions: An Application of Methodological Frameworks Used in Ergonomics Research to Sport Psychology

Abstract: This study analyzed the temporal and contextual organization of coach-athlete interactions in elite archery competitions. In light of the course of action theoretical framework (Theureau, 1992) from ergonomics research, action was conceived as situated (i.e., closely linked to ecological constraints) and was studied at the level at which it is significant for the actor. One expert archery coach and four elite athletes were observed and videotaped during two competitions. The coach's and athletes' verbalizations were also recorded during self-confrontation interviews immediately after each competition. Data processing consisted of: (a) transcribing the coach's and athletes' actions, communication, and self-confrontation data; (b) decomposing action into elementary units of meaning; (c) identifying coherence and similarities of sequences; and (d) examining the coordination of the courses of action of the coach and athlete. The coach's course of action was characterized by respect for the athletes' autonomy,...

Beginning Teachers' Situated Emotions: a study of first classroom experiences

Abstract: Using Peirce's three categories of experience (1931-1935), the authors categorized a group of teachers' emotions into different affective states During ordinary teaching situations contradictory emotions were observed The nature of the emotions was related to the teachers' level of dependence on the lesson plan and the need to maintain student activity and underlined the importance of emotions in learning to teach

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.