Olivier Vors

Bio: Olivier Vors is an academic researcher from Aix-Marseille University. The author has contributed to research in topics: Physical education & Trier social stress test. The author has an hindex of 8, co-authored 40 publications receiving 201 citations. Previous affiliations of Olivier Vors include École Normale Supérieure & Lille University of Science and Technology.

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.

The Trier Social Stress Test and the Trier Social Stress Test for groups: Qualitative investigations.

Abstract: The Trier Social Stress Test (TSST) and its version for groups (TSST-G) are the gold standard for inducing acute psychosocial stress in human experimental settings and have been used in numerous studies since the early 1990s. The TSST and the TSST-G lead to effects on different physiological and psychological markers, such as salivary cortisol, anxiety, and emotional states. These effects were assessed with quantitative methods comparing pre-test and post-test measures with statistical analyses. But to date, no qualitative analyses have been conducted to examine the meaningful experience of participants during the TSST and the TSST-G. This study is the first to conduct qualitative investigations to further clarify the stressful experience of participants confronted with these procedures. Preliminary results showed as expected that the TSST and the TSST-G effectively induced psychosocial stress, with cortisol levels, cognitive anxiety, somatic anxiety, and arousal increases, and with pleasure and dominance decreases. At the qualitative level, the results evidenced that the two theoretically stressful components of the TSST and the TSST-G, namely social-evaluative threat and uncontrollability, were experienced as stress-inducing by the participants. Two case studies confirmed these findings. But the results also showed on one hand that psychosocial stress is a dynamic phenomenon, with important fluctuations throughout the tasks (mainly for the TSST-G); and on the other hand that despite the similar physiological and psychological responses between the TSST and the TSST-G evidenced by the literature, the experience of the participants was both similar and specific. Use of a qualitative method allowed us to provide a complementary point of view to understand the meaningful experience of participants during these stressful procedures, apprehending the dynamic of the subjective stress experience without disrupting it.

Relation between students' involvement and teacher management strategies in French 'difficult' classrooms

Abstract: Background: Since 2010, French secondary schools with a high proportion of students in academic difficulty benefit from a compensatory education policy called ‘E´ coles Colle`ges et Lyce´es pour l’Ambition, l’Innovation et la Re´ussite’ (E´ CLAIR). These students tend to behave poorly and frequently disengage from learning tasks, and thus one of the greatest challenges for teachers is to keep them focused and active. The ‘academic learning time in physical education’ is very low, about 14.4%. Purpose: This case study investigates the relations between the students’ motor and social involvement and the class management strategies of four experienced physical education (PE) teachers in a difficult educational context. Participants and Setting: This case study focuses on four secondary school classes with the same characteristics: all are part of theE´ CLAIR program, are taught by experienced PE teacher, with hardly manageable underachieving students in drop-out situations (16 in total, between 12 and 16 years old), and offer four units of gymnastics (for a total of 26 lessons). The classes were organized as group activities, with instruction sheets, with an educational project based on the students’ sense of autonomy and responsibility. Research Design: This research was conducted following a situated approach from the cognitive anthropology framework of ‘course of action’. Data collection: Extrinsic classroom data were collected by observing the students’ and teacher’s activities within the classroom and using audiovisual recordings. Intrinsic data were collected during self-confrontation interviews held after the lessons. Data Analysis: The data were processed in three stages: (a) the structure of students’ and teachers’ behaviors; (b) the dynamic of students’ and teachers’ experience, and (c) the classroom management strategies related to student misbehavior. Findings: The findings reveal that in spite of permanent classroom agitation, working involvement predominated with only short periods of student disengagement. Compromises organize the relation between students’ involvement and teacher management strategies. There is a compromise between work and play time for the students – they mainly remained involved in their work, and were appropriately involved in their task both physically and socially. Then, there is a compromise of acceptance for the teachers, as they use specific management strategies based on controlled short drop-outs as a source of student involvement in work. Conclusions: These findings raise the question of how PE teachers working under the compensatory policy can best manage student misbehavior. The teacher’s acceptance, compromises within the classroom, zone of acceptable responses, and articulation of instruction activity with misbehavior management, are as many factors improving teachers’ professionalization.

A Successful Form of Trade-Off in Compensatory Policy Classrooms.

Abstract: Since 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called 'E ´ coles Colleges et Lycees pour l'Ambition, l'Innovation et la Reussite' (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage from academic tasks and provoke conflict in the classroom. However, some physical education (PE) teachers are able to develop successful teaching strategies. This case study has analysed precisely the activity of the teacher in relation to the activity of the students in these difficult classes. It examined the successful forms of interaction between teachers and students in PE classes and sought to determine the meaning of these interactions in structuring a 'difficult' classroom culture. The study was conducted within a situated cognitive anthropology framework in middle schools enrolled in the ECLAIR programme. Eight successful PE teachers and 24 students between the ages of 12 and 16 were involved in this qualitative study. The results revealed that, in spite of divergent intentions, the respective activities of the teachers and students remained coordinated. This coordination was based on a recurrent form of classroom interaction that made use of processes of ostentation and masking.

Situations de travail par ateliers et configuration de l'activité collective en classe 'Réseau Ambition Réussite'

Abstract: Depuis 2006, les 254 colleges accueillant les eleves les plus en difficulte de France pilotent les RAR. Dans ces etablissements les conditions de travail sont particulierement « difficiles ». Les enseignants expriment leur malaise pour mettre la classe au travail face aux desordres constants et a l'imprevisibilite des eleves. Notre etude vise a comprendre le travail collectif en etudiant comment emerge un ordre stable dans la classe. Elle cherche a identifier les formes d'organisation de l'activite collective de travail dans la classe. Le cadre theorique utilise est celui de 'l'anthropologie cognitive situee' apprehendant le collectif a partir des activites individuelles des acteurs, et de leur articulation. Un deuxieme point d'appui est celui de la 'Gestalt theorie' permettant de rendre compte de la 'forme' de l'activite collective. L'etude de cas se passe dans un college RAR en EPS lors de deux cycles de gymnastique par ateliers. Un enseignant reussissant et huit eleves de 5 eme ont ete filmes puis interviewes lors d'entretiens d'autoconfrontation. Les resultats montrent trois formes typiques d'organisation de l'activite en classe : a) une forme d'organisation triadique de l'activite individuelle des eleves, b) une forme de l'activite individuelle de l'enseignant structuree par une tolerance cadree, c) une configuration de l'activite collective structuree par l'articulation des activites individuelles de l'enseignant et des eleves.

The Perception of the Visual World. By James J. Gibson. U.S.A.: Houghton Mifflin Company, 1950 (George Allen & Unwin, Ltd., London). Price 35s.

Abstract: Let's read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd the perception of the visual world to read.

Cognition In The Wild

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User-centered System Design

Abstract: Will reading habit influence your life? Many say yes. Reading user centered system design is a good habit; you can develop this habit to be such interesting way. Yeah, reading habit will not only make you have any favourite activity. It will be one of guidance of your life. When reading has become a habit, you will not make it as disturbing activities or as boring activity. You can gain many benefits and importances of reading.

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.