Effets d’une stratégie d’auto-supervision sur les composantes du temps d’apprentissage dans l’enseignement de deux sports
Keywords:
auto-supervision, temps d’apprentissage, engagement moteur, éducation physiqueAbstract
This research considered the effects of a strategy of self-supervision on learning time and on subsequent applications in teaching volleyball and taekwon-do. Dependent variables included (a) time learners spent in preparation, in motor development, and in knowledge acquisition, and (b) their subsequent levels of motor involvement in volleyball and taekwon-do. An experimental case study protocol was used with two volleyball trainers and three taekwon-do instructors. Results show how supervision strategies sensitize teachers to the importance of time spent learning, and improve aspects of teaching within teachers’ control, for instance, how much time to give to organizing or explaining tasks. However, improvements in learners’ time allocation to motor learning were not automatically accompanied by changed levels of motor involvement. Qualitative data show that appropriate self-supervision is linked to participants’ characteristics and to the contexts in which it applies.
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