S'adapter aux TIC, adapter les TIC : de l'intégration à l'inclusion des TIC de l'école à l'université L'apport de l'éducation physique

International audienceAdapting to ICTs, adapting ICTs: from integration to the inclusion of ICTs from school to universityThe contribution of physical educationAbstractDigital tools are present in all sectors. Simply being a passive user will constitute a professional handicap in the future. Citizens of tomorrow will need to be active, creative and capable to design appropriate uses of digital tools to respond to current analyzes that indicate that 65% of today's schoolchildren will do jobs that have not yet been invented. Adapting to ICTs is necessary; Adapting ICT is just as much. In physical education, like any other teaching discipline, students should acquire ICT skills. Data collected during the course, in collaboration with other teaching disciplines, allow to model, simulate and reveal the concepts underlying the learning situations. In addition, PE considers the control of emotional, intellectual, relational and physical risks; On the other hand, PE manages handicaps daily, by including students with disabilities, by teaching methods adapted to all audiences. A SWOT analysis followed by a review of the methods, actions and incentives since 1986, will show the oscillations between "Disinterests" and "Interests" concerning digital tools. This work underlines the efforts made and the existing potentials (embedded video, 3D, connected objects, sports bionisation) allowing the use, understanding, design and innovation for the realization of a Media and Information Education.Key words: ICT inclusion, digital disability, ICT training and design, ICT and EPSLes outils numériques sont présents dans tous les secteurs. Se limiter à en être un simple utilisateur passif constituera un handicap professionnel dans le futur. Les citoyens de demain devront être actifs, créatifs et capables de concevoir des utilisations adaptées des outils numériques pour répondre aux analyses actuelles qui indiquent que 65% des écoliers d'aujourd'hui feront des métiers qui n'ont pas encore été inventés. S'adapter aux TIC est devenu nécessaire ; adapter les TIC l'est tout autant. L'éducation physique, comme toute discipline d'enseignement, doit faire acquérir aux élèves des compétences TIC. Les données relevées pendant le cours permettent, en collaboration avec les autres disciplines d'enseignement, de modéliser, simuler, révéler les concepts qui sous-tendent les situations d'apprentissage. Par ailleurs, l'EPS prend en compte, la maîtrise des risques affectifs, intellectuels, relationnels, physiques ; d'autre part, l'EPS gère les handicaps au quotidien, tant par l'inclusion des élèves handicapés, que par les méthodes d'enseignement adaptées à tous les publics. Une analyse SWOT suivie d'une revue des méthodes, des actions et incitations depuis 1986, montrera des oscillations entre "Désintérêts" et "Des Intérêts" concernant ces outils numériques. Ce travail souligne les efforts engagés et les potentiels existants (vidéo enrichie, 3D, objets connectés, bionisation sportive) permettant utilisation, compréhension, conception et innovation pour réaliser une Éducation aux Médias et à l'Information.Mots clés : inclusion des TIC, handicap numérique, formation aux TIC et conception, TIC et EP

« Handicaps simulés » : un outil de formation

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Evaluation or Analysis of a Live or a Recorded Video Sequence: An Example in the Analysis of Sports Videos

International audienceBackground. Since 2006, at the Faculty of Sport Sciences of Montpellier, to train students in the use of sportive video analysis with general and specific software, students must build 4 specific applications. These ICT skills are part of those defined by the Ministry of Higher Education, and the feature of these applications is the use of "delayed videos" analysis. Their learning journey is supported by on line tutorials. To consider the ever-increasing efficiency of new technologies and go further in video analysis, we have added a step (a fifth application): the use of "live videos" analysis excluding the backtracking of video. The benefits of this type of work can help decision-making in everyday life and therefore concern the world of sport.Problem. The purpose of this work was to observe students analyzing a recorded video sequence excluding video backtracking, as if they were live, as a coach. The feasibility conditions of such an experiment led us to study a judo combat by appreciating or estimating the interactions between different criteria as a coach.Method. After training, Masters students (n=12), who specialized in the video analysis and in judo performance, analyzed (they studied three times the same combat) the balance of power (subjective criterion) between two judokas. The process required the student observers to identify whether a judoka was "dominant, i.e.: in a favorable organization to win" or "dominated" whilst managing his/her actions in "programmed/conscious" or "automatic, i.e.: reflex organization" modes. Nonparametric Kolmogorov Smirnov and Wilcoxon tests were used to analyze the data collected by the students.Conclusions. These tests indicated that the analyses were identical and stable at the intra-observer (p=[0.095: 0.999], p=[0.219: 1.0]) and group levels (p=0.224; p=0.406). We propose to include this methodology of analyze in Masters' students training programs and develop these live analyses for coachs, teachers or referees

De la Preuve Empirique à la Détermination du Procédé, un Exemple dans les Activités Physiques de Combat, une Application en Kendo Scolaire

National audienceRarely the typical "balance of power" in combat sports is set to "learn to deal with the opponent not as an enemy but as a partner game" and allow "students to be winners in the exchange". The aim of this work is to provide tracks introducing this " balance of power " as a meaning to stimulate the ability of reasoning by showing:i)The tactic "fight only for victory" should be reconsidered.ii)Links between problematic and tactics. Coevolution of techniques (appropriate action suites) and problematic.iii) The evolution of spontaneous processes in invariants methods.146 students in M1 (Master Quality Analysis in Aix -Marseille University), the practice of scholastic kendo can be likened to the study of an unknown system. Understanding this system is set in practice. Combat "with memory" allows us to work from the problematic to the processes. To touch is a found solution (or empirical evidence) that cannot be unnoticed. Solutions found and exchanged allow us to describe rules of actions (processes). Their generalizations allow us to describe the methods. These one can be demonstrated to answer the problematic (here: hitting without being hit). Surveys have shown that this type of training is in line with their expectations.Trop rarement le rapport de force typique des sports de combat est institué pour "apprendre à traiter l'adversaire non comme un ennemi mais comme un partenaire de jeu" et permettre aux "apprenants à être vainqueurs dans l'échange". Le but de ce travail est d'apporter des pistes pour que ce rapport de force puisse être instauré pour stimuler la possibilité de raisonner en montrant :i) Que la tactique "combattre uniquement pour la gagne" est à reconsidérer.ii)Des liens entre problématique et tactique. Une coévolution des techniques (suites d'action adéquates) et de la problématique.iii) Les transformations des processus spontanés en procédés invariants.Pour 146 étudiants en M1 (Master Analyse Qualité à Marseille, Aix-Marseille Université.) la pratique du kendo-scolaire peut s'apparenter à l'étude d'un système inconnu. La compréhension de ce système est mise en pratique. Le combat à mémoire permet de passer de la problématique au procédé : toucher est une solution trouvée (preuve ou procédé empirique) qui ne peut passer inaperçue. Les solutions trouvées et échangées permettent de décrire des règles d'actions. La généralisation de ces dernières permet de décrire les procédés. Ceux-ci peuvent être démontrés pour répondre à la problématique (ici, toucher sans être touché). Les enquêtes ont montré que ce type de formation est en adéquation avec leurs attentes

Kata practice and concepts according to highly experienced judo teachers and referees

[ES] El objetivo del presente estudio fue caracterizar la práctica de la kata entre profesores, responsables de las competiciones y exámenes en la Federação Paulista de Judô. Se aplicó un cuestionario cerrado a 20 profesores (18 hombres y 2 mujeres). La edad de la muestra fue 46 ± 10 años, con experiencia en la práctica de judo de 34 ± 9 años, y graduación de 5 ± 1 dan. La práctica variaba entre 2 (50%) y 4 (30%) sesiones por mes. Se identificó lanage no kata como la más practicada (78%) y preferida (31%), seguida por la katame no kata (25%), ju no kata (21%) y kime no kata (12%). La iniciación al estudio de la kata comenzaba habitualmente en el dojo del profesor (79%) y a través de cursos ofertados por la federación estatal (21%). La práctica se orienta a la mejora de las técnicas (46%), complemento del entrenamiento de judo (29%), práctica espiritual/mental (14%) y como preparación de competiciones (11%). Se consideraron como más importantes los siguientes significados de la kata: fundamento (45%), esencia (25%), origen (15%), forma (10%) y principio (5%)

Rule change and Olympic judo scores, penalties and match duration

In judo, between 2009 and 2013, many changes were added, especially after London 2012 Olympics to promote “positive” actions/score instead of “negative” actions/penalties. This study compared the total match duration, frequency of scores (ippon, wazari, yuko) and penalties (shido) between Rio 2016 and London 2012 (before and after rules change), considering weight categories and competition phases. Data from 470 male athletes and 307 female athletes who disputed, respectively, 1022 and 698 matches in both Olympic Games were analysed. Three-way ANOVA was used to compare sexes, weight categories, Olympic Games edition, with Tukey test as post hoc. The association between Olympic Games edition and percentage of matches without any score was tested via Chi-square and Cramer’s – V effect size was used. Significance level was set at 5%. Eta squared (η2) was used as effect size. Results (Rio 2016 vs. London 2012) suggest in no change in ippon and wazari scores, while decreasing the number of yuko and increasing the number of penalties. Females scored more yuko and received less penalties than males. Females matches in Rio were shorter than matches for all other groups. For scores and penalties, no difference was found concerning weight categories, but half-heavyweight matches were shorter than lightweight ones

Práctica y caracterización de las katas por profesores y árbitros de judo experimentados

El objetivo del presente estudio fue caracterizar la práctica de la kata entre profesores, responsables de las competiciones y exámenes en la Federação Paulista de Judô. Se aplicó un cuestionario cerrado a 20 profesores (18 hombres y 2 mujeres). La edad de la muestra fue 46 ± 10 años, con experiencia en la práctica de judo de 34 ± 9 años, y graduación de 5 ± 1 dan. La práctica variaba entre 2 (50%) y 4 (30%) sesiones por mes. Se identificó la nage no kata como la más practicada (78%) y preferida (31%), seguida por la katame no kata (25%), ju no kata (21%) y kime no kata (12%). La iniciación al estudio de la kata comenzaba habitualmente en el dojo del profesor (79%) y a través de cursos ofertados por la federación estatal (21%). La práctica se orienta a la mejora de las técnicas (46%), complemento del entrenamiento de judo (29%), práctica espiritual/mental (14%) y como preparación de competiciones (11%). Se consideraron como más importantes los siguientes significados de la kata: fundamento (45%), esencia (25%), origen (15%), forma (10%) y principio (5%)

Electroweak Symmetry Breaking induced by Dark Matter

The mechanism behind Electroweak Symmetry Breaking (EWSB) and the nature of dark matter (DM) are currently among the most important issues in high energy physics. Since a natural dark matter candidate is a weakly interacting massive particle or WIMP, with mass around the electroweak scale, it is clearly of interest to investigate the possibility that DM and EWSB are closely related. In the context of a very simple extension of the Standard Model, the Inert Doublet Model, we show that dark matter could play a crucial role in the breaking of the electroweak symmetry. In this model, dark matter is the lightest component of an inert scalar doublet. The coupling of the latter with the Standard Model Higgs doublet breaks the electroweak symmetry at one-loop, "a la Coleman-Weinberg". The abundance of dark matter, the breaking of the electroweak symmetry and the constraints from electroweak precision measurements can all be accommodated by imposing an (exact or approximate) custodial symmetry.Comment: 4 pages, no figure, one tabl