A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010

ABSTRACT

Introduction: Since the 1990s, the notion of intervention has expanded with growing interest in the analysis of practices in Francophone country. French-speaking research community considers intervention sciences as a specific field of research in sport and PE. The aim of this literature review was to characterize the penetration of Francophone research in the English-language literature in physical education and sport concerned with intervention since 2010 in the category ‘Education & Educational Research’ of the Journal Citation Reports (2017). This research was in line with the analysis of the papers presented during six Francophone congresses from 2000 to 2010 of the Association for Research on Intervention in Sport (Musard and Poggi 2015 Musard, Mathilde, and Marie-Paule Poggi. 2015. “Intervention in Physical Education and Sport: Trends and Developments in a Decade of Francophone Research.” Physical Education and Sport Pedagogy 20 (3): 250–267. doi:10.1080/17408989.2013.817008.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]).

Methods: The selection of articles was carried out in three stages: selection of journals, selection of articles manually, the second level of selection. The selection of journals is do in this category "Education & Educational Research" (JCR, 2017) focusing primarily on sport and physical education. Six journals met these criteria: Physical Education and Sport Pedagogy, European Physical Education Review, Journal of Teaching in Physical Education, Sport Education and society, Quest, Journal of Hospitality Leisure Sport & Tourism Education. Then, the selection of articles was manually analyzing all the publications of each journal since 2010 (almost 2000 articles) according to inclusion criteria "sport or physical education", "francophone authors", and "intervention". Each 46 articles selected was classified according to its theoretical framework. The last stage of selection corresponded to an analyze and an extension of the literature review by a French-speaking specialist in each theoretical framework.

Results: The results show that French-language research on/in/for intervention is in close connection with the international tradition. Some approaches such as didactique, a technological approach, and course of action, have a Francophone specificity based on various international theoretical anchors; others such as motor learning, social psychology, ecological approach come from non-French-speaking international theoretical frameworks.

Discussion and conclusion: These findings raise the question of the Francophone specificity of intervention sciences. Beyond particular French-speaking theoretical frameworks, concepts and concerns join Anglophone traditions. As in the international fields of ‘sport pedagogy’ or ‘praxis’, the Francophone intervention sciences are composed of a diversity of theoretical approaches and are focused towards an epistemology of action. These two communities can enrich each other and deserve more interaction and exchange.     

Perception of coaching behaviors, coping, and achievement in a sport competition

This study examined the relationship between perceived coaching behaviors, coping strategies during a sport competition, and sport achievement. A prospective design was used in which 80 athletes from individual sports completed measures of perceived coaching behaviors two days before a competition (Time 1) and measures of coping and sport achievement within three hours after a sport competition (Time 2). As expected, results of multiple regressions indicated that supportive coaching was a positive predictor of task-oriented coping and sport achievement whereas unsupportive coaching was a positive predictor of disengagement-oriented coping. Both types of coping were significantly associated with sport achievement. Task-oriented coping was a significant partial mediator in the relation between supportive coaching and sport achievement. This study, which contributes to both the coaching and coping literatures, highlights the role of supportive coaching behaviors in the initiation of effective stress management during sport competitions.     

A Network of Influential Friendships: The Fondation Pour Une Entraide Intellectuelle Européenne and East–West Cultural Dialogue, 1957–1991

For 34 years, the Fondation pour une entraide intellectuelle européenne was involved in promoting cultural dialogue across the Iron Curtain. This article looks at its relations with the Congress for Cultural Freedom, its agenda, and its impact on intellectual debates. It also analyses the ideological evolution of this organization after the 1960s and its transformation as it merged into the Open Society Foundation created by philanthropist George Soros.     

Vertigo in downhill mountain biking and road cycling

Vertigo has been described after the practice of mountain bike. This study aimed to investigate the prevalence of vertigo following competitions or training sessions of downhill mountain biking (DMB) or road cycling (RC). One hundred and two DMB riders, 79 road cyclists and 73 control participants filled in a survey intended to evaluate the prevalence of vertigo in daily living activities and following competitions or training sessions. Vertigo causal factors (crashes, head trauma, fatigue, characteristics of the path/road ridden) were recorded. DMB riders and road cyclists did not report more vertigo during daily living activities than controls. But DMB riders older than 30 had more risk to report vertigo than age-matched road cyclists (OR: 5.06, 95% CI: 1.23–20.62). Road cyclists aged between 20 and 29 were 2.59-fold (95% CI: 1.06–6.27) more likely to report vertigo than controls. After competitions and training sessions, DMB riders were 2.33-fold (95% CI: 1.22–4.41) more likely to report vertigo than road cyclists. Vertigo causal factors were crash with head trauma in DMB riders and fatigue in road cyclists. Vertigo during daily living activities may be of concern for cyclists, particularly older DMB riders. The accumulation of impacts (crashes, vibrations) during the career of a DMB rider may generate micro-traumatisms of the central nervous system and/or peripheral vestibular structures, particularly the otolith organs. In RC, the pathophysiological mechanisms generating vertigo might be effort-related disturbance of homeostasis. To avoid injuries, DMB riders should be aware that vertigo may occur at the end of training sessions or competitions.     

“… And Please Visit Our Facebook Page,Too!” How Radio Presenter Personalities Influence Listeners’ Interactions With Radio Stations

Radio personalities or presenters are important to music radio stations, as their individual personalities influence if, how, and to what extent listeners want to interact with radio stations and presenters during programs. Both parasocial interaction with the presenter and flow experiences are believed to mediate the listener–presenter relationship. With this in mind, we conducted an experiment in which 236 German radio listeners aged 14 to 49 were asked to listen to the same radio show, but with varying presenters. Mediation analysis revealed notable effects of presenters’ personalities on listeners’ behavioral intentions. Both parasocial interaction and flow were found to be important mediators of the discovered effects.     

Similar results for face mask versus mouthpiece during incremental exercise to exhaustion

Investigations in the 1990s evaluated the influence of breathing assemblies on respiratory variables at rest and during exercise; however, research on new models of breathing assemblies is lacking. This study compared metabolic gas analysis data from a mouthpiece with a noseclip (MOUTH) and a face mask (MASK). Volunteers (7 males, 7 females; 25.1 ± 2.7 years) completed two maximal treadmill tests within 1 week, one MOUTH and one MASK, in random order. The difference in maximal oxygen consumption (VO_2max) between MOUTH (52.7 ± 11.3 ml · kg^?1 · min^?1) and MASK (52.2 ± 11.7 ml · kg^?1 · min^?1) was not significant (P = 0.53). Likewise, the mean MOUTH–MASK differences in minute ventilation (V_E), fraction of expired oxygen (FEO₂) and carbon dioxide (FECO₂), respiration rate (RR), tidal volume (V_t), heart rate (HR), and rating of perceived exertion (RPE) at maximal and submaximal intensities were not significant (P > 0.05). Furthermore, there was no systematic bias in the error scores (r = ?0.13, P = 0.66), and 12 of the 14 participants had a VO_2max difference of ≤3 ml · kg^?1 · min^?1 between conditions. Finally, there was no clear participant preference for using the MOUTH or MASK. Selection of MOUTH or MASK will not affect the participant’s gas exchange or breathing patterns.     

Teacher's role and reproducibility of didactical situations

Is it possible to specify teaching situations and to control their effects on students' learning? This general question is essential regarding the scientific character of research on mathematics education. It especially concerns the teacher's role in the class: can she ensure sufficient fidelity to a predefined scenario? This question is of special importance in the case of an experimental scenario the design of which is the result of a collaboration between a researcher and a teacher. This is considered here in the context of two case-studies. These case-studies exhibit two types of factors which tend to hamper fidelity in reproducing a given scenario:

- first, constraints on the teacher resulting from the didactical system: time constraints, success of the teaching process;

- second, teachers' conceptions about mathematics and learning. These results are considered with reference to prior research on didactical transposition and teacher's beliefs.

     

Critical Practice in Elementary Schools: Voice, Community, and a Curriculum of Life

This paper examines the differences andsimilarities in approaches to community, voiceand curriculum among three Canadian elementaryschools with respect to their potential toenact central aspects of a critical pedagogy:to extend voice to students and community;foster participatory, democratic education; andto cultivate critical reflection. The threeschools offer different conceptions andpractices. In one, a deficit model ofeducation seems to dominate; in the second, wefound an individual growth model of education;and in the third, a critical practice model ofeducation was the foundation for moredemocratic educational practices. We argue thatnot all change initiatives and approaches areequally valuable, and that the latter modelprovides a more profound and just educationalexperience for students.     

Influence of a stressing constraint on stiffness and damping functions of a ski simulator's platform motion

The aim of this study was to assess the effect of stress on a previously acquired motor coordination. Following a longitudinal learning experiment, four participants performed oscillations on a ski simulator, either in normal or stressful conditions. The results showed that the amplitude of the oscillations decreased under stress, but no significant effect was seen regarding coordination, suggesting the strong resistance to stress of overlearned behaviour. Nevertheless, for one participant, a transient regression towards a former stage of learning was observed. This result was consistent with the regression hypothesis formulated by Fuchs ().