Processus attentionnels et apprentissage moteur (notice n° 1009364)
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| fixed length control field | 04094cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125140252.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ferrel-Chapus, Carole |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Processus attentionnels et apprentissage moteur |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2010.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 25 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RésuméLe but de cet article est de synthétiser les travaux portant sur les effets de l’attention volontaire sur l’apprentissage d’une habileté motrice. Les premiers modèles d’apprentissage considèrent que l’apprenant franchit plusieurs étapes au cours desquelles la sollicitation des processus attentionnels diminue (Fitts & Posner, 1967). Ainsi, la réalisation d’un mouvement nécessiterait d’engager de l’attention en début d’apprentissage alors qu’elle serait automatique en fin d’apprentissage. Cet article propose de vérifier cette affirmation au regard des recherches récentes qui révèlent que l’apprenant débutant module volontairement son attention a fin d’optimiser la réalisation de ses gestes.Cette focalisation attentionnelle est dite « interne » ou « externe » si elle porte respectivement sur le mouvement lui-même ou sur des éléments extérieurs au corps. La focalisation de l’attention a des répercutions importantes à la fois sur les performances et l’apprentissage. Ainsi, une focalisation externe entraîne de meilleurs résultats qu’une focalisation interne. L’explication de ce phénomène est controversée. Deux hypothèses seront présentées : celle de « l’action contrainte » formulée par Wulf (2007) et celle des « processus conscients » de Masters (Masters & Maxwell, 2004). En fin, cet article se terminera par la présentation des conséquences de ces travaux sur l’enseignement. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Attentional processes and motor learningThe aim of this paper is to review the literature on the effect of voluntary attention in motor learning. Fitts & Posner’s (1967) model was the first to postulate that a learner goes through several stages while the request of attentional processes decreases. Thus, the execution of movements requires attention at the beginning of the learning process whereas actions become automatic after a long practice. This article proposes to examine this assumption by taking into consideration recent researchs. It reveals that beginners voluntarily modulate their focus of attention in order to optimize the realization of their movement. The focus of attention is known as “internal ” if a person directs his or her attention on the movement itself and/or on proprioceptive reafferences and as “external ” if the learner concentrates on the elements which are outside his or her body. The nature of such attentional focus influences dramatically both performance and learning. Thus, the learning of several skills is beneficial if the performer’s attention is directed to the effects of his or her movements or on an external object, rather than to the body movements producing those effects. This explanation of this phenomenon is a controversial issue. To explain the advantage of external focus on internal focus, two hypotheses have been formulated. This paper presents the “constrained action ” hypothesis of Wulf (2007) and the “conscious processing ” hypothesis of Masters (Masters & Maxwell, 2004). It ends by presenting the consequences of these surveys on teaching motor skills. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | attention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | focalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | réinvestissement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | processus implicite et explicite |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | explicit and implicit learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | focus of attention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cognition |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | attention |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | reinvestment |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Tahej, P.K. |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Movement & Sport Sciences - Science & Motricité | 71 | 3 | 2010-09-01 | p. 71-83 | 2118-5735 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-movement-and-sport-sciences-2010-3-page-71?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-movement-and-sport-sciences-2010-3-page-71?lang=fr&redirect-ssocas=7080</a> |
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