000			02114cam a2200253 4500500
005			20260322002510.0
041			_afre
042			_adc
100	1	0	_aLinossier, Yannick _eauthor
700	1	0	_aQuidu, Matthieu _eauthor
700	1	0	_aFavier-Ambrosini, Brice _eauthor
245	0	0	_aUses, practices and experiences of digital sports
260			_c2026.
500			_a28
520			_aSince the end of the nineteenth century, reading textbooks have played an essential role in French schools. Over the course of the twentieth century, the number of «sports» vignettes in these increasingly illustrated books grew steadily. As a result, certain physical activities, such as cycling, are particularly well represented. Analysis of a corpus of over three hundred textbooks, published between 1880 and 1960, shows that the existence of images depicting this bodily practice is not accidental. Indeed, in these educational booklets, texts and illustrations are far from insignificant. Despite their sometimes entertaining nature, they convey to pupils, explicitly or otherwise, knowledge, values, models, standards, morals, and so on. In order to legitimately take their place in these pedagogical works, representations of cycling must conform to certain criteria: they must never interfere with learning, they must constantly show bodily forms that are considered acceptable in the school context, and so on. The aim of this article is therefore to understand the conditions under which cycling practices appear in school reading materials. To do so, we will analyze the constraints on the visualization of the characters’ bicycle movements, and examine the permanence of certain motifs, such as the fall.
690			_aappropriation
690			_abodily experience
690			_adigital devices and applications
690			_aphysical activity
690			_aself-tracking
690			_atrajectories of digital use
786	0		_nStaps | App. à cotributio | 00 | 2026-03-02 | p. I0-IX | 0247-106X
856	4	1	_uhttps://shs.cairn.info/journal-staps-2026-00-page-I0?lang=en&redirect-ssocas=7080
999			_c1723968 _d1723968