Rochat Nadège, Hacques Guillaume, Ganière Caroline, Seifert Ludovic, Hauw Denis, Iodice Pierpaolo, Adé David
Center for the Study and the Transformation of Physical Activities, Faculty of Sport Sciences, University of Rouen Normandie, Rouen, France.
Institute of Sport Sciences of the University of Lausanne, Lausanne, Switzerland.
Front Psychol. 2020 Feb 20;11:249. doi: 10.3389/fpsyg.2020.00249. eCollection 2020.
Many of the studies on motor learning have investigated the dynamics of learning behaviors and shown that the learning process is non-linear, self-organized, and situated. Aligned with this research trend, studies within the enactive paradigm focus on learners' lived experience to understand how it shapes their intentions, actions, and perceptions. Thus, a joint analysis of experiential and behavioral assessments might help to explain the dynamics of learning (e.g., the transition between stable states). The aim of this case study was to analyze the dynamics of a beginner climber's lived experience as his performance progressed (i.e., climbing fluency) during a learning protocol. The protocol comprised 10 climbing sessions over 5 weeks. During the sessions, the climber had to climb a "control route" (CR) (i.e., a route that never changed) and "variants" (i.e., novel routes, in which the spatial layout of the holds was modified). Phenomenological data were collected with self-confrontation interviews after each session. From the verbalizations, a thematic analysis of the climber's intentions, actions, and perceptions was performed to detect the general dimensions of his experience. The behavioral data (the climber's performance) were assessed using four indicators of climbing fluency: climbing time (CT), immobility ratio (IR), geometric index of entropy (GIE) of the hip trajectory, and the jerk. Our results highlighted the dynamics of the climber's lived experience and performances in the unchanged and novel environments. The dynamics on the CR were characterized by four crucial episodes and the dynamics on the variants, by four ways of experiencing novelty. Our results are discussed around three points: (i) the climber's definition of his enacted fluency in terms of intentions, actions, and perceptions; (ii) how the definition was identified through a dynamic phenomenological synthesis; and (iii) three effects that characterize the dynamics: challenge, metaphor, and a refinement in perceptions.
许多关于运动学习的研究都探讨了学习行为的动态变化，并表明学习过程是非线性、自组织且情境化的。与这一研究趋势相一致，生成范式下的研究聚焦于学习者的生活体验，以理解其如何塑造他们的意图、行动和感知。因此，对体验性和行为评估进行联合分析可能有助于解释学习的动态变化（例如，稳定状态之间的转变）。本案例研究的目的是分析一名初学者在学习过程中随着其表现的进步（即攀爬流畅性）所经历的生活体验的动态变化。该学习过程包括在5周内进行10次攀爬训练。在训练过程中，攀爬者必须攀爬一条“控制路线”（CR）（即一条从不改变的路线）和“变体路线”（即新颖的路线，其中抓握点的空间布局有所改变）。每次训练后通过自我对抗访谈收集现象学数据。从这些表述中，对攀爬者的意图、行动和感知进行了主题分析，以检测其体验的总体维度。行为数据（攀爬者的表现）使用四个攀爬流畅性指标进行评估：攀爬时间（CT）、静止比例（IR）、髋部轨迹的几何熵指数（GIE）和加加速度。我们的结果突出了攀爬者在不变和新颖环境中的生活体验及表现的动态变化。控制路线上的动态变化以四个关键阶段为特征，而变体路线上的动态变化则以四种体验新颖性的方式为特征。我们围绕三点讨论了研究结果：（i）攀爬者根据意图、行动和感知对其表现出的流畅性的定义；（ii）如何通过动态现象学综合来确定该定义；以及（iii）表征动态变化的三种效应：挑战、隐喻和感知的细化。
