No description available.

No description available.

No description available.

O objetivo deste estudo foi investigar as aprendizagens das tomadas de decisão sobre o passe (experimentos 1 e 2) e a interceptação (experimentos 3 e 4) do futsal com base na percepção de variáveis espaço-temporais de coordenação interpessoal. Foram filmados 11 jogos de futsal em 4 experimentos, dos quais foram analisados 870 passes bem-sucedidos e 152 passes interceptados realizados por 139 meninas com idades entre 12 e 15 anos. O experimento 1 envolveu a realização de pré-teste e pós-teste; os demais experimentos envolveram, adicionalmente, a realização de um teste de retenção, os quais constaram de jogos de futsal de 10 minutos. Os deslocamentos das jogadoras relativas às coordenadas x e y foram capturados pelo software TACTO, do momento em que o passador recebeu a bola até momento que a bola foi recebida ou interceptada. Nos experimentos 1 e 2 as práticas foram manipuladas em relação às instruções \"passe a bola para a jogadora mais longe da marcadora\" e \"passe a bola para a jogadora que estiver abrindo mais rapidamente\". Neles, as seguintes medidas foram utilizadas: ângulos interpessoais, velocidades angulares, variabilidades angulares, tempo de posse de bola e eficiência do passe. Nos experimentos 3 e 4 foram manipuladas, respectivamente, as seguintes instruções de coordenação interpessoal: \"corra para a linha da bola\" e \"quando o defensor pressionar o passador, corra para a linha da bola\". As medidas utilizadas nesses experimentos foram: índice da linha da bola, velocidade de interceptação, velocidade de aproximação e efetividade da interceptação. Os resultados permitiram inferir que a prática com ênfase na percepção de variáveis de coordenação interpessoal não possibilitou a aprendizagem da tomada de decisão do passe. Mas o contrário - aprendizagem - ocorreu em relação à interceptação. Entretanto, a aprendizagem somente foi verificada quando a prática não envolveu o comportamento casado, ou seja, quando o interceptador não tinha que prestar atenção ao mesmo tempo em seu companheiro de time e na linha da bola. Os experimentos 1, 2 e 4 refutaram as proposições sobre a generalização dos resultados de pesquisa para o contexto de aprendizagem / The aim of this study was to investigate the learning of the decision-makings on the futsal passing (experiments 1 and 2) and intercepting (experiments 3 and 4) based on perception of spatiotemporal variables of interpersonal coordination. Eleven futsal games were filmed in 4 experiments. They involved 870 successful passes and 152 intercepted passes performed for 139 girls with ages between 12 and 15 years. The experiment 1 had a pre- and a post-test which involved a 10-minute futsal games. The players\' displacement trajectories related the x and y coordinates were edited through TACTO software, from the moment the passer received the ball until the moment the ball was received or intercepted for another player. In the experiments 1 and 2 practice was manipulated in relation to instruction \"pass the ball to the player further away from the marker\" and \"pass the ball to the player who is opening faster\". The follow measures were used in both experiments: interpersonal angles, angular velocities, angular variabilities, time of ball possession, and passing efficiency. In the experiments 3 and 4 were manipulated, respectively, the following instruction: \"run to the ball line\" and \"when the defender to press the passer, run to the ball line\". The measures used in these experiments were: ball line index, intercepting velocity, approaching velocity, and effectiveness of interception. The results allowed inferring that the practice with emphasis on the perception of interpersonal coordination variables did not allow the learning of the passing decision-making. However, the contrary - learning - occurred in relation to the interception. Meantime, the learning only was verified when the practice did not involve the married behavior, that is, when the interceptor did not have to pay attention to his teammate and in the ball line simultaneously. Experiments 1, 2 and 4 refuted the propositions about the generalization of research results to the learning context

O objetivo deste estudo foi investigar as aprendizagens das tomadas de decisão sobre o passe (experimentos 1 e 2) e a interceptação (experimentos 3 e 4) do futsal com base na percepção de variáveis espaço-temporais de coordenação interpessoal. Foram filmados 11 jogos de futsal em 4 experimentos, dos quais foram analisados 870 passes bem-sucedidos e 152 passes interceptados realizados por 139 meninas com idades entre 12 e 15 anos. O experimento 1 envolveu a realização de pré-teste e pós-teste; os demais experimentos envolveram, adicionalmente, a realização de um teste de retenção, os quais constaram de jogos de futsal de 10 minutos. Os deslocamentos das jogadoras relativas às coordenadas x e y foram capturados pelo software TACTO, do momento em que o passador recebeu a bola até momento que a bola foi recebida ou interceptada. Nos experimentos 1 e 2 as práticas foram manipuladas em relação às instruções \"passe a bola para a jogadora mais longe da marcadora\" e \"passe a bola para a jogadora que estiver abrindo mais rapidamente\". Neles, as seguintes medidas foram utilizadas: ângulos interpessoais, velocidades angulares, variabilidades angulares, tempo de posse de bola e eficiência do passe. Nos experimentos 3 e 4 foram manipuladas, respectivamente, as seguintes instruções de coordenação interpessoal: \"corra para a linha da bola\" e \"quando o defensor pressionar o passador, corra para a linha da bola\". As medidas utilizadas nesses experimentos foram: índice da linha da bola, velocidade de interceptação, velocidade de aproximação e efetividade da interceptação. Os resultados permitiram inferir que a prática com ênfase na percepção de variáveis de coordenação interpessoal não possibilitou a aprendizagem da tomada de decisão do passe. Mas o contrário - aprendizagem - ocorreu em relação à interceptação. Entretanto, a aprendizagem somente foi verificada quando a prática não envolveu o comportamento casado, ou seja, quando o interceptador não tinha que prestar atenção ao mesmo tempo em seu companheiro de time e na linha da bola. Os experimentos 1, 2 e 4 refutaram as proposições sobre a generalização dos resultados de pesquisa para o contexto de aprendizagem / The aim of this study was to investigate the learning of the decision-makings on the futsal passing (experiments 1 and 2) and intercepting (experiments 3 and 4) based on perception of spatiotemporal variables of interpersonal coordination. Eleven futsal games were filmed in 4 experiments. They involved 870 successful passes and 152 intercepted passes performed for 139 girls with ages between 12 and 15 years. The experiment 1 had a pre- and a post-test which involved a 10-minute futsal games. The players\' displacement trajectories related the x and y coordinates were edited through TACTO software, from the moment the passer received the ball until the moment the ball was received or intercepted for another player. In the experiments 1 and 2 practice was manipulated in relation to instruction \"pass the ball to the player further away from the marker\" and \"pass the ball to the player who is opening faster\". The follow measures were used in both experiments: interpersonal angles, angular velocities, angular variabilities, time of ball possession, and passing efficiency. In the experiments 3 and 4 were manipulated, respectively, the following instruction: \"run to the ball line\" and \"when the defender to press the passer, run to the ball line\". The measures used in these experiments were: ball line index, intercepting velocity, approaching velocity, and effectiveness of interception. The results allowed inferring that the practice with emphasis on the perception of interpersonal coordination variables did not allow the learning of the passing decision-making. However, the contrary - learning - occurred in relation to the interception. Meantime, the learning only was verified when the practice did not involve the married behavior, that is, when the interceptor did not have to pay attention to his teammate and in the ball line simultaneously. Experiments 1, 2 and 4 refuted the propositions about the generalization of research results to the learning context

Conversation is a highly interactive and coordinated effort between interactants. For example, interactants often mimic the behaviors and speech of one another and coordinate the timing of behaviors, or interactional synchrony. Despite being affected in certain neurological and psychiatric disorders, the neural mechanisms underlying these processes are not understood. The goal of this study is to understand the role of the ventromedial prefrontal cortex (vmPFC), an area of the brain involved in social and emotional behavior, for interpersonal coordination, including mimicry and interactional synchrony. To test the role of the vmPFC for mimicry, normal comparison (NC), brain damaged comparison (BDC), and participants with vmPFC damage interacted in two sessions with a research assistant (RA) who was performing a target behavior (1st session: nodding, 2nd session: face touching). The amount of time the participants spent nodding or touching their face in each session was recorded. NC and BDC participants tended to mimic the partner and nodded slightly more in the session in which the RA was nodding, and touched their face slightly more in the session in which the RA was touching their face. In contrast, vmPFC patients showed no difference in their behaviors in either session, suggesting that they were not influenced by the partner's behaviors and did not mimic them. In a second experiment, all of the above participant groups had a naturalistic conversation with an unfamiliar interactional partner. The conversational data were analyzed for numerous aspects of interpersonal coordination, including convergence of number of words, words per turn and backchannels, reciprocity of self-disclosures, the use of questions, interactional synchrony, and a time series analysis of response latency and speech rate. The vmPFC participants performed consistently worse than NC participants on convergence of words and words per turn, self-disclosures and asking questions. All brain-damaged participants were impaired on aspects of interactional synchrony, and no conclusive results were found for the time series analysis of response latency and speech rate. This study provides support for the hypothesis that the vmPFC is important for interpersonal coordination as the vmPFC group differed significantly from the NC group on the majority of the analyses. The final goal of this study was to understand the effects of traumatic brain injury (TBI) on interpersonal coordination. TBI patients participated in all of the experiments described above and preliminary results showed that they also seemed to be impaired on the mimicry task, and they performed slightly worse than NC participants on many of the interpersonal coordination analyses of the conversational data. This suggests that TBI also does seem to affect certain aspects of interpersonal coordination.

No description available.

No description available.

Ce travail de thèse étudie l’improvisation socio-motrice, entre deux personnes. Nos capacités d’improvisation reflètent notre faculté à interagir avec autrui en adaptant nos réponses comportementales à celles de l’autre. Deux paramètres rendent compte de ces capacités : la créativité motrice, c’est-à-dire la richesse des mouvements, et la coordination interpersonnelle. Bien que fondamentaux dans le succès de nos interactions sociales, leur investigation conjointe, jamais réalisée, semble nécessaire. Le but de cette thèse était donc d’investiguer les comportements moteurs inter- et intra-personnels en situation d’improvisation. Pour cela, nous avons d’abord : (i) recueilli et défini les méthodes d’analyse de la créativité motrice et de la coordination, (ii) analysé les capacités d’improvisation et leur acquisition, (iii) mesuré l’effet de l’improvisation sur l’organisation posturale de chacun, et finalement (iv) évalué les capacités d’improvisation en présence d’un déficit d’interaction sociale (associé à la schizophrénie). Pris ensemble, nos résultats indiquent que l’improvisation socio-motrice est un bon témoin de nos interactions sociales. Nous montrons précisément que les capacités d’improvisation permettent de discriminer un individu sain d’un individu souffrant de déficit social. La coordination interpersonnelle semble jouer un rôle fondamental, aussi bien dans l’acquisition de l’improvisation que dans la stabilité posturale qui la sous-tend. Ces résultats sont discutés à travers l’approche des patrons dynamiques de coordination. Nous proposons un modèle simplifié de l’improvisation intégrant la coordination et la créativité. Nos conclusions offrent des perspectives permettant de mieux comprendre et améliorer nos interactions sociales, en présence ou non de désordres sociaux. / This work investigates the socio-motor improvisation that occurs between two people. Improvisation capacities rely on our ability to interact with others by adapting our own behavioral answers to those of the other. Two parameters display these capacities: motor creativity (i.e., the richness of our movements) and interpersonal coordination. Although these two parameters are fundamental in the success of social interaction, they were never investigated jointly. This was the goal of our thesis. We aimed to explore intra- and interpersonal motor behaviors during improvisation. To do so, (i) we reviewed existing methods analyzing creativity and coordination, and proposed new ones, (ii) we measured improvisation capacities and their possible acquisition, (iii) we evaluated the influence of improvisation on postural organization of each person and (iv) we assessed the ability to improvise in presence of social deficits (associated with schizophrenia). Taken together, our results demonstrate that socio-motor improvisation is a good candidate to capture our social interactions. More precisely, we show that such capacities could discriminate healthy people from patients suffering from social deficits. Interpersonal coordination seems fundamental since it improves improvisation capacities and postural stability during social interaction. These results are discussed in the conceptual framework of the dynamical approach to movement coordination. We propose a simplified model of socio-motor improvisation including creativity and coordination. Finally, our conclusions offer new perspectives for the understanding and the improvement of social interactions, in presence or not of social disorders.

En cherchant à répondre à la question centrale de la différence entre les équipes d’experts et les équipes expertes (Fiore et Salas, 2006), la recherche en sciences du travail et en sciences du sport a montré que la simple association d’individus experts ne suffisait pas à produire des performances collectives (Sève, Bourbousson, Poizat et Saury, 2009). Toutefois les études engagées sur ce thème ne permettent pas de répondre directement à la problématique de la construction de l’expertise collective (Bourbousson et al., 2008 ; Bourbousson et Sève, 2010 ; Eccles et Tenenbaum, 2004). Notre travail de thèse a pour objectif de répondre à cette problématique par l’analyse de la construction de la coordination interpersonnelle entre des footballeurs d’une même équipe, au sein d’un centre de formation professionnel. En respectant une démarche naturaliste, nous avons mis en place une méthodologie qualitative (non invasive à partir d’entretiens d’autoconfrontation et semi-directifs, et de notes ethnographiques), longitudinale (22 mois de suivi) et multiniveau (une analyse du dispositif de formation, de l’activité des formateurs et une analyse de l’activité des joueurs en situation). Les résultats sont présentés en trois chapitres : 1) l’étude de l’évolution des consciences collectives de la situation (Endsely, 1995), 2) les différents processus d’apprentissage collectif mobilisés par les joueurs au cours des 6 sessions de formation ; 3) l’influence du dispositif de formation et de l’activité des formateurs sur l’activité des joueurs en situation. Nos résultats ont été discutés au regard de la littérature des sciences du sport et de la psychologie ergonomique. Finalement notre travail de thèse propose des avancées méthodologiques, conceptuelles et pratiques. / In order to answer the main question about the difference between a team of experts and an expert team (Fiore et Salas, 2006), research in work sciences and sport sciences showed that the association of expert individuals was not sufficient to produce collective performances (Sève, Bourbousson, Poizat et Saury, 2009). However, the present studies on this theme do not allow to answer directly the question of collective expertise construction (Bourbousson et al., 2008; Bourbousson et Sève, 2010; Eccles et Tenenbaum, 2004). Our thesis work aims to answer this question through the analysis of interpersonal coordination construction between football players in a team, within a professional training center. With a naturalist approach, we created a methodology which is qualitative (non-invasive with autoconfrontation semi-guided interviews, and ethnographic notes), longitudinal (22 months followup) and multi-level (analysis of the training plan, of trainers’ activity and analysis of players activity).Results are exposed in three chapters: 1) study of the evolution of the group awareness regarding thesituation (Endsely, 1995), 2) the different collective training processes mobilized by players during the 6 training sessions; 3) the influence of training plan and trainers’ activity on players activity in situation.Our results have been discussed in relation with literature in sport sciences and ergonomic psychology. Finally, our thesis work offers methodologic, conceptual and practical advances.