The development of physical education and school sport (PESS), a once ‘marginalised’ subject within the school curriculum, over the period 2003-2010 has often been referred to as the ‘quiet revolution’. An increased political interest in PESS and the idea that sport could be used to address wider social issues resulted in two major strategies, Physical Education, School Sport and Club Links (PESSCL 2003-2008) and Physical Education and Sport Strategy for Young People (PESSYP 2008-2013) and £2.4billion of funding. Drawing on Bernstein’s concept of the pedagogical device, this thesis seeks to understand how these two strategies were transmitted, transformed and realized in the secondary field and examines the extent to which they impacted on the pedagogic practice of PESS. This research study, conducted from within a School Sport Partnership, draws on a range of ethnographic methods including in-depth interviews with Partnership Development Managers, School Sport Coordinators, Primary Link Teachers and physical education teachers across a sub-regional area of London. This data was supplemented with extensive field diaries, partnership documentation and emails. Analysis of the data was conducted using grounded theory in NVivo9. The research findings are presented in three data chapters. The first examines the positioning of the PDM in the space at the interface between the recontextualising and secondary fields. The second results chapter investigates the realization of the PESS strategies and specifically examines the process of transmission and transformation of discourse as it passes through the complex infrastructure of School Sport Partnerships. The final data chapter discusses the impact of the PESS strategies on the pedagogic practices of teachers, and focuses extensively on the target driven culture which dominated practice within the secondary field. The lack of impact on pedagogic practice, particularly within secondary physical education, emerges as a key issue. The dominance of policy targets as the core evaluative rules of the PESS strategies emerged as a limiting factor in the realization of change. The thesis concludes with a discussion of the key findings and the implications for agents and/or agencies tasked with implementing and enacting change in the school setting. In applying the pedagogic device, we are able to analyse the role that the evaluative rules have in prioritising aspects of policy implementation and investigate the challenge of innovation and change. However I argue that Bernstein’s theory is not sufficiently sensitive to a number of the complexities of the contemporary educational landscape and needs further development and adaptation if we are to continue to use the pedagogic device to examine the process of recontextualisation and realization of policy in PESS.

Over the past decade in the UK, the rise in salience to government of physical education and school sport-related policy interventions has been remarkable for the wide-ranging array of objectives that these interventions have been expected to realise. This thesis analyses and evaluates government's sports policy for PESS centred on the Physical Education, School Sport and Club Links (PESSCL) strategy and Physical Education and Sport Strategy for Young People (PESSYP). These strategies together arguably represent the most significant initiatives relating to physical education and school sport (PESS), shaping the possible forms of PESS could take in the 2000s. Drawing on Basil Bernstein's (1990, 1996) theory of the social production of pedagogic discourse as the main framework used to investigate the policy for PESS, this thesis discusses the complexities and inequalities of policy-making in terms of examining dominant physical cultural discourses embedded within PESSCL and PESSYP, and the main agents/agencies contributing to the policy for PESS and evaluation processes. In addition, this thesis adopted a grounded theory approach to look at patterns of evidence in a range of resources from policy documents, newspapers, official evaluation studies and interviews, analyses that were underpinned by the research aims and theoretical framework of the study. This thesis identifies a number of physical cultural discourses constructing and constituting policies and strategies for PESS, including discourses of sport, health, citizenship, lifelong participation, and Olympic/Paralympic legacy. Moreover, this thesis presents evidence, consistent with Goodson‟s (1990) thesis about the social construction of school subjects, of struggles and contestation among vying groups, in this case between the Youth Sport Trust and Sport England (i.e. within the Official Recontextualising Field) as well as between the Youth Sport Trust and Association for Physical Education (i.e. between agencies within the Official Recontextualising Field and Pedagogic Recontextualising Field respectively). Furthermore, the powerful recontextualising agents/agencies including the media contribute to the recontextualisation of the discourse in which PESS policies are embedded. Finally, this thesis questions whether the main official evaluation studies undertake "evidence-based‟ policy making and practice because the evaluation studies not only provide implausible evidence but they are also focused solely on "numbers‟, whilst pragmatic and critical voices are excluded from the process of evaluation. Building on these key findings, this thesis concludes with a discussion of the implications for PESS. In particular, I discuss the possibilities for PESS to realise authentic forms of physical culture in schools in the context of a dominant sport discourse and an ongoing reduction in the autonomy of the Pedagogic Recontextualising Field. Finally, this thesis suggests that there is an urgent need for promoting communication between policy makers from within the Official Recontextualising Field and researchers and educators from within the Pedagogic Recontextualising Field and practitioners in the Secondary Field in order to achieve sustainable policy development school physical education and youth sport that benefits all young people in the future.

Title: Opinion and attitude of school children to the physical education and sport Objectives: Main objective of the diploma work is to study opinions and attitude of school children aged 11-15 years using the questionnaire DIPO - J (Dimension of attitude for children). The survey will be carried out at second grade of elementary schools in the chosen classes with the sport and regular educational programme. The obtained results will be analysed according to the sex and age groups 11-13 years and 14-15 years. Results will be compared with the surveys about school children done with the questionnaire DIPO - J in the years 1983 to 2013. Methods: The survey has been done using questionnaires DIPO - J from professor PhDr. Bohumil Svoboda, DrSc. It contains altogether 60 questions that map opinions and attitude in the following 6 dimensions: Dimension I. - Attitude to the performance, health and physical fitness. Dimension II. - Attitude to the development of personality, character and abilities. Dimension III. - Attitude to the social experience, behaviour and conduct, friendship. Dimension IV. - Attitude to stress, risk, courage and adventure. Dimension V. - Attitude to the aesthetic experience on TV and sport, beauty and gracefulness of movement. Dimension VI. - Attitude to relaxation, compensation...

Cette thèse cherche à former les conditions d’une rencontre entre la matrice du processus d’individuation psychique et collective (IPC) et la discipline scolaire Éducation Physique et Sportive (EPS) afin de contribuer à l’épistémologie de cette discipline dans une perspective pédagogique. La théorie philosophique de l’IPC a été élaborée dans un premier temps par Gilbert Simondon. Elle a été reconfigurée par Bernard Stiegler en replaçant la technique au cœur du processus. Elle vise à mieux comprendre les tendances qui ont parcouru les sociétés humaines et à inscrire cet héritage dans une vision lucide de leur avenir. Une synthèse des principaux concepts de cette matrice a été proposée au cours de ce travail et un certain nombre d’entre eux ont été plus particulièrement explorés. Dans cette perspective, la méthode organologique, qui étudie conjointement l’histoire et le devenir des organes du corps, des organes techniques et des organisations sociales, a permis d’identifier le point de départ de l’étude des apports et des controverses au sein des conceptions passées et actuelles de la discipline EPS (1880-2016). Cette démarche a permis de montrer que la toile de fond épistémique, qui sous-tend les courants disciplinaires, a conduit majoritairement à une vision de l’activité de l’élève en termes d’« adaptation » et de « maîtrise ». Il a été proposé de lui substituer une approche en termes d’« apprivoisement » des conduites en « adoptant » des techniques (matérielles et mnémotechniques) pour former l’attention motrice des élèves. Cette attention se traduit par la formation de conduites motrices symboliques, en se réappropriant le concept élaboré par Pierre Parlebas, tout en prenant en compte les critiques faites à son endroit. Aussi, il a été élaboré une théorie qui cherche à rendre compte de la dynamique de ces conduites à partir de trois composantes articulées : la composante performative de la conduite, sa composante relationnelle, et sa composante métamotrice. L’étude de cas, basée sur la pratique scolaire du badminton avec une classe de quatrième, a cherché à mettre à l’épreuve cette théorie et à documenter les effets d’apprentissage d’une pédagogie fondée sur la formation de conduites motrices symboliques évolutives, envisagées comme des « faire-corps », en montrant les spécificités et les relations qui se sont tissées entre deux des trois composantes de la conduite : la composante performative et la composante métamotrice. / The purpose of this work is to create the conditions of an epistemological encounter between, on the one hand: the matrix of the psychic and collective individuation process, and on the other hand: physical education as a subject of learning and teaching. Gilbert Simondon first developed the philosophical theory of psychic and collective individuation process. Therefrom, Bernard Stiegler made it his own and rebuilt it while putting technics at its core. More precisely, for Stiegler, this theory rests on technics which is the main part of the process. Moreover, he shows that technics is, most of the time, excluded from epistemology. Throughout the concepts forged within this matrix, we can figure out the different patterns human societies went through. Moreover, understanding these patterns leads us to consider clearly their prospects and evolution. This work summarizes the main concepts seen as essential to define this matrix, while some of these concepts were given more attention. The organologic approach studies history and the prospects of body organs, technical tools, and social organizations. This approach brought to light the starting point for the topic concerning the contributions as well as the disputations within the past and present views of physical education (1880-2016). This process shows that the epistemic background mainly leads to consider the student action in terms of adjustment or in terms of mastering. We propose to turn this approach into a new one where the student will ease into new behavior using technics (such as physical ones or mnemonics) so that they can develop the motor attention. This view is based on the idea developed by Pierre Parlebas, seizing his work as well as the critical reviews of it. Therefore, we rely on the notion of forming symbolic motor behavior. This work also presents a theory attempting to report how the formation of these assets includes three major components: the performative component of the behavior, the relational component and the meta motor component. To test this theory, observations were made on a class of eighth graders practicing badminton. This case study points out two essential ideas: revealing the effects of an educational way of teaching based on the formation of a progressive and symbolic motor behavior (seen as "faire corps"), showing how two of the three components are specifically connected: the performative component and the meta motor component.

The dissertation looks at the history of one physical education organisation which was of great significance to the development of physical culture in inter-war Czechoslovakia and Poland, despite this not being its only activity. The YMCA came into being in England but it particularly flourished in the United States of America. During the First World War, Czechoslovak and Polish soldiers were given a taste of their activity, being accompanied home by members of this in- ternational association after the war had ended. Following requests from military and political leaders of the time, the American YMCA sent its secretaries to the newly established Czechoslovakia and renewed Poland to help establish the first local associations. It was particularly due to them that new practically unknown sports, were introduced to the region. In addition, in both Czechoslovakia and Poland, the YMCA also took responsibility for having new physical education fa- cilities built, improving training methods and generally enhancing young people through sport. During the inter-war years, local YMCA groups and their mem- bers performed exceptionally well in a number of sporting disciplines and ranked among the top Czechoslovak and Polish athletes. Furthermore, the YMCA con- tributed to establishing the tradition of permanent...

The dissertation looks at the history of one physical education organisation which was of great significance to the development of physical culture in inter-war Czechoslovakia and Poland, despite this not being its only activity. The YMCA came into being in England but it particularly flourished in the United States of America. During the First World War, Czechoslovak and Polish soldiers were given a taste of their activity, being accompanied home by members of this in- ternational association after the war had ended. Following requests from military and political leaders of the time, the American YMCA sent its secretaries to the newly established Czechoslovakia and renewed Poland to help establish the first local associations. It was particularly due to them that new practically unknown sports, were introduced to the region. In addition, in both Czechoslovakia and Poland, the YMCA also took responsibility for having new physical education fa- cilities built, improving training methods and generally enhancing young people through sport. During the inter-war years, local YMCA groups and their mem- bers performed exceptionally well in a number of sporting disciplines and ranked among the top Czechoslovak and Polish athletes. Furthermore, the YMCA con- tributed to establishing the tradition of permanent...

Title: Management of Physical Education and Sport Field of Study - Students' Motivation and Studying Satisfaction. Objectives: The aim of this thesis is to identify current students and graduates ' main motives for initiating the study of Management of Physical Education and Sport, Charles University in Prague. The work maps whether the students are satisfied with their choice of study and detect whether the expectations they had before studying were met. Another aim of the thesis is to develop recommendations for increasing students' satisfaction with the field of study and to propose recommendations which may lead to the improvement of the current situation on the Faculty of Physical Education and Sport. Methods: The thesis uses the method of questioning and group discussion method. The questioning method was applied on a sample of respondents comprising of all the current students of Management of Physical Education and Sport, Charles University in Prague and the graduates in this field. Group discussion method was applied to a selected sample of eight students from the researched field of study. Results: Using the research methods motives that prompted students, respectively graduates to study a field Management of Physical Education and Sport on Charles University in Prague were identified....

Cette thèse met en évidence deux systèmes d’éducation scolaire au sein d’une seule discipline d’enseignement (EPS) à travers une analyse comparée. Cette dernière consiste à faire ressortir les points convergents et divergents, à étudier les actes didactiques et de contextualisation et à analyser les spécificités des interactions didactiques dans les deux territoires. Tout cela est donc centré sur cette problématique d’étude : « Quels sont les effets de contexte spécifiques sur l’évolution des savoirs dans la classe et sur les conditions de leur transmission ? ». Les principaux résultats sont traités et analysés à deux niveaux : macro et micro. Pour le macro, il s’agit d’une analyse comparée des systèmes d’éducation scolaire et de l’organisation de l’EPS en Haïti et en Martinique selon différents éléments : l’organisation de la scolarité, les principales réformes éducatives, le profil pédagogique des enseignants des deux premiers cycles de l’école fondamentale et de l’école élémentaire, les programmes d’EPS et les activités physiques, sportives et artistiques (APSA) proposées. Pour le micro, il s’agit d’une analyse comparée qui s’appuie sur le curriculum déclaré (entretiens ante et post) et le curriculum réel (observations filmées). Ce travail de recueil de données est réalisé dans huit établissements scolaires pour un total de trente classes, seize par territoire. Les niveaux choisis sont les 1ère, 3e, 5e et 6e années fondamentales en Haïti et CP, CE2, CM1 et CM2 en Martinique. La distinction entre le niveau macro et celui du micro porte essentiellement sur le volet contextuel de notre étude. Ainsi, le macro s’intéresse aux effets du contexte et le micro aux effets de contexte. Ces deux niveaux distincts sont donc complémentaires. / This thesis highlights two systems of school education within a single discipline of teaching (PES) through a comparative analysis. This research shows the convergent and divergent, points to study teaching and contextualizing acts and analyse the specificities of didactic interaction in the two territories. All this is so focused on this issue of study: "what are the specific effects of context on the evolution of knowledge in the classroom and on the conditions of their transmission.The main results are processed and analysed at two levels: macro and micro. For the macro, it is a comparative analysis of systems of school education and the organization of the PE in Haiti and Martinique based on different elements: the organization of schooling, the major educational reforms, the educational profile of teachers of the first two cycles of the fundamental school and elementary school, PE programs and physical, sports and artistic activities proposed. For the micro, it is a comparative analysis based on the curriculum said (before and after interviews) and the real curriculum (filmed lessons).This work of data collection is done in eight schools for a total of thirty classes, sixteen by territory. The selected levels are the 1st, 3rd, 5th and 6th fundamental years in Haiti and CP, CE2, CM1 and CM2 in Martinique. The distinction between macro-level and micro-level focuses on the contextual component of our study Thus, the macro is interested in the effects of the context and the microphone to the effects of context.

Développer la capacité de régulation de l'allure est un enjeu important en Education Physique et Sportive (EPS), notamment dans un objectif d'autonomie et de santé. Peu d'études s'attachent pourtant à proposer des méthodes pour y parvenir. Les différentes travaux de cette thèse ont pour objectifs de mieux comprendre les fondements des capacités de régulation émotionnelle et de l'allure, de proposer une méthode visant à leur acquisition et un outil d'estimation du niveau de motivation. En plus de la perception de l'effort (RPE) et du plaisir (P), nous avons testé l'évolution de l'envie de continuer (EDC) et d'arrêter l'exercice (EDA) dans différentes conditions expérimentales lors de courses intermittentes de 3 à 15 minutes autorégulées et semi-contrôlées chez des étudiants et des lycéens. Une performance maximale était demandée pour chaque test. Les résultats de nos études montrent que l'utilisation de ces paramètres présente un intérêt en EPS. Les élèves font varier leur réserve émotionnelle d'un niveau élevé vers un niveau faible du début à la fin des différentes courses mais conservent un niveau de réserve trop important pour la réalisation d'une performance maximale car ils privilégient le but de maîtrise prioritairement au but de performance. De façon illogique, les élèves s'investissent plus pour les durées de courses élevées du fait d'une discordance entre la représentation des capacités et celle de la tâche. De ce fait, un travail visant à optimiser le niveau d'investissement est à privilégier chez les élèves en EPS. Ainsi, le fait d'imposer une perception de l'effort durant les courses semi-contrôlées au moins égale au niveau moyen consenti lors des tests autorégulés de durées équivalentes suffit pour améliorer la performance (+14,2% et + 14,5% pour les courses de 3 et 6 minutes respectivement). La consigne consistant à imposer une RPE minimale correspondant à 120% de la RPE moyenne observée lors des courses autorégulées semble être le compromis idéal durant des courses intermittentes de 3 et 6 minutes (+ 18,4% et 18,5% pour les courses de 3 et 6 minutes respectivement). Ces améliorations obtenues en une seule séance sont bien supérieures à celles espérées durant un cycle entier d'EPS consacré au développement des ressources physiologiques. La détermination du rapport entre l'envie de continuer et le niveau de perception de l'effort constitue une bonne estimation du niveau de motivation à poursuivre l'exercice fatiguant. / Pacing strategy is of great importance for physical education, especially for health and autonomy. Rather, few studies have attempted to propose metbods to develop this capacity . The aims of this thesis were to better understand pacing strategy and emotional regulation, to develop novel methods to improve it and to estimatc the level of motivation. Rating of perceived exertion (R.PE), but also pleasure, the desire to stop and the desire to continue the exercise were used in different self-paced and semi-controlled 3 to 15 min runs. Secondary students bave to reach maximal performance for each test. Results showed that the use of these novel emotional parameters was of importance in physical educarion. The strategy which correspond to the evolution of emotional reserve between high to low level with time have been used by school participants even if emotional reserve is still conserve at the end of exercise in all conditions. Wbat is surprising is that the investment is more important for long than during short duration exercises. Optimal strategics for short runs have been developed in school participants. Performance was improved when a minimal RPE was imposed (+14.2% and + 14,5% for 3 and 6 minute runs: RPE ≥ average value of the self-paccd run). 120% of the average RPE of the self-pace run seems to be the optimal during 3 and 6 min runs (+18,4% and 18,5% for 3 and 6 min runs). These improvements, obtained after only 1 session, are more important than what could be hoped when training consists in developing physiological adaptations. The determination of the ratio between the desire 10 continue and R PF. seems to be a good estimation of the level of intensity during exercise

Alors que le principe d’une alternance entre les différentes temporalités de la formation professionnelle initiale des enseignants est relevé comme une nécessité, de nombreux travaux soulignent une « cassure » entre les expériences vécues par les enseignants novices (EN) en centre universitaire et les expériences professionnelles vécues dans l’établissement scolaire (Chaliès, Cartaut, Escalié et Durand, 2009). Pour y répondre, deux orientations en matière d’aménagements des dispositifs de formation par alternance sont proposées. La première consiste à « déplacer le centre de gravité » (Zeichner, 2006) de la formation vers l’établissement scolaire. La seconde consiste, à l’inverse, à déplacer le centre de gravité de la formation vers le centre universitaire et proposer aux EN des dispositifs qui placent la professionnalisation au centre des apports. Paradoxalement, la pratique des activités physiques, sportives et artistiques (APSA) dans la formation professionnelle initiale des enseignants d’éducation physique et sportive (EPS) n’est jamais interrogée dans le cadre de cette deuxième orientation. Rares sont en effet les travaux ayant étudié comment aménager les enseignements théorico-pratiques relatifs aux APSA afin qu’ils contribuent effectivement à la professionnalisation des EN. Cette étude a été réalisée à partir d’un dispositif usuel de formation des EN d’EPS. En prenant appui sur un programme de recherche mené en anthropologie culturaliste (Chaliès et Bertone, 2017), un premier dispositif transformatif a été mis en œuvre afin de permettre aux EN d’EPS d’exploiter leurs expériences de pratique d’APSA lors de leur enseignement de cette APSA à des étudiants-élèves. A partir des résultats obtenus, une seconde transformation a été menée. Elle était pensée pour permettre aux EN d’EPS d’exploiter des expériences liées à l’enseignement dans lesquelles étaient intégrées leurs expériences de pratique d’APSA pour être en capacité d’enseigner cette APSA à des élèves. Cette double transformation devait permettre d’ (in)valider deux hypothèses auxiliaires relatives à la formation à l’enseignement des EN d’EPS à partir d’expériences de pratiquant dans les APSA. Les résultats obtenus montrent que les transformations engagées ont permis aux EN de s’engager dans une activité d’enseignement chargée d’expériences normatives situées (ENS) suivies en tant que pratiquant. Plus précisément, ils montrent la nécessité pour les EN d’apprendre des ENS constitutives de l’enseignement et d’être accompagnés par un formateur dans le processus de « susbtrafication » d’ENS suivies en tant que pratiquant au sein d’ENS suivies en tant qu’enseignant. Finalement, une proposition de conception d’un dispositif de formation professionnelle des EN d’EPS est réalisée. / While the principle of an alternation between the different temporalities of initial teacher training is noted as a necessity, many studies point to a "break" between the experiences experienced by novice teachers (NT) in the university center and the experiments the school (Chaliès, Cartaut, Escalié and Durand, 2009). In order to answer this question, two guidelines for the development of alternance training schemes are proposed. The first is to "shift the center of gravity" (Zeichner, 2006) from the training to the school. The second is to move the center of gravity of the training towards the university center and propose to the NT devices that place professionalization at the center of the contributions. Paradoxically, the practice of physical, sports and artistic activities (PSAA) in the initial professional training of physical education and sports (PES) teachers is never questioned in this second orientation. Few studies have studied how to organize the theoretical-practical lessons of PSAA so that they effectively contribute to the professionalization of NT.This study was carried out on the basis of a usual training system for PES NT. Based on a research program carried out in cultural anthropology (Chaliès and Bertone, 2017), a first transformative device was implemented in order to enable the PES NT to exploit their experiences of PSAA practice during their teaching of this PSAA to students of university. From the results obtained, a second transformation was carried out. It was designed to enable PES NT to use teaching-related experiences in which their PSAA practice experiences were integrated to be able to teach PSAA to students. This twofold transformation was intended to (in)validate two auxiliary hypotheses related to the teaching of PES NT from practitioner experiences in PSAA.The results obtained show that the transformations initiated enabled the NT to engage in a teaching activity in charge of normative experiments located (NEL) followed as a practitioner. More specifically, they demonstrate the need for NT to learn NEL about teaching and to be accompanied by a trainer in the NEL "susbtrafication" process followed as practitioners in NEL followed by as a teacher. Finally, a proposal for the design of a vocational training system for PES NT is carried out.