People exercise for various reasons. Some do it to become physically strong, others to improve their cardio fitness, and some to promote their mental health. It is unclear to what extent; but there are those who work out in a way that becomes harmful to them. Exercise can go from being the ultimate expression of health, to becoming a symptom of an eating disorder. Fitness instructors’ and personal trainers’ are responsible for the safety of members at gyms and fitness facilities and for ensuring that they do not injure themselves during a workout session. What is included in the concept of safety is arbitrary and fitness facilities around Sweden approach this in different ways. The purpose of this study is to investigate fitness instructors' and personal trainers' perceptions of their knowledge, competence and responsibility when dealing with eating disorders or suspected eating disorders in the fitness context. Semi-structured interviews were conducted with eight participants consisting of personal trainers and fitness instructors from four different gyms and fitness facilities in the county of Västerbotten, Sweden. Collected data was analysed through reflexive thematic analysis (Braun & Clarke, 2022). The analysis resulted in three themes and ten sub-themes. The results suggest that a majority of the interviewed fitness instructors and personal trainers perceive their theoretical knowledge about eating disorders as good/sufficient, but insufficient regarding practical knowledge to manage eating disorders in the fitness environment. Responding to a concern regarding eating disorders among gym members presents a range of challenges that are described as emotionally stressful. Furthermore, fitness instructors and personal trainers need more practical knowledge in dealing with eating disorders as well as clear guidelines and policies regarding where their responsibilities begin and end.

The purpose of this study was to investigate and compare knowledge and attitudes of directors of athletics and head trainers in the Southwest (Division 1A) and the Southland (Division 1AA) Conferences concerning HIV/AIDS issues related to transmission, prevention, and protection within college athletics programs. The results of this qualitative study provided descriptive data from university administrators within the athletics setting who are responsible for providing adequate student athlete health care services from developed and implemented administrative policies that directly or indirectly affect a student athlete's physiological and psychological well-being.

This study investigates how perceptions vary in athletic trainers regarding issues pertaining to women in the profession. Subjects included 1500 male and 1500 female certified athletic trainers who responded to 44 demographic and perceptions survey items used to determine whether perceptions were different based on the respondent's gender. Results were compared to a previously disseminated survey in 1996 to also determine if perceptions had changed from 10 years earlier. Results regarding the presentation of awards and the attainment of leadership positions in the organization were also compared to actual data collected. The data suggested that males perceptions had not changed, but females' perceptions had changed, in that females perceived that opportunities had improved. Data regarding the number of females who had ascended to leadership positions or had received awards did not support these perceptions, however, and female athletic trainers continue to struggle to obtain equality in both of these areas. Additionally, homosocial reproduction continues to influence the decreased number of women who are hired into various jobs, or advance into leadership positions, maintaining patriarchy in the athletics arena and in the athletic training organizations. Results suggested that because athletic training has been dominated by men since its inception, patriarchy continues to influence the lack of ascension of women into leadership positions and awards recognition. Many women are choosing to leave the profession due to the gender role pressure that they can not sustain a career in athletic training and raise a family. Men's professional sports continue to reject the concept of hiring women to serve as athletic trainers with their athletes, which also continues to preserve a patriarchal environment.

Made available in DSpace on 2016-04-28T20:56:57Z (GMT). No. of bitstreams: 1 Lilian Correia Pessoa.pdf: 1546577 bytes, checksum: 89e44a83a042f8adc5740f0ffb57d8ad (MD5) Previous issue date: 2015-10-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Starting from the questioning that rose from our experience as a researcher, while giving training to curriculum coordinators in one of the teaching directories of the State of São Paulo, this research aims to find the structure needed to promote the increasing value of formative models that might promote the professional development of the participants. Considering the common use of Portuguese literature for teacher training in Brasil, it was established an exchange with Portuguese trainers that had worked in relevant training in their own country. The theoretical framework was built using Henri Wallon contributions, mainly over group creation and the relationships with the environment and with the others, but also with the parts that compose the teaching-learning process, where it stood out the contagious nature of emotion as a way to facilitate the engagement of the training professionals. For the issues concerning the training processes I used leading authors like Marcelo, Gatti, André, Barreto, Formosinho, Roldão, Canário and et al. The collected data came originally from eight unstructured interviews done live with Portuguese trainers that work in the Aveiro, Minho and Lisboa universities and also in the Instituto Politécnico de Lisboa. From those interviews it was established eight guidelines that were used to perform our analysis. Those guidelines are: 1 - School and university relations; 2 - Contagious" effects of training; 3 - Training and research; 4 Trainer of trainers; 5 - Cooperative work; 6 - Training perspectives; 7 - Training strategies; 8 - Execution and professional experience context. The research results pointing towards: the need to build a training theory that can be used to base training actions; the importance of establishing clear criteria for the trainer selection, changing the notion that a good teacher is automatically a good trainer; developing a cooperative work as a way to break the established hierarchy in training today, but also involving all the players, and promoting the shared responsibility in decision making; the importance to create a training that, because of the value the theoretical dimension of training, can contribute to the resolution of specific situations in the educational context of the teacher, and so each group in training can have specific training actions, because each context (environment, the others agents and the situations created by the interaction) is different. And to conclude, it presents, as a possibility, the creation of research models that will allow to discover the best profile for a training teacher, and also the knowhow that should be expected, specially concerning: training strategies, adult education, creation and management of intervention cooperative projects, and practice analysis / Partindo de questionamentos suscitados na experiência da pesquisadora como formadora de coordenadores pedagógicos em uma das Diretorias de Ensino do Estado de São Paulo, esta pesquisa objetivou identificar fundamentos que possam contribuir para avanços nos modelos formativos que contribuem com o desenvolvimento profissional dos professores em formação em contexto brasileiro. Considerando a frequente utilização da produção acadêmica portuguesa para questões que se referem à formação de professores no Brasil, estabeleceu um intercâmbio com formadores portugueses que tiveram trabalhos de formação expressivo no seu país. O referencial teórico foi constituído a partir das contribuições de Henri Wallon, especialmente para as discussões sobre a constituição de grupo e suas relações com o meio e com o outro, bem como sobre o conjunto funcional afetividade, do qual foi destacado o caráter contagioso da emoção como via facilitadora do envolvimento dos profissionais em formação. Para as questões que se referem especificamente aos processos formativos, foram utilizados autores de referência na área, tais como Marcelo, Gatti, André, Barreto, Formosinho, Roldão, Canário, dentre outros. Os dados coletados originaram-se de oito entrevistas não estruturadas, realizadas in loco com formadores portugueses que atuam nas universidades de Aveiro, Minho, Lisboa e Instituto Politécnico de Lisboa. Dessas entrevistas, foram estabelecidos seis eixos norteadores a partir dos quais a análise foi realizada. São eles: 1- Articulação entre universidade e escola; 2- Efeitos contagiosos da formação; 3- Formação e pesquisa; 4- Formador de formadores; 5- Trabalho colaborativo; 6- Perspectivas sobre a formação. Os resultados dessa análise apontaram para: a necessidade de estabelecer princípios de formação que possam servir de fundamento para as ações formativas; a importância de estabelecer critérios claramente definidos para a seleção do formador, negando o princípio de que um bom professor será, necessariamente, um bom formador; a adoção do trabalho colaborativo como forma de romper com a hierarquia existente na formação, bem como para envolver os participantes, favorecendo a responsabilidade partilhada nas decisões tomadas; a importância de conceber uma formação que, dado o devido valor à sua dimensão teórica, possa contribuir para a resolução de situação concretas do contexto educacional em que atua o docente e, neste sentido, cada grupo em formação deverá ter um delineamento próprio de ações formativas, dado que os contextos (os meios, os outros e as situações geradas nesta interação) são diferentes. Apresenta, por fim, como encaminhamentos possíveis, a realização de pesquisas que, na sua continuidade, possam investigar quais características que, de fato, devem constituir o formador de formadores, bem como o rol de conhecimentos que dele devem ser esperados, especialmente aqueles que se referem a: estratégias de formação, educação de adultos, concepção e condução de projetos colaborativos de intervenção e reflexão sobre a prática

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-03T12:31:53Z No. of bitstreams: 1 Márcia Cristina da Silva.pdf: 1197951 bytes, checksum: b5863cf4e5575794320971279b9f4004 (MD5) / Made available in DSpace on 2017-10-03T12:31:53Z (GMT). No. of bitstreams: 1 Márcia Cristina da Silva.pdf: 1197951 bytes, checksum: b5863cf4e5575794320971279b9f4004 (MD5) Previous issue date: 2017-09-22 / Continuing education of school principals has been a challenge for the technical teams of state departments of education, which have faced the need to support these professionals in the work context. Therefore, the problem of this research focuses on the question: how do state department technicians prepare to develop continuing education with school principals? That way, the general objective of the research is to investigate the performance of the technicians of a municipal state department of education as trainers of principals. The theoretical reference aimed to identify recent research related to the themes of training of principals, continuing education within state departments and analysis of training programs of principals. In order to deepen concepts about the relationship between continuing education and professional development and continuing education of school principals, we have used some theoretical references such as Libâneo (2004), Canário (2007), Marcelo (2009), Imbernón (2010), Lück 2000), Vieira and Vidal (2014), Abruccio (2010) and Paro (2015). The field defined for conducting the research was the Municipal State Department of Education of Aracruz, State of Espírito Santo (ES), and the subjects are five technicians who act as responsible for the continuing education of the 53 school principals. For the accomplishment of this research, of qualitative character, individual and collective interviews were carried out. The method for data analysis followed the prose analysis assumptions (ANDRÉ, 1983). The main results obtained were: continuous education has enabled the group of technicians to improve their professional practices and this is due to the constant search to maintain interlocution with more experienced partners, as well as the investment in self-training; And the use of training strategies, such as on-call and visits to priority schools, has fostered greater interaction and exchanges of experience among principals. The main problem faced by the researched team has been the realization of the education of school principals concomitantly to the office of their positions of technicians of a state department that demands actions that overlap. However, these professionals have faced the challenges of being trainers in a reflective and collaborative way, and seeking partnerships that have led them to the ever greater enhancement of the role of school principals trainers / A formação continuada dos diretores escolares tem se mostrado um desafio para as equipes técnicas de secretarias de educação, que têm se deparado com a necessidade de apoiar esses profissionais no contexto de trabalho. Portanto, a problemática desta pesquisa centra-se na questão: como técnicos de secretaria se preparam para desenvolver a formação continuada com os diretores escolares? Dessa forma, o objetivo geral da pesquisa é investigar a atuação dos técnicos de uma secretaria municipal de educação como formadores de diretores. O referencial teórico buscou identificar recentes pesquisas relacionadas aos temas de formação de diretores, formação continuada no interior de secretarias e análises de programas de formação de diretores. Para o aprofundamento de conceitos sobre a relação entre formação continuada e desenvolvimento profissional e formação continuada de diretores escolares, recorremos a alguns referenciais teóricos como: Libâneo et al. (2004), Canário (2007), Marcelo (2009), Imbernón (2010a, 2010b), Lück (2000), Vieira e Vidal (2014), Abrucio (2010) e Paro (2015a, 2015b). O campo definido para a realização da pesquisa foi a Secretaria Municipal de Educação de Aracruz, no Estado do Espírito Santo (ES), e os sujeitos são cinco técnicos que atuam como responsáveis pela formação continuada dos 53 diretores escolares. Para a realização desta pesquisa, de cunho qualitativo, foram realizadas entrevistas individuais e coletivas. O método para a análise dos dados seguiu os pressupostos da análise de prosa (ANDRÉ, 1983). Os principais resultados obtidos foram: a formação continuada tem propiciado ao grupo de técnicas o aprimoramento de suas práticas profissionais e isso se deve à busca constante de manter interlocução com parceiros mais experientes, assim como ao investimento na autoformação; e a utilização de estratégias formativas, como plantão e visitas às escolas prioritárias, tem propiciado maior interação e trocas de experiências entre os diretores. A principal problemática enfrentada pela equipe pesquisada tem sido a realização da formação de diretores concomitantemente ao ofício de seus cargos de técnicas de uma secretaria que demanda ações que se sobrepõem. Entretanto, essas profissionais têm enfrentado os desafios de serem formadoras de forma reflexiva, colaborativamente e buscando parcerias que as têm levado ao aprimoramento cada vez maior do papel de formadoras de diretores

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-20T08:45:03Z No. of bitstreams: 1 Sebastião Fernandes.pdf: 2372562 bytes, checksum: 4cb4f5f66fb556f1b25e5b9acf8bad60 (MD5) / Made available in DSpace on 2017-12-20T08:45:03Z (GMT). No. of bitstreams: 1 Sebastião Fernandes.pdf: 2372562 bytes, checksum: 4cb4f5f66fb556f1b25e5b9acf8bad60 (MD5) Previous issue date: 2017-12-15 / This research aims to analyze the meanings of SESI-SP pedagogical coordinators about their performance on the process of construction of the formative project of their school unit. It intends, as deployment of the analysis, to present theorizations on the meanings about the coordinators practices that reveal professional development possibilities in the analyzed process. The research was fulfilled with SESI-SP pedagogical coordinators. This public was defined in view of the institution administrative division that splits its schools on 13 Strategic Areas of Service, and 11 of them accepted to take part on this research. The group works on the teachers’ formation of their units, in addition to having other assignments defined by SESI-SP, such as replacing the school principal on his/her absence. The task of developing the formative project was defined and guided by the Basic Educational Management, counting on the group participation of Pedagogical Coordinators trainers. The research data was produced by the application of questions elaborated intending to know their professional profile and their meanings about the development of their school units formative project. The data was grouped by the similarity and singularity of some answers. The Socio-Historical perspective was used as a base to analyze, along to theorists that sustain the formation and the professional development of trainers. The analysis highlights that the work with formative projects was pointed by the participants as a powerful tool for its practice to be effective on the teachers’ formation. However, they demonstrate the need of time and space formation enlargement for all the school, since only the ones that have full time education have been guarantying a weekly schedule of teachers’ formation. Another aspect revealed by the research was the contribution of the diagnosis of teacher formative needs so the coordinators could have more assertiveness on their interventions, but the participants alert to the fact the diagnostic tool was developed without the teachers. The participants understand they work in a unit of a group of schools and everybody should follow the same procedures, but they say it should have a bigger possibility of meeting local demands. The points highlighted by the analysis evidence the necessity of schools to be considered as pedagogical knowledge construction spaces, and for that to happen it needs to be established in a proper way to its necessities times and spaces to form all the professionals involved in the learning and teaching process / Este estudo tem como objetivo analisar as significações de coordenadores pedagógicos da rede SESI-SP sobre a sua atuação no processo de construção do projeto formativo de sua unidade escolar. Pretende ainda, como desdobramento da análise realizada, apresentar teorizações sobre as significações a respeito de práticas de coordenadores, que revelem possibilidades de desenvolvimento profissional gestado no processo analisado. A pesquisa foi realizada com coordenadoras pedagógicas da rede escolar SESI-SP. Esse público foi definido tendo em vista uma divisão administrativa feita pela instituição que subdivide suas escolas em 13 Regiões Estratégicas de Atendimento, sendo que dessas, 11 aceitaram participar da pesquisa. Esse público atua na formação de professores de suas unidades, além de terem outras atribuições que são definidas pelo SESI-SP, dentre elas, substituir o diretor de escola, em sua ausência. A tarefa de elaborar o projeto formativo foi definida e orientada pela Gerência de Educação Básica, contando com a participação da equipe de formadores de Coordenadores Pedagógicos. Os dados da pesquisa foram produzidos a partir de questionário elaborado com o intuito de conhecer o perfil profissional delas e suas significações sobre a elaboração do projeto formativo de sua unidade escolar. Os dados foram agrupados por similaridade de respostas e pela singularidade de algumas. A perspectiva Sócio-Histórica foi usada como fundamento para a análise, juntamente com teóricos que sustentam a temática da formação e do desenvolvimento profissional de formadores. A análise destaca que o trabalho com projetos formativos foi apontado pelas participantes como um instrumento potente para que sua prática seja efetiva de formar professores, entretanto demonstram a necessidade de uma ampliação de tempo e espaço de formação para todas as escolas, pois somente as que possuem educação integral têm garantido um horário semanal de formação com seus professores. Outro aspecto revelado pela pesquisa foi a contribuição do diagnóstico das necessidades formativas dos professores para que os coordenadores pudessem ter mais assertividade em suas intervenções, porém os participantes alertam para o fato de o instrumento para diagnóstico ter sido elaborado sem a participação dos professores. As participantes entendem que atuam em uma rede de ensino e que “todos” devem seguir o mesmo procedimento, mas alertam para o fato de que deveria haveria maior possibilidade de atender às demandas locais. Esses pontos destacados pela análise, entre outros, evidenciam a necessidade de que as escolas sejam de fato consideradas como espaços de construção de conhecimento pedagógico e, para que isso ocorra, há que se estabelecer, de maneira adequada às suas necessidades, tempos e espaços para a formação de todos os profissionais envolvidos no processo de ensino e aprendizagem

Darbo objektas: išmaniųjų telefonų aplikacijų taikymas aktyvaus laisvalaikio skatinimui. Darbo tikslas: įvertinti išmaniųjų telefonų aplikacijų taikymą aktyvaus laisvalaikio skatinimui. Darbo uždaviniai: 1. Atskleisti aktyvaus laisvalaikio sampratą ir jo praleidimo galimybes miestų parkuose. 2. Apžvelgti aktyvaus laisvalaikio skatinimo galimybes taikant išmaniųjų telefonų aplikacijas. 3. Įvertinti Kauno miesto gyventojų nuomonę apie aktyvų laisvalaikį, jo praleidimą miesto parkuose esančiose lauko treniruoklių aikštelėse bei jų skaitmenizavimą panaudojant išmaniųjų telefonų aplikacijas. Išvados: 1. Aktyvus laisvalaikis - sąlygiškai trumpa ir nekonkreti, fizinė laisvalaikio veikla gamtoje, kurių metu yra aktyviai judama, gaunama dvasinė, fizinė bei emocinė nauda bei gerinamas fizinis pasirengimas. Viena populiariausių aktyvaus laisvalaikio praleidimo formų visame pasaulyje taip pat ir Lietuvoje tampa sportas lauko treniruoklių aikštelėse. Ši paslauga skatina visuomenę rūpintis savo savijauta bei išvaizda, nes yra suteikiama galimybė nemokamai bei nereikalaujant daug įgūdžių sportuoti gryname ore ištisus metus. Lauko treniruoklių plėtra ne tik mažina pasyvių žmonių skaičių, tačiau plečia vartotojų socialinį akiratį, skatina parkų racionalių išteklių naudojimą bei suteikia žmonėms puikią galimybę aktyviai praleisti laisvalaikį gamtoje. 2. Inovacijos išmaniųjų telefonų rinkoje yra puiki priemonė skatinti visuomenę būti fiziškai aktyviais ir leisti aktyvų laisvalaikį, tuo pačiu... [toliau žr. visą tekstą] / The object of the study: the applying of the applications of smart technologies for promotion of active leisure. The Aim of the study: to evaluate the applying of applications of smart technologies for promotion of active leisure. Tasks of the study: 1. To reveal the conception of active leisure and its possibilities in the city’s parks 2. To view the possibilities of spending of pastime using the innovative applications of smart technologies 3. To assess the opinion of citizens about the spending of their pastime in the site of outdoor trainers and their digitalization using the smart technology applications in Kaunas. Conclusions: 1. Active pastime could be described as a relatively short and uncertain, sporting leisure activity in nature providing the significance and plenitude of life and ensuring the psychological welfare for individuals. During the leisure time it is possible to play up, get the emotional, spiritual and physical benefit. In this way a person experiences the pleasure, strengthens one’s health, improves the emotional and mental state. Active sport in the site of outdoor trainers is becoming more and more popular not all over the world but in Lithuania too. This type of activity motivates the society to care about ones appearance because it is possibility to do active outdoor sport in the fresh air and for free all-year-round. The development of outdoor trainers not only decreases the number of passive people but widens the social view of consumers. It... [to full text]

The purpose of this study was to qualitatively examine the perceptions and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program. A qualitative research approach was utilized to examine the value of PAL experiences in the clinical education setting, define participants' perspectives on interactions with peers in the clinical education setting, and determine which terms were used most commonly by athletic training students and ACIs in describing educational exchanges amongst peers in the BSU athletic training education program. Data was collected through a series of in-depth, semi-structured interviews that pursued the various perceptions and experiences regarding PAL from individuals involved in the BSU athletic training education program. A purposeful sample of 15 participants, consisting of 9 athletic training students, 3 alumni, and 3 ACIs, were asked a set of core questions that explored their perceptions and experiences of PAL within the athletic training program. Data analysis consisted of a coding format which involved the development of themes as a result of the information provided during the interviews. Identified themes were based upon frequency, extensiveness, and significance of comments that occurred through the interview process. The findings suggest PAL activities occur on a regular basis among athletic training students in clinical education experiences and involve informal, active learning situations where students work together to help each other learn. Peers were viewed as individuals having similar knowledge, training, or experiences who help each other with learning, reviewing athletic training competencies and proficiencies, or solving problems within the clinical education setting. Athletic training students involved in PAL at BSU prefer to experience active and informal educational exchanges amongst their peers. Athletic training educators, including faculty, ACIs and even athletic training students, should be aware of the benefits of PAL to learners within athletic training education programs. The use of this type of active, informal learning strategy may significantly impact the success of students involved in athletic training education. / Department of Educational Studies

Thesis (PhD) -- University of Western Sydney, Nepean, 1999. / "A thesis submitted in fulfillment of the requirement for the degree of Doctor of Philosophy" Bibliography : leaves 218-224.

Un des objectifs des politiques éducatives européennes en matière de formation professionnelle des enseignants novices consiste à consolider les partenariats entre les universités et les établissements scolaires. Sur le plan scientifique, la majorité des études pointent l’importance de renforcer la collaboration entre les formateurs de ces deux institutions par des dispositifs fondés sur le modèle des « communautés de pratique » (Lave & Wenger, 1991). Or, ces études restent souvent peu précises sur la nature de leurs activités au sein de tels dispositifs. Cette recherche vise à analyser les activités de formation d’un collectif de formateurs et leurs conséquences sur la formation professionnelle d’un enseignant novice.Cette étude s’appuie sur une lecture de la formation professionnelle des enseignants novices (Bertone, 2011 ; Chaliès, 2012) qui emprunte certains postulats à une théorie générale de l’apprentissage (Nelson, 2008) et de l’action collective (Wittgenstein, 2004). Cette lecture est ordonnée par trois activités de formation : (i) enseigner des règles pour permettre aux enseignants novices de signifier leur vécu et agir différemment en classe ; (ii) aménager des situations et contrôler les premiers suivis des règles pour leur permettre d’en constater les résultats ; (iii) accompagner leur développement en les aidant à interpréter les règles apprises.Cette recherche a été menée en collaboration avec deux collectifs de formation en éducation physique et sportive. Composé chacun d’un enseignant novice et de plusieurs formateurs, ces collectifs ont été mis en place lors d’un dispositif de formation par les visites. Deux types de données ont été recueillies : des données d’enregistrement audio-vidéo (des leçons et des entretiens de conseil pédagogique menés en suivant) ; des données d’autoconfrontation. Les données ont été analysées afin d’identifier les règles apprises et/ou suivies par les acteurs pour signifier leurs activités au cours de chacun des temps du dispositif.Les résultats montrent principalement l’intérêt pour le collectif de formateurs : (i) de mener une activité d’enseignement (et éventuellement d’explication) ostensive pour permettre à l’enseignant novice de réaliser les premiers suivis des règles conformes à leurs attentes ; (ii) d’aménager les situations de classe pour faciliter son constat des résultats attendus des règles préalablement enseignées ; (iii) d’accompagner son développement en l’aidant à faire usage des règles apprises dans de nouvelles circonstances. / One of the aims of European education policies in terms of professional training of pre-service teachers consists inconsolidating partnerships between universities and schools. At the scientific level, most studies emphasize the importance of strengthening the collaboration between trainers in both institutions through training programs based on the model of the “communities of practice” (Lave & Wenger, 1991). However, those studies do not really specify the nature of the activities organized in such programs. This study aims at analyzing the training activities of a team of trainers and their consequences on the professional training of pre-service teachers. It leans on a way of reading professional training of pre-service teachers (Bertone, 2011 ; Chaliès, 2012) which borrows some premises from a more global theory about learning (Nelson, 2008) and collective action (Wittgenstein, 2004). This way of reading is structured around three training activities : (i) teaching rules to enable pre-service teachers to give meaning to their experience and behave differently in class ; (ii) adjusting situations and checking the first instances of rule-following to enable them to observe the expected results; (iii) working along with them by helping them to interpret the rules they have learnt.This study was conducted together with two training teams in Physical Education. Every team was made up of one pre-service teacher and several trainers. They were created during training visits. Two sorts of data were gathered : audio and video recordings (of the lessons and of post-lesson interviews that had followed) ; self-confrontation data. Those information were analyzed so as to identify the rules that had been learnt and / or followed by the actors in order to give meaning to their activities in every step of the program.Results mainly show the significance, for the team of trainers, in : (i) carrying out a ostensive teaching activity (together with, possibly, an explanation), to enable the pre-service teachers to check if the first instances of rule-following are respected as they had planned ; (ii) adjusting class situations to make it easier to observe the results expected from the rules he would have taught beforehand ; (iii) working along with them in their professional development by helping them to use these very rules to new circumstances.