Thèse soutenue

Apprendre à naviguer à l'aide d'une carte en course d'orientation : contribution à la compréhension de l'expérience vécue par des débutants lors d'un cycle d'enseignement
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Auteur / Autrice : Martin Mottet
Direction : Jacques Saury
Type : Thèse de doctorat
Discipline(s) : Sciences et techniques des activités physiques et sportives
Date : Soutenance en 2014
Etablissement(s) : Nantes
Ecole(s) doctorale(s) : École doctorale Cognition, éducation, interactions (Nantes)
Partenaire(s) de recherche : Laboratoire : Motricité, Interactions, Performance (Nantes)

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Résumé

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This thesis aimed to make a contribution to the knowledge of the activity and learning of spatial map-aided navigation in complex and uncertain environments with novice orienteers during an 18 hour teaching unit of orienteering. This research was conducted within the Course of action framework (Theureau, 2006), with the ambition to give an account of the singular character of the experience when novice orienteers are involved in different orienteering tasks. Eight students volunteered for taking part in the study. Three types of data were gathered and analyzed qualitatively and quantitatively: (a) audiovisual tracks of orienteers’ in situ actions and communications recorded thanks to head-cameras, (b) time series of georeferenced tracks gathered with a GPS, and (c) retrospective verbalizations obtained and recorded in self-confrontation interviews. First, the findings allowed to characterize the experience of spatial navigation lived by the novice orienteers in relation with typical recurrent interpretations of the fact of being (or not) on “the right way” and/or of being able (or not) of locating themselves accurately. Secondly, they emphasized the dynamic of the evolution of the orienteers’ activity during the teaching unit in the different orienteering tasks, in relation with the evolution of their performances and with some more specific performance indicators. These findings question the prevailing conceptions in the scientific and technical literature concerning the nature of the problem set to individuals by spatial navigation tasks in large scale natural environments. On the other hand, they empirically describe the embodied, as well as the materially, socially and culturally situated dimension of the experience of spatial navigation. This research opens up on many practical implications in the field of orienteering group teaching.