Instructions verbales et démonstration au service des apprentissages des élèves en jeux collectifs

Abstract : According to current Official Institutions : « using Physical, Sporting and Artistical Activities participates to kids’s motor, sensory, affective, cerebral and relational skills ». Many publications deal particularly with motor skill learning ways. Doing this research work, I asked myself about the impact on kids of a demonstration, on one way, and the impact of vocal instructions, on the other way, while kids were in group games activities. The experiment took place in a 3 year-old class, located in a particular urban zone, with 25 french students, including 5 not french-speaking kids. I made 4 groups : along their groups activities, 2 groups got verbal instructions and 2 groups got demonstrations only. The results show that kids who have vocal instructions progress faster, and even more when, at the same time, they also have a demonstration. A simple demonstration takes part to efficient learning skills mainly to french kids, while not french-speaking kids need more time to start imitates other kids.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-01427902
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Submitted on : Friday, January 6, 2017 - 10:28:05 AM
Last modification on : Wednesday, February 27, 2019 - 10:54:22 PM
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  • HAL Id : dumas-01427902, version 1

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Chrystèle Goron-Rolland. Instructions verbales et démonstration au service des apprentissages des élèves en jeux collectifs. Education. 2016. ⟨dumas-01427902⟩

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