Damien TessierUniversité Grenoble Alpes · Department of Sport Sciences
Damien Tessier
Ph.D.
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Introduction
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September 2008 - May 2017
Publications
Publications (78)
Il y a 20 ans déjà, le Grand Débat sur l’école (initié en 2003 par Luc Ferry, le Ministre de l’Éducation Nationale de l’époque) avait révélé que la motivation représentait la première préoccupation des enseignants et des parents. Aujourd’hui, cette préoccupation semble renforcée. Une large littérature scientifique montre en effet que la motivation...
Background
Considering the potential greater cardiocirculatory effects of high intensity interval training (HIIT), we hypothesized that a 2-month supervised a high volume short interval HIIT would induce greater improvements in CRF and cardiometabolic risk and increase long-term maintenance compared to isocaloric moderate intensity continuous train...
Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based inter...
Promoting students' well-being and motivation at school is of critical importance to address developmental declines in student motivation and rising prevalence of adolescents' mental health issues. The present study examined the effects of a multicomponent professional development training course for teachers combining self-determination theory-bas...
Purpose. To identify motivational determinants explaining Physical Education (PE) teachers’ behaviors promoting students’ physical activity (PA), amidst the COVID-19 pandemic.
Method. 931 Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulne...
Background. Physical activity is a cornerstone for the management of obesity. Owing to, in part, lower pleasure, this population however perform very little exercise.[1] From a physiopsychological standpoint, left and right prefrontal cortex (PFC) activation are thought to be related to positive and negative affects, respectively.[2] Moreover, larg...
The aim of this study was to set up an intervention program promoting a need-supportive style for elite coaches, and to evaluate its effects on athletes’ emotional and motivational outcomes during the competitive season. Seven coaches of 16 elite table tennis players from two intensive training centers received a need-supportive intervention, compr...
It is widely acknowledged that teachers' (de)motivating style (what they say, do and how they act) affects students' learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programs. The current study aimed to identify antecedents of teachers' motivating (i.e. need-supportive) and demot...
To promote students’ physical activity (PA) during the COVID-19 lockdown, Physical
Education (PE) teachers invested an unprecedented effort. This study identifies motivational determinants in changes in PE teachers’ behaviors promoting PA. 931 Italian and French teachers’ motivational determinants and behaviors promoting PA were measured, regarding...
La notion de compétences psychosociale (CPS) a été introduite par l'OMS en 1993 et définie comme « la capacité d'une personne à répondre avec efficacité aux exigences et aux épreuves de la vie quotidienne. C'est la capacité d'une personne à maintenir un état de bien-être subjectif qui lui permet d'adopter un comportement approprié et positif à l'oc...
The COVID-19 pandemic has drastically reduced physical activity (PA) behaviors of many people. Physical education (PE) is considered one of the privileged instruments to promote youths’ PA. We aimed to investigate the effects of lockdown on PE teachers’ behaviors promoting their students’ out-of-school PA and differences between three European coun...
Purpose: This article examines the relations between the teachers’ subjective feeling and their motivating teaching style during physical education lessons. Doing so, it aimed at better understanding the emotional antecedents of the teaching behaviours.
Method: Twelve volunteer physical education teachers were filmed with their respective classes t...
Background:
Mindfulness-based programs have been shown to be effective in reducing stress, anxiety, and depression symptoms, and enhancing well-being. However, it remains unclear whether longer formal mindfulness practices are necessary to obtain such results. We therefore aimed to assess the effectiveness of a program (FOVEA, 8 weeks, 2h/week) wh...
Réalisée auprès de 555 professeurs des écoles, cette étude avait pour objectif d’identifier des facteurs reliés au temps d’enseignement hebdomadaire de l’EPS, et de quantifier le poids respectif de onze facteurs liés au contexte d’enseignement, à la formation, et aux caractéristiques sociodémographiques et motivationnelles de l’enseignant. Les résu...
Background
According to WHO (2003), ‘Life skills’ are defined as psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. They are loosely grouped into three broad categories: cognitive for analyzing and using information, personal for developing persona...
La pratique régulière d’une activité physique (AP) est importante pour le développement des jeunes. Malheureusement, les études révèlent que moins de 20% d’entre eux atteignent le seuil recommandé de 60 minutes quotidiennes d’AP d’intensité modérée à élevée (Cooper, et al., 2015). Dans ce contexte, l’éducation physique et sportive (EPS) joue un rôl...
Carried out with 555 primary school teachers, this study aimed to identify factors relating to the weekly teaching time for physical education and to quantify the respective weight of eleven factors relating to the teaching context, training, and the socio-demographic and motivational characteristics of the teachers. The results show that more than...
Moderate intensity continuous exercise (MICE) improves fat oxidation. High-intensity
intermittent exercise (HIIE) is thought to have a greater potential for fat oxidation but it
might be too demanding in the long term for patients. We hypothesized that an initial
bout of HIIE could maximize fat oxidation during MICE.
Eighteen healthy participants p...
Work vigor is defined by cognitive, affective, and behavioral components. The purpose of this multi-study paper was to develop a French version of the Shirom-Melamed Vigor Measure (F-SMVM), and test its (a) construct validity (i.e., factorial structure and internal consistency), (b) convergent and discriminant validity with the Utrecht Work Engagem...
Si des rapprochements entre la psychologie positive et la psychologie du sport ont été opérés ces dernières années (voir Brady et Grenville-Cleave, 2018), la question de la promotion de l’activité physique (AP) à des fins de santé, n’a pour l’instant pas encore été investie par la psychologie positive. Bien que la littérature scientifique mette en...
La bienveillance a-t-elle sa place dans l’enseignement ? Cet article propose une définition opérationnelle de la bienveillance dans l’enseignement ainsi qu’une synthèse des recherches montrant les effets bénéfiques d’une telle attitude sur le bien-être des élèves et de leurs apprentissages. Des recherches en psychologie montrent que les émotions à...
French population does not achieve recommended physical activity (PA) level. Promoting walking as an active transport mode through urban environment is a recommended strategy to maintain health. This study assessed long-term effect (1 year) of pedestrian signage in the city of Grenoble (France). The first part of our study focused on the attendance...
This cluster-randomized controlled trial investigated the efficacy of a teacher
professional development (TPD) program, grounded on self-determination theory, to increase
elementary school teachers’ need-supportive motivating style and consequently their students’
physical activity (PA) during PE lessons. Participants were 15 elementary school teac...
Introduction
Dès les premières années de scolarisation l’éducation physique et sportive (EPS) joue un rôle central dans la promotion de la santé en contribuant à l’atteinte du seuil d’d’activité physique (AP) recommandé par les organismes sanitaires (i.e., 60 minutes d’AP modérée à vigoureuse). Cependant, nombre d’élèves d’école primaire ne bénéfi...
D’après l’Organisation mondiale de la santé (OMS), les Compétences psychosociales (CPS) représentent l’habileté d’une personne à gérer de manière efficace les demandes et difficultés quotidiennes. Elles permettent à l’individu
de maintenir son bien-être psychologique tout en étant capable d’interagir de manière appropriée et constructive avec son e...
D’après l’Organisation mondiale de la santé (OMS), les Compétences psychosociales
(CPS) représentent l’habileté d’une personne à gérer de manière
efficace les demandes et difficultés quotidiennes. Elles permettent à l’individu
de maintenir son bien-être psychologique tout en étant capable d’interagir de
manière appropriée et constructive avec son e...
Objectives: There is a common trend to train physical education teachers and coaches in need supportive
teaching behaviors, however, little research has been done with graduate teaching assistants (GTAs) in
college and university physical activity programs. The purpose of this study was to test the effects of a
need supportive teaching training pro...
According to the World Health Organization (WHO), psychosocial skills represent the ability of an individual to deal effectively with the demands and challenges of everyday life. Psychosocial competencies enable individuals to maintain a state of mental well-being and positively adapt to the situations encountered, while interacting with others and...
Dans le domaine du sport, la motivation est souvent évoquée pour expliquer, par exemple, pourquoi certains sportifs s’entrainent ardemment alors que d’autres pratiquent plus en dilettante. Globalement, la motivation est cette cause qui explique le comportement humain ; elle renvoie à la question du « pourquoi » du comportement.
L’EPS favorise l’adoption d’un mode de vie actif dès le plus jeune âge via la pratique d’activités physiques (AP ; Bailey, 2006). En ce sens, elle constitue un vecteur de promotion de la santé. Pourtant des études montrent que les professeurs des écoles (PE) enseignent l’EPS en deçà du temps d’enseignement prescrit par les instructions officielles....
La prise en compte des ressources des élèves, la qualité des retours des enseignants, leurs encouragements sont des facteurs déterminants pour les apprentissages. Or, ces éléments peuvent être influencés par les croyances des enseignants au regard de la catégorie sociale à laquelle appartient l’élève. Dans quelle mesure les enseignants favorisent-i...
La variété des expériences corporelles vécues par les élèves en EPS fait de cette discipline un
vivier d’émotions. Toutefois, cette thématique n’a attiré l’attention des chercheurs en
psychologie de l’éducation que depuis une dizaine d’années. Pendant longtemps, les émotions
étaient appréhendées comme une conséquence affective de la motivation et n...
L’obésité est un problème de santé publique majeur de nos sociétés modernes. Malgré les effets bénéfiques connus de l’activité physique (AP) sur cette pathologie, peu des personnes obèses atteignent le niveau d’AP recommandé (i.e., 60 à 90 min/jour). En conséquence, mieux comprendre quels sont les facteurs qui favorisent l’adhésion à l’AP à long te...
Introduction
Classical Mindfulness Based Interventions (MBIs) prescribe to engage in 45 minutes autonomous practice per day. Yet, following Self-Determination Theory, it might be more efficient to increase intrinsic motivation through individual decision-making in what concerns homework. The aim of this study was to measure the effect of autonomy-s...
The majority of research examining the relationship between the coach-created motivational and athlete motivation has relied on self-report measures. Grounded in Duda’s (2013) theoretically integrated model, the present study examined: (1) athletes', coaches' and observers' reports of the multidimensional motivational coaching environment in four E...
Introduction
En favorisant l’engagement dans un large panel d’activités physiques (AP) dès les premières années de scolarisation, l’éducation physique et sportive (EPS) participe au développement de compétences qui sous-tendent l’adoption d’un mode de vie physiquement actif et le bien-être des élèves. Cependant, nombre d’élèves d’école primaire ne...
Sixty minutes of moderate to vigorous intensity of physical activity (MVPA) everyday are needed to achieve health benefits (Janssen & LeBlanc, 2010). Physical Education (PE) is an important setting to reach this PA level in youth. However, few primary school teachers feel able to teach this subject and to improve their students’ MVPA. Thus, this st...
The purpose of the present study was to examine, using the theory of planned behaviour (TPB; Ajzen, 1991) combined with a self-regulatory behaviour change approach, whether persuasive communication based on adolescents’ salient beliefs (SBCondition) and planning (PCondition) could promote the intention and PA behaviour of low-active adolescents par...
This article outlines the development and validation of the Multidimensional Motivational Climate Observation System (MMCOS). Drawing from an integration of the dimensions of the social environment emphasized within achievement goal theory and self-determination theory [as assumed within Duda’s (2013) conceptualization of ‘empowering’ and ‘disempow...
INTRODUCTION
La pratique régulière d’une activité physique (AP) a des effets bénéfiques sur la santé, notamment lorsqu’elle est réalisée dès le plus jeune âge. Parce qu’il est obligatoire et touche tous les enfants d’une classe d’âge, l’enseignement de l’éducation physique et sportive (EPS) joue un rôle essentiel. Il contribue à l’atteinte des reco...
The coach-created motivational climate is a key determinant of athletes' welfare and degree of optimal functioning when taking part in sport. The purpose of this study, grounded in a self-determination theory and achievement goal theory-integrated framework, was to investigate to what extent the differences in the objective motivational climate cre...
The coach created motivational climate is a key concept for understanding the determinants of athletes’ welfare and optimal functioning when taking part in sport. Drawing from an integrated achievement goal theory (Nicholls, 1989) and self-determination theory (Deci & Ryan, 2002) perspective, an observational system has been developed in the PAPA p...
Research examining the coach-created motivational environment from achievement goal (AGT) and self-determination (SDT) theory perspectives has relied almost exclusively on players’ perceptions of the climate. Duda and Balaguer (2007) have suggested that developing objective rating systems to assess facets of the coach-created motivational environme...
Face à l'augmentation de la sédentarité, des comportements en marges des normes sociales et des tendances consuméristes chez les adolescents, l'enseignant d'EPS comme l'entraîneur et l'éducateur sportif semblent devoir être plus que jamais des « motivateurs ». Comment relever un tel défi professionnel et instaurer une pédagogie de la motivation ?
Introduction :
Les études portant sur les habitudes en matière d’activité physique (AP) montrent que moins de 50% des élèves de l'école primaire atteignent le niveau d'AP bénéfique pour la santé de 60 minutes par jour (1). Ce pourcentage tend même à diminuer avec l'âge(2). La France ne fait pas exception à la règle et semble même se classer à la tr...
To date, the examination of the motivational climate is achieved mainly via self-report scales. Only a few
studies have used observational methodologies. Moreover, this work has been primarily grounded in the
definition of the motivational climate as assumed in Achievement goal frameworks. This presentation will
explain the methodological approach...
To date, the examination of the motivational climate is achieved mainly via self-report scales. Only a few
studies have used observational methodologies. Moreover, this work has been primarily grounded in the
definition of the motivational climate as assumed in Achievement goal frameworks. This presentation will
explain the methodological approach...
Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study...
D'une façon globale, l'approche psychosociologique examine comment les comportements, cognitions et affects sont déterminés par les interactions entre individus ou bien entre les individus et le contexte social. Cette approche cherche à saisir les mécanismes cognitifs déterminant fortement les comportements (représentations, stéréotypes, attributio...
Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-s...
Asserting as the first teachers' and parents' preoccupation, students' (de)motivation is becoming a pedagogical priority (le Monde de l'Education n°324, avril 2004). The questionning of this thesis was focused on the role of the PE teacher in the class motivational climate. Based on the self-determination theory framework (Deci & Ryan, 2002), the g...
Cet article a pour objectif de présenter l'état des recherches sur les pratiques enseignantes et leurs effets sur la motivation des élèves. Effectuée principalement dans le cadre de deux paradigmes théoriques – la théorie de la motivation à l'accomplissement et la théorie de l'autodétermination – la recension de ces travaux montre d'une part les co...
The purpose of this article is to report current research work on teachers' behaviours in class and their effects on the students' learning activities. The gathering of those studies was done mainly within the framework of two theoretical paradigms: the theory of motivation through a sense of accomplishment and the theory of students' self-determin...
Previous studies in both educational and sport settings have examined the relationship between teachers' and coaches' expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers' expectations about students' motivation on the frequency of control...
Le rôle des attentes du superviseur (e.g., enseignant d'EPS, entraîneur) sur les comportements qu'il manifeste à l'égard des supervisés (e.g., élèves, athlètes), est un thème qui a été largement appréhendé en contexte éducatif et sportif. L'objectif de cette étude est d'étendre cette ligne de recherche en analysant les conséquences d'une attente pr...
Projects
Projects (4)
The objective of the project is to evaluate the effectiveness of the 8-session UNPLUGGED program compared to the 12-session UNPLUGGED program and a control group receiving no intervention.
The ambition of the ProMoBE project is to help teachers to deal with the loss of motivation and poor well-being of their students by offering them ways to improve both the quality of student motivation and promote their well-being at school by developing their socio-emotional skills.
Another ambition is to reduce the gap between educational psychology research and teaching. Indeed, research results are published in specialized journals, most often in English, and rarely diffused in professional spheres. Through the ProMoBE project, the aim is to involve teachers in the research process, to widely inform them of the results, and to make the tools available so that teachers who wish to use them can use them and set up their own research protocols.
The general objective of BTM-Traj project is to identify the different motivational trajectories of teachers’ early career to investigate whether there are categories of novice teachers who are less likely to adjust to environmental demands and who are more at risk of leaving the profession earlier than others. BTM-Traj project addresses one main question: Do Beginning Teachers’ Motivation Trajectories (BTM-Traj) matter and to what extent do they have meaningful consequences? There are three sub-objectives: 1) To better understand how the motivation of Beginning Teachers (BT) evolves during their early years and how these different trajectories jointly evolve with their job satisfaction and their professional development trajectories. 2) To shed light on the environmental (i.e., perceived pressure vs. supportive working conditions) and individual factors (i.e. value, expectation and self-efficacy) involved in explaining belonging to different motivational and career trajectories in order to identify the factors which lead to early resignation and to retention in the profession. 3) To study how developmental trajectories of BTM explain the effectiveness of teaching practices (e.g., supportive vs. controlling motivational climate) in terms of students’ motivation (e.g., motivational regulations, personal goals).