Paul Godbout

• Ph. D. Educational research and design
• Professor Emeritus at Université Laval

In physical education (PE), reflection on action is usually referred to in relation with pedagogical approaches such as experiential learning, constructivism and social constructivism. In organization systems, sensemaking has been discussed in relation with situation awareness (SA), a construct closely related not only to decision making but to und...

En proposant ce recueil de textes structurés autour de la problématique socio-constructiviste du développement de l’initiative individuelle dans le cadre de l’organisation du jeu en football et par extension en sports collectifs, Jean-Francis Gréhaigne et Paul Godbout font une synthèse d’un courant qu’ils ont fortement contribué à promouvoir. Ils...

One part of becoming physical-activity literate is for students to learn how to monitor and regulate their physical activity practice (PAP). Godbout and Nadeau (2021) have recently put forward a simple, yet useful and novel procedure for helping older students (high school and college) monitor their PAP level. In so doing, the student considers the...

Le « Team Sport Assessment Procedure (TSAP) » de Gréhaigne, Godbout et Bouthier (1997) fut initialement élaboré pour utilisation dans les programmes d’éducation physique au Lycée (14 à 18 ans). Les études de Richard, Godbout et Gréhaigne (1998 et 2000) ont regardé différentes facettes de son intégration aux programmes d’éducation physique dans les...

Since the 1990s, decision making (DM) in sports has been extensively investigated, particularly through expert players' decisions made mostly in standardized contexts but also, to a lesser extent, in naturalistic settings. The purpose of this article is to reexamine the teaching/learning of decision making in invasion team sports in light of the co...

Background The notion of carry-over value of certain physical activities has long been a preoccupation for physical education (PE) curriculum planners, one goal of PE being to prepare students for an active lifestyle in their adulthood. This goal is reinforced by the fact that over the last decade, there has been a considerable increase in interest...

Agreed upon components of physical literacy are (a) physical competence, (b) knowledge and understanding, (c) motivation and confidence, and (d) lifetime engagement. The purpose of this article is to discuss the development and use of the “knowledge and understanding” PL component in older students and adults with regard to the regulation of their...

This article puts forward a physical activity practice (PAP) index that could be used by older students (high school and college level) and adults who wish to monitor their PAP in order to regulate it. Authors explain the origin of the PAP index, identify PAP aspects such as frequency, duration, intensity and diversity as they relate to the index a...

The purpose of this paper is to discuss, in a socio-constructivist context, the development of students’ game-play language and game-play intelligence through their wording, planning and enacting of action plans in team sports. At the beginning, the authors offer a brief recall of the basics of constructivism and social constructivism. They discuss...

This paper examines the theory of dynamic systems and its use in the domains of the study and analysis of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. Several key elements for the observation of game play are studied. The notions of game-play configuration and el...

Background: Several student-centred and game-based approaches have developed in the last 40 years. Publications intended to describe the underlying theory and/or mechanics of each particular teaching/learning model have usually focused on modalities related to teacher-student interactions, taking into account the particular pedagogical content know...

The purpose of this paper is three-fold: (a) to summarily examine the matters of team-sport subject-matter knowledge and student team-sport pedagogical content knowledge learning as they evolved in France since the 1960s, (b) to recall briefly the main constitutive elements of the Tactical-Decision Learning Model (T-DLM) and their ties with student...

The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to (a) constructivism and nonlinear pedagogy and (b) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning proc...

Decision-making requires decoding, putting different pieces of information in order and organizing them. In team sports, due to the complexity of the environment, spatial and temporal characteristics of ball and player moves must be analyzed with reference to some framework. Such an analysis is necessarily conducted with reference to stable element...

Purpose : The researchers discuss the debate of ideas (DoI) and student understanding conducted on questioning and student answers or discussions in game-based approaches and on DoI as used in the tactical-decision learning model. Literature Review : Literature regarding types of questions and expected student answers and questioning for learning i...

The purpose of this chapter is to discuss the students’ active participation to the assessment process in physical education. It describes the studies conducted, over a 15-year period, by senior researchers and graduate students ( 6 master’s theses and 7 doctoral dissertations) with regards to self-assessment and peer assessment in PE classes.

As for other curriculum contents in physical education, teaching practices for games and team sports may differ considerably depending upon one's views regarding the human learning process.The ideas developped in this paper are based on a cognitivist and constructivist perspective of learning. Consequently, at school, the learning of tactics and st...

This article examines the theory of dynamic systems and its use in the domains of the study and coaching of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. A key element for the observation of game play is the notion of configuration of play and its ever-changing sh...

The purpose of this study was to determine how much academic learning time is experienced by elementary and secondary school students during regular physical education classes (ALT-PE) and to investigate three major ALT variables, that is, time devoted to specific content areas, learner engaged time with relevant material, and student's success rat...

The purpose of this paper is to examine the appropriateness of several generalizability coefficients which might be computed from observational data based on a number of subjects, each being rated by the same observers over a number of trials. The extent to which various observational designs can impair the computation of some coefficients and/or a...

Background: To promote regular physical activity (PA) among children and adolescents, authors recommend that physical education (PE) teachers offer their students programmes that would allow them to be physically active outside PE classes. However, such programmes are rarely rigorously assessed and it is recommended that further studies be undertak...

Quel que soit le jeu sportif collectif étudié, une analyse de la dynamique du jeu doit aider à rendre compte du rapport de forces. Contrairement à une affirmation courante, la théorie des systèmes dynamiques, quoique très convaincante du point de vue de la physique, ne peut cependant pas être considérée comme d’une portée générale, résolvant le pro...

This article discusses the contribution of dynamics to the study of complex systems with regards to performance analysis in soccer. Evaluation tools are presented to better understand how the "rapport de forces" evolves with perturbations of play, contraction/expansion phases of game play, and possession of the ball. It is hypothesized that applica...

Background: Sport Education and ‘Tactical decision learning model’ (TDLM) are two curriculum models used by physical education teachers in France to help students in the development of a tactical intelligence of game play in the didactics of team sports.Purpose: Identify prototypic configurations of play in the sense that they represent an original...

The aim of this study was to adapt a performance measurement tool, the Team Sport Assessment Procedure (TSAP), to ice hockey during match-play. In addition to the six categories included in the original observational procedure, the ice hockey TSAP contained four new categories. Twelve Pee-Wee ice hockey matches were video-recorded during a regional...

Background: Coaches and physical educators must obtain valid data relating to the contribution of each of their players in order to assess their level of performance in team sport competition. This information must also be collected and used in real game situations to be more valid. Developed initially for a physical education class context, the Te...

What are the specific and essential things that ought to be taught? On which precise base is a given progression proposed and, more specifically, are articulated the levels determined by teachers? This questioning fundamentally goes beyond the classical thoughts about the relationship between social practice and school practice. An authentic etholo...

The first part of this Cagigal lecture discusses the various facets of formative assessment in physical education (communication of expectancies, collection of information, and regulation of learning) and their interaction. It also briefly discusses metacognition as it may relate to the regulation of learning. The second part of the lecture discuse...

In team sports, playing well means choosing the right course of action at the right moment and performing that course of action efficiently and consistently throughout the match. Research on decision making in sports indicates that although experts make more accurate decisions based on earlier occurring information, they tend to have speed, rather...

The purpose of this study is to describe the results of a try-out of Gréhaigne, Godbout, and Bouthier's (1997) team sport performance assessment procedure in elementary and junior high school physical education classes and to expose issues related to its potential implementation. Six elementary and junior high school teachers were asked to use this...

Une recherche collaborative intitulee « Format » a reuni, pendant deux annees scolaires, des enseignants interesses a ameliorer leurs pratiques evaluatives et des universitaires interesses a les accompagner en tant que formateurs et chercheurs. Les donnees recueillies au cours du projet illustrent eloquemment que les enseignants ont modifie de faco...

The debate regarding the teaching of sport and games appears to be more complex than a matter of technical versus tactical approaches. The authors identify facets of the debate. One of these facets concerns the undifferentiated use of the terms tactics and strategy. The authors argue that these two concepts need to be clarified if decision-making a...

In this study, we aim to chek up the efficiency of formative assessment directed by both the teacher and the students reciprocally to the learning of a technical motor skill : the shot-put, O'Brian technique. The present study helps find out that students involved in the evaluation of peers may learn more knowledge, performance and motor skill than...

There is a growing interest towards authentic formative assessment. This does not mean that we are now dealing with a new kind of formative assessment; the connotation of “authenticity” is more intended to put the focus on the central nature and purpose of formative assessment. The assessment procedures discussed in this paper have been systematica...

The purpose of this paper is to discuss a procedure to assess individual performance in team sports in contexts of preassessment and formative assessment. An authentic assessment procedure based on the observation of players' actions during matches yielded two performance indices: the efficiency index and the volume of play. A general nomogram is s...

The purpose of this study was to illustrate how experienced teachers assess students' learning. Thirteen middle and high school physical education teachers (Grades 7 to 11) were observed during one or two teaching units over a total of 183 lessons. The 62 assessment instruments used by the teachers during those 183 lessons were analyzed from severa...

Traditionally, teaching team sports has been based on a strategy that puts forward the mastery of motor skills prior to actual involvement in the game, thus emphasizing physical capacities more than an understanding of the game. Supporting a constmctivist and a cognitivist perspective to the teaching—learning process, this paper focuses on tactical...

Résumé Les auteurs décrivent comment des élèves du secondaire s’entraident spontanément pendant les cours d’éducation physique. Un questionnaire, inspiré de la technique des incidents critiques, a été ulilisé pour recueillir les données. Une stratégie d’analyse inductive des récits d’une expérience d’entraide vécue par 500 élèves a permis d’identif...

An analysis of current practices for the measurement of motor skills suggests the identification of four basic strategies based on quantitative or qualitative procedures. Quantitative strategies include not only the use of standardized tests and physical units of measurement but also the common practice of cumulating statistics based on situations...

The purpose of the study was to investigate the effect of a change of rules in Ringette on the attitude of the players toward the sport. A total of 332 players and observers (coaches, officials and parents) completed two attitude scales dealing with an old and a new rule on zone restriction in Ringette. Results, (331) = 22.23, p less than .0001, in...

Desrosiers, P. Spallanzani, C. Martel, D. Godbout, P. (1987). L'intérêt d'élèves du primaire pour des démarches d'enseignement-apprentissage intégrant différentes formes d'évaluation formative. Revue des sciences de l'éducation, Xlll(3), 447-462. L'objectif de l'étude est de vérifier l'intérêt d'élèves de 5e année primaire face à trois démarches d...

Le présent article comprend deux parties. Nous faisons état, dans la première partie, du cheminement qui a permis d'identifier le temps consacré à l'apprentissage par les étudiants comme étant une variable déterminante dans l'étude de l'efficacité de l'enseignement. Il est question de la notion de "temps d'apprentissage" telle qu'elle fut définie p...

A study investigated the amount of academic learning time students at several Quebec elementary and secondary schools made use of during regular physical education classes. It further explored three major time-related variables: (1) specific content area; (2) learner time engaged with relevant material; and (3) student success rate. (Authors/PP)

Several work tasks are used to assess submaximal working capacity and to provide indications about a subject's aerobic capacity. However, little is known about the extent of the specificity in the adaptative physiological reactions from one work task to another. Thirty-two moderately active young men were tested at random with five commonly used wo...

Several types of work tasks are used to assess maximal aerobic power (MAP) in humans. Although it is well established that these work tasks may yield different absolute MAP values, little is known about the extent of the specificity of each MAP work task. 30 moderately active young men were tested at random for MAP with five commonly used work task...

Thesis (Ph. D.)--Florida State University, 1974. Bibliography: leaves 62-65. Vita.

Spallanzani, C. Desrosiers, P. Godbout, P. (1988). Les feedback émis par un enseignant et des élèves du primaire dans trois stratégies d'évaluation formative: une étude de cas. Revue des Sciences et Techniques des Activités Physiques et Sportives, 9(18), 77-84. LES FEEDBACK ÉMIS PAR UN ENSEIGNANT ET DES ÉLÈVES DU PRIMAIRE DANS TROIS STRATÉGIES D'É...