european college of sport science

PP-PP02 Physical Education and Pedagogics 2
POSSIBLE INTERPRETIVE KEYS ON THE RELATIONSHIP BETWEEN THE PHENOMENOLOGICAL AND BEHAVIOURIST
THEORIES ON THE DIDACTICS OF MOVEMENT AND RESULTS OF NEUROSCIENTIFIC RESEARCH ON MIRROR NEURONS
RAIOLA, G., PALUMBO, C., FULGIONE, M., NICOLOSI, S., SIBILIO, M.
1. UNIVERSITY OF CASSINO, 2. UNIVERSITY OF SALERNO, 3.UNIVERSITY
Introduction: Recent findings about some specific neurons have demonstrated the ability of certain cells of the brain to fire when they see,
hear, feel or imagine a movement as well as demonstrated by the use of instruments for neuro-imaging. The functionality of these structures
offers new perspectives on the teaching and specifically on ’teaching methods and didactics of motor activities” questioning the
theories on motor control.
In this perspective, action, perception and knowledge are a single process and can no longer be considered separately:
1. perception,
2. processing
3. planning
4.execution
Objective
Defining possible interpretations keys on the relationship between the phenomenological and behaviourist theories on the teaching of
the movement and results of neuroscientific research on mirror neurons
Methods: The present research is a theoretical and argumentative one:
• On models and methods of teaching activities according to the main lines of psycho-pedagogic research based on behaviourism and
phenomenology;
• On the relationship between the results of research on mirror neurons and the teaching of movement
Results: The method of motor activities teaching to improve performance has long been the demonstration of gesture and technical
action and the education action has been the mirror of this approach in Italy. The fundamentals of this theoretical model are to be found
in behaviourism which was based on external sensory stimulation mechanism and the predetermined response, induced and required
at all.
The phenomenology, a philosophical approach, focused the attention on the function of the interaction body-environment and personsubject
in the mechanisms of learning, knowing and anticipating the knowledge of the real functioning of perceptual phenomena (mirror
neurons). The discovery of mirror neurons found evidence and consistent interpretative keys in his phenomenology of perception (Iacoboni,
Welsh 2008) that binds together perception and knowledge in a continuous process , offering new perspectives on different teaching
methods and activities motor.
Discussion: The results show a substantial relationship between the recent neuroscientific findings on mirror neurons and the phenomenological
and behaviourist theoretical system.
References
- Iacoboni, M. (2008). Mirroring People. The new science of how we connect with others. New York: Farrar Strauss & Giroux.
- Rizzolatti, G. (2006). So quel che fai. Il cervello che agisce e i neuroni specchio. Milano: Raffaello Cortina Editore.
- Merleau Ponty, M. (1945). Phenomenologie de la perception, Paris: Libraire Gallimard.
- Husserl, D. (1936). Die Krisis der europaischen Wissenscaften und Die transzendentale Phanomenologie, Belgrado: Philosophia.
- Mackenzie, B. D (1977). Behaviourism and the limits of scientific method. London: Routeledge & Kegan Paul.
- Skinner, B. F., (1969). Contigencies of Reinfourcement. New York: Appleton-Century-Crofts.
PRIMUS-STUDY - PSYCHOSOCIAL RESOURCES IN YOUTH SPORT: CONCEPT, IMPLEMENTATION AND EVALUATION
SYGUSCH, R., HERRMANN, CH.
UNIVERSITY OF MAINZ
Introduction: Organized youth sport is often associated with capabilities for individual development. On the one hand it is assumed that
sports contribute to the promotion of psychosocial re-sources (e.g. social support, self-efficacy). On the other hand, we know that psychosocial
resources contribute to the development of capacity for action and performance in sports.
The conceptual framework „Psychosocial Resources in youth sport” (Sygusch, 2007) is an approach for the promotion of self-concept, selfefficacy,
social competence and group cohesion. This approach orientates on the requirements of daily routine of training and competition
in different sports. For the promotion of the resources, the concept formulates targets and develops methods for realization in training.
Meanwhile there exist transfer concepts for gymnastics and handball.
To evaluate these transfer concepts they have been realized in 33 training groups (age 12-16 years) over seven months. In the current
research of evaluation it is recommended to examine the effectiveness of the program in relation to the realization of the program (exposure
and adherence) (Dane and Schneider, 1998; Mittag and Hager, 2000).
Methods: For the evaluation of program realization, exposure and adherence of implementation (de-gree of realization) have been
examined via interviews with the coaches (n= 35). For the evaluation of program effectiveness, a controlled trial (n= 400) with three data
collections has been carried out. Changes of self-concept, self-efficacy, social competence and group cohesion have been recorded via
questionnaires.
Results: The results for the evaluation of program realization show that most coaches arranged the recommended methods in the sense
of the concept (adherence) and used them frequently or occasionally (exposure). This percentage of coaches, loyal to the concept, even
in-creases from 77% during the first phase of realization to 92% at the end of the interven-tion. The existing data for the evaluation of the
program effectiveness are analyzed at the moment and will be presented at the congress.
Discussion: The results of the evaluation of program realization indicate that the transfer concepts are realizable in the daily routine of
training and competition in gymnastics and handball. These results are the basis for an improvement of self-concept, self-efficacy, social
com-petence and group cohesion in the analyzed training groups. The evaluation of program effectiveness examines the development
of psychosocial resources depending on the de-gree of realization as it is recommended in the current research of evaluation (Dane and
Schneider, 1998).
References
Dane AV, Schneider BH. (1998). Clinical Psychology Review, 18, 23-45.
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ANNUAL CONGRESS OF THE EUROPEAN COLLEGE OF SPORT SCIENCE