etude des aptitudes, des motivations, des profils socio ... - snpsc

2- Didactic analysis of speleology
To reach this aim, we have replied to a questionnaire that serves as a guide to
the analysis of any physical activity (BODA and RECOPE 1991)
2.1 Cultural dimension of speleology :
2.1.1 Analysis of its goals and schemes : the inner logic of speleology is, at best,
to follow the underground course of water from the absorption places (well, loss) to the
reappearance of it. In order to do this, the speleologist must both find out a route,
manage his potential and ensure his security ; these leading general principles are
common to the entire domain of activities out in the open air (rock climbing, canoeing,
skiing...) which they characterize.
Within the FFS, a mojority of practising people (especially among the most active
ones) refers to a basic point of the activity : it appears to be exploration speleology, the
search for the "première". It is the "scientific" form of the practice, historically established
by EA. MARTEL. The standard of it is still valorized by nearly the majority of practising
people nowadays, even during the training courses of federal instructors.
Those points of reference enable us to know where to stand ; we will start with a
strictly didactic analysis, by studying the principles of action, that is to say, the necessary
processes for the practising people to deal with the motory situations which constitute
speleology, in a cognitive way. The principles of action are the basic knowledge that the
pupil appropriates to compose the lasting, stable learning on which he will then base
himself. This knowledge specifies the three fundamental principles which we have
already defined : finding out an itinerary, managing one's potential and involving oneself
safely. We have put forward 11 principles of action whose entirety is specific to
speleology (see the diagram p. 272).
2.1.2 The resources invested in the practice : in the second chapter, we gave an
account of the survey which allowed us to grade the abilities which were necessary for
the speleology instructor. Even if that classification needed to be confirmed by concrete
actions on the spot, even if the beginner's aptitudes are not, in all likelihood, those of the
instructor, this grading of the abilities in decreasing order of importance remains a real
basis.
2.2 The varied categories of practising people and speleology .
15