Attempt to model accompanying postures in training : Spatio-temporal analysis

Mustapha AKOULet al., International Journal of Networks and Systems, 9(6), October–November2020, 18-2618Attempt to model accompanying postures in training:Spatio-temporal analysisMustapha AKOUL1, Saïd LOTFI2, Mohamed RADID31Normal Superior School (ENS); Observatory of Research in Didactics and University Pedagogy (ORDPU), Faculty of Science of Ben M'sik, Hassan II University of Casablanca,BP 50069, Ghandi, Morocco. [email protected] in Multidisciplinary Loboratory in Educations Sciences and Training Ingeneering. Assessment in Physical Activity and Sport (REAPS), Normal Superior School (ENS), Hassan II University of Casablanca, BP 50069, Ghandi, Morocco. [email protected] in the laboratory of chemistry of materials in Ben M’sik Faculty; Hassan II Casablanca University; Morocco. [email protected] is an exploratory qualitative study. It is based on a selection of scientific articles published in recognized journals. It is also carried out through search engines (Google scholar/Hal.archivesouvertes.fr/Search.openedition.org, etc.), addressing the theme of support in general and particularly in the educational and training environment.This exploratory activity of textual data, allowed us to gather the articles and to structure them in a corpus of data. The latter generate a coherent body of knowledge on the subject of educational support and training.This textual material allowed us toidentify four analyzers and finally emerge four different postures on all of our decryptions on this subject. This is, at the outset, the time allotted to accompaniment by moving from permanent to periodical. The accompaniment, therefore, is analyzed on atemporal register: from permanent to occasional. Second, it will be the space where the exchanges between the person accompanied and the accompanist will take place:from a close distance or proximity to a remote space where the exchanges take place remotely.The purpose of this article is to sketch a modelling of qualitative genesis through four accompanying postures in the field of training and education:Posture (P1): proximity -permanent; Posture (P2): remote -permanent; Posture (P3): proximity -periodical;Posture (P4): remote -periodic.It is an exploration aimed at exploring a set of characteristics specific to each of the four postures found. The study also aims to clarify the specificities of these postures, the typical tools to their exercises, the expected effects and the conditions of their applications and finally, the limits of their adoptions in the different contexts. This modelling of the accompanying postures aims at a necessary step back in the involvement in any such devices. The continuum that we have proposed (Figure 2), is intended to be progressive and obedient to an evolutionary dynamic ranging from the most watchful posture on the person accompanied (P1), to the most empowering one for him (P4)

Correlations of self-esteem with academic competencies: Gender variations

The goal of this studyto assess, with validated instruments, the corollary links between students' academic results and the nature of their perceptions of their skills and self-esteem.For accomplish this study, we have tested it on 255 student volunteers with an average age of 21 years (91 female students and 164 male students).We opted with twotypes of surveys:A questionnaire(SEQ) developed by Duclos. B., whichmeasures self-esteem in five domains. Then a questionnaire on the perception of competence on three Domains of training (oral skills, written skills and physical practice skills).The Pearson correlation coefficient (r) is used to assess the intensity of the relationship betweenparameters.The data were processed with SPSS (26). The significance level is set to p < 0.05.These variables combined in the synthesis of the results, confirm the initial hypothesis, that there is a correlation but only between a few domains of self-esteem, sense of competence and academic results obtained.Indeed, students in this branch of education have a negative perception of their "academic" and "physical" self-esteem when their academic performance is modest or low.

Factorial exploration of the appropriation of academicscompetenciesand the accompanying needs of future teachers

This study is conducted among students in training. Its objective is to analyse, through factorial exploration, students' perceptions of their levels of appropriation of academic competencies and their support needs. To this effect, an exploratory factorial analysis is carried out using data from asurvey composedof 12 dimensions and 62 statements. The latter measures 11 oral skills, 09 written skills, 08 practical skills and 12 parameters for asserting support needs. The factorial exploration determined 10 latent variables or factors. This was based on a sample of 147 participants F (n=53;36.1%) M (n=94;63.9%). The factor structure was examined under SPSS 21 using a maximum likelihood extraction method with Varimax axis rotation assuming moderate inter-factor correlations (Elliot and McGregor, 2001).Our results showed from this analysis the extraction of 10 factors explaining 74.38% of the total variance in the data on competencies required during training, as follows :Written Production (WP).This factor (relating to written competence) explained 6.52% of the variance. The analysis expresses a discrepancy of the items by (-.746 and .512). Participants tend to be less appropriate for compliance with instructions when they are able to organise themselves alone during investigative work or document exploration. Oral and Written Communication (OWC).This factor (relevant to oral competence) emerges with a 6.97% variance ratio and also included 2 items (Speaking in front of the audience, communicating ideas in writing to the teacher). The analysis expresses a variance indicated respectively by (.730 and -.711). The student's mastery of the oral situation does not therefore ensure the student's control of written expression or oral exchanges in a duel (student-teacher).Intensity of Effort and Artistic Expression (IEA).This factor (relating to physicalcompetence) accounted for 9.27% of the variance. The analysis expresses a discrepancy between the items. It is indicated respectively by (-.747 and .645). As a result, the ability to express intense effort is not at all favourable for artistic expression.As a result, intense physical effort is not compatible with grace and artistic expression. It has been found that the prior disparities between students (type of baccalaureate...) reveal pedagogical workcamps to be established later on during the readjustments of the different courses of study. According to these results, not all the participants have the same constraints or expectations in the curriculum of this training course.The declaratives representations on the appropriation of the competences identified, grouped and analysed, affirm that the so-called "university" or less professionally oriented courses are generally considered to be of little interest according to the conclusions of the participants Mean 2.54 ± sd .86, i.e. 45% n=67 of the interviewees. The assertions expressed in the results give rise to a measure of action, which is that of reviewing the theoretical side of the training, making it adequate and up to date in the movement of university changes and more precisely in the sciences and techniques of physical and sports activities (STAPS).