Exploring in a climbing task during a learning protocol: a complex sense-making process.

In perceptual-motor learning, constant and variable practice conditions have been found to have differential effects on learners' exploratory activity and their ability to transfer their skills to novel environments. However, how learners make sense of these practice conditions during practice remains unclear. This study aimed to analyse learners' experiences of different practice conditions during a climbing learning protocol and to examine how these experiences might further inform learners' exploratory activity. Twelve participants assigned to either 'Constant practice', 'Imposed Novelty', or 'Chosen novelty' groups climbed a 'Control route' (i.e. a route common to all groups) and a 'transfer route' (i.e. a new route) before and after a ten session learning protocol. Descriptions of learners' experiences during previews and climbs were collected using self-confrontation interviews. After identifying general dimensions via a thematic analysis, a hierarchical cluster analysis on these general dimensions allowed the identification of phenomenological clusters (PhC). The distribution of these PhCs was compared between the first and last learning sessions, the control and transfer routes, and the practice condition groups. We identified seven PhCs reflecting learners' meaningful exploratory activity during the previews and climbs. Significant differences in the distribution of these PhCs were found between (i) the first and the last session, (ii) the control and the transfer route and (iii) the Chosen-novelty group and the other two practice groups. These results suggest that exploration is part of a complex sense-making process linked to practice conditions, which can be described by a joint analysis of the intentions, perceptions and actions.

Dynamics of Experience in a Learning Protocol: A Case Study in Climbing.

Many of the studies on motor learning have investigated the dynamics of learning behaviors and shown that the learning process is non-linear, self-organized, and situated. Aligned with this research trend, studies within the enactive paradigm focus on learners' lived experience to understand how it shapes their intentions, actions, and perceptions. Thus, a joint analysis of experiential and behavioral assessments might help to explain the dynamics of learning (e.g., the transition between stable states). The aim of this case study was to analyze the dynamics of a beginner climber's lived experience as his performance progressed (i.e., climbing fluency) during a learning protocol. The protocol comprised 10 climbing sessions over 5 weeks. During the sessions, the climber had to climb a "control route" (CR) (i.e., a route that never changed) and "variants" (i.e., novel routes, in which the spatial layout of the holds was modified). Phenomenological data were collected with self-confrontation interviews after each session. From the verbalizations, a thematic analysis of the climber's intentions, actions, and perceptions was performed to detect the general dimensions of his experience. The behavioral data (the climber's performance) were assessed using four indicators of climbing fluency: climbing time (CT), immobility ratio (IR), geometric index of entropy (GIE) of the hip trajectory, and the jerk. Our results highlighted the dynamics of the climber's lived experience and performances in the unchanged and novel environments. The dynamics on the CR were characterized by four crucial episodes and the dynamics on the variants, by four ways of experiencing novelty. Our results are discussed around three points: (i) the climber's definition of his enacted fluency in terms of intentions, actions, and perceptions; (ii) how the definition was identified through a dynamic phenomenological synthesis; and (iii) three effects that characterize the dynamics: challenge, metaphor, and a refinement in perceptions.

France's 2018 Report Card on Physical Activity for Children and Youth: Results and International Comparisons.

BACKGROUND: Insufficient levels of physical activity and increasing sedentary time among children and youth are being observed internationally. The purpose of this paper is to summarize findings from France's 2018 Report Card on physical activity for children and youth, and to make comparisons with its 2016 predecessor and with the Report Cards of other countries engaged in the Global Matrix 3.0. METHODS: The France's 2018 Report Card was developed following the standardized methodology established for the Global Matrix 3.0 by grading 10 common physical activity indicators using best available data. Grades were informed by national surveys, peer-reviewed literature, government and nongovernment reports, and online information. RESULTS: The expert panel awarded the following grades: overall physical activity, D; organized sport participation and physical activity, C-; active play, INC; active transportation, C-; sedentary behaviors, D-; physical fitness, B-; family and peers, INC; school, B; community and the built environment, INC; and government, C. CONCLUSIONS: Very concerning levels of physical activity and sedentary behaviors among French children and youth were observed, highlighting the urgent need for well-designed national actions addressing the presented physical inactivity crisis. The top 3 strategies that should be implemented in priority to improve the lifestyle of French children and youth are provided.

Results From the First French Report Card on Physical Activity for Children and Adolescents.

BACKGROUND: Many countries publish periodic Report Cards on physical activity for children and youth. This paper presents the results from the first French Report Card providing a systematic synthesis and assessment of the national engagements to facilitate childhood physical activity. METHODS: A search for nationally representative data on 8 indicators of physical activity was conducted and the data were assessed by an expert panel according to international procedures. Whether children across France are achieving specific benchmarks was rated using an established grading framework [A, B, C, D, F, or INC (incomplete)]. Data were interpreted, grades assigned and detailed in the 2016 Report Card that was produced and disseminated. RESULTS: The expert panel awarded the following grades: Overall Physical Activity: INC; Organized Sport Participation: D; Active Transportation: D; Sedentary Behaviors: D; Family and Peers: INC; School: B; Community and the Built Environment: INC; Government Strategies and Investment: INC. CONCLUSIONS: The grades reveal that efforts must be done to improve youth's physical activity and that several gaps in the literature still need to be addressed. Collectively the results highlight that children's physical activity levels are low and that further national supports and investments are needed to promote childhood healthy active living in France.