Swimming Babies – On Joint Didactic Action in Physical and Sports Activities. A Case Study in a Non-Schooling Institution

Abstract : We are interested in learning in physical and sports activities practised in non-schoolingcontexts. The analysis of these practices, which are frequently part of individuals’ daily lives,tends to be underestimated precisely because of their familiarity. Indeed, practising physicaland sports activities in a non-schooling location can be seen as a hard fact which is the objectof neither learning nor teaching. The body knowledge at stake in physical and sports activitiesdoes not seem to be learned as such (as it would in a school context); instead, it is integratedby the individual as they become familiar with the practice. If certain movements and notionsare clearly named, others, on the contrary, remain invisible; since they are familiar to theparticipants they are not particularly emphasised. My study attempts to give meaning to thefamiliar invisible, I intend to clarify the non-schooling conditions of teaching-learning inphysical and sports activities. The study presents one case of teaching-learning in a nonschoolingcontext (Loquet, 2008): education for toddlers with aquatic motor-awakeningactivities, commonly referred to as “swimming babies”: I present a case study of a young girllearning how to “blow bubbles” under water
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Verlag Barbara Budrich, Opladen and Farmington Hills. Beyond Fragmentation: Didactics, Learning and Teachig in Europe, pp.287-301, 2011, 978-3-86649-387-2. 〈http://www.budrich-verlag.de/index_en.php〉
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Monique Loquet. Swimming Babies – On Joint Didactic Action in Physical and Sports Activities. A Case Study in a Non-Schooling Institution. Verlag Barbara Budrich, Opladen and Farmington Hills. Beyond Fragmentation: Didactics, Learning and Teachig in Europe, pp.287-301, 2011, 978-3-86649-387-2. 〈http://www.budrich-verlag.de/index_en.php〉. 〈hal-01083378〉

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