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

Abstract

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. akoulmustapha@gmail.com2Researcher 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. lotfisaid@gmail.com3Researcher in the laboratory of chemistry of materials in Ben M’sik Faculty; Hassan II Casablanca University; Morocco. m.radid@gmail.com.ABSTRACTThis 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)