Skateboarding is more than a sport or a hobby; it is a potential space of experience through which individuals connect with themselves, others, and their surroundings. This study draws on the concepts of resonance and alienation to analyze experiences in skateboarding, a practice that combines creativity, self-transcendence, and interaction with the environment. More specifically, the objective is to investigate significant experiences of resonance and alienation among skateboarders. Fifty practitioners, aged 10 to 47 (9 women, 41 men), participated in the study through an online questionnaire, in which they narrated a number of critical incidents and the pleasant and unpleasant emotions they provoked. These narratives were analyzed qualitatively and quantitatively according to two categories work: relationships with the skateboard and relationships with the environment. The results highlighted the fact that resonance is primarily linked to performing tricks successfully, overcoming fear, and, to a lesser extent, sharing moments with peers or discovering new spots. Alienation, on the other hand, mainly stems from injuries and repeated failures, with occasional social tensions. The discussion explores three main perspectives: (1) the relationship between the self and the skateboard; (2) the relationship between the self and the environment; and (3) resonance and alienation: a dialectic in the experience of skateboarders.

Cet article porte sur la prise en compte des émotions comme axe d’innovation pour l’intervention dans le cadre des sports collectifs. Sous la forme d’un entretien avec Pablo Morel, entraîneur à haut niveau en handball féminin, la réflexion professionnelle se développe progressivement autour de plusieurs interrogations ancrées dans les travaux scientifiques actuels. Quelle place accorder aux émotions dans la conception d’un système de performance ? Quelles sont les émotions ressenties par l’entraîneur, à quoi sont-elles liées, et comment sont-elles régulées au sein du jeu social ? Comment prendre en compte les émotions des joueurs/joueuses tant à l’entraînement que pendant les matchs, dans des registres à la fois individuels et collectifs ? Dans quelle mesure un coach peut-il percevoir et exploiter les processus de contagion émotionnelle qui émergent en cours d’action ? La prise en compte des émotions pour accompagner la performance en sports collectifs est-elle de la responsabilité de l’entraîneur, de son staff ou des joueurs/joueuses ?

L’objectif de cet article était d’analyser l’activité d’un entraîneur de handball expert afin de mettre en évidence des similitudes et des différences dans son expérience lors de quatre matchs clés d’une saison à haut niveau. En nous basant sur le programme de recherche du « cours d’action » (Theureau, 2006), nous avons réalisé avec l’entraîneur des entretiens d’autoconfrontation après quatre matchs impliquant des rapports de force contrastés, consistant à ce qu’il verbalise les éléments significatifs pour lui en situation. La reconstruction de son cours d’expérience tout au long des quatre matchs a permis d’identifier les similitudes et les différences dans les composantes de son activité (en termes de potentialité, d’actualité et de virtualité), en relation étroite avec le rapport de force perçu en situation. Ces résultats permettent de discuter de l’expertise en entraînement, en intégrant pleinement les dimensions contextuelles et émotionnelles.

Background Although burnout was initially identified in caregiving professions, teachers have emerged as a particularly vulnerable population. Nevertheless, little is known about teachers’ burnout profiles and their links with their sex and teaching levels. Furthermore, limited information is available regarding the contextual elements that teachers themselves identify as contributing to burnout. This situation reduces the possibility of tailored support strategies and that of identifying actionable contextual levers. Our large-scale cross-sectional study therefore used a sequential mixed-methods approach to combine an overview of burnout with an in-depth analysis of its contextual determinants among French teachers. Methods The sample included 1,375 French teachers (17.7% male; M age = 47.12 years; M experience = 20.12 years). Quantitative data were collected using a validated burnout questionnaire (physical fatigue, cognitive weariness, emotional exhaustion). A cluster analysis was conducted to identify burnout profiles, and chi-square tests were performed to examine the associations between these profiles, sex, and teaching levels. Qualitative data were obtained through a single open-ended question concerning work-related difficulties. Inductive analysis then followed, based on validated standards for reporting qualitative research. Results Six burnout profiles emerged along a gradient from very low (P1: M = 2.02) to very severe (P6: M = 5.41), with P5 and P6 exceeding the standard cutoff for severe burn-out (≥ 4.4). Chi-square analyses showed significant associations with sex (X² = 29.6, p < .01, V = .15) and teaching level (X² = 33.9, p < .01, V = .09). For the two profiles exceeding the cutoff point, women, as well as kindergarten and elementary school teachers, were overrepresented in Profile 5, whereas men and middle school teachers were overrepresented in Profile 6. Analysis of the qualitative data identified three categories of contextual elements allowing a deeper understanding of teachers’ burnout profiles: Institutional, Organizational and Relational elements. Conclusions These results call for targeted and differentiated prevention strategies, adapted to distinct burnout configurations and vulnerable teacher populations, rather than relying on uniform approaches. Identifying the specific institutional, organizational and relational contextual elements contributing to burnout should support the implementation of coordinated multilevel interventions for sustainably promoting teachers’ well-being.

Elite coaches undertake intense emotional labor to navigate their high-stakes professional environment. Yet, little is known about emotional inducers (i.e.: situational cues triggering emotions in the situation experienced). This research aimed to analyze the inducers of an elite handball coach's emotional experience during a season abroad, which was suspended following the lockdown linked to the Covid-19 pandemic. From a situational psychological approach, we collected one weekly critical incident experienced by the coach. Interviews carried out after each period in the season allowed the coach to develop his explanation of the critical incidents experienced. Based on an inductive qualitative approach, six categories of positive inducers (e.g., relationship with the players) and four categories of negative inducers (e.g., relationship with managers) were highlighted through a validated data analysis process. Four stages in the coach's experience came to light (congruence, compensation, transformation, and break). These results emphasize the importance of considering the broader contextual factors-particularly the social system surrounding the coach-when examining emotions in elite sport coaching.

Fréquemment programmés dans le cadre de l’enseignement de l’EPS, les sports collectifs sont aussi considérés par les enseignants comme difficiles à mettre en œuvre. Cette étude visait à analyser le travail émotionnel d’enseignants d’EPS en Réseau Éducation Prioritaire (REP) lors d’incidents critiques (IC) vécus en sports collectifs. En nous basant sur une approche psychologique située du travail émotionnel, nous avons recueilli et analysé 15 IC ayant émergé en sports collectifs. Parmi eux, six (40 %) rapportaient une expérience émotionnelle positive liée à la qualité des relations entre élèves (n= 4 ; 66,7 %) ou de leurs apprentissages (n= 2 ; 33,3 %), et conduisaient les enseignants à mener un travail émotionnel passif (i.e. expression authentique et appropriée des émotions positives). À l’inverse, neuf IC (60 %) renvoyaient à une expérience émotionnelle négative. Ces émotions négatives provenaient de comportements inappropriés d’élèves, liés à des difficultés relationnelles (n= 6 ; 66,7 %) ou à un déficit d’engagement (n= 3 ; 33,3 %), amenant les enseignants à combiner une position active (i.e. jeu en surface et/ou jeu en profondeur), une position passive (i.e. expression authentique et appropriée des émotions négatives) et/ou une déviance émotionnelle (i.e. expression authentique et inappropriée d’émotions négatives). Ces résultats sont discutés au regard des spécificités liées à l’enseignement des sports collectifs en REP.

Abstract: This feasibility study aimed to assess the adherence of handball coaches to an innovative training program. The program, grounded in theoretical models of intuition-rationality duality (Kahneman, 2011; Calabretta et al., 2016) and recent research on emotional labor in sport coaching (Petiot et al., 2025), included six modules over ten weeks interspersed with seven matches. Five coaches, four men and one woman (mean age: 34.4) participated in this intervention. Results showed generally positive adherence to the program, particularly regarding the relevance and acceptability of its content. However, obstacles related to the practical application of the training in real-life coaching contexts were identified. Furthermore, the initial analyses revealed three decision-making profiles and potential links between decision-making (intuitive vs. rational) and emotional regulation strategies (authentic expression vs. deep acting/surface acting). These preliminary results open up perspectives for enhancing coach education through more contextualized and sustainable training programs.

The first semester at university is a transition eliciting intense emotions in sports science students. Based on a situational approach, we examined the emotional inducers perceived by 333 first-year sports science students (M = 18.4 years; 64% males) during critical incidents experienced after starting university. The inductive qualitative analysis revealed two emotional inducers: (a) "University teaching" (N = 246; 73.9%), including "Assessment proposed by a teacher" and "Teacher's intervention methods"; and (b) "University living conditions" (N = 87; 26.1%; e.g. "Feeling of novelty related to university life"). Chi-square tests revealed significant associations between these inducers and the students' emotional experience (positive vs. negative). These results contribute to a situational understanding of first-year sports science students' emotions, and inform practical implications aimed at optimizing their university experience.

Interventions in sport settings involve intense emotional labor (i.e., effort to adjust emotional responses to professional expectations). This has mainly been explored using quantitative, person-centered approaches that identify general trends. Over the past decades, however, the Critical Incident Technique (CIT) has attracted increasing attention in psychological research as an effective innovative tool for examining emotional labor during crucial circumscribed situations. Following a presentation of the CITs origins and development across different sport fields (e.g., elite sport, physical education), the aim of this article is to put forward CIT-based methodological proposals for analyzing sport interveners’ situational emotional labor. More precisely, we outline two primary data collection modes using questionnaires and interviews. Each approach offers distinct advantages according to the research objectives, context, and participant accessibility. The paper also includes guidelines for both qualitative and quantitative analysis of critical incidents by suggesting how data can be thematically coded and statistically analyzed. In terms of data representation, this article focuses on juxtaposing participant quotes within shared thematic categories and introduces “creative non-fiction” as an innovative narrative technique, presenting data as structured monologues that preserve the authenticity of the participants’ own voices. Finally, the present article outlines future research directions, emphasizing the relevance of the CIT in observational and interventional studies aimed at better understanding and supporting emotional labor among sport interveners. In the case of observational studies, four main future research avenues can be explored by: (a) developing longitudinal observatories to enable long-term tracking of emotional labor; (b) adopting a collective approach to emotional labor by incorporating multiple actors’ points of view during a same critical incident; (c) deepening understanding of the relationships between emotional experience and emotional regulation during critical incidents; and (d) validating a psychometric scale capable of assessing emotional labor during critical incidents across large samples. As for interventional studies, a training program designed to develop adaptive and flexible emotional regulation through CIT use is presented. This program would benefit from being implemented and evaluated, again using the CIT, to reveal its effects on participants.

Une des compétences des enseignants d’éducation physique (EP) experts est de « jouer avec leurs émotions », au sens de Ludicrum (forme dérivée de ludus et utilisée dans le contexte théâtral pour désigner l’aspect du jeu dans la performance ou la mise en scène). Ce jeu émotionnel renvoie à un art de la pédagogie, et comporte des effets positifs potentiels sur la classe. Sur la base de moments marquants racontés par des enseignants d’EP en Réseau d’Éducation Prioritaire (REP), cet article illustre deux manières de jouer avec ses émotions en situation de classe : « Jouer à exprimer librement ses émotions » et « Jouer à moduler l’expression de ses émotions ». Ces formes de jeu émotionnel reposent sur trois conditions essentielles : (1) développer une maîtrise approfondie des APSA enseignées ; (2) cultiver un climat de sécurité émotionnelle au sein de la classe ; (3) utiliser la classe comme ressource pour le jeu émotionnel.

Teaching requires daily emotional labour, especially within the field of compensatory education. In this particular context, students present various academic, social and behavioural difficulties, which can be challenging for teachers' emotions. This study focused on the hitherto poorly understood emotional labour strategy of 'deep acting' (i.e. transforming felt emotions into more desirable ones). Adopting a situational approach conceptualising emotional labour through three components (i.e. emotional inducers, emotional experience and emotional regulation), we collected 110 written critical incidents from 22 physical education (PE) teachers throughout a school year in the context of French compensatory education. An end-of-year interview was conducted with the teachers to supplement the written data. The deductive analysis of the 110 critical incidents revealed 17 incidents during which teachers implemented deep acting. The inductive analysis of these 17 incidents highlighted three enacted forms of deep acting: (a) 'Relativising by concentrating on contextual elements'; (b) 'Switching focus to situational management'; (c) 'Maintaining self-control by combining internal and contextual strategies'. In line with the creative non-fiction method, three portrait vignettes illustrate each of these forms: (a) Elena, who had to deal with a student suffering from heart disease who felt unwell during a dance class; (b) Sallie, who realised that several girls refused to participate in a handball lesson at the beginning of the school year; (c) Carol, who experienced a moment during a kayak lesson when her students exhibited multiple deviant behaviours. The results provide relevant contributions regarding emotional inducers, emotional experience and the enactment of deep acting in the specific context of PE in compensatory education.

Cette recherche exploratoire visait à analyser l’activité de deux collégiens réalisant un match de tennis de table exploitant du jeu du « Cartaping » (Monnet, 2009). Plus précisément, il s’agissait de mettre à l’épreuve les hypothèses formulées par l’auteur, selon lesquelles le Cartaping aurait un impact positif sur les émotions des élèves, sur les dimensions tactiques et stratégiques de leur activité, et sur leur acquisition de compétences plus générales. En nous basant sur le programme de recherche du « cours d’action » (Theureau, 2006), nous avons filmé les élèves lors du match puis réalisé avec eux un entretien d’autoconfrontation. Les résultats ont indiqué qu’à l’échelle du match, les hypothèses de Monnet (2009) ont été validées dans presque 75 % des cas, partiellement validées dans un quart des cas, et invalidées une seule fois. Le Cartaping a surtout eu des effets positifs sur les compétences tactiques et stratégiques des élèves. Ses effets sur les émotions sont plus ambivalents. Des propositions sont formulées pour optimiser le potentiel du Cartaping dans l’enseignement de l’EPS.

While the working conditions of elite sport coaches remain unknown, a recent study conducted in France (Burlot & Delalandre, 2019) highlighted the significant constraints associated to this profession throughout the career. This study emphasized viewing this occupation as particularly demanding from an emotional standpoint. The aim of this research was to analyze the life course of a professional handball coach working at the highest level of French women's handball, with a career spanning over 20 years, focusing on the relationships between various experience components and emotions. Based on a cognitive ergonomics approach (Theureau, 2006), we adopted the methodological principles proposed by Hauw and Lemeur (2013) to analyze the "life course related to a practice" in a sports context. An interview based on a timeline was conducted with the coach. He was asked to explicit his life course throughout her career. Ten periods were identified and characterized in terms of open potentialities, realized events, and virtualities: (1) Transitioning from player to handball coach (2000-2002); (2) Exploring the coaching profession in a "family-oriented" club (2002-2010); (3) Advancing to high-level coaching as an assistant (2011-2014); (4) Taking on responsibilities as a head coach at a high level (2014-2016); (5) Facing a contract termination (2016-2017); (6) Revitalizing a career by coaching abroad (2017-2018); (7) Reestablishing legitimacy in coaching in France (2018-2020); (8) Taking a step back (2020-2021); (9) Engaging with uncertainties at the highest level (2021-2022); (10) Building team performance at a high level (2022-2024). The results are discussed according to four highlights: (1) emotions related to the alignment between projects and the feasibility of their realization; (2) emotions tied to the guidance of actions and decisions; (3) emotions associated with the enrichment of knowledge and professional development; (4) consideration of emotions to support transitions and improve working conditions. This discussion therefore opens up possibilities for applying these findings to other work settings and career paths.

Purpose: This aim of this study was to investigate physical education teachers' genuine expression of positive and negative emotions during critical incidents in French compensatory education. Method: Adopting a situational approach to emotional labor, we conducted interviews with 22 teachers in which they retold the five critical incidents they had described in writing during the school year. Results: According to the systematic analysis conducted, teachers genuinely expressed their emotions 78/ 110 times (70.9%), combining genuine expression with active strategies of emotional labor in certain situations. Statistical analysis revealed that the teachers tended to adopt the strategy of genuine expression only when they felt positive emotions and to combine it with active strategies of emotional labor when they felt negative ones. Four portrait vignettes are presented to illustrate the complex enacted forms of genuine expression in critical classroom situations. Discussion/Conclusion: These results provide a new understanding of the complexity of genuine expression in physical education teaching in the field of compensatory education.

Elite sport coaching requires a high level of demanding emotional labor. The aim of this article was to analyze the emotional labor of handball coaches during high-stake elite matches. A situational approach was adopted, in which emotional labor is composed of three interdependent elements: emotional regulation (composed of various enacted forms), emotional experience and emotional inducers. Ten coaches from France's first and second handball divisions were filmed during fifteen matches and invited to take part in self-confrontation interviews immediately after each match. During these interviews, they were asked to explain how they had regulated their emotional experience throughout the match. Analyzing the coaches' retrospective verbalizations using NVivo Software highlighted 121 moments of emotional labor with four enacted forms of emotional regulation: (1) "Sincerely expressing emotions" (n = 63; 52.1%); (2) "Masking emotions" (n = 30; 24.8%); (3) "Relativizing emotions" (n = 17; 14%); and (4) "Amplifying emotions" (n = 11; 9.1%). Negative emotions accounted for three quarters of these moments of emotional labor (75.2%) and three categories of inducers were highlighted (i.e., "Inappropriate behavior from the players", "Disagreement with a referee's decision", and "Success of the players"). Statistical analyses showed significant associations between emotional regulation and emotional experience, and between emotional regulation and emotional inducers. Emotional labor therefore appears to be an integral part of coaches' activity during elite matches. The various enacted forms of emotional regulation emerge depending on the emotions experienced and the perceived inducers, thus emphasising the emotional flexibility of elite-level coaches.

Les dimensions émotionnelles de l’activité des entraîneurs de très haut niveau restent peu investiguées, en particulier sur une temporalité longue. L’objectif de cette recherche était d’analyser le cours de vie d’un entraîneur de handball français au plus haut niveau, en focalisant notamment sur la dynamique de ses émotions lors d’une saison. En nous basant sur le programme de recherche du « cours d’action » (Theureau, 2015), nous avons adopté l’approche de Hauw et Lemeur (2013) pour analyser le « cours de vie relatif à une pratique » en contexte sportif. Des entretiens consistant à confronter l’entraîneur à une frise représentant les deux périodes de sa saison ont été conduits, puis analysés de manière à reconstruire sa dynamique émotionnelle. Huit périodes ont ainsi été identifiées. Lors de la première partie de saison, la dynamique émotionnelle évolue des émotions négatives à des émotions positives, et se situe globalement dans les valeurs positives. Lors de la deuxième partie de saison, les émotions se situent prioritairement dans des valeurs négatives. Cette dynamique émotionnelle prend sens dans la mise en relation avec l’expérience de l’entraîneur tout au long de la saison. Les résultats sont discutés au regard de quatre apports majeurs : (1) Une dynamique émotionnelle en « dent de scie » à l’échelle de la saison ; (2) Une dynamique émotionnelle qui se comprend en accédant à l’expérience ; (3) Une dynamique émotionnelle qui infléchit les actions de l’entraîneur ; (4) Une dynamique émotionnelle qui participe de la transformation des connaissances.

BackgroundPhysical Education (PE) teaching and sports coaching are occupations that test professionals' emotions daily. When working with a group, these professionals are required to regulate their emotions and align them with the expectations of the very socially exposed situation in which they find themselves. Such emotional labor has been the subject of empirical studies and models rooted in various professional fields. However, three observations have led us to conceptualize an alternative model grounded in PE and sport pedagogy. First, existing models of emotional labor are primarily based on person-centered studies investigating the antecedents and consequences of emotional labor. Second, specifically PE and sports environments have seldom been addressed in models of emotional labor, despite the situational particularities of these professional fields. Third, previous models did not include emotional deviance in the conceptualization of emotional labor.PurposeThe aim of this contribution is to introduce the Situational Emotional Labor and Deviance (SELAD) model, which conceptualizes emotional labor and emotional deviance at the event level and considers them a key component of PE and sport pedagogy. This situational approach is based on constructivist positioning that is critical, realistic, and pragmatic. It posits that professionals' feelings and expressions of emotions are contingent on the specific situations they encounter. The SELAD model is built upon empirical research in PE and sport pedagogy, and aims to: (1) highlight the factors or inducers of emotional labor or deviance; (2) analyze the relationships between emotional experience and emotional labor or deviance; and (3) characterize the enacted forms of emotional labor or deviance. The common point of the overarching aim of the existing literature is to operationalize the analysis of emotional labor and deviance in precise and circumscribed situations using in-situ and mixed methods.Research directionFive major research directions based on the SELAD model are formulated: (1) explore the relationships between inducers and emotional experience; (2) analyze the relationships between emotional experience and emotional regulation; (3) understand the enacted and combined forms of emotional regulation; (4) investigate the social dimensions of emotional labor or deviance; and (5) examine emotional labor and deviance from a longitudinal perspective.Practical implicationsTo encourage model-based practice in PE teaching and sports coaching, three practical implications of the SELAD model have been identified: (1) help PE teachers and sports coaches to pinpoint their emotional inducers; (2) support PE teachers and sports coaches in verbalizing the emotions they experience during critical situations; and (3) develop the flexibility of emotional regulation among PE teachers and sports coaches according to the situation.

Nous avons invité les étudiants prépa-rant l’agrégation externe d’ eps à l’ ens de Rennes à adopter des stratégies singulières d’écoute de la musique à deux périodes de la préparation. Les résultats révèlent une tendance progressive à utiliser la musique en dehors des temps de travail afin d’égayer le quotidien et un rôle majoritairement positif de la musique sur l’expérience émotionnelle des norma-liens. L’écoute de la musique peut aider les étudiants à mieux vivre cette préparation au concours particulièrement exigeante.