Le travail collectif des arbitres en match, conçu comme l’articulation de leurs activités individuelles, se caractérise par la construction de significations partagées. Cette construction permettant la performance arbitrale est contrainte par les prescriptions et normes socio-culturelles de l’équipe arbitrale. Notre observation participante montre que les statuts et usages hiérarchiques au sein de l’équipe arbitrale ne favorisent pas la discussion au sujet des critères du travail bien fait et limitent les possibilités de construction d’un collectif de travail. Afin de lever ces limites et initier une discussion entre les membres de l’équipe sur ces normes socioculturelles, nous proposons un cadre permettant une co-construction des règles de ce dialogue.

Skilled monitoring of player behaviour, using varied communication styles and reflexivity in interactions are linked to expertise in sports officials. However, insight into interaction dynamics between players and officials is limited, particularly from the players' perspective. A situated player perspective challenges assumptions that players primarily rely on stable social cues about officials. To address this, video-led self-confrontation interviews were conducted with six semi-professional rugby team captains (Mage = 24.8 years; Mexp = 2.5 years) post-match to explore their unfolding, lived experiences and identify salient cues and preoccupations guiding their interactions with the central referee. A micro-phenomenological approach was used to access the pre-reflexive dimension of experience, capturing aspects of interaction not typically documented. An abductive, iterative analysis further supported interpretation by considering generative mechanisms shaping captains' preoccupations. Three common preoccupations emerged: (a) making sense of the referee's priorities based on ongoing match events; (b) attempting to influence the referee's perception of future events when inconsistent with the captain's own perception and (c) enacting captaincy status to negotiate influence or assert role claims when perceived as violated or strategically useful. Findings show that captains' communication with referees is guided by spontaneously emerging cues and concerns, illustrating that interaction is an emergent, relational process co-constructed with players. These results demonstrate how understanding players' situated perspectives could enhance officiating training by improving officials' ability to respond to unfolding match dynamics and suggest that micro-phenomenological methods can provide unique insights into the pre-reflexive dimensions of high-stakes, fast-paced interactions.

Cette contribution présente les construits théoriques et méthodologiques d’une anthropologie cognitive située portant sur l’activité et l’expérience de sportifs de haut niveau, à des fins de formation et de performance. Inscrite dans une ontologie relationnelle et normative, elle propose (i) une théorie de l’expérience, conceptualisant trois niveaux : l’éprouvé in situ, le vécu post-situation et l’expérience proprement dite ; (ii) une méthodologie d’analyse de l’activité valorisant l’identification de différentes régularités mises en perspective : des régularités observables appariées de comportements et de circonstances, et des régularités de vécus, et (iii) l’identification d’une sensibilité à… conçue comme la norme d’activité prévalente orientant les activités de la personne dans le domaine socio-culturel étudié. Deux études sont présentées : l’une conduite en volley-ball, l’autre en football. En conclusion, nous discutons la contribution théorique et méthodologique d’une telle perspective aux approches de la cognition incarnée et située.

Enaction and Normativity of Activity : Distinctions between Learning and Development in Training. Education and training are normalizing practices that arrange contexts in the aim of producing positive changes in the trainees pratice. The enactive approach of activity postulates the agentivity of each trainee and his own normative regulation of interactions with the environment. Could this approach be used to suggest training options that might reduce this apparent contradiction ? What then are the conditions that support the acquisitions aimes ? Are there different types of conditions ? Canguilhems theory of norms is valuable in addressing these questions from an enactivist point of view. It makes it possible to conceptualise a practitioners own world of interactions and the overall coherence of his/her activity with reference to his/her locally Prevalent Activity Norm (PAN). It has a structuring status for the practitioner’s activity in relation with the socio-cultural practice area concerned by the training. This field is also characterised by a Valued Cultural Norm (VCN), which determines the expected performance and the actions leading to it. Putting these two kinds of norms into perspective leads us to distinguish two major processes in training : (1) learning, as the acquisition of new resources to better satisfying the trainees current PAN ; (2) development, as the enactment of a new PAN. By articulating an enactivist perspective and a theory of norms, we propose training principles aimed at the development of trainees whose current PAN is not in line with the VCN–this gap hinders the trainees’ performance and their expected progress. This proposal is based on a fieldwork carried out in volleyball, which is a competitive and standardised practice. Development is the real target of the proposed training ; several development levers are presented.

IntroductionA pedagogical innovation backed by an online device using 360° video had been devised to train young team sports referees (handball, soccer, rugby) to be more reflective. The objective of this exploratory research was to investigate the ways young student referees use 360° videos in allo-confrontation when carrying out some exercises involving open questions about their viewing experience.MethodsStudent referees' answers were recorded. A grounded analysis of these answers enabled us not only to identify their main focuses when viewing the 360° videos but also to distinguish different cognitive stances.ResultsThe grounded analysis revealed (1) idiographic differences between student referees in the video sequencing, although the participants seemed to share the same reference points, (2) two kinds of focus, one on the unfolding of the game and another one on the referee peer's activity, and (3) different perspectives according to which student referees use video and to initiate a reflection on a differentiation of several types of immersion: empathetic, simulation, exploratory.DiscussionThis study highlighted the conditions under which referees' reflectivity was fostered by the use of 360° video during allo-confrontation. Some perspectives for the evolution of 360° video supports for designing training courses for referees are proposed.

Objective: The purpose of this research was to study the preoccupations assistant referees had to participate in decision making about duels during football games. Design: Research adopted a phenomenological framework to investigate the assistant referees' lived experiences in order to understand their activity when they judged duels in match. Method: This study investigated six professional football matches. Researchers conducted a participatory observation of the refereeing team before each match. Twelve self-confrontation interviews with each assistant referee of each match were conducted in order to make him/her describing his/her unfolding lived experience during the match. Results: In case of players' duels, the perception of contextual cues enabled the assistants to appraise the occurring of a decision process with the central referee. For the assistants, the occurring of a decision process with the central referee meant his priority to intervene in the adjudication of duels, while the absence of decision process with the central referee meant for the assistants the possibility to intervene. The assistants adjusted their way of judging duels to how the central referee judged the previous ones. Conclusions: The participation of assistants in decision making about duels depends on their preoccupations concerning the central referee's priority. The way assistants perceive the central referee's contextual judgment shapes the way they adjudicate duels. A latent intention to coordinate with the central referee, in relation with their collaborative tasks, is embedded in their preoccupations. Our results are a platform to develop further research about the referees' collective activity.

Investiguer la realisation d’actes de jugement (Rix, 2005) au sein de l’equipe arbitrale necessite de construire une confiance singuliere entre le chercheur et chacun des membres de l’equipe. Cette confiance est une condition permettant aux membres du corps arbitral de decrire sans retenue, dans des entretiens d’autoconfrontation, leur experience en match. Etablir cette confiance necessite la construction d’un terrain anthropologique dans une observation participante. Cette demarche permet d’adopter une modalite d’investigation prenant en compte les specificites du contexte socioculturel de l’arbitrage en Football. Ainsi, les connaissances construites par le chercheur dans son investigation se traduisent par la prise en consideration des usages et des prescriptions qui se rapportent a des principes hierarchiques de prises de decisions. Ces connaissances permettent notamment d’adopter une conduite d’entretiens qui favorise, chez les officiels, la description sincere de leur experience.

ost research about football assistant referee performance has focused on judgment and decision-making of offside (e Pina et al., 2017). Judging offside is a domain specific skill, but other aspects of the assistant’s performance that are part of refereeing the match, have received less attention in research. The purpose of our study was to elicit the assistant referee performance when he carries out his prerogative of intervention in the course of the match by signalling a foul. We specifically investigated the assistant referee’s lived experiences (Cahour et al., 2017) in order to understand how they participated, or not, in decision-making for adjudicating duels (i.e. one-on-one action between opponents). Six professional football matches were studied involving self-confrontation interviews (Theureau, 2003) conducted with N = 12 assistants. Analysis of interviews showed that for the assistants the cues that indicate that a decision process is taking place for the central referee, also indicate a priority of the latter for the decision. The participation of assistants in the decision-making processes depends on contextual cues related to preoccupations concerning the team organisation (Poizat et al., 2010). Findings also showed that throughout the match, the assistants construct an understanding of the circumstances of the central referee’s decision-making in the cases of duels. Assistants constructed their judgment in relation to the central referee’s perceived contextual judgment (Mascarenhas et al., 2005). During a football match, the referee team members construct mutual intelligibility about the intentions of the central referee (Bourbousson et al., 2010).