Thesis defence : Lise BRUN

In the course of a day, we carry out a variety of motor and/or sporting activities. Knowing whether or not we are capable of performing them can be crucial in making decisions that are suited to our abilities. Action metacognition refers in particular to this capacity for self-assessment. In the literature, two distinct approaches have assessed this function: a so-called 'systematic' approach traditionally carried out in laboratories and focusing on the methodological control of studies, and a so-called 'representative' approach aimed at studying this capacity under more natural conditions. The main aim of this thesis was to gain knowledge about people's ability to assess themselves using these two types of approach. More specifically, we sought to determine which cues (sensory or social) could be used to carry out these self-assessments. Thus, a first series of studies measured participants' metacognitive performance in a computerised fine motor task (i.e. target reaching). The second series of studies assessed the self-evaluation skills of secondary school pupils during their physical education and sports lessons. Finally, in an attempt to combine representative and systematic approaches, a last series of studies investigated the self-evaluation skills of basketball players in a free-throw task.

Under the direction of Céline SOUCHAY, Aïna CHALOBAEV and Estelle PALLUEL