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From the perspective of the situated conceptualization framework, the primary purpose of concepts is for categorizing and integrating elements of situations to support goal-directed action (including communication and social interaction). To the extent that important situational elements are categorized and integrated properly, effective goal-directed action follows. Over time, frequent patterns of co-occurring concepts within situations become established in memory as situated conceptualizations, conditioning the conceptual system and producing habitual patterns of conceptual processing. As a consequence, individual concepts are most basically represented within patterns of concepts that become entrained with specific kinds of physical situations. In this framework, the concrete versus abstract distinction between concepts is no longer useful, with two other distinctions becoming important instead: (i) external versus internal situational elements, (ii) situational elements versus situational integrations. Whereas concepts for situational elements originate in distributed neural networks that provide continual feeds about components of situations, concepts for situational integrations originate in association areas that establish temporal co-occurrence relations between situational elements, both external and internal. We propose that studying concepts in the context of situated action is necessary for establishing complete accounts of them, and that continuing to study concepts in isolation is likely to provide relatively incomplete and distorted accounts. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’.

Improved industrial energy efficiency is a cornerstone in climate change mitigation. Research results suggest that there is still major untapped potential for improved industrial energy efficiency. The major model used to explain the discrepancy between optimal level of energy efficiency and the current level is the barrier model, e.g., different barriers to energy efficiency inhibit adoption of cost-effective measures. The measures outlined in research and policy action plans are almost exclusively technology-oriented, but great potential for energy efficiency improvements is also found in operational measures. Both technology and operational measures are combined in successful energy management practices. Most research in the field of energy management is grounded in engineering science, and theoretical models on how energy management in industry is carried out are scarce. One way to further develop and improve energy management, both theoretically as well as practically, is to explore how a socio-technical perspective can contribute to this understanding. In this article we will further elaborate this potential of cross-pollinating these fields. The aim of this paper is to relate energy management to two theoretical models, situated action and transaction analysis. We conclude that the current model for energy management systems, the input-output model, is insufficient for understanding in-house industrial energy management practices. By the incorporation of situated action and transaction analysis to the currently used input-output model, an enhanced understanding of the complexity of energy management is gained. It is not possible to find a single energy management solution suitable for any industrial company, but rather the idea is to find a reflexive model that can be adjusted from time to time. An idea for such a reflexive model would contain the structural elements from energy management models with consideration for decisions being situated and impossible to predict.

Simulator-based training in maritime education is an illustrative and paradigmatic example of how the introduction of high-end technologies creates new challenges for instructors: using simulators in educational settings for teaching skills that must be transferred to a professional work practice. This study draws on ethnographic fieldwork and video recordings of learning activities in a maritime navigation course to investigate the instructional challenges and opportunities for connecting general learning lessons to practical situations in different phases of simulator-based training. In particular, taking on a situated action approach, the research questions concern how the participants are orienting towards general instructions from the prospective briefing phase in the subsequent scenario and debriefing phases of training, considering how the social and material resources in the simulator environment organize the learning activities. The results show that connecting the general to the specifics of navigational situations is a continuous instructional achievement that is maintained throughout all stages of training, from briefing, through scenario, to debriefing. Hence, the results are stressing the importance for both in-scenario instructions and post-simulation debriefing in order to facilitate learning towards a profession. Moreover, the results emphasize how technologies in the simulator environment offer opportunities for instructors to continuously monitor, correct and assess the students’ activities towards the learning outcomes.

This paper illuminates the potential of diversely embodied sporting cultures to challenge ableism, the ideology of ability. Ableism constructs the able body as conditional to a life worth living, thus devaluing all those perceived as ‘dis’-abled. This hegemonic ideology develops into a ‘logic of practice’ through a cultural appropriation of body’s lived complexity, by reducing it to symbolic dichotomies (able/disabled). The path to challenge ableism is then to restore body’s complexity, by turning attention toward its lived embodied existence. Drawing upon an ethnographic study of a sitting volleyball (SV) community, we condense multiple data sources into a sensuous creative non-fiction vignette to translate the physical embodied culture of the sport. In exploring SV physicality through the ethnographic vignette, it is our intention to activate the readers’ own embodiment when interpreting and co-creating this text. By placing the reader in the lived reality of playing SV, we hope that the potential of this physical culture to destabilize engrained ableist premises becomes apparent. Ultimately, our goal is to promote a shift from ableism towards an appreciation and celebration of differently able bodies. This cultural shift is crucial for long lasting social empowerment for people with disabilities.

We outline a process approach for conducting qualitative research on how contemporary information systems (IS) development is enacted in practice. The approach involves a longitudinal case study to obtain rich data from which a detailed process narrative is produced. The narrative is informed by a conceptual model of IS development as situated socio-technical change, generating a theoretical explanation that highlights the temporal, emergent and contingent nature of IS development. This approach extends prior process studies of IS development by focusing on micro-level project activities, examining change as a continuous process and theorising IS change as the outcome of a dynamic trajectory of situated and socio-technical interactions. The methodological approach developed here can be used by other researchers to inform process studies of this complex organisational phenomenon.

This study analyzed the activity of expert table tennis players during a match, in reference to course of action theory (Theureau, 1992). Matches were videotaped, and the players' verbalizations as they viewed the tapes were collected a posteriori. The data was analyzed by (a) transcribing the players' actions and verbalizations, (b) decomposing their activity into elementary units of meaning, and (c) grouping the elementary units into larger sets. The results showed that the matches began with an inquiry into the specific features of the opponent's play. This was followed by reproducing the actions identified as effective during the inquiry. The results are discussed in relation to the role of training in expert performance.

The aim of this study was to determine how risks associated with skydiving can be managed within acceptable limits. Using \"Course-of-Action\" theory described by Theureau, four experienced skydivers viewed recordings of their jumps, from preparation to landing, to elicit their perceptions of these experiences. The sequences dealing with safety concerns were then extracted. Data analysis revealed seven typical sequences of activity to manage safety, labeled \"To check the material during preparation,\" \"To feel prepared and safe for the jump as the plane gains altitude,\" \"To use the time of freefall,\" \"To deploy the parachute,\" \"To fly safely,\" \"To ensure a safe landing\" and \"To organize the structured packing of the parachute.\" These results showed how the skydivers mitigated safety risks through a heightened awareness of critical elements in the unfolding jump activity and sequences of distributed and timed concerns and actions. The implications for accident analysis, prevention and education for training in risky sports activity are provided. Verf.-Referat.

Context: A growing amount of recent research in sport psychology has focused on trying to understand withdrawals from ultra-races. However, according to the Four E approach, the studies underestimated the embedded components of these experiences and particularly how they were linked to the specific environmental conditions in which the experiences occurred. Objective: This study aimed to characterize trail running withdrawals in relationship to race topography. Design: Qualitative design, involving self-confrontation interviews and use of a race map. Setting: Use of the race map for description of the race activity and self-confrontation interviews took place 1–3 days after the races. Participants: Ten runners who withdrew during an ultra-trail race. Data Collection and Analysis: Data on past activity traces and experiences were elicited from self-confrontation interviews. Data were coded and compared to identify common sequences and then each type of sequence was counted with regard to race topography. Results: Results showed that each sequence was related to runners’ particular possibilities for acting, feeling, and thinking, which were in turn embedded in the race topography. These sequences allowed the unfolding of the activity and increased its overall effectiveness in relation to the constraints of this specific sport. Conclusion: This study allowed us to highlight important information on how ultra-trail runners manage their races in relationship to the race environment and more specifically to its topography. The result will also help us to recommend potential adjustments to ultra-trail runners’ performance-oriented training and preparation.

Purpose - The purpose of this paper is to suggest a situated conception of projects, in order develop finer understanding of how these endeavors emerge and unfold over time. The author proposes that these understandings should be rooted in a process ontology, conceive action as situated and focus on actual practices as they are performed by all project actors. Taken together, these dimensions can renew how one views and approaches projects and their management.Design methodology approach - The paper is illustrated with examples taken out of a study of a software development project, conducted in the ethnographic tradition.Findings - The examples expose how a specific practice, planning, was accomplished differently depending on the moment and was affected by different circumstances and constraints. The paper also discusses how preferring a processual worldview is especially befitting projects. As endeavors instigated to create or to make something happen, projects are perpetually changing and in movement; it is therefore relevant that their conceptualization takes fully into consideration their intimate nature.Originality value - The originality and value of the paper lie in the combination of perspectives, which can be both useful in theorizing projects differently, and in enhancing practitioners' reflexivity. This combination, it is argued, can address a wide array of issues in the context of projects, can favor localized reflection on project management prescriptions and tools, and can help practitioners to sharpen their sensitivity to their own practice.

Cet article présente l'apport potentiel des approches énactives en psychologie du sport et, plus particulièrement, de l'accompagnement psychologique des sportifs d'élite et en formation. Les hypothèses théoriques de l'énaction sont d'abord définies et illustrées par des travaux de recherche menés en psychologie du sport. Puis, les principes méthodologiques et pratiques d'une intervention énactive auprès de sportifs d'élite sont présentés. Trois interventions énactives spécifiques sont ainsi cernées et illustrées par des exemples pris dans les sports acrobatiques, en athlétisme et dans un sport collectif : a) faire examiner par les sportifs leurs propres énactions; b) faire tester de nouvelles énactions; c) superviser le développement des énactions. Cet ensemble fournit un cadre théorique, méthodologique et pratique à la psychologie du sport, ce qui permet une approche holistique des activités situées des sportifs. This article describes the potential contribution of enactive approaches in sport psychology and, more specifically, the psychological support of elite athletes and those in training. Firstly, theoretical hypotheses of enaction are defined and illustrated with research conducted in sport psychology. Then, methodological and practical principles of an enactive intervention with elite athletes are presented. Three enactive interventions are explained and illustrated by examples taken from acrobatic sports, athletics and a team sport: (a) the athlete examines his own enactions; (b) the enactions are tested; (c) the development of enactions is supervised. This provides a theoretical, methodological and practical framework for sport psychology, which constitutes a holistic approach to situated actions of athletes.