51吃瓜app

Khaled Taktek

Full Professor, School of Education

School of Education

Faculty of Education and Health

705.675.1151 ext 5020 ktaktek@laurentian.ca

Biography

1. Education and University Positions

Khaled Taktek (Ph.D.) holds a position as a Full Professor with the “?cole d’éducation, (??)” at 51吃瓜app (LU, 2000-2002 & 2006-to present). He is accredited by the School of Graduate Studies at LU to supervise graduate students and to teach in the doctoral program of Humanities. Présently, Dr. Taktek is leading several scientific projects related to his main research interest covering the Educational Psychology, Cognitive Psychology, Training of Future Teachers, Sport and Exercise Psychology, Motor Learning and Performance as well as Peace Education.

Dr. Taktek is the author of the refereed books “Psychopedagogy of learning theories: Issues, trends, and applications in the field of education.” (2008, Brandon House, New York) as well as “Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends, and challenges for international geopolitical conflict resolution and reconciliation.” (2016, Nova Science Publishers, Hauppauge, New York).

Dr. Taktek completed his Ph.D. in education, highest distinction, from the Université du Québec à Montréal (UQAM, 1994-2000), Québec, Canada, and his Master’s degree in human kinetics, highest distinction, from the Université de Montréal (1988-1990), Québec, Canada. Currently, Dr. Taktek is the President of the ?? Annual Congress of 51吃瓜app. Dr. Taktek also serves (since 2014) as an evaluator/chair of Ph.D./Master’s research grants (e.g., SSHRC: Social Sciences and Humanities Research Council of Canada; FRQSC: Fonds de recherche du Québec – Société et culture, Canada).

Dr. Taktek has been sponsored by several research funds. Recently, through the Foundation for Educational Exchanges between Canada and the United States of America, Dr. Taktek was selected for 2023-2024 Fulbright Canada Research Chair in the School of Humanities and Social Sciences, The Citadel, the Military College of South Carolina.

Elsewhere, on June 27, 2023, Mr. Taktek obtained a grant from the “Funds for new research initiatives - Exploration grants from the Social Sciences and Humanities Research Council, SSHRC.”?Besides, on May 16, 2019, he was awarded a Medallion of Excellence in Research from the Dean of the Academic Board, United States Military Academy (USMA), West Point, New York, Dr. Cindy R. Jebb, Brigadier General.

Moreover, Dr. Taktek was selected for “2014-2015 Canada-US Fulbright Scholar Award”, at the USMA, West Point, New York, where he also received a Medallion of Excellence in Research 2015 from the Dean of the Academic Board, Dr. Timothy Trainor, Brigadier General.

Since his appointment at LU, Dr. Taktek has taught a variety of courses at undergraduate and graduate levels. His portfolio includes: Psychopedagogy of the Adolescent; Educational Psychology; Introduction to Applied Research in Psychopedagogy; Health and Physical Education for three principal grades (Primary and Junior, Junior and Intermediate, and Intermediate and superior); as well as Teaching Strategies in Health and Physical Education for Intermediate and Senior Grades. He also contributes to the supervision of students during teaching practice.

Previous to his appointment at LU, Dr. Taktek held a position as Associate Professor at the Military Psychology and Leadership Department, Royal Military College of Canada (RMC, 2002-2006). There, he taught Psychology Research Methods; Introduction to Psychology; Social Psychology; Group Dynamics; Human Factors in Applied Military Sciences; Exercise and Sports Psychology; and Fundamental of Human Psychology courses.

From 2000-2002, he worked as an Assistant Professor at the 51吃瓜app School of Education. His portfolio course at that time includes courses in Educational Psychology; Motor Learning and Performance; Health and Physical Education for Primary and Junior Grades; as well as Teaching Strategies in Health and Physical Education for Intermediate and Senior Grades.

Dr. Taktek also served as a Professor at the University du Québec à l’Outaouais (1998-2000) and taught School Learning: Models and Theories; Methods and Techniques in Adult Education; Child Development: Kindergarten and Grades 1-6; Methods and Techniques in Teaching and Learning; as well as School Learning: Domains, Strategies and Determinants. He was also the teaching field placement supervisor for students doing practice in Ontario.

During his graduate studies, his research interests have allowed him to participate as a research assistant to several projects carried out at the UQAM Anthropokinetics Department and the University de Montréal Kinetics Department, also participating in two research practicums with the “Université de Montréal Interdisciplinary Group on University Education” (GRIPU, in French). Prior to his career in higher education, he worked for the Montreal School Boards as an Elementary and Secondary School Teacher; and as an Adult Education Personal and Social Trainer.

Education

Ph.D. Education Sciences, 2000, Université du Québec à?Montréal (UQAM), Québec, Canada. Speciality: Psycho-pedagogy of learning. Achieved with academic excellence.
M.Sc. Health and Physical Education, 1990, Université?de?Montréal (UM), Québec, Canada. Speciality: Motor Learning and Performance. Achieved with academic excellence.
Master’s Level Coursework Human Kinetics, 1988, University of Ottawa, Ontario, Canada.?Speciality: Sports Administration. Achieved with academic excellence.
B.Sc. Health and Physical Education, 1987, Speciality: Teacher of Health and Physical Education School of Physical and Health Education. Achieved with academic excellence.

Academic Appointments

2016 - In progress: FULL?PROFESSOR, 51吃瓜app, Sudbury, Ontario, Canada.
2006 - 2016: ASSOCIATE PROFESSOR, 51吃瓜app, Sudbury, Ontario, Canada.
2004-2006: ASSOCIATE PROFESSOR, Royal Military College of Canada?(RMC), Kingston, Ontario, Canada.
2002-2004: ASSISTANT PROFESSOR, RMC, Kingston, Ontario, Canada.
2000-2002: ASSISTANT PROFESSOR, 51吃瓜app, Sudbury, Ontario, Canada.
1998-2000: ASSISTANT PROFESSOR,?Université du Québec en Outaouais?(UQAH), Canada.
1997-1999: LECTURER, Université du Québec à Montréal (UQAM), Québec, Canada.?2006 - en cours: PROFESSEUR AGR?G?, Université Laurentienne, Sudbury, Ontario, Canada

On The Web

/faculty/ktaktek

Download vCard ktaktek@laurentian.ca 705.675.1151 ext 5020

Research

2. RESEARCH FOCI

???? Presently, Dr. Taktek is leading several scientific research projects related to:?

Peace education and war studies, sponsored by the Foundation for Educational Exchange between Canada and the United States of America (“Canada-US Fulbright Scholar Awards”); the United States Military Academy; the Academic Research Program for Natural Sciences and Engineering at RMC; and 51吃瓜app Research Funds (LURF).
American and Canadian military training, sponsored by the Foundation for Educational Exchange between Canada and the United States of America (“Canada-US Fulbright Scholar Awards”); the United States Military Academy; the Academic Research Program for Natural Sciences and Engineering at RMC; and 51吃瓜app Research Funds (LURF).
The psychopedagogy of learning theories: issues, trends and applications in the field of education, sponsored by 51吃瓜app Research Funds (LURF).
Health, funded by the Canadian Consortium for Health Promotion (Health Canada, CNFS,in French).
Exercise and sport psychology, sponsored by LURF.

3. EXPERT CONSULTANT AND REVIEWER

Dr. Taktek serves as an chair/evaluator of Ph.D. grant research applications submitted to the Social Sciences and Humanities Research Council (SSHRC) of Canada as well as Master’s research applications submitted to the Fonds de recherche du Québec - Société et Culture (FRQSC), Committee “?ducation spécialisée.”

During the academic year 2016-2017, Dr. Taktek was selected as Research Coordinator for the Faculty of Education at LU. Indeed, he serves on the Research Coordinator Group of the Vice-President of Research in order to champion research activities promoted by the Office of Research Services. Furthermore, he works closely with the Dean of the Faculty of Education to track and particularly enhance research productivity and possibilities within this Faculty.

Dr. Taktek is a member of the editorial board of the Journal of Mental Imagery (JMI) and a regular reviewer for several journals, including JMI; Canadian Journal of Experimental Psychology; European Review of Applied Psychology; Journal of Child Development Research; Journal of Psychology and Education: Learning and Individual Differences; Revue des Sciences de l’éducation (in French); and Social Sciences and Humanities Research Council (SSHRC) of Canada.

Dr. Taktek is also an expert-consultant and/or representative member for the Ontario Ministry of Education; the Ontario Physical and Health Education Association, Ophea; the Scientific Council of the Quebec Institute of Eidetic Analysis (“Institut d’Analyse Eidétique du Québec”, IAEQ, in French); the Scientific Council of the Canadian Institute of Eidetic Image (“Institut Canadien de l’Image Eidétique, ICIEin French”); as well as the Division of continued studies of the Saint-Jean-sur-Richelieu Campus, Department of National Defense.

4. SCIENTIFIC RESEARCH ASSOCIATE

During his graduate studies, his research interests have allowed him to participate as a research assistant to several projects carried out at the UQAM Anthropokinetics Department and the Université?de?Montréal Kinetics Department, also participating in two research practicums with the Université?de?Montréal Interdisciplinary Group on University Education (GRIPU, in French). ?
1994-1999: SCIENTIFIC RESEARCH ASSOCIATE.?Department of Kinanthropology, Université du Québec à Montréal (UQAM), Montréal, Québec.

? ? ? ?Under the supervision of?Dr. Nicole Chevalier.

1988-1993: SCIENTIFIC RESEARCH ASSOCIATE.?Department of Physical Education, Université?de?Montréal, Montréal, Québec.

? ? ? ?Under the supervision of?Dr. Claude Alain.

1996: RESEARCH TRAINING.?Department?of Measurement and Evaluation, Université?de?Montréal, Montréal, Québec.

? ? ? ?Research training?in Univariate and Multivariate Analysis.

? ? ? ?Under the supervision of?Dr. Jean-Guy Blais, President of Interdisciplinary Group on

?????? University?Education?(Groupe Interdisciplinaire de Pédagogie Universitaire,??????

?????? GRIPU,?in French).

? ? ? ?Rating: Achieved with academic excellence.

1995: RESEARCH TRAINING.?Department of Measurement and Evaluation, Université?de?Montréal, Montréal, Québec.

? ? ? ?Research training?in Qualitative Analysis?

? ? ? Under the supervision of?Dr. Michel Laurier, member of Interdisciplinary Group?on?

? ? ? ?University?Education?(Groupe Interdisciplinaire de Pédagogie Universitaire,

?????? GRIPU,?in French)?

? ? ? ?Rating: Achieved with academic excellence

Awards

4. AWARDS, GRANTS, AND RESEARCH CONTRACTS

Taktek, K. (August 20, 2023). Selected for 2023-2024 Fulbright Canada Research Chair in the School of Humanities and Social Sciences, The Citadel, the Military College of South Carolina.
Taktek, K. (June 27, 2023). Received a grant from the “Funds for new research initiatives - Exploration grants from the Social Sciences and Humanities Research Council, SSHRC.”
Taktek, K. (June 5, 2023). Submitted?a grant application to the “New Research Initiative Fund - SSHRC Explore Grants”.
Taktek, K. (February 2, 2023). Submitted a grant application to the “Insight Development Grant-SSHRC”.
Taktek, K. (November 15, 2022). Submitted a grant application to the “Canada-US Fulbright Scholar Awards” (Foundation for Educational Exchange between Canada and the United States of America).
Taktek, K. (March 1, 2022). Submitted a grant application to “COPA, Centre Ontarien de Prévention des Agressions / Ontario Center for Assault Prevention”.
??Taktek, K. (February 2, 2022). Submitted a grant application to the “Insight Development Grant-SSHRC”.
Taktek, K. (November 15, 2021). Submitted a grant application to the “Canada-US Fulbright Scholar Awards” (Foundation for Educational Exchange between Canada and the United States of America).
Taktek, K. (March 6, 2020). Interviewed by Radio Canada “Converging French Education Expertise to Sudbury. [“Faire converger l’expertise sur l'éducation en fran?ais vers Sudbury]”.
Taktek, K. (February 28, 2020 and Mars 06, 2020). President of the “?cole des sciences de l’éducation Annual Congress 2020” in partnership with CFORP, 2nd precongress of ACFAS-Sudbury in education, and Ophea “On a Journey to the Frontiers of Research in Education: Diversity and Psychopedagogical Applications in the Contemporary Context of Ontario”. [? Voyage aux frontières de la recherche en éducation?: diversité et applications pédagogiques dans le contexte contemporain en Ontario. ?] Financial support received from the Office of Research Services at 51吃瓜app; the office of the Vice-President, Francophone Affairs; Health Canada (CNFS); Ontario Physical and Health Education Association (Ophea); ACFAS-Sudbury; ?cole des sciences de l’?ducation; and COPA.
Taktek, K. (November 15, 2019). Submitted a grant application to the “Canada-US Fulbright Scholar Award”s (Foundation for Educational Exchange between Canada and the United States of America).
Taktek, K. (Academic Year 2018-2019). Awarded a Medallion of Excellence in Research from the Dean of the Academic Board, United States Military Academy (USMA), West Point, New York, Dr. Cindy R. Jebb, Brigadier General.?
Taktek, K. (Academic year 2018-2019, 2019-2020, In progress). Collaborated with the Canadian Association for French-Language Education (ACELF), ACUFC, and CTF, as part of the pilot project to develop and deliver information workshops on identity building resources for students of three Faculties of education located in a minority setting.
Taktek, K. (November 15, 2018). Submitted a grant application to the “Canada-US Fulbright Scholar Awards” (Foundation for Educational Exchange between Canada and the United States of America).
Taktek, K. (September 28, 2018). President of the “?cole des sciences de l’éducation Annual Congress” in collaboration with Ontario Physical and Health Education Association, Ophea “Violence Prevention and Sexual Harassment: Learning More about Available Resources for Teachers.” [? La prévention de la violence et le harcèlement à caractère sexuel?: apprendre davantage au sujet des ressources disponibles pour les enseignantes et les enseignants. ?] Financial support received from Ophea; Health Canada (CNFS); and J.N. Desmarais Library.
Taktek, K. (March 15, 2018). Received aletter of thanks from the Vice-President, Research at 51吃瓜app for serving as President / Evaluator of Doctoral Research Award applications from the Social Sciences and Humanities Research Council (SSHRC) of Canada.
Taktek, K. (April 31, 2018). Received a“2017-201851吃瓜app Publication Acceleration Award.”
Taktek, K. (March 2, 2018). President of the Faculty of Education Annual Congress “Educational research: fostering dialogue between theory and pedagogical practice.” [? La recherche en éducation?: favoriser le dialogue entre la théorie et la pratique pédagogique. ?] Financial support received from the Office of Research Services at 51吃瓜app; Health Canada (CNFS); ACFAS-Sudbury; and J.N. Desmarais Library.
Taktek, K. (November 30, 2017). Submitted a grant application to the 51吃瓜app Research Excellence Award.
Taktek, K. (November 15, 2017). Submitted a grant application to the “Canada-US Fulbright Scholar Awards”(Foundation for Educational Exchange between Canada and the United States of America).
Taktek, K. (November 14, 2017). Received 51吃瓜app Research Conference Funds.”
Taktek, K. (September 07, 2017). Served as a Research Coordinator for the Faculty of Education.
Taktek, K. (June 22, 2017). Submitted an application for merit increment.
Taktek, K. (Mach 17, 2017). Selected for the “51吃瓜app Research Funds (LURF-Research).”
Taktek, K. (March 3, 2017). Selected to the ranks of 51吃瓜app Faculty of Education “Top Five Achievements in Research and Innovation in 2016”.
Taktek, K. (March 3, 2017). President of the Faculty of Education Annual Congress “On a Journey to the Frontiers of Research in Education: Diversity and Psycho-pedagogical applications in the contemporary Context of Ontario.” [??Voyage aux frontières de la recherche en éducation?: diversité et applications pédagogiques dans le contexte contemporain en Ontario. ?] Financial support received from the Office of Research Services at 51吃瓜app, Faculty of Education Dean Office, School of Education, ?cole des sciences de l’éducation, and J.N. Desmarais Library.
Taktek, K. (March 3, 2017). Recommended by several colleagues, notably the Dean of the Faculty of Education, Dr. Brogden, to the “2016-2017 51吃瓜app Research Excellence Award.”
Taktek, K. (September 7, 2016). Selected as Research Coordinator for the Faculty of Education at 51吃瓜app in order to champion research activities promoted by the Office of Research Services and particularly to enhance research productivity and possibilities within the Faculty of Education. Financial support received from the Office of Research Services at 51吃瓜app.
Taktek, K. (Academic Years 2010-2011, 2011-2012 and 2016-2017). Submitted a grant applications to the “51吃瓜app Research Excellence Award.”
Taktek, K. (November 16, 2015). 51吃瓜app congratulates Dr. Khaled Taktek, “2014-2015 Canada-US Fulbright Scholar Awards.”
Taktek, K. (Academic Year 2014-2015). Awarded a Medallion of Excellence in Research from the Dean of the Academic Board, United States Military Academy (USMA), West Point, New York, Dr. Timothy Trainor, Brigadier General.
Taktek, K. (Academic Year 2014-2015). Selected for a “Canada-US Fulbright Scholar Awards” (Foundation for Educational Exchange between Canada and the United States of America) at the USMA, West Point, New York. For further details, please consult the following link:?
Taktek, K. (April 1-5, 2015). Selected to the Fulbright Visiting Scholar Enrichment Seminar entitled “Old to New West: The Role of Land in Shaping the American Story,” hosted by the Tulsa Global Alliance (TGA) and their partners, the University of Tulsa and the Thomas Gilcrease Institute of American History and Art (Gilcrease Museum). Tulsa Oklahoma, USA.
Taktek, K. (Academic Year 2014-2015). Selected for the “51吃瓜app Research Funds (LURF-Research).”
Taktek, K. (February 28, 2014). President of the 3rd Annual Congress in Education “On a Journey to the Frontiers of Canadian Education: A Showcase of Research and Psychopedagogical Practices.” [??Un voyage aux frontières de l’éducation canadienne : une exposition des recherches et des pratiques psychopédagogiques??.] Financial support received from the office of the Vice-President, Research and Francophone Affairs; Health Canada (CNFS); Ontario Physical and Health Education Association (Ophea); the office of the Dean, Faculty of Professional School; the ?cole des sciences de l’éducation; and J.N. Desmarais Library.
Taktek, K. (November 27, 2013). Submitted a grant application to the “51吃瓜app Research Excellence Award.”
Taktek, K. (October 22, 2013). Submitted a grant application to the “51吃瓜app Faculty of Professional Schools Research Excellence Award.”
Taktek, K. (March 8, 2013). President of the 2nd Annual Congress in Education “On a Journey to the Frontiers of Canadian Education: A Showcase of Research and Psychopedagogical Practices.” [??Un voyage aux frontières de l’éducation canadienne : une exposition des recherches et des pratiques psychopédagogiques.??] Financial support received from the office of the Vice-President, Research and Francophone Affairs; Health Canada (CNFS); and Ophea.
Taktek, K. (November 01, 2012). Submitted a grant application to the “Natural Sciences and Engineering Research Council of Canada (NSERC).”
Taktek, K. (Academic Year 2010-2011). Selected for “51吃瓜app Research Funds (LURF-Research).”
Taktek, K. (March 21, 2011). President of the 1st Annual Congress in Education “On a Journey to the Frontiers of Canadian Education: A Showcase of Research and Psychopedagogical Practices.” [??Un voyage aux frontières de l’éducation canadienne : une exposition des recherches et des pratiques psychopédagogiques.??] Financial support received from the office of the Vice-President, Research and Francophone Affairs; and Health Canada (CNFS).
Taktek, K. (Academic Year 2008-2009). Selected for “51吃瓜app Research Funds (LURF-Research).”
Taktek, K. Academic Years 2007-2008 and 2008-2009). Selected for Health Canada Research funds (Consortium National de Formation en Santé, CNFS, in French) at 51吃瓜app.
Taktek, K. (Academic Year 2007-2008 and 2008-2009). The assessment of Dr. Taktek’s scientific research record by the Dean of the Faculty of Professional Schools for the academic year 2007-2008 was “exceptional”. In addition, he received a “merit increment” from the Vice-President, Academic, at 51吃瓜app, during the academic year 2008-2009.
Taktek, K. (Academic Years 2007-2008 and 2008-2009). Collaborated in Mathematics Research Project. Ontario Ministry of Education.
Taktek, K. (Academic Year 2007-2008). Received travel funds from the Office of the Dean of Professional School at 51吃瓜app in order to participate to the American Psychological Association Convention.Boston, Massachusetts.
Taktek, K. (Academic Year 2007-2008). Selected for “51吃瓜app Research Funds (LURF-Research).”
Taktek, K. (Academic Year 2006-2007). Received travel funds from the Office of the Dean of Professional School at 51吃瓜app in order to participate the 12th European Congress of Sport Psychology. Athos Palace, Halkidiki, Greece.
Taktek, K. (Academic Year 2006-2007). Received travel from the School of Education (?cole des sciences de l’éducation, in French) in order to participate the 12th European Congress of Sport Psychology. Athos Palace, Halkidiki, Greece.
Taktek, K. (Academic Year 2006-2007). Received “51吃瓜app Starting Research Funds.”
Taktek, K. (Academic Years 2006-2007, 2007-2008, and 2008-2009). Received Research funds from the Royal Military College of Canada (RMC) and the “Center of Enhanced Performance”, United States Military Academy (USMA), West Point, New York.
Taktek, K. (Academic Year 2006-2007). Received “Research Funds from the Department of Military Psychology and Leadership of RMC.”
Taktek, K. (Academic Year 2005-2006). Received Research funds from the Dean of the Faculty of Arts at RMC.
Taktek, K. (Academic Year 2004-2008). Selected for the Academic Research Program grant for Natural Sciences and Engineering at RMC.
Taktek, K. (Academic Year 2003-2004). Selected for the “Academic Research Program grant for Natural Sciences and Engineering at RMC.”
Taktek, K. (Academic Year 2000-2002). Selected for 尝鲍搁贵-搁别蝉别补谤肠丑.”
Taktek, K. (Academic Years 1988-1989 and 1989-1990). Selected for graduate study grants from the “Canadian International Development Agency (CIDA).”

Teaching

2006 TO PRESENT. FULL?PROFESSOR, 51吃瓜app, Sudbury, Ontario.

Teaching assignments:

EDUC3005: Educational Psychology
EDUC2505: Child Development (Adolescence)
EDUC3506: Introduction to Applied Research in Psychopedagogy
EDUC4129: Health and Physical Education?(Primary & Junior)
EDUC4228: Health and Physical Education (Junior & Intermediate)
EDUC4473: Teaching Strategies in Health and Physical Education (Intermediate)????????????????????????
EDUC4474: Teaching Strategies in Health and Physical Education (Senior)
EDUC4157FL-01: Health and Physical Education (Primary & Junior)?
EDUC4267FL-01: (Health and Physical Education (Junior & Intermediate)?
EDUC4367FL-01: (Health and Physical Education (Intermediate and senior)
EDUC4456FL-01: Teaching Strategies in Health and Physical Education (Intermediate)
EDUC4556FL-01: Teaching Strategies in Health and Physical Education (Senior)
EDUC4317FL-01: Human Development and Learning Theories (Intermediate and Senior)
EDUC4317FL-01: Human Development and Learning Theories (Junior and Intermediate)

11-29 JULY 2022. FULL?PROFESSOR, ACTING DIRECTOR, Faculty of Education, 51吃瓜app, Sudbury, Ontario.

2004-2005 and 2005-2006. ASSOCIATE PROFESSOR, Royal Military College of Canada (RMC), Kingston, Ontario.

Teaching assignments:

PSF112A: Introduction to Psychology
PSF112B: Psychosociology
PSF214: Research Methods in Psychology
?PSF228: Group Dynamic
PSF462A: Human Factors in Applied Military Sciences
PSF444B: Sports Psychology
PSF123B: Fundamentals of Human Psychology

?2002-2003 and 2003-2004. ASSISTANT PROFESSOR, RMC, Kingston, Ontario.

Teaching assignments:

PSF112A: Introduction to Psychology
PSF112B: Psychosociology
PSF214: Research Methods in Psychology
PSF228: Group Dynamic
PSF462A: Human Factors in Applied Military Sciences
PSF444B: Sports Psychology
PSF123B: Fundamentals of Human Psychology

2000-2002. ASSISTANT PROFESSOR, 51吃瓜app, Sudbury, Ontario.

Teaching assignments:

EDUC4129: Health and Physical Education (Primary & Junior, Grades 1-6)
EDUC4228: Health and Physical Education (Junior & Intermediate, Grades 4-10)
EDUC4328: Health and Physical Education (Intermediate, Grades 7-10)
EDUC4473: Teaching Strategies in Health and Physical? Education (Intermediate, Grades 7-10)????????????????????????
EDUC4474: Teaching Strategies in Health and Physical Education (Senior, Grades 11-12)
EDUC3005: Psychopedagogy of Learning

1998-2000 ASSISTANT PROFESSOR, Université du Québec en Outaouais (UQO), Québec

Teaching assignments:

PED1683: School Learning I: Models and Theories
AND6120: Methods and Techniques in Adult Education
BEP1023: Child Development I: Preschool and Grades 1-6
BEP1043: Child Development II: Preschool and Grades 1-6
PED1783: Methods and Techniques in Teaching and Learning
PED1803: School Learning II: Domains, Strategies and Determinants? ? ?

1997-1999LECTURER. Université du Québec à Montréal (UQAM), Québec.

Teaching assignments:

KIN2100: Motor Learning and Performance

Dr.?Taktek is also?the teaching field placement supervisor?for the Public and Seperate Schools of Ontario.

?SCHOOL AND OTHER POSITIONS

1994-1998	Secondary School Teacher	Centre Saint-Paul, Commission des ?coles Catholiques de Montréal (CECM)
1991-1998	Secondary School Teacher	CECM
1991-1996	Fitness and Health Instructor	Centre Communutaire Bois de Boulogne, Montréal
1989-1996	Fitness and Health Instructor	Athletic Services, Université de Montréal
1994-1995	Fitness and Health Instructor	Centre Communautaire de loisirs De-La C?te Des Neiges, Montréal
1993-1994	Physical and Health Education Teacher	Marguerite Bourgeoys School, CECM, Montréal
1993-1994	Physical and Cultural Activities Supevisor	Parc Extension Youth Organization (PAYO)
1993 (Summer)	Leisure Activities Specialist	Cap St-Jacques, Parc Régional, Communautée Urbaine de Montréal
1990-1992	Fitness and Health Program Coordinator	Joe Weider Gym, Montréal
1991-1992	Secondary School Teacher	Centre Père Marquette, CECM, Montréal
1991-1992	Fitness and Health Director???????????	KiloControl Amaigrissement Nutrition, Montréal
1990 (Summer)??????????	Leisure Activity Coordinator	Camp Maromac, Val des lacs, Saint Agathe, QC
1988, 1991 & 1992 (Summer)	Leisure Camp Director	University of Ottawa Camp, Gracefield, QC
1987-1988	Health and Physical Education Teacher	School?mixte Sidi Bouzid, Tunisia
1986-1987	Health and Physical Education Teacher	Lycée Farhat and Lycée El Riana, Tunisia
1983, 1986	Swimming Lifeguard and Windsurf Instructor	Club Med & Grand Hotel, Tunisia

SECONDARY SCHOOL TEACHER

Prepare subject material for presentation to students according to an approved curriculum
Teach students using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies
Assign and correct homework
Prepare, administer and correct tests
Evaluate progress, determine individual needs of students and discuss results with parents and school officials
Prepare and implement remedial programs for students requiring extra help
Participate in staff meetings, educational conferences and teacher training workshops
Advise students on course selection and on vocational and personal matters

FITNESS AND HEALTH INSTRUCTOR

Provide expert advice and consulting services to community groups, corporations, schools and other organizations in the design and development of fitness programs and activities
Write proposals and press statements for corporations, industry and the fitness community
Develop, plan and co-ordinate sports, fitness and recreation programs, and special sporting events
Conduct fitness tests and assessments, and design, develop and deliver fitness counseling
Water Fitness Trainer and National Lifeguard

PHYSICAL AND HEALTH EDUCATION TEACHER

Prepare subject material for presentation to students according to an approved curriculum
Assign and correct homework
Plan and carry out recreational, athletic, fitness and sports activities
Assemble supplies and sports and game equipment
Demonstrate and instruct athletic, fitness or sports activities and techniques
Provide health information
Enforce safety rules and regulations
Assist with co-ordination of special events
Schedule activities, keep logs, maintain records and prepare reports
Maintain and repair sports equipment
Prepare, administer and correct tests
Evaluate progress, determine individual needs of students and discuss results with parents and school officials
Prepare and implement remedial programs for students requiring extra help
Participate in staff meetings, educational conferences and teacher training workshops
Advise students on course selection and on vocational and personal matters

PHYSICAL AND CULTURAL ACTIVITIES SUPERVISOR

Prepare subject material for presentation to students according to an approved curriculum
Teach students using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies
Assign and correct homework
Prepare, administer and correct tests
Evaluate progress, determine individual needs of students and discuss results with parents and school officials
Prepare and implement remedial programs for students requiring extra help
Participate in staff meetings, educational conferences and teacher training workshops
Advise students on course selection and on vocational and personal matters
Supervise physical and cultural activities for 6-12 year old children
Coordinate staff jobs
Develop cultural, educational, physical and leisure activity programs

LEISURE ACTIVITIES SPECIALIST

Monitor and supervise children ages 6-12 in an outdoor/indoor environment
Develop a safe, healthy and stimulating environment for school-age children
Plan and lead cooperative activities (i.e. cheers, chants, dance routine)
Communicate with parents and children in a professional manner
Assist with the set-up and take-down of room/gym space
Transport children to and from park/school/rec-center locations
Purchase and ensure appropriate use of equipment and materials
Conduct various administrative tasks
Prepare group activity programs
Meet clients and enforce park rules
Supervise canoeing, windsurfing, sailing and swimming activities

FITNESS AND HEALTH PROGRAM COORDINATOR

Provide expert advice and consulting services to community groups, corporations, schools and other organizations in the design and development of fitness programs and activities
Write proposals and press statements for corporations, industry and the fitness community
Develop, plan and co-ordinate sports, fitness and recreation programs, and special sporting events
Conduct fitness tests and assessments, and design, develop and deliver fitness counseling

FITNESS AND HEALTH DIRECTOR

Provide expert advice and consulting services to community groups, corporations, schools and other organizations in the design and development of fitness programs and activities
Write proposals and press statements for corporations, industry and the fitness community
Develop, plan and co-ordinate sports, fitness and recreation programs, and special sporting events
Conduct fitness tests and assessments, and design, develop and deliver fitness counseling

LEISURE ACTIVITY COORDINATOR

Plan, organize, direct, control and evaluate the operations of recreation, sports and fitness programs and services
Provide technical and professional advice on recreation, sports and fitness matters
Prepare budget estimates and develop policies and procedures to implement programs
Monitor and supervise children ages 6-12 in an outdoor/indoor environment
Develop a safe, healthy and stimulating environment for school-age children
Plan and lead cooperative activities (i.e. cheers, chants, dance routine)
Communicate with parents and children in a professional manner
Transport children to and from park/school/rec-center locations
Purchase and ensure appropriate use of equipment and materials
Manage camp administrative and financial business
Hire employees and supervise training courses
Programme school group activities
Coordinate staff and handle the camp’s day-to-day needs

PHYSICAL ACTIVITY COORDINATOR

Prepare subject material for presentation to students according to an approved curriculum
Assign and correct homework
Plan and carry out recreational, athletic, fitness and sports activities
Assemble supplies and sports and game equipment
Demonstrate and instruct athletic, fitness or sports activities and techniques
Provide health information
Enforce safety rules and regulations
Assist with co-ordination of special events
Schedule activities, keep logs, maintain records and prepare reports
May maintain and repair sports equipment
Prepare, administer and correct tests
Evaluate progress, determine individual needs of students and discuss results with parents and school officials conferences and teacher training workshops
Advise students on course selection and on vocational and personal matters
Prepare and implement remedial programs for students requiring extra help
Participate in staff meetings, educational
Supervise physical and health education classes (Grades 1-6)
Organize and supervise after-school sports activities and sports competitions

LEISURE CAMP DIRECTOR

Plan, organize, direct, control and evaluate the operations of recreation, sports and fitness programs and services
Provide technical and professional advice on recreation, sports and fitness matters
Prepare budget estimates and develop policies and procedures to implement programs
Monitor and supervise children ages 6-12 in an outdoor/indoor environment
Develop a safe, healthy and stimulating environment for school-age children
Plan and lead cooperative activities (i.e. cheers, chants, dance routine)
Communicate with parents and children in a professional manner
Transport children to and from park/school/rec-center locations
Purchase and ensure appropriate use of equipment and materials
Manage camp administrative and financial business
Hire employees and supervise training courses
Programme school group activities
Coordinate staff and handle the camp’s day-to-day needs

SWIMMING LIFEGUARD AND WINDSURF INSTRUCTOR

Plan itinerary for trip or expedition and arrange transportation or transport individuals or group to site
Assemble necessary equipment and supplies, such as camping gear, rafts, life jackets, fishing tackle and food
Lead or escort individuals or groups and advise on safety and emergency measures, techniques and the use of equipment
Provide instruction for activities such as canoeing, rafting and mountain climbing
Follow environmental guidelines and prevent violations
Provide first aid in emergency situations
Supervise swimming, sailing and windsurfing activities

References Upon Request.

Publications

6. Publications

Dr. Taktek has published several refereed articles, two (2) books, seventeen (17) book chapters, ten (10) lecture notes, three (3) theses, as well as nine (9) conference proceedings and research reports. Moreover, he has presented fifty-six (56) conference articles in prominent peer-reviewed national and international scientific associations and sixty-four (64) non-refereed conference papers. Dr. Taktek was also invited as a lecturer to several symposiums, colloquiums and/or seminars organized by the Ontario Ministry of Education; the United States Military Academy, West Point, New York; the Royal Military College of Canada (RMC); the Ministry of Defense, Rochefort Air, France Republican; The Ontario Teacher Federation (FEO/OTF); the IAEQ; and the Canadian Francophone Association of Knowledge Promotion (Association canadienne francophone d’avancement du savoir, ACFAS-Sudbury).

Overall, Dr. Taktek puplications deal with the Psychopedagogy of Learning; School Learning; Principles of Health and Physical Education (Primary, Junior, Intermediate and Senior Grades); Exercise and Sport Psychology; and also Motor Learning and Performance. Of particular note, Dr. Taktek contributed to the publication of a collective book of three volumes on peacekeeping managed by the Ministry of Defense, France Republican. He has indeed published an article about the American intervention in Iraq with the collaboration of Dr. Houchang Hassan-Yari, former Head of the Department of Politic Sciences and Economics at RMC.

Dr. Taktek also published a book dealing with “Transactional Analysis as an Effective Conceptual Framework and a Dynamic Strategy for Peace Education: Practices, Trends and Challenges for International Geopolitical Conflict Resolution and Reconciliation”. This book is written in collaboration with several colleagues from 51吃瓜app, the Royal Military College of Canada, the University of Ottawa andthe Ministry of Defense, France Republican.

Refereed Monographs, Books and Book Chapters

Taktek, K. (2016). Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation. New York, Hauppauge: Nova Science Publishers.

Taktek, K., & Guibert-Lassalle, A. (2016).Introduction: The embarrassing issue of barbarousand social sciences in the face of war. In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 1-10).New York, Hauppauge: Nova Science Publishers.
Taktek, K. (2016). Education and its role in conflicts prevention and peacekeeping: Toward an inclusive definition of sustainable peace. In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 11-18). New York, Hauppauge: Nova Science Publishers.
Taktek, K. (2016). Transactional Analysis: Principal attributes and effects of the dynamic of ego states on intrapersonal and interpersonal relationships.In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 19-42). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & Basalamah, S. (2016). United States hegemony and the military occupation of Iraq: War, aggression and state crime. In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 43-60). New York, Hauppauge: Nova Science Publishers.
Taktek, K., St-John, B., & Hassan-Yari, H. (2016). The radical motives for the American invasion of Iraq: Political ideology, economic reality, and cultural philosophy.In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 61-82). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & Lacassagne, A. (2016). United States-led intervention in Iraq: A troubling signal for the world. In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 83-102). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & St-John, B. (2016). Canadian mission in Afghanistan: An integrated strategy to peacebuilding and the transformation of Canada’s defense policy.In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 103-120). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & Basalamah, S. (2016). Israel-Palestine conflict: Zionist’s land reconquest and expropriation.In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 122-138). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & Lacassagne, A. (2016). Israel attack on Lebanon: Is it just war theory or war of aggression?In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 139-154). New York, Hauppauge: Nova Science Publishers.
Taktek, K., & Lacassagne, A. (2016). Iran’s nuclear programme: A drastic shift in the policy of the United States.In K. Taktek (Ed.), Transactional Analysis as a communication framework and dynamic strategy for peace education: Practices, trends and challenges for international geopolitical conflict resolution and reconciliation (pp. 155-168). New York, Hauppauge: Nova Science Publishers.
Taktek, K., et Hassan-Yari, H. (2009). L’Analyse Transactionnelle?: une stratégie efficace pour l’éducation à la paix. [Transactional Analysis: Efficient strategy for education to peacekeeping.] In A. Guilbert-Lasalle & D, Lema?tre (Eds.), Peut-on éduquer à la paix [Can we educate for peace] (pp. 123-132). Paris, France?: L’Harmattan.
Taktek, K. (2008). Psychopedagogy of learning theories: Issues, trends, and applications in the field of education. Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Learning: Conceptual analyses and fundamental attributes.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 1-24). Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Classic behavioral theories of learning: Underlying processes and educational applications.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 25-38). Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Cognitive theories of learning: Epistemological perspectives and pedagogical implications.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 39-58). Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Interactive theories of learning: Educational implications of Bandura’s Social Learning Theory and Gagné’s conditions of learning.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 59-72). Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Humanistic paradigms of learning: Pragmatic pedagogical relevance in academic settings.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 73-90). Bronx, New York: Brandon House, Inc.
Taktek, K. (2008). Ahsen’s Image Psychology: A cutting-edge ecological learning theory pertaining to the field of education.In K. Taktek (Ed.), Psychopedagogy of learning theories: Issues, trends, and applications in the field of education(pp. 91-132). Bronx, New York: Brandon House, Inc.

Lecture Notes

Taktek, K. (2021-2023). Développement humain et théories de l’apprentissage aux cycles intermédiaire et supérieur (EDUC-4317FL-01). USA, Michigan:
Taktek, K. (2018). Développement humain et théories de l’apprentissage en éducation aux cycles moyen et intermédiaire (EDUC 4217 FL 01). Toronto, Ontario, Canada: Canadian Scholar Press Inc. (CSPI).
Taktek, K. (2018). Didactique de la santé et de l’éducation physique aux cycles primaire, moyen, intermédiaire et supérieure. [Didactic of health and physical education for primary, junior, intermediate, and Senior.] Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2018). Educational psychology: Theories of learning and pedagogical applications. Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2017). Psychopédagogie de l’apprentissage?: modèles, théories et applications dans le domaine de l’éducation scolaire. [Psychopedagogy of learning: Models, theories, and applications in the field of education.] Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2006-2007). ?ducation physique et santé?: Esquisse de le?ons (cycles primaire et moyen). [Health and physical education: Course lessons. Sudbury, Ontario, Canada?: ?cole des sciences de l`éducation, 51吃瓜app. ?Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2000). Didactique de la santé et de l’éducation physique au cycle intermédiaire. [Didactic of health and physical education for intermediate]. Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2000). Psychopédagogie de l’apprentissage (Cours EDUC3005). [Psychopedagogy of learning.] Sudbury, Ontario, Canada: 51吃瓜app Book Store.
Taktek, K. (2000). Apprentissage scolaire 1: modèles et théories (Cours PED1683). [School learning I: Models and theories (course PED1683)]. Montréal, Québec, Canada : Coopérative de l’Université de Québec à l’Outaouais.
Chevalier, N., & Taktek, K. (1999). Apprentissage moteur et performance motrice (Cours KIN2100). [Motor learning and performance.] Montréal, Québec, Canada : Coopérative de l’Université de Québec à Montréal.

Theses

Taktek, K. (2000). Stratégies pédagogiques et apprentissage d’une t?che motrice chez des enfants de huit à dix ans.[Pedagogical strategies and learning of a motor task in children 8 to 10 years of age.] Thèse de doctorat en Sciences de l’?ducation. Université du Québec à Montréal (UQAM). 684 pages. (Rating: Excellent)
Taktek, K. (1990). La préparation motrice: interférence possible entre les réponses des doigts d’une même main.[Motor preparation: Possible interference between the responses of one hand fingers.] Thèse de Ma?trise en Sciences de l’Activité Physique. Montréal : Université de Montréal. (Rating: Excellent)
Taktek, K. (1987). Différenciation des paramètres du mouvement (espace, temps et force) et son influence sur la précision des tirs.[Differentiation of movement parameters (space, time, and force) and its influence on the precision of shootings.] Mémoire de fin d’études supérieures. Tunisie : ?cole Normale Supérieure d’?ducation Physique et Sportive. (Rating: Excellent)

Refereed Conference Proceedings and Research Report

Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (June 8-10, 2021). Efficacy of mental imagery training strategy for enhancing athletic and sport performance: Effects of internal visual imagery perspective, external visual imagery perspective and kinesthetic imagery on the learning, retention and transfer of motor skills. 4th Global Conference on Education and Research (GLOCER). University of South Florida, Muma College of Business, M3 Center for Hospitality, Technology and Innovation.
Taktek, K., Fielitz, L., Germain, J., & Zinsser, N. (June 26-30, 2018). Sport psychology in effective coaching: Efficacy of kinesthetic imagery and different visual imagery perspectives for the enhancement of athletic motor skills and performance. 29th International Congress of Applied Psychology (ICAP) in collaboration with the Canadian Psychological Association (CPA). Montréal, Québec.
Taktek, K., Zinsser, N., Fielitz, L., & St-John, R. (June 26-30, 2018). Learning how to prepare athletes for peak performance Use of mental imagery training as a psychological strategy to enhancing motor learning, retention and transfer. 29th International Congress of Applied Psychology (ICAP) in collaboration with the Canadian Psychological Association (CPA). Montréal, Québec.
Taktek, K. (June 13-15, 2018). Psychology in the realm of sports injury and rehabilitation: Mental imagery use by injured athletes. International Congress of the French Society of Sport Psychology. Lausanne, Switzerland.
Taktek, K., Zinsser, N., Fielitz, L., & St-John, R. (June 13-15, 2018). The psychology of training: How to use mental imagery efficiently to enhance sports performance. International Congress of the French Society of Sport Psychology. Lausanne, Switzerland.
Taktek, K. (2016).?L’Analyse Transactionnelle comme stratégie efficace de communication et d’éducation à la paix?: vivre en harmonie?et s’affronter sans violence.?[Transactional Analysis as an effective communication and peace education strategy: living in harmony and confronting each other without violence]. In Sheppard, G., & Tremblay, L., (Eds).? Diversity in Research - La diversité dans la recherche - Nooch Gegoo Ndagkendma-daa 2015. Sudbury: 51吃瓜app. ISBN 978-0-88667-091-7 (PDF), retrieved from
Taktek, K. (2016). Therapeutic imagery and athletic injuries: A quantitative analysis.?In Sheppard, G., & Tremblay, L., (Eds).? Diversity in Research - La diversité dans la recherche - Nooch Gegoo Ndagkendma-daa 2015. Sudbury: 51吃瓜app. ISBN 978-0-88667-091-7 (PDF), retrieved from
Radford, L., Demers, S., André, M., Simbagoye, A., & Taktek, K. (2008). Le passage à l’abstrait dans l’apprentissage des mathématiques au cycle intermédiaire (7e-10e année)?: Rapport de recherche préparé pour le Conseil scolaire catholique du Nouvel-Ontario. [Transition to the abstract thinking during the learning of mathematics in intermediate (Grade 7-10): Research report prepared for the Nouvel-Ontario Catholic School Board.] Sudbury, Ontario, Canada: ?cole des sciences de l’éducation de l’Université Laurentienne.
Taktek, K. (2004). Effets de l’imagerie visuelle versus kinesthésique sur la rétention et le transfert d’apprentissage d’une habileté motrice fermée chez des enfants de huit à dix ans. [The effects of visual versus kinesthetic imagery on the retention and transfer of a closed motor task in 8 to 10 years of age.] Ontario, Canada :Actes du colloque de l’ACFAS-Sudbury.

Refereed Articles Published in Scientific Journals

Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (In progress).?Efficacy of mental imagery training strategy for enhancing athletic and sport performance:?Effects of internal visual imagery perspective, external visual imagery perspective and kinesthetic imagery on the learning, retention and transfer of motor skills.?
Robin, N., Carien, R., Taktek, K., Hatchi, V., & Dominique, L. (2023). ?Effects of motor imagery training on service performance in novice tennis players: The role of imagery ability. International Journal of Sport and Exercise Psychology, 1-13. ?
Taktek, K., Zinsser, N., Fielitz, L., Corbari, G., Miller, S., & St-John, B. (2019). Learning how to prepare athletes for peak performance: Use of mental imagery training as a psychological strategy to enhancing motor learning, retention and transfer of sport rifle marksmanship. Journal of Sport and Human Performance, 1(1), 1-21.
Taktek, K. (2017). L’apprenant au c?ur du transfert des apprentissages : perspectives d’interventions pédagogiques dans le domaine de l’éducation. [Student in the heart of learning transfer: Educational intervention perspectives in the field of education].Canadian Journal of Education / Revue Canadienne de l’?ducation, 40(4), 514-542.
Fielitz, L. R., Taktek, K., Germain, J. L., Zinsser, N., and Ciccarelli, D. (2017). Mental Imagery Training for Peak Performance: A Study on the Enhancement of Motor Learning, Retention and Transfer in Basketball. Research Quarterly for Exercise and Sport Science, 88, (1) Supplement.
Taktek, K. (2013). Ahsen’s Triple Code ISM Model of imagery: A persuasive theoretical framework for psychotherapy, education, motor skills, and performance. Journal of Mental Imagery, 37(1&2), 100-111.
Taktek, K. (2012). Conceptual and methodological dilemmas in imagery perspectives research: Piaget’s theory of image development as a potential explanation for Morris and Spittle’s default Hypothesis, with suggestions for future research. Journal of Mental Imagery, 36(1&2), 95-109.
Taktek, K. (2009a). Hypothèse de la variabilité de la pratique physique mise en perspective?: recension des écrits et discussions méthodologiques. [Variable physical practice hypothesis in perspective: A literature review and methodological discussions.] Revue des Sciences de l’?ducation, 35(2), 177-197.
Taktek, K. (2009b). Stratégies de pratique physique spécifique / variable et acquisition d’habiletés motrices : analyse des écrits spécialisés. [Strategies of specific / variable physical practice and acquisition of motor skills: Analysis of specialized literature] Revue des Sciences de l’?ducation, 35(3), 173-193.
Taktek, K., Zinsser, N., & St-John, B. (2008). Visual versus kinesthetic mental imagery: Efficacy for the retention and transfer of a closed motor skill in young children. Canadian Journal of Experimental Psychology, 62(3), 174-187. ?
Taktek, K. (2008). Learning: Conceptual analyses and fundamental attributes. Journal of Mental Imagery, 32(3&4),1-24.
Taktek, K. (2008). Classic behavioral theories of learning: Underlying processes and educational applications. Journal of Mental Imagery, 32(3&4),25-38.
Taktek, K. (2008). Cognitive theories of learning: Epistemological perspectives and pedagogical implications. Journal of Mental Imagery, 32(3&4),39-58.
Taktek, K. (2008). Interactive theories of learning: Educational implications of Bandura’s Social Learning Theory and Gagné’s conditions of learning. Journal of Mental Imagery, 32(3&4),59-72.
Taktek, K. (2008). Humanistic paradigms of learning: Pragmatic pedagogical relevance in academic settings. Journal of Mental Imagery, 32(3&4),73-90.
Taktek, K. (2008). Ahsen’s Image Psychology: A cutting-edge ecological learning theory pertaining to the field of education. Journal of Mental Imagery, 32(3&4),91-132.
Taktek, K. (2006). Mental representation: Fundamental principles and ontogenetic perspectives. Journal of Mental Imagery, 30(1&2), 125-162.
Taktek, K. (2006). L’apprentissage d’un geste : fondements épistémologiques et stratégies pédagogiques. [Motor learning: Epistemological attributes and pedagogical strategies.] Ministère de la Défense, Journal Militaire. Rochefort Air, République fran?aise.
Taktek, K., & Rigal, R. (2005). Stratégies pédagogiques et apprentissage d’une t?che motrice discrète chez des enfants de huit à dix ans. [Pedagogical strategies and learning of a discrete motor task in children 8 to 10 years of age.] Revue des Sciences de l’?ducation, 31(3), 607-632.
Taktek, K. (2004). The effects of mental imagery on the acquisition of motor skills and performance: A literature review with theoretical implications. Journal of Mental Imagery, 28(1&2), 79-114.
Taktek, K. & Hochman, J. (2004). Ahsen’s Triple Code Model as a solution to some persistent problems within Adams’ Closed Loop Theory and Schmidt’s Motor Schema Theory. Journal of Mental Imagery, 28(1&2), 115-157.
Taktek, K., Salmoni, A., & Rigal, R. (2004). The effect of mental imagery on the learning and transfer of a discrete motor task by young children. Journal of Mental Imagery, 28(3&4), 87-120.
Alain, C., Taktek, K., & Buckolz, E. (1993). Same-hand and different-hand finger pairings in two-choice reaction time: Presence or absence of response competition? Journal of Motor Behavior, 25(1), 45-51.

Refereed Conferences

Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (June 8-10, 2021). Combined physical and mental training for peak performance: Differential effects of internal visual imagery, external visual imagery and kinesthetic imagery on the learning, retention and transfer of motor skills. 4th Global Conference on Education and Research (GLOCER). University of South Florida, Muma College of Business, M3 Center for Hospitality, Technology and Innovation.
Taktek, K., Fielitz, L., Germain, J., & Zinsser, N. (June 26-30, 2018). Sport psychology in effective coaching: Efficacy of kinesthetic imagery and different visual imagery perspectives for the enhancement of athletic motor skills and performance. 29th International Congress of Applied Psychology (ICAP) in collaboration with the Canadian Psychological Association (CPA). Montréal, Québec.
Taktek, K., Zinsser, N., Fielitz, L., & St-John, R. (June 26-30, 2018). Learning how to prepare athletes for peak performance Use of mental imagery training as a psychological strategy to enhancing motor learning, retention and transfer. 29th International Congress of Applied Psychology (ICAP) in collaboration with the Canadian Psychological Association (CPA). Montréal, Québec.
Taktek, K. (June 13-15, 2018). Psychology in the realm of sports injury and rehabilitation: Mental imagery use by injured athletes. International Congress of the French Society of Sport Psychology. Lausanne, Switzerland.
Taktek, K., Zinsser, N., Fielitz, L., & St-John, R. (June 13-15, 2018). The psychology of training: How to use mental imagery efficiently to enhance sports performance. International Congress of the French Society of Sport Psychology. Lausanne, Switzerland.
Taktek, K. (March 28-29, 2018). Vers une approche écologique renouvelée en éducation?: Une perspective pédagogique basée sur la culture autochtone. [Towards a renewed ecological approach to education: A pedagogical perspective based on indigenous culture.] Forum 2018 : ? La ?recherche avec un petit et un grand ? R ? : moteur de changement ?. Ontario Ministry of Education. Hotel Radisson Admiral Harbourfront, 249 Queen’s Quay West, Toronto, Ontario, Canada.
Taktek, K., & Roque, M. (May 9, 2017). La culture autochtone et ses implications pédagogiques : vers une stratégie écologique d’apprentissage de fine pointe con?ue pour le développement intégral des élèves et la réconciliation au sein des établissements scolaires ontariens?[“Aboriginal Culture and its Pedagogical Implications: Towards a Cutting-Edge Ecological Learning Strategy Designed for Integral Student Development and Reconciliation in Ontario’s Schools.”] Forum 2017 : ? Répondre à la commission de vérité et de réconciliation: apprendre et vivre nos appels à l’action dans les écoles de l’Ontario ?. Ontario Ministry of Education. Hotel Radisson Admiral Harbourfront, 249 Queen’s Quay West, Toronto, Ontario, Canada.
Fielitz, L., Taktek, K., Germain, J., Zinsser, N., & Ciccarelli, D. (March 14-18, 2017). Mental imagery: Enhancement of learning, retention, and transfer in basketball. SHAPE America - Society of Health and Physical Educators.National Convention and Expo. Boston, MA.
Taktek, K. (November 30-December 1, 2016).L’Analyse Transactionnelle (AT) au c?ur du développement personnel et de la réussite scolaire : mythe dépassé ou rêve à réaliser au sein des écoles de langue fran?aise de l’Ontario. Forum Synergy 2016. Ontario Ministry of Education. Toronto, Ontario.
Taktek, K. (November 30-December 1, 2016).R?le de la préparation mentale dans l’acquisition des habiletés motrices : étude exploratoire dans le contexte scolaire franco-ontarien. Forum Synergy 2016. Ontario Ministry of Education. Toronto, Ontario.
Taktek, K. (December 6-7, 2016).?A road map to applying sport and exercise psychology: An exploratory quantitative study for developing athletes’ psychological skills and enhancing motor performance. 8th Annual Conference of the Faculty of Health and Faculty of Education. 51吃瓜app. Sudbury, Ontario.
Taktek, K., Fielitz, L., Germain, J., Ciccarelli, D., & Zinsser, N. (December 6-7, 2016).?Toward the development of an evidenced-based practice of sport psychology: Identifying ideal mental training strategy for peak performance. 8th Annual Conference of the Faculty of Health and Faculty of Education. 51吃瓜app.
Taktek, K. (December 9, 2015). L’Analyse Transactionnelle comme stratégie efficace de communication et d’éducation à la paix?: vivre en harmonie?et s’affronter sans violence. 7th Annual Conference of the Faculty of Health and Faculty of Education. 51吃瓜app.
Taktek, K. (December 9, 2015). Therapeutic imagery and athletic injuries: A quantitative analysis. 7th Annual Conference of the Faculty of Health and Faculty of Education. 51吃瓜app.
Taktek, K. (May 13-14, 2015). Round tables to facilitate the establishment of research partnerships: Development of a social and emotional learning program tailored to students in Ontario French schools [Tables rondes pour faciliter l’établissement de partenariats de recherche : développement d’un programme d’apprentissage social et émotionnel adapté aux élèves des ?coles francophones de l’Ontario??].Forum Synergy 2015. Ontario Ministry of Education. Toronto, Ontario, Canada.
Taktek, K. (April 16-17, 2013). Utilisation de l’imagerie visuelle versus kinesthésique dans les milieux scolaires?: implications pédagogiques pour la rétention et le transfert des habiletés cognitivo-motrices chez des enfants. [Using visual versus kinesthetic imagery in school settings: Educational implications for retention and transfer of cognitivo-motor skills, in children]. Forum Synergy 2013. Ontario Ministry of Education. Toronto, Ontario.
Taktek, K. (April 16-17, 2013).La mutualisation des connaissances [knowledge mutualization]. Forum Synergy 2013. Ontario Ministry of Education. Toronto, Ontario.
Taktek, K. (August 2-5, 2012). Athletic insight and advances in sport and exercise psychology: Mental imagery use for enhancing motor skill learning and performance. American Psychological Association Annual Convention. Orlando, Florida, USA.
Taktek, K. (August 2-5, 2012). The role of motor imagery in sport-related injury rehabilitation: An experimental study in university student athletes. American Psychological Association Annual Convention. Orlando, Florida, USA.
Taktek, K. (August 4-7, 2011). Sports psychology: Using mental imagery for peak performance by skilled shooters.American Psychological Association Annual Convention. Washington D. C. USA.
Taktek, K. (June 2-4, 2011). L’analyse transactionnelle?: vers une approche dynamique de communication et d’éducation à la paix. [Transactional analysis: Toward a dynamic approach of communication and peace keeping]. Canadian Psychological Association Annual Convention. Toronto, Ontario.
Taktek, K. (June 2-4, 2011). Why does mental imagery work in sports? A study on the effects of training strategies on the acquisition of an open motor skill by expert athletes. Canadian Psychological Association Annual Convention. Sheraton Center Toronto Hotel, Toronto, Ontario, Canada.
Taktek, K. (May 18-19, 2011). Liberté pour apprendre et implications pédagogiques de l’approche centrée sur l’élève?: Vers une stratégie dynamique d’enseignement et de leadership pour le personnel des écoles de langue fran?aise de l’Ontario. [Freedom to learn and pedagogical implications of student-centered approach: Towards a dynamic teaching and leadership for the staff of French schools in Ontario.]Ministère de l’?ducation de l’Ontario. Toronto, Ontario.
Taktek, K. (March 24-26, 2010). Transactional analysis: An efficient strategy intended for the prevention of school violence, school shooting, vandalism, gang activity, harassment, and intimidation. National School Defence & Security Conference & Exhibit. Toronto, Ontario.
Taktek, K. (August 6-9, 2009). Mental imagery: A psychological approach to sport injury rehabilitation. American Psychological Association Annual Convention.Toronto, Ontario.
Taktek, K. (June 11-13, 2009). Les Principes fondamentaux de l’apprentissage : théories et applications pédagogiques dans le domaine de l’éducation. [Fundamental principles of learning: Theories and applications in the field of education.] Canadian Psychological Association Annual Convention. Fairmont The Queen Elizabeth, Montréal, Québec.
Taktek, K. (June 11-13, 2009). Mental imagery: An efficient active strategy intended for exercise and athletic knee injury rehabilitation. Canadian Psychological Association Annual Convention. Fairmont The Queen Elizabeth, Montréal, Québec.
Taktek, K., & Simbagoye, A. (January 30-31, 2009). Portes d’accès à la formation à l’enseignement?: étude exploratoire auprès des formateur(e)s et/ou étudiant(e)s de l’?cole des sciences de l’éducation de l’Université Laurentienne. Ontario Teacher Federation (OTF/FEO). H?tel Courtyard by Marriott, Toronto, Ontario.
Taktek, K. (August 14-17, 2008). Mental imagery and vividness in children: A study on the enhancement of motor skills and performance. American Psychological Association Annual Convention.Boston, Massachusetts, USA.
Taktek, K., Zinsser, N., & St-John, B. (August 14-17, 2008). Application of imagery theory to sport psychology: Differentiating visual, kinesthetic and temporal imagery in mental practice.American Psychological Association Annual Convention. Boston, Massachusetts, USA.
Taktek, K. (June 12-14, 2008). Stratégies de pratique physique variable versus spécifique et acquisition d’habiletés motrices?: Analyse de la littérature de spécialité. [Strategies of variable versus specific physical practice and acquisition of motor skills: A literature analysis.] Canadian Psychological Association Annual Convention. Marriott Harbourfront, Halifax, Nova Scotia.
Taktek, K. (June 12-14, 2008). Hypothèse de la variabilité de la pratique physique mise en perspective?: Recension des écrits et discussions méthodologiques. [Variable physical practice hypothesis in perspective: A literature review and methodological discussions.] Canadian Psychological Association Annual Convention. Marriott Harbourfront, Halifax, Nova Scotia.
Taktek, K. (April 28-29, 2008). Théories béhavioriste, cognitive et écologique de l’apprentissage et de la performance motrice?: r?le des stratégies dynamiques d’imagerie mentale. [Behavioral, cognitive and ecological theories of motor learning and performance: Role of dynamic mental imagery strategies.]? Ministère de l’?ducation de l’Ontario. Toronto, Ontario, Canada?: Collège Glendon, RoomHY210 et HY172.
Taktek, K. (April 28-29, 2008). Apprentissage psychomoteur?: effets de la pratique physique spécifique, l’imagerie visuelle, l’imagerie kinesthésique et la capacité d’imagerie mentale. [Psychomotor learning: Effects of specific physical practice, visual imagery, kinesthetic imagery, and mental imagery capacity.] Ministère de l’?ducation de l’Ontario. Toronto, Ontario, Canada?: Collège Glendon, RoomHY210 et HY172.
Taktek, K. (January 25-26, 2008). Conditions for the person-centered learning: Implications for teacher training and role of the associate teachers. Ontario Teacher Federation (OTF/FEO). H?tel Courtyard by Marriott, Toronto, Ontario.
Taktek, K. (September 4-9, 2007). Mental imagery use by children and its influence on motor skills learning and performance enhancement. 12th European Congress of Sport Psychology. Athos Palace, Halkidiki, Greece.
Taktek, K., Zinsser, N., & St-John, B. (September 4-9, 2007). Visual, kinesthetic and temporal mental imagery: efficiency for retention and transfer of an open motor skill by future military officers. 12th European Congress of Sport Psychology. Athos Palace, Halkidiki, Greece.
Taktek, K. (June 6-10, 2007). Stratégie dynamique d’acquisition des habiletés avec application à l’apprentissage moteur et la performance motrice : Revue historique et critique de la littérature de spécialité. [Dynamic strategy of skill acquisitions with application to motor learning and performance: Historical and critical review of literature.] Canadian Psychological Association Annual Convention. Westin Hotel, Ottawa, Ontario.
Taktek, K., St-John, B., & Zinsser, N. (June 6-10, 2007). Mental imagery training for peak performance: Application in military rifle marksmanship. Canadian Psychological Association Annual Convention. Westin Hotel, Ottawa, Ontario.
Taktek, K. (April 26-28, 2007). Theories of learning: Epistemological perspectives and pedagogical implications. International Imagery Association: Imagery Center for Learning and Performance. Yonkers, New York, USA.
Taktek, K., & Demers, S. (January 26-27, 2007). Le répertoire pédagogique d’un enseignement stratégique?: r?le des théories de l’apprentissage, de la recherche scientifique et des organisations ou systèmes responsables de la formation initiale des enseignants. [Pedagogical repertory of strategic teaching: Role of learning theories, scientific research, and organizations or systems responsible of teachers’ training.] Ontario Teacher Federation (OTF/FEO). H?tel Courtyard by Marriott, Toronto, Ontario.
Taktek, K., St-John, B., & Zinsser, N. (August 10-13, 2006). Use of visual and kinesthetic mental imagery for enhancing the shooting performance of futures military officers. American Psychological Association Annual Convention. New Orleans, USA.
Taktek, K., St. John, B., & Zinsser, N. (July 16-21, 2006). Mental imagery: An efficient dynamic strategy for the retention and transfer of a closed motor skill by young children. International Congress of Applied Psychology. Athens, Greece.
Taktek, K., & St-John, B. (June 8-10, 2006). L’imagerie mentale : application dans l’entra?nement des futurs officiers militaires. [Mental imagery: Application in the training of future military officers.] Canadian Psychological Association Annual Convention. Westin Calgary Hotel, Calgary, Alberta.
Taktek, K. (June 8-10, 2006). Le modèle du Triple Code d’Ahsen (Image-réponse Somatique-Signification): Vers une nouvelle théorie de l’apprentissage moteur et de la performance motrice. [Ahsen’s Triple Code Model (Image-Somatic response-Meaning): Toward a new theory of motor learning and performance.] Canadian Psychological Association Annual Convention. Westin Calgary Hotel, Calgary, Alberta.
Taktek, K. (February 20-25, 2006). Mental representation: Fundamental principles and ontogenetic perspectives. International Imagery Association: Imagery Center for Learning and Performance. Yonkers, New York, USA.
Taktek, K. (February 20-25, 2006). Ahsen’s image psychology and the new structuralism: Towards a dynamic, global and persuasive theory of learning. International Imagery Association: Imagery Center for Learning and Performance. Yonkers, New York, USA.
Taktek, K., & Hochman, J. (August 18-21, 2005). Visual versus kinaesthetic mental imagery: Efficacy for retention and transfer. American Psychological Association Annual Convention. Washington D. C. USA.
Taktek, K. (June 9-11, 2005). Imagerie visuelle versus kinesthésique et son influence sur l’acquisition d’une habileté motrice fermée. [Visual versus kinaesthetic mental imagery and its influence on the acquisition of a closed motor skill.] Canadian Psychological Association Annual Convention. Queen Elizabeth Hotel, Montreal, Quebec.
Taktek, K. (June 9-11, 2005). Ahsen’s Triple Code Model (Image-Somatic-Meaning): An efficient active mental imagery strategy intended for motor skills and performance enhancement. Canadian Psychological Association Annual Convention. Queen Elizabeth Hotel, Montreal, Quebec, Canada.
Taktek, K. (May 2-4, 2005). L’apprentissage d’un geste: fondements épistémologiques et stratégies pédagogiques. [Motor learning: Epistemological attributes and pedagogical strategies.] Ministry of Defence, ?cole de formation des sous-officiers de l’armée de l’air. Base aérienne 721-17133 Rochefort Air, République fran?aise’.
Taktek, K., & St.John, B. (August 3-8, 2004). Effets de l’imagerie mentale et de la pratique physique sur la précision des tirs chez des futurs officiers militaires. [The effects of mental imagery and physical practice on the precision of shooting in future military officers.]International Imagery Association (Institut d’Analyse Eidétique de Québec). Québec City, Québec.
Taktek, K., Salmoni, A., & Rigal, R. (July 28-August 01, 2004). The effects of mental imagery and physical practice on the learning and transfer of a discrete motor task in young children. American Psychological Association Annual Convention. Honolulu, Hawaii, USA.
Taktek, K., & Hochman, J. (August 3-8, 2004). Ahsen’s (1984) Triple Code Model as a solution to some persistent problems within Adams’ (1971) Closed Loop Theory and Schmidt’s (1975; 1976) Motor Schema Theory. International Imagery Association (Institut d’Analyse Eidétique de Québec). Quebec City, Québec.
Taktek, K. (June 10-12, 2004). Conditions de pratique physique et apprentissage d’habiletés motrices. [Conditions of physical practice and learning of motor skills.] Canadian Psychological Association Annual Convention. St John, Newfoundland.
Taktek, K. (June 10-12, 2004). Effets de l’imagerie mentale et de la pratique physique sur l’apprentissage d’une t?che motrice discrète chez des enfants de huit à dix ans. [The effects of mental imagery and physical practice on the learning of a discrete motor task in children 8 to 10 years of age.] Canadian Psychological Association Annual Convention. St John, Newfoundland.

Presentations at Academic/Professional Conferences, Societies, and Workshops

Taktek, K. (March 22, 2022). Stratégies d’apprentissage moteur ou de la psychologie du sport et leurs applications pédagogiques dans le milieu scolaire, notamment auprès des élèves du cycle intermédiaire. [Motor learning strategies or sports psychology and their educational applications in the school environment, in particular among Intermediate grade.] Mini-Congress EDUC 4456FL-02. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 17, 2022). Stratégies d’apprentissage moteur ou de la psychologie du sport et leurs applications pédagogiques dans le milieu scolaire, notamment auprès des élèves des cycles primaire et moyen. [Motor learning strategies or sports psychology and their educational applications in the school environment, in particular among grades Primary and Junior.] Mini-Congress EDUC 4157Fl-01. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (November 2-4, 2021). Stratégies d’apprentissage moteur ou de la psychologie du sport et leurs applications pédagogiques dans le milieu scolaire, notamment auprès des élèves des cycles moyen et intermédiaire. [Motor learning strategies or sports psychology and their educational applications in the school environment, in particular among grades Junior and Intermediate.] Mini-Congress EDUC 4267FL-01. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (October 25-27, 2021). Approches pédagogiques de l’apprentissage et leurs effets sur les conceptions de l’apprentissage, de l’enseignement, de l’environnement, de l’enseignant, de l’apprenant et de l’évaluation. [Pedagogical approaches to learning and their effects on conceptions of learning, teaching, environment, teacher, learner and evaluation.] Mini-Congress EDUC 4217FL-01. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 18, 2021). Stratégies d’apprentissage moteur ou de la psychologie du sport et leurs applications pédagogiques dans le milieu scolaire, notamment auprès des élèves des cycles moyen et intermédiaire. [Motor learning strategies or sports psychology and their educational applications in the school environment, in particular among grades Junior and Intermediate.] Mini-Congress EDUC 4267FL-01. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 17, 2021). Stratégies d’apprentissage moteur ou de la psychologie du sport et leurs applications pédagogiques dans le milieu scolaire, notamment auprès des élèves des cycles primaire et moyen. [Motor learning strategies or sports psychology and their educational applications in the school environment, in particular among grades Primary and Junior.] Mini-Congress EDUC 4157Fl-01. ?cole d’éducation, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 6, 2020). Comment peut-on approfondir le lien entre la théorie et la pratique et surtout optimiser l’expérience d’apprentissage au cours des stages à la fois pour les étudiant(e)s en éducation et les enseignant(e)s sur le terrain? [How can we deepen the link between theory and practice and especially optimize the learning experience during internships for both education students and teachers in the field?] Table ronde de discussion / Round table discussion. ?S? Annual Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 28, 2020). Stratégies pédagogiques en éducation physique et santé : Analyse et intégration des théories contemporaines de l’apprentissage moteur et de la performance motrice. [Teaching strategies in physical education and health: Analysis and integration of contemporary theories of motor learning and motor performance.] ?S? Annual Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 28, 2020). Le Modèle du Triple Codes (ISM) d’Ahsen comme une stratégie active et efficace d’imagerie mentale désignée pour le développement des différentes formes de fonctionnement cognitif, la réhabilitation des blessures sportives ainsi que l’acquisition des habiletés motrices.?[Ahsen’s Triple Codes Model (ISM) as an active and effective mental imagery strategy designed for the development of different forms of cognitive functioning, the rehabilitation of sports injuries and the acquisition of motor skills.] ?S? Annual Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 28, 2020). La théorie de l’apprentissage par observation de Bandura et ses applications dans le domaine de l’apprentissage moteur et de la performance motrice. [Bandura’s observational learning theory and its applications in the field of motor learning and performance.] ?S? Annual Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 28, 2020). Hypothèse de la variabilité de la pratique physique mise en perspective à la lumière de la théorie des boucles fermées d’Adams (1971) et la théorie du schéma moteur de Schmidt (1975). [Hypothesis of the variability of physical practice put into perspective in the light of Adams’ Closed Loop Theory (1971) and Schmidt’s Motor Schema Theory (1975).] ?S? Annual Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (May 16-17, 2019). The effects of physical practice, mental imagery, and observational learning on the acquisition, retention, and transfer of motor skills: An experimental study with undergraduate students. Department of Physical Education, United States Military Academy. West Point, New York.
Taktek, K. (May 16-17, 2019). Combined physical and mental training for peak performance: Differential effects of internal visual imagery, external visual imagery and kinesthetic imagery on the learning, retention and transfer of motor skills. Center of Enhanced Performance, United States Military Academy. West Point, New York.
Taktek, K. (March 2, 2018). Apprentissage et enseignement en milieu scolaire?: analyse des fondements conceptuels et théoriques [Learning and teaching in schools: analysis of conceptual and theoretical foundations.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Bayala, C., & Kontchouo, J. B. (March 2, 2018).Les sciences du comportement?: l’apprentissage béhavioriste au c?ur du conditionnement classique et des théories du renforcement. [Behavioral sciences: Behaviorist learning at the heart of classical conditioning and theories of reinforcement.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Bennett, C., Leger. D., Bourgeois, L., Fortin, T., Poulin, L., Roy, J., & Roque, M. (March 2, 2018). Comment peut-on approfondir le lien entre la théorie et la pratique et surtout optimiser l’expérience d’apprentissage au cours des stages à la fois pour les étudiant(e)s en éducation et les enseignant(e)s sur le terrain? [How can we deepen the link between theory and practice and especially optimize the practicum experience for both education students and teachers in field?] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Dufour, D., & Dussault, R. (March 2, 2018). De la psychothérapie à la pédagogie de l’éducation?: l’approche centrée sur la personne, la pyramide des besoins et l’analyse transactionnelle. [From psychotherapy to education pedagogy: the person-centered approach, the pyramid of needs and the transactional analysis.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Ferguson, J., & Samaha, J. (March 2, 2018).L’humanisme moderne et l’apprentissage centré sur l’élève?: Où en sommes-nous?dans le contexte de la diversité culturelle en Ontario. [Modern humanism and Student-Centered Learning: Where are we in the context of cultural diversity in Ontario.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Flannigan, A., & Lauwers, T. (March 2, 2018).Principes des approches cognitives de l’apprentissage?: Comment aider les enseignants et les formateurs à perfectionner leurs interventions pédagogiques auprès des apprenants. [Principles of cognitive approaches to learning: How to help teachers and trainers to improve their teaching interventions with learners.]Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Mathias, Y. K., & Vallée, S. (March 2, 2018). Les fondements des approches interactionnistes?: interaction socioculturelle, motivation et réussite des apprentissages scolaires. [The foundations of interactionist approaches: socio-cultural interaction, motivation and success of school learning]. Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Moumeni, A., & Tchadeu, B. D. (March 2, 2018).Fondements théoriques des approches béhavioristes classiques de l’apprentissage?: Applications pédagogiques dans le milieu scolaire. [Theoretical foundations of classical behaviorist approaches to learning: Educational applications in schools.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Pelchat, C. (March 2, 2018).Kahoot?: une stratégie pédagogique efficace et interactive pour l’intégration des connaissances en salle de classe. [Kahoot: An effective and interactive teaching strategy for classroom knowledge integration.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Roque, M. (March 2, 2018). L’approche écologique au c?ur l’apprentissage authentique?: une perspective holistique inspirée de la culture autochtone. [The ecological approach at the heart of authentic learning: a holistic perspective inspired from the Aboriginal culture.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario. ?
Taktek, K., Smibert, C. (March 2, 2018).Apprentissage par le jeu?: comment rendre la matière à enseigner captivante aux yeux des élèves et éviter l’échec et le décrochage scolaire. [Learning through play: How to make the subject matter of teaching captivating in the eyes of students and to avoid failure and dropping out of school.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Théorêt, M-C., & Bélanger, M. (March 2, 2018). L’apport des sciences cognitives de l’apprentissage : Quelles implications pédagogiques dans le domaine de l’éducation. [The contribution of the cognitive sciences of learning: What pedagogical implications in the field of education.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Zoignon Sea, T. J. (March 2, 2018). Caractéristiques des approches interactionnistes?: Applications, recherches et perspectives critiques de la théorie sociocognitive de Bandura et de la théorie des conditions de l’apprentissage de Gagné. [Characteristics of the interactionist approaches: Applications, research, and critical perspectives of Bandura’s sociocognitive theory and Gagné’s learning conditions theory.] Faculty of Education Annual Research Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 3, 2017). L’Analyse Transactionnelle au c?ur du développement personnel, social et organisationnel : mythe dépassé ou rêve à réaliser vis-à-vis la diversité culturelle de la population en Ontario. [Transactional Analysis at the heart of personal, social and organizational development: Out of date myth or dream to be achieved vis-a-vis the cultural diversity of Ontario's population. Faculty of Education Annual Research Congress. 51吃瓜app, Sudbury, Ontario. ??
Taktek, K. (March 3, 2017). Les théories de l’apprentissage moteur?: implications pédagogiques et mutualisation des habiletés en éducation physique et santé. [Theories of motor learning: pedagogical implications and mutualization of skills in physical education and health]. Faculty of Education Annual Research Congress. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 18, 2016). Mental imagery training for peak performance: the effects on the acquisition, retention and transfer of motor skills. Center of Enhanced Performance, United States Military Academy. West Point, New York.
Taktek, K. (April 18, 2015). Visiting Scholar Enrichment meeting “Learn about the history, heritage and culture of the Lenape-Delaware American Indians” at Lenape Village and interactive education center on the Delaware River in Stanhope, New Jersey.
Taktek, K. (April 10, 2015). Sport and exercise psychology: the role of mental preparation strategies on motor skills and performance enhancement. Center of Enhanced Performance, United States Military Academy. West Point, New York.
Taktek, K. (April 1-5, 2015). “Old to New West: The Role of Land in Shaping the American Story,” Fulbright Visiting Scholar Enrichment Seminar hosted by the Tulsa Global Alliance (TGA) and their partners, the University of Tulsa and the Thomas Gilcrease Institute of American History and Art (Gilcrease Museum). Tulsa Oklahoma, USA.
Taktek, K. (January 19, 2015). Effects of mental imagery training on the acquisition, retention and transfer of motor skills and performance.Department of Physical Education. United States Military Academy. West Point, New York.
Taktek, K. (December 4, 2014). De la théorie à la pratique?: un aper?u des théories de l’apprentissage moteur et de leurs implications pédagogiques sur les stratégies d’enseignement de la santé et de l’éducation physique. [From theory to practice: an overview of motor learning theories and their pedagogical implications on the teaching strategies of health and physical education].Faculty of Health and Faculty of Education Annual Conference. 51吃瓜app, Ontario, Canada.
Taktek, K. (December 4, 2014). Influence humaniste sur les stratégies d’enseignement et d’apprentissage: vers une pédagogie dynamique centrée sur l’élève. [Humanistic influence on teaching and learning strategies: towards a dynamic student-centered pedagogy].Faculty of Health and Faculty of Education Annual Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (February 28, 2014). Théorie de l’analyse transactionnelle: stratégies pédagogiques et perspectives d’application en éducation à la paix. 3rd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Russell-Denis,?G. (February, 28, 2014). Imagery use during athletic injuries: The road to successful therapy.3rd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K., Plourde, N., & Chaylt,?P. (February, 28, 2014). The effects of mental imagery on the learning and transfer of a discrete motor task by young children.3rd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Dignard,?C. (February, 28, 2014). Imagery and vividness in children: A study on the enhancement of motor skills and performance. 3rd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 5, 2013). Sport psychology for athletes and coaches: Gaining the mental edge in competition. Faculty of Professional Schools’ Annual Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 5, 2013). Mental practice-based rehabilitation training: Implications and challenges for injured athletes. Faculty of Professional Schools’ Annual Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 8, 2013). Using the mind to heal the body: Psychological approaches to sports injury rehabilitation [Utilisation de l’esprit pour guérir le corps : approches psychologiques à la réadaptation des blessures sportives]. 2nd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 8, 2013). Teaching of physical education and sport: towards an effective strategy for psychomotor learning [Didactique de l’éducation physique et sportive?: vers une stratégie efficace d’apprentissage psychomoteur]. 2nd Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 13, 2012). Théories et conditions de l’apprentissage moteur : reconsidérer l’EPS à la lumière de l’approche écologique. [Theories and conditions of motor learning: Reconsidering Health and Physical Education in the light of the ecological approach]. Faculty of Professional Schools’ Annual Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 13, 2012). Hypothèse de la variabilité de la pratique : fondements épistémologiques et applications pédagogiques [Variability of practice hypothesis: epistemological and pedagogical applications]. Faculty of Professional Schools’ Annual Conference. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 21, 2011). Didactique de l’éducation physique et santé?: théories, modèles et applications dans le domaine de l’éducation scolaire. [Didactics of physical education and health: Theories, models and applications in the field of school education.] 1st Annual Congress in Education, 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 21, 2011). L’analyse transactionnelle : une stratégie pédagogique interactive de connaissance de soi, de communication interpersonnelle et de prévention de la violence au sein des établissements scolaires et universitaires. [Transactional Analysis: An interactive teaching strategy of self-knowledge, interpersonal communication and violence prevention in schools and universities.] 1st Annual Congress in Education. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 10, 2010). R?le de l’imagerie mentale?dans la précision spatio-temporelle et dynamique : Une étude expérimentale auprès d’athlètes de hauts niveaux. [The role of mental imagery in the spatiotemporal and dynamic precision: A study with elite athletes.] Faculty of Professional Schools Annual Conference, “How we come to know Windmaage Shpi”. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (December 10, 2010). Imagery use during athletic injuries: The road to successful therapy. Faculty of Professional Schools Annual Conference, “How we come to know Windmaage Shpi”. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (June 30-July 02, 2010). Mental imagery training in basketball: A study on the enhancement of motor learning, retention, and transfer. Center of Enhanced Performance. United States Military Academy (USMA). West Point, New York, USA.
Taktek, K. (April 23-25, 2009). Mental imagery: Efficacy for exercise and athletic knee injury rehabilitation. Center of Enhanced Performance. United States Military Academy (USMA). West Point, New York 10996, USA.
Taktek, K. (April 24, 2009). Ahsen’s Image Psychology: An efficient active pedagogical strategy designed for cognitive and motor learning enhancement. International Imagery Association. Imagery Center for Learning and Performance. Yonkers, New York, USA.
Taktek, K. (April 3, 2009). Liberté pour apprendre : implications pédagogiques de l’approche humaniste dans le milieu de l’éducation. [Freedom to learn: Pedagogical implications of the humanistic approach in the field of education.] ACFAS-Sudbury, Ontario, Canada.
Taktek, K. (April 17, 2008). Theories of learning: Psycho-pedagogical issues, trends, and applications in the field of education. International Imagery Association: Imagery Center for Learning and Performance. Yonkers, New York, USA.
Taktek, K. (April 15-16, 2008). Mental imagery training for peak performance: Application in military rifle marksmanship. Center of Enhanced Performance. United States Military Academy (USMA). West Point, New York 10996, USA.
Taktek, K. (April 4, 2008). Apprentissage psychomoteur : Théories, modèles et applications pédagogiques dans le domaine scolaire. [Psychomotor learning: Theories, models and pedagogical applications in the field of education.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 30, 2007). Implications de la préparation mentale dans l’entra?nement des cadets militaires américains. [Implications of mental preparation in the training of American military cadets.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (March 17, 2006). Imagerie et répétition mentale dans l’acquisition d’habiletés cognitivo-motrices chez des enfants. [Effects of imagery and mental rehearsal on the acquisition of cognitivo-motor skills in children.] Séminaire ‘pensée et culture’ de l’?cole des Sciences de l’?ducation. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (June 25- July 13, 2006). R?le de la pratique mentale dans l’optimisation de l’apprentissage moteur et la performance motrice chez des athlètes chevronnés. [Role of mental practice in optimizing motor learning and performance among experienced athletes.] School of Physical Education and Sports. Tunis, Tunisia.
Taktek, K., & St. John, B. (April 01, 2005). La représentation des paramètres du mouvement (temps, force et espace) et son influence sur la précision des tirs chez des futurs officiers militaires. [Mental representation of movement parameters (time, force, and space) and its influence on the precision of shooting in future military officers.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (April 02, 2004). Effets de l’imagerie mentale combinée à la pratique physique sur la rétention et le transfert d’apprentissage chez des enfants de huit à dix ans. [Effects of mental imagery combined with physical practice on the retention and transfer of learning in children 8 to 10 years of age.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (April, 2002). Effets de la pratique physique variable versus spécifique sur l’acquisition des habiletés motrices. [Effects of variable versus specific physical practices on the acquisition of motor skills.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K. (April, 2001). Stratégies pédagogiques et apprentissage d’une t?che motrice chez des enfants de huit à dix ans. [Pedagogical strategies and learning of a motor task by children 8 to 10 years of age.] ACFAS-Sudbury. 51吃瓜app, Sudbury, Ontario.
Taktek, K., & Radford, L. (February 14, 2001). Sondage et développement d’un questionnaire par la technique du groupe nominal (de Delbeq et coll., 1975) auprès des étudiants des trois options de l’?cole des sciences de l’éducation. [Development of Questionnaire by the Nominal Group Method (Delbeq et al., 1975) within students at 51吃瓜app School of Education.] ?cole des sciences de l’éducation. 51吃瓜app, Sudbury, Ontario.

Current?Reserach?Projects

Robin, N., Carien, R., Taktek, K., Hatchi, V., & Dominique, L. (in progress). ?Effects of Motor Imagery Training on Service Performance in Novice Tennis Players: The Role of Imagery Ability and Amount of Practice.
Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (In progress). The effects of physical practice, mental imagery, and observational learning on the acquisition, retention, and transfer of motor skills: An experimental study with undergraduate students. (Grants applications submitted to “Insight Development Grant-SSHRC” (February 2, 2021) as well as “Canada-US Fulbright Scholar Awards” (November 15, 2021).
Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (FRUL Research Project, 2018, In progress). Combined physical and mental training for peak performance: Differential effects of internal visual imagery, external visual imagery and kinesthetic imagery on the learning, retention and transfer of motor skills.
Taktek, K., Germain, J., Fielitz, L., Zinsser, N., & Ciccarelli, D. (In progress).?Mental imagery training in basketball: An efficient strategy for motor skills and performance enhancement.
Taktek, K., Germain, J., Fielitz, L., Zinsser, N., & Ciccarelli, D. (FRUL Research Project, In progress). Mental imagery training in Judo: A study on the enhancement of motor learning, retention, and transfer.
Taktek, K. (in progress).Mental imagery: A psychological approach to sports injury rehabilitation.
Taktek, K. (In progress).?Transfert des apprentissages : fondements théoriques, analyse conceptuelle et stratégies pédagogiques [Transfer of learning: theoretical foundations, conceptual analysis and pedagogical strategies.]
Taktek, K. et Sokolsky, J. (In progress). L’analyse transactionnelle?: Canada, Washington et maintien de la paix. [Transactional analysis: Canada, Washington and peace-keeping.]

Membership?and Contribution in Professional Associations

Member of the Consulting Editor Board of the Canadian Journal of Experimental Psychology (2009, to present).
Member of the Consulting Editor Board of the Journal of Mental Imagery (2006, to present).
Member of the Canadian Psychological Association (2002, to present).
Member of the Canadian Society for Industrial & Organizational Psychology (CSIOP) (2002, to present).
Member of the American Psychological Association (APA) (2003, to present).
Member of the International Imagery Association (2003, to present).
Member and expert-consultant for the Scientific Council of the Canadian Institute of Eidetic Image ‘Institut Canadien de l’Image Eidétique’ (2009, to present).
Member and Expert-consultant for the Scientific Council of the Quebec Institute of Eidetic Image ‘Institut d’Analyse Eidétique du Québec’ (2003-2004; 2004-2005; 2005-2006; 2006-2007, 2007-2008, to present).
Member of the Association du Séminaire du Ministère de la Défense, République fran?aise (2005-2006, to present).
Member of the Canadian Association of Knowledge Development (ACFAS-Sudbury) (2000--2002 & 2006, to present).
Member of the Canadian Association of Knowledge Development (ACFAS-Montréal), (2008- to present).
Member of the Seminar Thought and Culture of the 51吃瓜app School of Education (2006-2007, 2007-2008, and 2008-2009).
Member of the European Federation of Sport Psychology (EFPSAC)?2006-2007).
Member of the International Association of Applied Psychology (IAAP) (2005-2006).

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