Khaled Taktek

Khaled Taktek

Full Professor

École des sciences de l'éducation
Education

Biography

     Khaled Taktek (Ph.D.) holds a position as a Full Professor with the École des sciences de l’éducation at Laurentian University (2006-to present). He is accredited by the School of Graduate Studies at Laurentian to supervise graduate students and to teach in the doctoral program of Humanities. Presently, he is leading several scientific projects related to his main research interests covering the educational psychology, cognitive psychology, training of future teachers, exercise and sports 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)).

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

     Moreover, he has been sponsored by several research funds. Recently, through the Foundation for Educational Exchange between Canada and the United States of America, he was selected for 2014-2015 Canada-US Fulbright Scholar Awards, at the United States Military Academy, West Point, New York, where he also received a Medallion of Excellence 2015 from the Dean of the Academic Board, Dr. Timothy Trainor, Brigadier General.

     Since his appointment at Laurentian, 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 Primary and Junior Grades; 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 Laurentian University, Khaled Taktek held a position as Associate Professor, Military Psychology and Leadership Department, Royal Military College of Canada (RMC). 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 Laurentian University 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, Laurentian University, Sudbury, Ontario, Canada.
  •   2006 - 2016: ASSOCIATE PROFESSOR, Laurentian University, 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, Laurentian University, 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 AGRÉGÉ, Université Laurentienne, Sudbury, Ontario, Canada

On The Web

http://www.laurentian.ca/Laurentian/Home/Departments/School+of+Education+French/Faculty+and+Staff/Kh

Research

1. Research Foci

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

  • American and Canadian military training, sponsored by the Foundation for Educational Exchange between Canada and the United States of America (Canada-US Fulbright Scholar Award); the United States Military Academy; the Academic Research Program for Natural Sciences and Engineering at RMC; and Laurentian University Research Funds (LURF).

  • The psychopedagogy of learning theories: issues, trends and applications in the field of education, sponsored by Laurentian University Research Funds (LURF).

  • Health, funded by the Canadian Consortium for Health Promotion (Health Canada, CNFS in French).

  • Exercise and sport psychology. 


2. Expert Consultant and Reviewer

  • During the current academic year 2016-2017, Dr. Taktek was selected as Research Coordinator for the Faculty of Education at Laurentian University. 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 the Faculty.

  • Dr. Taktek serves as an evaluator/chair 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 “Éducation spécialisée.”

  • ​​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 of Canada (SSHRC).
  • Dr. Taktek is also an expert consultant for the Ontario Ministry of Education; 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, ICIE in French”); as well as the Division of continued studies of the Saint-Jean-sur-Richelieu Campus, Department of National Defense


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

Award, Grants, and Research Contracts


Teaching

2006 TO PRESENT. FULL PROFESSOR, Laurentian University, 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)


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, Laurentian University, 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 Écoles 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 Côte 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

  •  Dr. Taktek has published several refereed articles in scientific journals. Moreover, he presented several conference articles in prominent peer-reviewed national and international scientific associations and also several non-refereed conference papers. He was invited as a lecturer to several symposiums, colloquiums and/or seminars organized by 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).
  • He has published several books and book chapters, lecture notes, and theses dealing 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. Elsewhere, Dr. Taktek contributed to the publication of a collective book of three volumes on peace-keeping 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 has recently 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 Laurentian University, Royal Military College of Canada, University of Ottawa and the Ministry of Defense, France Republican. For further details, please consult the following link: https://www.novapublishers.com/catalog/advanced_search_result.php?keywords=khaled+taktek&osCsid=dcbeff80428240bf57c3e44292920adf&x=0&y=0


1. 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 barbarous and social sciences in the face of war. 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. 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. 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. 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. New York, Hauppauge: Nova Science Publishers.
  • Taktek, K., & Lacassagne, A. (2016). United States-led intervention in Iraq: A troubling signal for the world. 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. New York, Hauppauge: Nova Science Publishers.
  • Taktek, K., & Basalamah, S. (2016). Israel-Palestine conflict: Zionist’s land reconquest and expropriation. New York, Hauppauge: Nova Science Publishers.
  • Taktek, K., & Lacassagne, A. (2016). Israel attack on Lebanon: Is it just war theory or war of aggression? 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. 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 peace-keeping.] In A. Guilbert-Lasalle & D, Lemaître (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. New York: Brandon House, Inc.


2. Lecture Notes

  • Taktek, K. (2016). Développement humain et théories de l’apprentissage aux cycles intermédiaire et supérieur (EDUC 4317 FL 01). Toronto, Ontario, Canada: Canadian Scholar Press Inc. (CSPI).
  • Taktek, K. (2016). Educational psychology: Theories of learning and pedagogical applications. Sudbury, Ontario, Canada: Laurentian University Book Store.
  • Taktek, K. (2016). Didactique de la santé et de l’éducation physique au cycle primaire, moyen, intermédiaire et supérieure. [Didactic of health and physical education for primary, junior, intermediate, and Senior.] Sudbury, Ontario, Canada : Librairie de l’Université Laurentienne.
  • Taktek, K. (2015). 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 : Librairie de l’Université Laurentienne.
  • Taktek, K. (2006-2007). Éducation physique et santé : Esquisse de leçons (cycles primaire et moyen). [Health and physical education: Course lessons. Sudbury, Ontario, Canada : École des sciences de l`éducation, Université laurentienne
  • 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 : Librairie de l’Université Laurentienne.
  • Taktek, K. (2000). Psychopédagogie de l’apprentissage (Cours EDUC3005). [Psychopedagogy of learning.] Sudbury, Ontario, Canada : Librairie de l’Université Laurentienne.
  • 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.


3. Theses

  • Taktek, K. (2000). Stratégies pédagogiques et apprentissage d’une tâche 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’Éducation. Université du Québec à Montréal (UQAM). (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 Maîtrise 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 : École Normale Supérieure d’Éducation Physique et Sportive. (Rating: Excellent)


4. Conference Proceedings and Research Report

  • 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. In Sheppard, G., & Tremblay, L., (Eds).  Diversity in Research - La diversité dans la recherche - Nooch Gegoo Ndagkendma-daa 2015. Sudbury: Laurentian University. ISBN 978-0-88667-091-7 (PDF), retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2570
  • 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: Laurentian University. ISBN 978-0-88667-091-7 (PDF), retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2570
  • 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: École 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.


5. Refereed Articles Published in Scientific Journals

  • Taktek, K., Zinsser, N., Fielitz, L., Corbari, G., Miller, S., & St-John, B. (In progress). Imagery training for peak performance: Efficacy for the acquisition, retention and transfer of sport rifle marksmanship.
  • Taktek, K. (2017). L’apprenant au cœur 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’Éducation, 40(4), 514-542. https ://cje-rce.ca/fr/journals/volume-40-issue-4-2/lapprenant-au-coeur-du-transfert-des-apprentissages-perspectives-dinterventions-pedagogiques-dans-le-domaine-de-leducation/
  • 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’Éducation, 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’Éducation, 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 française.
  • Taktek, K., & Rigal, R. (2005). Stratégies pédagogiques et apprentissage d’une tâche 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’Éducation, 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., Buckolz, E., & Taktek, K. (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.


6. Refereed Conferences

  • 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., 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. (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 conçue 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.
  • Taktek, K., Fielitz, L., 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 cœur du développement personnel et de la réussite scolaire : mythe dépassé ou rêve à réaliser au sein des écoles de langue française de l’Ontario. Forum Synergy 2016. Ontario Ministry of Education. Toronto, Ontario.
  • Taktek, K. (November 30-December 1, 2016). Rôle 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. Faculty of Health and Faculty of Education’s 8th Annual Conference. Laurentian University.
  • 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. Faculty of Health and Faculty of Education’s 8th Annual Conference. Laurentian University.
  • 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. Faculty of Health and Faculty of Education’s 7th Annual Conference. Laurentian University.
  • Taktek, K. (December 9, 2015). Therapeutic Imagery and Athletic Injuries: A Quantitative Analysis. Faculty of Health and Faculty of Education’s 7th Annual Conference. Laurentian University.
  • 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 Écoles 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 française 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’Éducation 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’École des sciences de l’éducation de l’Université Laurentienne. Ontario Teacher Federation (OTF/FEO). Hôtel 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 : rôle 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’Éducation de l’Ontario. Toronto, Ontario, Canada : Collège Glendon, Room HY210 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’Éducation de l’Ontario. Toronto, Ontario, Canada : Collège Glendon, Room HY210 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). Hôtel 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 : rôle 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). Hôtel 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. (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’entraînement 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, École de formation des sous-officiers de l’armée de l’air. Base aérienne 721-17133 Rochefort Air, République française’.
  • 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 tâche 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.


7. Presentations at Academic/Professional Conferences, Societies, and Workshops

  • 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’s Annual Research Conference. Laurentian University, Sudbury, Ontario.
  • Taktek, K., Bayala, C., & Kontchouo, J. B. (March 2, 2018). Les sciences du comportement : l’apprentissage béhavioriste au cœur 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, Sudbury, Ontario.
  • Taktek, K., & Roque, M. (March 2, 2018). L’approche écologique au cœur 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, 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’s Annual Research Conference. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (March 3, 2017). L’Analyse Transactionnelle au cœur 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’s Annual Research Symposium. Laurentian University, 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’s Annual Research Symposium. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (February 18, 2016). Mental imagery training for peak performance: the effects on the acquisition, retention and transfer of motor skills. United States Military Academy, West Point, New York.
  • Taktek, K. (April 18, 2015). Selected to the Fulbright 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). 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. (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 aperçu 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’s Annual Conference. Laurentian University, 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’s Annual Conference. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (February 28, 2014). Théorie de l’analyse transactionnelle: stratégies pédagogiques et perspectives d’application en éducation à la paix. 3nd Annual Symposium in Education. Laurentian University, Sudbury, Ontario.
  • Taktek, K., & Russell-Denis, G. (February, 28, 2014). Imagery use during athletic injuries: The road to successful therapy. 3nd Annual Symposium in Education. Laurentian University, 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. 3nd Annual Symposium in Education. Laurentian University, Sudbury, Ontario.
  • Taktek, K., & Dignard, C. (February, 28, 2014). Imagery and vividness in children: A study on the enhancement of motor skills and performance. 3nd Annual Symposium in Education. Laurentian University, 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. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (December 5, 2013). Mental practice-based rehabilitation training: Implications and challenges for injured athletes. Faculty of Professional Schools’ Annual Conference. Laurentian University, 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 Symposium in Education. Laurentian University, 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 Symposium in Education. Laurentian University, 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. Laurentian University, 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. Laurentian University, 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.] 1nd Annual Symposium in Education, Laurentian University, 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 Symposium in Education. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (December 10, 2010). Rôle 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”. Laurentian University, 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”. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (June 30-July 02, 2010). Mental imagery training in basket-ball: 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. (24 April, 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. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (March 30, 2007). Implications de la préparation mentale dans l’entraînement des cadets militaires américains. [Implications of mental preparation in the training of American military cadets.] ACFAS-Sudbury. Laurentian University, 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’École des Sciences de l’Éducation. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (June 25- July 13, 2006). Rôle 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. Laurentian University, 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. Laurentian University, 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. Laurentian University, Sudbury, Ontario.
  • Taktek, K. (April, 2001). Stratégies pédagogiques et apprentissage d’une tâche 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. Laurentian University, 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’École des sciences de l’éducation. [Development of Questionnaire by the Nominal Group Method (Delbeq et al., 1975) within students at Laurentian University School of Education.] Laurentian University, Sudbury, Ontario.


8. Current Reserach Projects

  • Taktek, K., Fielitz, L., Germain, J., Zinsser, N., & Ciccarelli, D. (FRUL Research Project, 2017, 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.
  • 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., Germain, J., Fielitz, L., Zinsser, N., & Ciccarelli, D. (FRUL Research Project, 2014-in progress). Mental imagery: A study on the enhancement of motor learning, retention, and transfer in Judo.
  • Taktek, K., Zinsser, N., & Morales-Negron, H. R. (in progress). Mental imagery training for peak performance: An efficient strategy for motor skills and performance enhancement as well as cognitive functioning development (this project is sponsored by the United States Military Academy, USMA and the Canada-US Fulbright Scholar Award).


9. 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 française (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 Laurentian University 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).