Université de Toulouse · CBI / CRCA / CAB

Understanding how behaviour emerges through mechano-ethology

From ants to humans
From locomotion to collective load carrying
From exoskeletons to bioinspired systems

This website presents the research, projects, teaching and responsibilities I have developed or coordinated throughout my academic career.

University research and teaching depend on collective effort. This website reports on the work made possible by that commitment and public funding. It is intended for citizens wishing to understand its significance, students and colleagues across disciplines.

Portrait of Pierre MORETTO, professor of biomechanics
Professor · Université de Toulouse

Mechano-ethology

Research

CNRSANRANRTOccitanie RegionInstitut Carnot CognitionEuropean UnionMédicapteursStade ToulousainColomiers Rugby

Understanding how organisms’ mechanical properties and their interactions contribute to emerging behaviour, then exploring their transfer to bioinspired systems.

Biomimetics and dimensionless analysis

Two complementary projects: understanding locomotion and load carrying in humans and ants, then using scaling laws to transfer this knowledge to robotics and exoskeletons.

CAB 7 project

Locomotion and load carrying

Biomechanics of locomotion and load carrying in humans and ants, with a focus on individual and collective coordination.

More about CAB 7 →
Affiliation. Centre for Integrative Biology (CBI) · Research Centre on Animal Cognition (CRCA) · Collective Animal Behaviour (CAB) team.
Université de Toulouse

Tab 02

Teaching

I teach at the Université de Toulouse, in the Faculty of Sport Sciences and Human Movement (F2SMH) and the Faculty of Science and Engineering (FSI).

My teaching takes an interdisciplinary approach to movement, at the intersection of biology, biomechanics, neuroscience, physics, modelling and robotics. Beyond acquiring knowledge, students are encouraged to understand, model, experiment and solve problems.

This approach has led me to continually update both content and teaching formats: experimental data analysis, programming, simulation, robotics, comparisons of biological and artificial systems, and problem-based learning.

My teaching initiatives also serve the doctoral schools of the Université de Toulouse, introducing doctoral researchers from different disciplines to biomimetics. We have also secured TIRIS funding through the “Minor Programs” call to develop teaching in biomimetics and interdisciplinary dialogue from undergraduate level onwards (project led by Loic TEN-HAGE). Explore the TIRIS teaching programme ↗

Course materials remain restricted to enrolled students. This page presents the teaching principles, themes and original activities developed throughout my teaching.

Teaching areas

  • Biomechanics and movement analysis
  • Scientific programming and Python
  • Signal processing and experimental data
  • Biomimetics, ethology and biorobotics
  • Sports performance, health and rehabilitation

Teaching and supervision

From undergraduate to doctoral level, teaching uses sensors, video analysis, modelling and practical experiments.

The examples below illustrate learning through experimentation and problem-solving.

Biomechanics · Measurement · Programming

From the laboratory to the smartphone: measuring and understanding movement

Starting from scientific papers that interest them, students choose a motor skill and design an experiment. In the movement analysis laboratory, they compare a professional reference system, Vicon, used as the gold standard, with more accessible tools: smartphone video and wearable sensors.

Vicon recordings are synchronised with smartphone footage. The orange crosses on the participant serve as landmarks for video movement analysis. A second phone worn by the participant records inertial signals: linear accelerations and rotation data are used to study movement phases.

Sit-to-stand with a walking frame. Identify transfer phases and changes in support.
Simulated limping. Study asymmetries and gait phases.
Walking with a cane. Relate body movement to the use of a walking aid.

These activities lead students to process signals, analyse movement biomechanically and program algorithms to calculate relevant parameters. They compare results across devices and discuss capabilities and limitations. Some projects develop biofeedbackapplications that turn measurements into user feedback.

This approach builds skills particularly useful in Master’s programmes in Adapted Physical Activity and Training and Optimisation of Sports Performance (EOPS) : designing measurements, using quantitative movement analysis tools and critically interpreting professional-system or smartphone data.

Ethology · Behaviour · Cognition

Programming behaviour: prey and predator with Thymio

In the Master’s programme in Ethology and Comparative Cognition (ECC), students translate behaviour into algorithms. Two groups each program a Thymiorobot to move within an enclosure. Roles are assigned by drawing lots: one group designs the predator’s behaviour, the other the prey’s.

How can a robot detect, pursue or avoid the other while respecting the enclosure’s boundaries? Students specify the information and perception–action rules, then test and adjust their programs.

Bringing the robots together reveals how individual rules generate interaction. The exercise combines behavioural observation, modelling, programming and experimentation.

Predator–prey workshop with Thymio robots. Second-year Master’s students in Ethology and Comparative Cognition (ECC), 2025, with José CASTILLO, LIRMM. Inset: Thymio robot, photograph by Thymio / Mobsya.

Doctoral schools · Biomimetics · Collaborative design

Learning biomimetics through team challenges: Biomimove workshops

Since 2025, the Biomimove meetings have introduced biomimetics through interdisciplinary exchange and practice. Talks provide biological examples; workshops invite participants to turn this knowledge into design ideas.

What is a hackathon? An intensive, time-limited workshop where a team pools its skills to address a challenge and present a proposal. Programming is not always required: here, the aim is to design from biology. This takes the form of a design challenge (créathon) in 2025 and 2026.

In 2025: discover the method, then design. The programme combines an introduction to biomimetic thinking by David MACQUART (CeeBIOS), Magali GERINO (Professor of Ecology) and Pierre MORETTO with a serious game and design challenge on movement, bioinspiration and biomimetics. Groups work across two sessions, then present their projects. This progression links principles, discussion and a shared proposal.

In 2026: drawing on biology to design exoskeletons. The 20 November programme includes an introduction by David MACQUART, followed by workshops on choosing a biological model and the design loop. Organised with Fondation Catalyse, Le Catalyseur and CEEBIOS, the day will end with project presentations and a jury prize.

The teaching ambition. Learn to define a need, identify a relevant biological principle, explain how it works and discuss its transfer to an artificial system. Teamwork develops listening, evidence-based creativity and critical thinking: teams must state their assumptions, the limits of the analogy and the steps needed to test their proposal.

These workshops form part of my commitment to biomimetics education for Master’s and doctoral students and complement teaching development supported by TIRIS through the “Minor Programs” call.

Education · Research · Scientific coordination

University administration

Building shared curricula, developing experimental facilities and coordinating scientific communities: three aspects of my collective commitment in Lille, Toulouse and nationally.

01 · LilleStructuring degree programmes

Vice-presidency and distance learning.

02 · ToulouseDeveloping facilities and projects

Movement analysis platform and scientific strategy.

03 · NationalCoordinating scientific networks

Lille-Nord de France Master’s programme, GDR BIOMIM, Biomimove and HAL.

01

Lille — Université de Lille 2

Teaching responsibilities and inter-university coordination

2006–2009 · Vice-presidency

Organising Master’s provision at Lille 2

As Vice-Dean responsible for the “Sciences, ingénierie et métiers du sport” Master’s programme, I organised the six Master’s specialisations offered by the Faculty of Sport Sciences and Physical Education. This formed part of my involvement in faculty governance and teaching.

2003–2009 · Teaching innovation

e-M@ster — Sharing distance learning

Alongside this, from 2003 to 2009 I led e-M@ster, devoted to distance learning at Lille 2 and across the Grand Nord network. These responsibilities pooled teaching and research expertise across institutions to structure inter-university research training.

02

Toulouse — Université de Toulouse

Experimental infrastructure and research development

2013–2020 · Creation and leadership

A platform for movement analysis

From 2013 to 2020, I created and directed the F2SMH movement analysis platform in partnership with CREPS Toulouse. This combined developing experimental facilities with building scientific and professional collaborations.

Known as CAAPS and now presented as PRIMH, the platform connects research, performance analysis and human movement applications.

03

National scientific networks and responsibilities

Bringing a community together, organising exchanges and sharing its work

2003–2009 · Grand Nord network

Coordinating the Lille-Nord de France Master’s programme

5 universities65 academics26 research teams and laboratories

From 2003 to 2009, I led and regionally coordinated the Grand Nord “Sciences du sport” research Master’s, followed in 2008–2009 by the “Lille-Nord de France” STAPS Master’s. Led by Lille 2, the programme was jointly accredited by five universities: Lille 2, Valenciennes et du Hainaut-Cambrésis, Picardie Jules Verne in Amiens, Artois — Liévin campus — and Littoral Côte d’Opale.

This involved coordinating courses and seminars delivered by 65 academics (18 professors, 5 senior lecturers with HDR accreditation to supervise research, and 42 senior lecturers), from 26 research teams and laboratories in Nord-Pas-de-Calais and Picardie. It combined coordination of jointly accredited pathways with liaison with doctoral schools in biology and health, law, humanities and social sciences.

Since 2019 · Scientific coordination

GDR BIOMIM 2088 — Building a community around movement

Involved since 2019 in establishing the CNRS GDR 2088 “Biomimetics and Bioinspiration”, whose activities began in 2020, I serve on its scientific council and lead the “Movement, Locomotion, Biomechanics, Biorobotics” theme. This role connects researchers across disciplines to understand animal and human movement and transfer insights to bioinspired systems.

The questions link perception to action, organisms’ mechanical properties to locomotor abilities, and individual coordination to collective behaviour. This theme brings biology, ethology, biomechanics and robotics together: drawing on life to design devices, and using models and robots to test biological hypotheses.

2023 · 2024 · 2025 · 2026

Biomimove — Sustaining scientific exchange

This role takes shape through scientific sessions and the Biomimove meetings on “Animal and Human Movement, Biomechanics, Biorobotics”, under the GDR’s umbrella. Talks present advances; round tables compare methods and identify shared questions; workshops and serious games open biomimetic thinking to collective experimentation. Meetings bring together researchers, doctoral students and technology-transfer partners, including Ceebios and regional innovation organisations.

Through this organisation, I help sustain exchanges and collaborations beyond the meetings themselves. The editions Biomimove 2023, 2024 and 2025, followed by Biomimove 2026, in preparation, give this work continuity through scientific presentations, discussion and hands-on practice.

Open science · Dissemination

HAL Biomimove — Extending the meetings

The HAL Biomimove collection extends this momentum by sharing work associated with the meetings. It builds a shared scientific record and raises visibility, allowing readers to find deposited documents and continue exchanges between editions. Organising meetings and dissemination through HAL reflect the same commitment: circulating knowledge and making research accessible across disciplines.