Abstract
The purpose of this study is to assess the correlation between the didactic treatment prescribed by the PE teacher and the characteristics perceived by the students during the course of the PSE lesson. In other words, assess the perceptions and the effects of feedback perceived by the teacher’s students, according to the level and physical skills of the students. The study was conducted with 151 students and 10 PE teachers, all of whom are attending colleges. The average age of the students was 14.3 ± 1.85 years and that of the teachers was 35 ± 2.41 years, with 10 ± 0.8 years of teaching experience. A questionnaire (CFQ; Allen, & Howe, 1998; Amorose & Horn, 2000), based on the observation grid (CBAS; Smith et al., 1977), was sent to students asking them to evaluate Frequency their teacher reacts to their benefits by this or that feedback. The results show an inequality of inter-sex treatment. Girls perceive, receive more technical feedback and say they initiate more interaction with the teacher. On the other hand, boys perceive, receive more criticism and feel more ignored by the teacher than girls. And then the perceptions of the teacher’s feedback affect the physical competence of the girls more than those of the boys. This study appreciated the perceptions and effects of feedback received by students from the teacher and the level of skills, justifying the inclusion in the learning of PE students.
Highlights
Teaching-learning is a didactic process which allows the teacher to organize learning tasks in order to make them more accessible and more assimilable to pupils
Analysis of Pupils’ Perceptions In PSE, students’ perceptions are closely related to the teacher’s behaviour, depending on whether the student is in a situation of success or failure. These perceptions go hand-in with the time invested by the teacher to each pupil, the level of the pupil in PSE, his physical competence and his amount of practice according to the gender of the pupil
Our study showed in girls that the perception of skill is better when: Boys is not affected by feedback from the teacher
Summary
Teaching-learning is a didactic process which allows the teacher to organize learning tasks in order to make them more accessible and more assimilable to pupils It is in this context that Ria (2014) emphasizes that knowledge is no longer transmitted to the student: it is devoted to him, that is to say made available to him through what the author calls “the practical school situation”. Taking this diversity into account is one of the ten professional skills to be acquired by teachers It is in this sense that several studies have been conducted on the representations of students during lessons (Nadler & Nadler, 1990; Crawford & MacLeod, 1990; DeVoe, 1991; Auster & Mc Rone, 1994; Condravy et al, 1998; Brady & Eisler, 1999). They reported that boys perceive themselves to be more active, say that they solicit the teacher even if they do not raise their hands, and perceive that teachers answer their questions more favorably than those of girls, who perceive engaging less in classroom exchanges than boys
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