Abstract
This work studies the effect of the verbalization sequences constructed by the pupils during a cycle of eight basketball sessions in Physical Education and Sport (PES) on motor learning for a mixed class of Tunisian high school pupils. On the one hand, we compare the effects of pupil’s discursive productions after a first and a second sequence of verbalization. On the other hand, we consider the differences in the action projects between the language interactions of girls, boys and mixed groups. The observation is used as data collection instruments. The didactic interaction is studied by exercising the quantitative approach to identify hidden intentions. The measured parameters are: played balls, shots and scored baskets. The results of the experiments showed that the practice of learning in condition with verbalization brings positive effects in terms of behavioral modification. The addition of a second sequence of verbalization during the same session is more effective for the learning than the practice under condition of a single sequence application. We suggest to Tunisian PES teachers to give more time to verbalization, pupils learn better after identifying the mechanisms that lead to the success of their action projects and have a more pronounced rate of learning.
Highlights
IntroductionVerbal interactions between the actors of the teaching/learning process aim at multiplying the studies on their pedagogical aspects (Altet, 1994) and didactics
This work examines the importance of the introduction of language interaction sequences produced by pupils during the learning sessions in physical education and sport (PES)
This study highlights the effect of language interaction on the behavioral progression change in high school pupils during learning of collective sport
Summary
Verbal interactions between the actors of the teaching/learning process aim at multiplying the studies on their pedagogical aspects (Altet, 1994) and didactics. This work examines the importance of the introduction of language interaction sequences produced by pupils during the learning sessions in physical education and sport (PES). Through this manuscript we propose a model of socioconstructivist learning based on the concept of “socio-cognitive conflict”. Tunisian pupils take two to three hours of PES per week during their primary and secondary school. These sessions are mixed; they are structured in disciplinary learning cycles. The aim of this study is to take into account the pupils’ point of view and how they co-construct their knowledge in and through action (Zghibi et al, 2013a)
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