Modalities of Student Responses in Football Games According to Players’ Cognitive Structures

Makrem Zghibi,Hajer Sahli,Monoem Haddad,Hatem Ghouili,Maher Gharbi,Wissam Ben Khalifa

doi:10.3390/su131810193

Abstract

This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they belong.

Highlights

Bringing pleasure to a student’s learning can only be achieved through his involvement in the construction of knowledge
The “no response” category decreases as the sessions progress and measure, but the differences are significant between sessions S1–S4 and S9–S12 and between the different sessions for only group 2 and for group 3 between the first session (S1–S4) and the other two sessions (S5–S8 and S9–S12)
The response patterns in the three groups were remarkable in session S9–S12 because of the same reasons as the other two sessions, except that the differences were not significant for group 3 (Table 1)

Summary

Introduction

Bringing pleasure to a student’s learning can only be achieved through his involvement in the construction of knowledge. This involvement will make sense if he fully understands the goals he has to achieve and how to reach them to acquire knowledge. In this context, Jean Lave (1988) [1] postulated that “knowledge is formed in activities with a social purpose. As part of the teaching of physical activities, Delignières (1991) [4] noted a massive use of the explicit actions and verbalization of procedures: “It is striking how much students currently are supposed to think and verbalize in EPS class”

Methods

Results

Discussion

Conclusion