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The role of internships in building professional skills of physical education students in training has led to many reflections. The data from this study, which are part of the field of professional didactics, reflect the development of professionalism of student trainees. The descriptive and interpretive study included 74 physical education trainee students engaged in field placements. The data collection used a professional skills assessment grid and interviews to capture the meaning they attribute to their personal and subjective experience during the internships. The results obtained show that internships have repercussions on the professional skills acquired by trainee students, in relation to the level of communication between trainee and student teachers, the design of teaching situations, the assessment of the progress of learning and learning, and the degree of skill acquisition. In conclusion, the results of this work call for the improvement of conditions for monitoring and developing the experience of trainee students in terms of didactic, psychopedagogical and environmental knowledge.

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.