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The aim of the study is to analyze whether the teaching style in Physical and Sport Education (PSE) influences the involvement of students in learning. The theory that non-interference, democratic and authoritarian styles of teaching at different times in the same physical and sport education lessons promotes student engagement in the building of motor skills. Our study took place in Brazzaville in public grammar school. A sample of 20 Physical and sport education teachers and 321 grade 4 and 3 students took part in the experiment. A questionnaire was distributed to students to determine the causes of their commitment to the teacher's perception of the personality, the representations of the physical and sport education discipline and the teaching styles used by the teacher similarly, another questionnaire prepared was intended for teachers to analyze learning situations and to interpret teachers' behaviours. The results show that 52% of pupils are involved in "learning and progress" learning with the authoritarian style, 58% of pupils are involved in learning "maintain order in physical and sport education" with the authoritarian style, against 40% of students are involved in learning to "get involved" with the non-interference style and 53% of students are involved in learning to "have fun" with the democratic style. In conclusion, the physical and sport education teachers favor much more the authoritarian style during the lessons of physical and sport education, in the Grammar schools of Brazzaville.

The purpose of this study is to identify and analyze, based on representations of physical education teachers, the obstacles to teaching of cuff volleyball in middle schools in Brazzaville, Congo. The theoretical model of Trinquier's representations, which is based on the "attitude" variable as an evaluative judgment variable, made it possible to distinguish the attitudes of teachers and to characterize this population in terms of representations, and therefore sociological anchors. A total of 86 physical education teachers responded to a questionnaire, and 18 structured and intensive interviews were carried out. These were addressed using categorical content analysis. Subsequently, classical statistical indices (numbers, percentages, confidence interval), chi-square test and multinomial regression analysis were used to analyze the attitudes observed on teachers. The results show that the lack of time, material and space, the plethora of effectives in classes, the specific perceptions to socio-professional, motivational, ecological and didactic variables, represent pedagogical misunderstandings by hampering the teaching process of this technical gesture. Thus, our data reveal the need to promote new methods of teaching volleyball cuff, contextualized in Negro African environment.