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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.

The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.