Evolution of Language Productions and Action Rules Extraction: Case Study of an 8th Grade Class Girls during a Handball Cycle

Abstract

The aim of this study is to describe the speech act of girls facing handball play situations and then see how to construct efficient action rules. The used method is choosing a descriptive, exploratory and heuristic analysis of the discursive practices of a group of girls (8 hours of effective lessons, 14 girls aged 14, T = 12 hours of actual practice). The study includes analyze of girl's speech during the debate of idea's situation. On the other hand, we aim the extraction of effective action rules. The quantitative study showed that speech productions increase notably more than the evolution of action rules formulation during the cycle. The qualitative analysis showed that the decisions made by the girls guide to re-question the relationship to knowledge in the educative cycles using collective sport games. Added to that, integrating moments where students can debate and share opinions about the game is didactically interesting in order to broaden and refine their repertoire of solutions to win.

Comparative Study between Teaching Football with Oral and Oral/Graphic Verbalization

“…Construction of new knowledge is the result of a long history of interaction between the different responses to problem situations caused by the game and forecasts of actions planned during verbalizations. The interaction between pupils produces the development and the modification of individual representations (Wallian & Chang, 2007;Zghibi et al, 2013a).…”

The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia

“…The proposed sessions are all based on game situations on a handball court (40 m X 20 m). Each session includes two game situations separated by a sequence of ideas' debate for 6 minutes (3 minutes under the supervision of the teacher and 3 others in his absence (Gréhaigne and Godbout, 1998;Zghibi, 2013a). The descriptive approach is qualitative and quantitative.…”

“…Such a work can indeed, make a valuable contribution to the science of intervention in terms of PES. The purpose is to take into account pupils opinions and how they co-construct their knowledge in and via action (Zghibi and al, 2013a ;Zghibi and al, 2013b).…”

Des savoirs planifiés par les enseignants aux connaissances construites par les élèves en éducation physique

“…Dans cette perspective, l'apprentissage consiste, pour l'élève confronté à un problème de la pratique, à réorganiser à un niveau supérieur les connaissances et compétences motrices dont il dispose déjà. La capacité à lire et à interpréter le jeu, ainsi qu'à partager ses interprétations du jeu entre partenaires, y est fortement sollicitée (Chang, Wallian, Nachon et Gréhaigne, 2006 (Chang, Wallian, Nachon et Gréhaigne, 2006;Wallian et Chang, 2007;Zerai, 2017;Zghibi, Gunoubi, Bennour, Jbeli, Sahli et Jabri, 2013;Zghibi, Sahli, Jabri, Ouelhezi, Guelmemi et Wallian, 2013). Dans quelques recherches, le contenu des débats d'idées était mis en relation avec l'évolution des comportements des élèves, lors de situations d'action successives (Zghibi, Guinoubi, Bennour et Moheiddine, 2013) ou entre un prétest au début de l'enseignement et un post-test à la fin de celui-ci (Darnis et Lafont, 2016;Mougenot, 2016 …”