Modalités de prise de décision chez les filles et les garçons en la présence ou en l’absence de l’enseignant

Zghibi, Makram; Sahli, Hajer; Jabri, Mohamed; Ouelhezi, Samira; Guelmemi, Noomen; Wallian, Nathalie

doi:10.1007/s11159-013-9397-6

Cited by 6 publications

(7 citation statements)

References 1 publication

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“…The debate of ideas is a tool of major importance to improve the teaching-learning process (Zghibi et al, 2014). This tool provides an opportunity of communication between an individual and collective decision.…”

Section: Discussionmentioning

confidence: 99%

“…The effectiveness of visualization as a teaching tool was shown in many studies (Nachon, 2004;Gréhaigne, , 2009Delignières, 1992;Wallian et al, 2002Wallian et al, , 2006Wallian et al, , 2007aWallian et al, , 2007bZerai, 2008;Zghibi et al, 2013Zghibi et al, , 2014. This framework tries to analyze and understand the dialogue between the thoughts and actions (Austin, 1970;Bernicot, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…We should notice the division of studies between two main approaches: one focusing on the necessity to put the pupils in situations of ideas' debate (discussion with inter-individual conflict) (Gréhaigne, , 2009Deriaz et al, 1998;Wallian et al, 2006;Zghibi et al, 2014) and a second framework emphasizing the usefulness of putting pupils in situations of discursive inter-locution (discussion without inter-individual conflict) (Wallian et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…The relation between teacher and pupils is clearly vertical with no scope of entertaining any meaningful and participatory feedback from the students. Therefore, to invest in the verbal exchanges in the classroom is not only to innovate but also to pass from a behaviorist approach in teaching collective sports games to a constructivist (Gréhaigne, 1992) or even a semio-constructivist one (Gréhaigne, 2009;Wallian & Chang, 2007a;Zghibi et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Oral plus Graphic Communication: An Analysis and Application in the Case of a Competitive Youth Football Game

Hamdi¹,

Chamseddine²,

Hajer³

et al. 2016

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Purpose: the primary objective of this study was to evaluate the response and application of students to "Oral plus Graphic Communication" by monitoring the implementation of the action projects in a competitive football game. Method: fourteen (14) students from Dahmani volunteered and participated in the study.The motor and verbal activity of the students were observed and recorded. The study opted for both qualitative and quantitative analysis of the data. The plans and strategies prepared by the students formed the qualitative basis while the quantitative segment was based on the implementation of these schemes. Results: the students were successful in implementing the rules of action collectively from the third (3rd) cycle of the fourth (4th) session. Their involvement in the game situations, especially in the last three sessions expresses a notable familiarization with a new semiotic constructivist approach. Conclusion: the addition of "Graphic Communication" to "Oral Communication" enabled the students to identify the situation and its challenges, and provided a collective solution to overcome the identified issues, leading to a measurable and favorable outcome.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of Oral plus Graphic Communication: An Analysis and Application in the Case of a Competitive Youth Football Game

Hamdi¹,

Chamseddine²,

Hajer³

et al. 2016

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“…Les recherches en didactique des APS sont réorientées dans un premier temps vers la manière dont le savoir est élaboré (co-construit) dans l'interaction entre le sujet et le contexte, et dans un deuxième temps vers l'analyse et la compréhension du «comment se manifeste un tel dialogue » entre la pensée et l'action (Austin, 1970 ;Thelen & Smith, 1994 ;Thelen, 1995 ;Bernicot, 1992 ;Fayol, 1997 ;Alibali, Kita & Young, 2000) En outre, enseigner les sports collectifs à l'école ne consiste pas seulement à donner un bagage technique au service des élèves ou encore favoriser chez eux des solutions tactiques à reproduire, mais il s'agit aussi d'une pratique de réflection dans l'action où les élèves seront capables de décrire les situations jouées, d'identifier les problèmes rencontrés et enfin de pouvoir opter pour une décision collective sous forme d'un projet d'action (Zghibi, 2014). C'est dans cette optique que s'inscrit ce travail qui vise à véhiculer les conceptions émises par les inspecteurs d'EPS.…”

Section: Introductionunclassified

Les conceptions des inspecteurs d’EPS en Tunisie sur l’approche d’enseignement avec verbalisation

Guinoubi¹,

Mekni²,

Sahli³

et al. 2014

IOSR-JRME

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(Gréhaigne, 1990 ;Delignières, 1992 ;Nachon, 2004 ;Wallian et Chang 2007a ;2007b ;Zghibi, 2009) . Summary. This work is an innovative approach towards the EPS. It is part of a pure semiotic constructivist paradigm. The objective is to identify the concepts that are conveyed by the inspectors in the region of the north-west of Tunisia about teaching with verbalization. To do this we opted for a questionnaire about 20 inspectors from different regions of Tunisia. The search results have shown that the majority of the inspectors issue unfavorable opinions overlooked an EPS teaching with verbalization. Yet many are the work that focus on the benefits of education coupled with moments of discussion of ideas

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Peer Verbal Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games

Sahli

Trabelsi³

et al. 2023

Children

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Objective: This study aimed at assessing the effects of two verbal encouragement modalities on the different offensive and defensive performance indicators in handball small-sided games practiced in physical education settings. Methods: A total of 14 untrained secondary school male students, aged 17 to 18, took part in a three-session practical intervention. Students were divided into two teams of seven players (four field players, a goalkeeper, and two substitutes). During each experimental session, each team played one 8 min period under teacher verbal encouragement (TeacherEN) and another under peer verbal encouragement (PeerEN). All sessions were videotaped for later analysis using a specific grid focusing on the balls played, balls won, balls lost, shots on goal, goals scored, as well as the ball conservation index (BCI), and the defensive efficiency index (DEI). Results: The findings showed no significant differences in favor of TeacherEN in all the performance indicators that were measured, whereas significant differences in favor of PeerEN were observed in balls played and shots on goal. Conclusions: When implemented in handball small-sided games, peer verbal encouragement can produce greater positive effects than teacher verbal encouragement in terms of offensive performance.

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Modalités de prise de décision chez les filles et les garçons en la présence ou en l’absence de l’enseignant

Cited by 6 publications

References 1 publication

Effects of Oral plus Graphic Communication: An Analysis and Application in the Case of a Competitive Youth Football Game

Effects of Oral plus Graphic Communication: An Analysis and Application in the Case of a Competitive Youth Football Game

Les conceptions des inspecteurs d’EPS en Tunisie sur l’approche d’enseignement avec verbalisation

Peer Verbal Encouragement Enhances Offensive Performance Indicators in Handball Small-Sided Games

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