Violence in physical education in a disadvantaged congolese environment: Perceptions of students and teachers

Abstract

This study identifies and analyzes the different expressions of violence during physical education courses among a school population, and the pedagogical strategies of teachers to reduce violence in Brazzaville, Congo. Based on a survey of students of high schools from disadvantaged environment and teachers, a cross-sectional and analytical survey was carried out from January to April 2019. The activity "volleyball" was taught to the students during the survey. Two questionnaires were used as data collection tools in the research. The instruments were developed by the researcher. Arithmetic mean, standard deviation, normality test, student's test and analysis of variance were used for data analysis. The students explain the reasons for violence during physical education courses in three major trends: symbolic violence (devaluing appreciation and unjustified repetitive sanctions by teachers), physical violence (particularly unbalanced timetables), and incivility acts and verbal abuses. To palliate this violence, teachers use several socio-didactic strategies. The results of the study show the need to promote remediate strategies for reducing violence in physical education.