Practices of Didactic Interventions in Physical and Sport Education and Place of Expertise: Effective Teacher Designs and Achievements

摘要

This paper reports on research in the teaching of Physical and Sports Education (PSE) which aims to question the use of verbal interventions in the teaching of EPS, depending on whether the teacher is a specialist or not in the physical and sporting activity (PSA) that he teaches. The purpose of this study is to provide a detailed description of intervention practices. They include describing to what extent and how knowledge is staged. Our case studies reflect the effects of the expertise which structures professional skills in relation to the test and knowledge. The teaching of Kais is indicative of his expertise in volleyball, he articulates his own logic of expert to that of the student and the activity, Ramzi non-specialist teacher relies more on logic inherent in his footballer’s sporting experience, to his knowledge of the students as well as that of the discipline of volleyball (Touboul, 2011) . These results are interpreted and discussed in the light of these contexts and the professional uniqueness of Kais and Ramzi.