In nowadays SPE lessons, many teachers and their colleagues talk about other disciplines. This is certainly due not only to the evolution of our disciplines last two decades or to the institutional requirements they entail, but also to the teacher’s own personality and to the conception that elaborates his/her work (Thierry, 2007). This article aims to clarify volleyball teachers’ regards towards teaching/learning process that is based on verbalization. First, we compared the answers of teachers who were interrogated regardless of different variables, using the “global analysis method”. Then, we used the “differential” method to notice the impact of the variables “teaching experience” and “grade” on teachers’ conceptions. Verbal intervention is necessary in exercising the teaching profession. One can say that this verbal intervention can be both a constraint and a resource, but it constitutes certainly one of the charisma bases and teacher’s authority. Certain studies (Galacteros and Lavorel) showed that verbalization, in all its aspects (phonation, gesture, words arrangement, and discourse structure) could reveal the construction of the speaker personality. A transposition of this close dependence is found in a sentence of J.-C. Fortin (School and Culture): “no one can really teach if he does not teach something true or valid in his own eyes”.
Verbal interactions between teachers and students make the goal of multiple studies carrying on their pedagogical aspects (Altet, 1994) and didactics ( Amade-Escot, Barrué, Bos, Dufor, Dugrand, & Terrisse, 1998 ; Marsenach, 1987; Sarrazy, 2001). Before tackling the specific of scholar verbalization in SPE, a little detachment is necessary to emphasize (as it was required) cultural occurrence and words simultaneity. Speech remains commutative: whether it is laying down paper or simple vibrations in the air, it is generally interpreted, from one language to another. Therefore, we can say that even if the cultural contain changes, the content or the message remains universal. A speech without a brain, larynx, and lung is inconceivable, “may be even if there is no act more fully human” (Boris Cyrulnik, Monkey Memory and man speeches). According to Merleau-Ponty, “in a child’s mind, if the other does not exist the speech does not constitute”.
In fact, verbalization represents a crucial educational element in SPE teachers’ interventions (Austin, 1970) . Its set is like that which should be considered a real teaching content requiring anticipation, planning, and efforts of balance and distribution, in our sessions’ preparation. It is a major professional asset. Its nature and strength are from our teaching discipline specifics compared to other intervening sectors in physical and sportive activities. Speech contributes to strengthening the identity of scholar physical education, which we are constantly seeking for. Thereafter, it participates in largely establishing its legitimacy within the school and the educational system.
This study aims at recognizing SPE teachers’ conceptions in what concerns volleyball teaching. Indeed, we have endeavored to gather information about particular situations taking into consideration teachers’ professional task, their agreement as well as variation in their conceptions when intervening with students who are voluntarily engaged in this structure (Oueslati, 2014) . Furthermore, we attempt to renew the methods they follow in conceiving volley ball teaching. How do teachers observe their tasks? What are their views towards their actions?
We implemented, first, the “global” analysis method to compare answers of the interrogated teachers. Then, we applied the “analytical” method to notice the influence of the variables “educational experience” and “grade” upon teachers’ answers. This study engaged 120 volleyball teachers in school establishments in EL Kef city.
The differential analysis aims at seeing whether there is an important influence of free variables on teachers’ answers or not.
According to Michèle Masson (1994) the questionnaire selection is attributable to its efficiency on communal and direct collection of teachers’ conceptions. We selected questions that afford the most possible signs (a more valid and reliable communication and treatment). The questionnaire allowed us to organize statistical analysis task and to set up the features of the intended sample.
The questionnaire contains 5 major items:
First Item: Importance of the technique teaching with verbalization.
Second Item: Importance of verbal exchanges in-between students in class.
Third Item: Importance of language interactions between teachers and students.
Fourth Item: Students’ Assessment Process.
Fifth Item: Teachers’ conceptions concerning Volleyball teaching.
Previous to managing the questionnaire and our study sample we were consulted to control comprehension and constancy of our determining levels. For the comprehension, we used obvious and comprehensible technical words. Moreover, our sample consists of entirely sports and physical education teachers and we cooperate with specialists to perform the choice of different questions (in Physical and Sportive Activity teaching and scholar Volleyballs), we also depend on prior researches in PSA didactics. We used the global khi2 test in order to analyze teachers’ conceptions and the analytical khi2 to detect the effect of different independent variables on teachers’ answers.
This study engaged 120 volleyball teachers in school establishments in EL Kef city, as shown in the
Seniority | Educational background | Gender | |||||||
---|---|---|---|---|---|---|---|---|---|
Less than 3 years | Between 3 and 7 years | Between 7 and 25 years | Primary school | Middle school | Secondary high School | University | Man | Woman | |
Frequency | 24 | 41 | 55 | 38 | 6 | 49 | 27 | 57 | 63 |
Percent | 20.0 | 34.2 | 45.8 | 31.7 | 5.0 | 40.8 | 22.5 | 47.5 | 52.5 |
The overall study of scholar volley ball teachers’ conceptions showed that the majority of them (teachers) do not assert that accuracy, relevance and verbal interaction nature directly affect the student practice nor can partly intervene in his success or failure
First Item: Importance of the technique teaching with verbalization.
Finding
44% of interviewed teachers in
Second Item: Importance of verbal exchanges in-between student in class.
Finding
73% of interviewed teachers in
teacher interaction while other teachers do not believe that discussion with students can influence their own performances.
Third Item: Importance of language interactions between teacher-students.
Finding
65 teachers in
Fourth Item: Students’ Assessment Process.
Finding
Just two teachers in
Fifth Item: Teachers’ conceptions concerning volleyball teaching.
Finding
To make students learn in volley ball, interviewed teachers in
Tunisian teachers’ conceptions were clearly affected by the “educational context” variable shown through the differential analysis. Indeed, university teachers (in ISSEP EL kef) mostly prefer to depend on this approach “teaching with verbalization”, while their colleagues in other different establishments remain skeptical.
a) Educational context variable
In
b) Seniority variable
Finding
In
Most teachers emphasized on the importance of increasing the motor engagement than soliciting from students a certain reflexive practice in and through the action in volleyball game. In other words, the representations conveyed by these teachers reflect a behaviorist conception that considers the teacher as being the forever responsible for knowledge construction regardless of students’ intervention.
As a matter of fact, these teachers resist when facing a teaching/learning modality in-between students’ discursive interlocutions;
Yet, in recent years, many studies put the accent on the necessity of putting students in situations of knowledge co-elaboration, in and through the action (Oueslati, 2014) .
The goal then is to get students describe the game, identify the different meetings and finally opt for a joint decision. In this perspective, Wallian & Chang, 2007; Zghibi (2009) focused their studies on the importance of adopting learning techniques based on language activity in a continuous way during physical and sportive education sessions (PSE). Roulet (1980) also showed the role of language activity under the socio-constructivist approach (social approach). However, new recent researches have largely focused on this activity but this time under the semi-constructivist approach (semiotic approach) that lies in the extension of socio-constructivist approach.
In “behaviorist” conception, teacher’s presence is always paramount. During this conception, knowledge transmission is a passage of information from someone who knows (the teacher) to another who does not know (the student). This relationship gives the major role to the teacher at the expense of the student. Thereafter, this latter cannot discuss and formulate game proposals, whereas teachers can evaluate and propose game situations. Once verbalization does exist, it must be all the time under the teachers’ sole control.
Thierry (2007) asserted that teaching was a profession of speech. The vocal apparatus on the whole has an extreme complexity which we constantly tackle when working in enormous and open conditions; in cold, hot, dry or wet atmosphere, often dusty. The immediate consequence: we must maintain it. The experience is repeating every day with students, when we come up to them without the need to look them in order to identify who is speaking.
NajmeddineOuesslati,RimMekni,HajerSahli,AnissaBouassida, (2015) Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions. Creative Education,06,1603-1609. doi: 10.4236/ce.2015.614161