Les Difficultés D’apprentissage En Éducation Physique Et Sportive: Une Étude De Trois Cas D’enseignement De La Course De Haies Au Bénin
Bibliographic record
Abstract
This study explored the functioning of the in-situ didactic system to highlight the difficulties experienced by students in the third year of the secondary school level when performing the activities suggested by their Sport and Physical Education Teachers. Based on the logic of the ternarity of the didactic system (Amade-Escot, 2008; 2003), the interactions between the teachers and students during the teaching/learning of the race were the subjects of study. A triangulation method was utilized whereby data was collected by extracting information from various sources including (Leutenegger, 2009; Van Der Maren, 1996): documentary analysis, interviews conducted pre-session, post-session, and post-cycle, as well as audio-visual recording of the class sessions. Central concepts within the anthropological theory of didactic (Chevallard, 1992) and didactic joint action theory (Sensevy, 2007) were used to analyze and interpret the results of which the most salient revealed that the students have difficulty with crossing and resuming the race after the hurdle. The inter-hurdle race does not occur at regular intervals. These are difficulties previously noted by Lamote (2002) and Aubert (1994). Within the context of our investigation, the agglomeration of the contents of the program, the number of sessions (03) devoted to the teaching/learning cycle of this physical activity, the quality of the material used, and the personal interactions between the participants, were all factors shown to account for the difficulties experienced by the students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.021 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".