Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions
ABSTRACT
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”.
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”.
Cite this paper
Ouesslati, N. , Mekni, R. , Sahli, H. and Bouassida, A. (2015) Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions. Creative Education, 6, 1603-1609. doi: 10.4236/ce.2015.614161.
Ouesslati, N. , Mekni, R. , Sahli, H. and Bouassida, A. (2015) Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions. Creative Education, 6, 1603-1609. doi: 10.4236/ce.2015.614161.
References
[1] Amade-Escot, C., Barrué, J.-P., Bos, J.-C., Dufor, F., Dugrand, M., & Terrisse, A. (1998). Researches in SPE : Review and Prospects. Paris: Éditions Revue SPE. [2] Austin, J. (1970). When to Say, Is Doing. Paris: The Threshold. [3] Gréhaigne, J. F., & Godbout, P. (1998). Observation, Critical Thinking and Transformation: Three Key Elements for a Con- structivist Perspective of the Learning Process in Collective Sport. In R. Feingold, & R. Rees (Eds.), Conference’ Acts of the Current Events in Researches in Education and Training (pp. 109-118). Geneva: University of Geneva. [4] Oueslati, N. (2014). Reflexive Practice in Volley Ball through the Designs of Sport and Physical Education Teachers. Inter- national Journal of Advanced Scientific and Technical Research, 2.
http://www.rspublication.com/ijst/index.html [5] Thierry, D. (2007). Speech: Expression of the Person. PES Notebook, No. 36, 59. [6] Wallian, N. & Chang, C. W. (2007). Language, Thinking and Action: Towards a Semio-Constructivist Approach in Physical Education. Physical Education and Sport Pedagogy, 12, 289-311.
http://dx.doi.org/10.1080/17408980701610219 [7] Zghibi, M. (2009). Students’ Linguistic Interactions and Apprenticeship in Football: The Case of Four Classes of 9th Year Basic Education in Tunisia. PhD Thesis in Sciences of Sport, Besançon: University of Franche Comté.
[1] Amade-Escot, C., Barrué, J.-P., Bos, J.-C., Dufor, F., Dugrand, M., & Terrisse, A. (1998). Researches in SPE : Review and Prospects. Paris: Éditions Revue SPE. [2] Austin, J. (1970). When to Say, Is Doing. Paris: The Threshold. [3] Gréhaigne, J. F., & Godbout, P. (1998). Observation, Critical Thinking and Transformation: Three Key Elements for a Con- structivist Perspective of the Learning Process in Collective Sport. In R. Feingold, & R. Rees (Eds.), Conference’ Acts of the Current Events in Researches in Education and Training (pp. 109-118). Geneva: University of Geneva. [4] Oueslati, N. (2014). Reflexive Practice in Volley Ball through the Designs of Sport and Physical Education Teachers. Inter- national Journal of Advanced Scientific and Technical Research, 2.
http://www.rspublication.com/ijst/index.html [5] Thierry, D. (2007). Speech: Expression of the Person. PES Notebook, No. 36, 59. [6] Wallian, N. & Chang, C. W. (2007). Language, Thinking and Action: Towards a Semio-Constructivist Approach in Physical Education. Physical Education and Sport Pedagogy, 12, 289-311.
http://dx.doi.org/10.1080/17408980701610219 [7] Zghibi, M. (2009). Students’ Linguistic Interactions and Apprenticeship in Football: The Case of Four Classes of 9th Year Basic Education in Tunisia. PhD Thesis in Sciences of Sport, Besançon: University of Franche Comté.