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Amade-Escot, C. (2005). The Critical Didactic Incidents as a Qualitative Method of Research to Analyze the Content Taught. Journal of Teaching in Physical Education, 24, 127-148.
https://doi.org/10.1123/jtpe.24.2.127

has been cited by the following article:

• TITLE: Views on Knowledge in Football Education in Physical Education in Brazzaville, Congo

  AUTHORS: Gorgon Lembe, Henriette Balandoukila Bantsotsa, Alphonse Massamba

  KEYWORDS: Physical and Sports Activities, Programming, Physical and Sports Education, Football Learning

  JOURNAL NAME: Advances in Physical Education, Vol.9 No.2, March 26, 2019

  ABSTRACT: The aim of this study was to find the reasons why football isn’t taught in the general and technical schools of Brazzaville,Congo. A cross-sectional survey, conducted throughout Brazzaville (Congo), targetedata representative sample of50 teachersaged 35 to 49 years. These subjects were teaching physical education in high schools. Our investigation, undertaken from February 2018 to April 2018, was based onof a questionnaire administered to the teachers of physical education evolving in the high schools of Brazzavillethatwas articulated around their representation on it put on football in physical education.The resultsindicate that the reason that football isn’t taught is attributable to the lack of initiative and creativity shown by the teaching of the physical education in high schools in Brazzaville.Our data show the importance of problems associated to football learning among Congolese teachers of physical education.