TITLE:
Correlation between the Prescribed Didactic Treatment of the Teacher’s and Perceptions of Congolese Students during Physical Education Lesson
AUTHORS:
David Sylvain Mabassa, Gorgon Lembe, Hygin Bellarmin Elenga, Aimé Simplice Ambeto, Fernandes Balou Gabin Christophe, Jean Itoua Okemba
KEYWORDS:
Didactic Strategies, Perceptions Pupil, Teacher, Feedback, Physical Education
JOURNAL NAME:
Advances in Physical Education,
Vol.10 No.3,
August
4,
2020
ABSTRACT: The purpose of this study is to assess the correlation between the
didactic treatment prescribed by the PE teacher and the characteristics perceived
by the students during the course of the PSE lesson. In other words, assess the
perceptions and the effects of feedback perceived by the teacher’s students,
according to the level and physical skills of the students. The study was
conducted with 151 students and 10 PE teachers, all of whom are attending
colleges. The average age of the students was 14.3 ± 1.85 years and that of the
teachers was 35 ± 2.41 years, with 10 ± 0.8
years of teaching experience. A questionnaire (CFQ; Allen, & Howe, 1998; Amorose & Horn, 2000),
based on the observation grid (CBAS; Smith et al., 1977), was sent to students
asking them to evaluate Frequency their
teacher reacts to their benefits by this or that feedback. The results
show an inequality of inter-sex treatment. Girls perceive, receive more technical feedback and say they
initiate more interaction with the teacher. On the other hand, boys
perceive, receive more criticism and feel more ignored by the teacher than
girls. And then the perceptions of the teacher’s feedback affect the physical
competence of the girls more than those of the boys. This study appreciated the
perceptions and effects of feedback received by students from the teacher and
the level of skills, justifying the inclusion in the learning of PE students.