The purpose of this article is to identify action projects developed by boys at a time of debate ideas then see how to implement these projects in game situations The method used is to choose for descriptive analysis, exploratory discursive practices of a group of boys (8 lessons, 14 boys 14 years: T = 6 hours of actual practice. In this research it was decided to: 1) study qualitative discourse analysis of the boys situation debate of ideas and identification of projects of action set, 2) a quantitative study: verification of the achievement of these common decisions. Validation action projects for both teams appear from the 6th session and allow progression for the second position played. The boys at the end of cycle better interpreting the relations of opposition and opt for more action projects feasible.
This study focuses on the socio-cultural constraints in women's access to the practice of competitive sport. Through a sociological approach, we explore the field of lived experiences from a population of twenty young Tunisian women practicing competitive sports. We have chosen this work for the qualitative method through semi-structured interview. The main objective of the research is to determine the sociocultural constraints to women's access to sports based on their past lived experiences in the field of sports. It comes to understand the challenges related to the issue of gender as to the sportsmanship of women in the Tunisian society. The patriarchal ideology deeply internalized by ancient traditions, is an indirect constraint that prevents access to sports by Tunisian women because it is a male issue. Stereo-types and prejudices are a source of social resistance that leads to the exclusion of women from the sporting scene indirectly and implicitly. The education received by the Tunisian girl justifies the social hierarchy between the sexes. They are under enormous pressure to respect the family traditions that are conflicting with the nature of sports. The female body is dependent to constraints imposed by the social environment. Its image is a constraint to the sportsmanship of women. The results show that gender allows us to analyze the social and cultural barriers to women's sports.
The aim of this study was to compare two methods of teaching using two different modalities of verbalization: oral and oral/graphic. We opted for a quantitative-comparative analysis of the pupils’ language typologies taken from oral and written productions of third secondary grade pupils who play football in a professional club (juniors of Olympic Kef, IInd league, 18 years old on average). The comparisons between the group proceeding to an oral verbalization versus the group using an oral/graphic one as well as intra-groups’ comparisons did not show clear significant differences. Despite of a statistical signification absence, we note that the two teams made a progress (increase in the number of played and conquered balls and the shots on target) especially during the last three sessions. Indeed, the debate of ideas is a process. It is relevant that the interaction between learning oral and graphic verbalization is more dynamic, whenever pupils verbalize orally and graphically, they are more motivated to learn.
(Gréhaigne, 1990 ;Delignières, 1992 ;Nachon, 2004 ;Wallian et Chang 2007a ;2007b ;Zghibi, 2009) . Summary. This work is an innovative approach towards the EPS. It is part of a pure semiotic constructivist paradigm. The objective is to identify the concepts that are conveyed by the inspectors in the region of the north-west of Tunisia about teaching with verbalization. To do this we opted for a questionnaire about 20 inspectors from different regions of Tunisia. The search results have shown that the majority of the inspectors issue unfavorable opinions overlooked an EPS teaching with verbalization. Yet many are the work that focus on the benefits of education coupled with moments of discussion of ideas
The intervention of the context, which represents the situation where the speech is delivered, upsets the logic so that the semiotic meaning produced by the situation of enunciation takes precedence over that of departure. This difference in meaning between "what is said" and "what is covered" was taken by the "pragmatic discourse" which focuses on the elements of language in context and in co-text. Austin (1970) distinguishes three speech acts: the elocutionary act, the illocutionary act and perlocutionary act that will be studied in the context of school and classroom of EPS basketball. An analysis of various acts of implicit and explicit language will allow studying the reports of site (Kerbrat-Orecchioni, 2001) between girls and boys. All statements are of assertive type referred to with the order constituting instructions to remedy the failure. Most are accompanied by a brief argument that explains the cause or the consequence of the performed act. Although girls seem to take part in the discussion, their actions remain less important. If language is a form of action, if any statement is already pragmatically loaded, this charge is its propensity to act on others and to produce effects.
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