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The purpose of this study is to describe the results of a try-out of Gréhaigne, Godbout, and Bouthier’s (1997) team sport performance assessment procedure in elementary and junior high school physical education classes and to expose issues related to its potential implementation. Six elementary and junior high school teachers were asked to use this assessment procedure with their Grade 5 to 8 class-groups for a 6-week period in order to gather data for the establishment of performance norms. As it was developed for peer assessment purposes, the teachers instructed their students in observing and coding. Teachers and their students then proceeded to collect team sport performance data. Following this process, interviews were conducted in order to gather the teachers’ perceptions and opinions regarding the potential integration of this assessment procedure. From the collected data, topics focusing on the possible applications in a team sport teaching-learning context are presented and discussed.

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Cet article présente une étude dont l’objectif était de décrire des injustices vécues par des élèves du primaire en éducation physique. À l’aide de la technique des incidents critiques, 296 élèves (154 filles, 142 garçons) de 5e et 6e années ont été invités à raconter des situations injustes présentes lors des leçons d’éducation physique avec leur enseignant. Une analyse de contenu de ces situations (N=372) a permis l’émergence d’une typologie comportant 17 catégories d’injustices vécues par les élèves. Ces révélations d’élèves ont mené à la formulation d’hypothèses d’actions susceptibles d’aider des enseignants à réduire la présence de situations d’injustice de leur part au gymnase.This article presents a study whose aim was to describe the injustices experienced by elementary school pupils in physical education class. By means of the critical incidents technique, 296 pupils (154 girls and 142 boys) in grades five and six were invited to recount unjust situations present during physical education classes with their teachers. From a content analysis of these situations (N =372), there emerged a typology comprising 17 categories of injustice experienced by pupils. The pupils' revelations led to the formulation of scenarios for action that could help teachers reduce their unjust behaviours in the gy

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