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.

The purpose of this paper is to describe the language interaction of pupils in a football game situation and to show how the action plans are implemented. We have opted for a descriptive/exploratory methodology that seeks to convey the pupil's language typologies: 8 sessions lasting one hour each with 14 boys aged 18 years and T = 8 hours of actual practice. The goal is to help pupils to understand what happens during the play situation in order to co-construct and implement a project of collective action. The study includes: 1) a qualitative analysis (Roulet, 1987) of Team "A" which aims to identify action projects developed by the boys, 2) a quantitative analysis of the same team (Gréhaigne, Billiards, & Laroche, 1999) seeking to check the implementation of these projects. The quantitative study showed that pupils were able to validate their action plans during the eight sessions. These results should be linked to the notion of "communication contract". Indeed, in every act of communication, partners understand and interact with each other by validating what makes sense to them, namely: "the collective intentions" (Searle, 1991), "joint intentionality" (Sensevy, 2008) and "negotiation" (Kerbrat-Orecchioni, 1984).

No abstract

This paper relates to students' productive disciplinary engagement (PDE) within the teaching of gymnastics in Tunisia. Students' engagement is investigated from the pragmatist and socialinteractionist perspective of the didactic joint action framework in conjunction with productive disciplinary engagement. Data were collected through ethnographic observations using video recordings and teacher interviews during a 12th grade gymnastics unit conducted by a female teacher in a senior high school. Analyses of students' actions were carried out during significant episodes when they worked without the direct presence of the teacher. The study draws attention to how breaches of the didactic contract initiated by students promote knowledge content development and how students contribute to the situated didactic process. The analyses of students' contrasted cases (two high-skilled, two low-skilled students) highlight how students actively participate in shaping their learning. The discussion points out some generic patterns that keep students engaged in a PDE. The paper is concluded with a consideration of the utility of the two theoretical frameworks for understanding student learning in physical education lessons.

This research is part of an educational framework for analyzing teaching practices. It attempts to understand teachers' practices in physical education. For this matter, it relies on the theoretical framework of didactic joint action. Using "ordinary didactics" Schubauer-Leoni & Leutenegger, (2002), as a method of observation, we describe the teaching practices of two non-specialized teachers during two gymnastics units in two senior classes. The subject of our research is to joint didactic action in two didactic school systems: the first one is public while the second is private. In other terms, this research attempts the analysis of what the preselected teachers and students say and do while interacting. It attempts to identify teaching conditions that enable students to teach themselves, i.e. practice autonomous learning. The results put in evidence some generic characteristics of the topo-genetic process that may favor task transformation behavior among students in the context of each school system. The results open new perspectives of physical education for teacher education.