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The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested as follows: (1) a social tool for both actors (teachers and students) to collect and manage reports on their thought processes; (2) a tool to stimulate reflection and critical reflection on performance to induce transformation during game action projects. Participants were 18 boys and 12 girls aged (15 ± 0.4 years) from a Tunisian school (ninth grade). They were placed in either the experimental group (with verbal interaction) or the comparison group (without verbal interaction) and then were tested before and after a 12-lesson soccer unit (approximately two hours/week). Skill competence was assessed using three tests: a 15 m ball dribbling test, the Loughborough Soccer Passing Test (LSPT) and a shooting accuracy test. Game performance was measured using the Game Performance Assessment Instrument (GPAI) in which the outcome variables assessed included (a) decision-making (DM), (b) skill execution (SE), (c) support (S), (d) game performance (GP), and (e) game involvement (GI). While both groups showed significant improvements in their short-passing ability, no such improvements were found in dribbling and shooting. In contrast, only the verbal interaction group produced significant improvements in overall game performance. In conclusion, if the objectives of the physical education curriculum are to promote team-sport teaching methods and quality game play, and create a reflexive learner, verbal interaction may be an effective tool for developing tactical understanding through cooperative learning.

The aim of the study was to compare the effect of additional practice/training of small-sided games (SSG) or repeated sprints (RS) on mood state, and physical performance in professional soccer players. Twenty four professional soccer players took part in this study (age: 17 ± 0.19 years). Participants were divided into two groups: small-sided gamed group (GSSG) performed 3 bouts of SSG (3 versus 3 players on 25 × 30 m pitch size) and repeated sprint group (GRS) performed 3 bouts of RS (6 × 40 + 40-m sprint with 20s of passive recovery in-between). Both groups were trained over a period of seven weeks (2 sessions/weeks) with the usual practice. The profile of mood state (POMS), the YOYO intermittent recovery test (YOYOTRT), sprint 10-m and five-jump test were conducted before and after training program. After 7 weeks of training, no changes in mood were determined, but run distance improved in both groups. Sprint time and leg strength improved in the RSG only. Coaches and physical trainers could choose between these two training modalities according to the objective of their training, keeping in mind the brief and intense actions advantages of the RS shown in the present study.

This work is part of a semio-constructivist conception of learning sport and physical education that emphasizes the primary role of language action in the co-construction of knowledge in/through action. The aim is to study the decision-making methods of three groups of students in a verbal football cycle. A total of 48 pupils participates voluntarily in our study, in mixed teams, with/without a teacher (Time = 2 × 4 mn) before/after small sided games (2 × 10 mn). The language activity of students is dependent on the development of cognitive structures identified from the classes to which they belong.

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.