Author(s)

Najmeddine Ouesslati, Rim Mekni, Hajer Sahli, Anissa Bouassida

High Institute of Sports and Physical Education, Kef, Tunisia.

In nowadays SPE lessons, many teachers and their colleagues talk about other disciplines. This is certainly due not only to the evolution of our disciplines last two decades or to the institutional requirements they entail, but also to the teacher’s own personality and to the conception that elaborates his/her work (Thierry, 2007). This article aims to clarify volleyball teachers’ regards towards teaching/learning process that is based on verbalization. First, we compared the answers of teachers who were interrogated regardless of different variables, using the “global analysis method”. Then, we used the “differential” method to notice the impact of the variables “teaching experience” and “grade” on teachers’ conceptions. Verbal intervention is necessary in exercising the teaching profession. One can say that this verbal intervention can be both a constraint and a resource, but it constitutes certainly one of the charisma bases and teacher’s authority. Certain studies (Galacteros and Lavorel) showed that verbalization, in all its aspects (phonation, gesture, words arrangement, and discourse structure) could reveal the construction of the speaker personality. A transposition of this close dependence is found in a sentence of J.-C. Fortin (School and Culture): “no one can really teach if he does not teach something true or valid in his own eyes”.

Verbal Intervention, Learning, Conception, Volley Ball

Ouesslati, N. , Mekni, R. , Sahli, H. and Bouassida, A. (2015) Verbalization in Sport and Physical Education Study of Volleyball Teachers’ Conceptions. Creative Education, 6, 1603-1609. doi: 10.4236/ce.2015.614161.