Author(s)

Houda Dammak^1,2*, Liwa Masmoudi², Salma Abedelmalek³, Khouloud Aloui¹, Nizar Souissi²

¹Research Laboratory “Sports Performance Optimization”, National Center of Medicine and Science in Sports (CNMSS), Tunis, Tunisia.
²High Institute of Sport and Physical Education KsarSaiid, University of Manouba, Tunis, Tunisia.
³Department of Physiology and Functional Explorations, Sousse Faculty of Medicine, Sousse, Tunisia.

The aim of this study is to investigate the effect of expertise on didactic functionality of the teaching gesture of two teachers with different expertise and similar experience. The audio-visual method was used with interviews. Our results showed that the teaching gestures in the teaching of shot put depend on the teacher’s expertise (chi-square = 18.25 2; p = 0.01). Indeed, the expert teacher uses more representational gestures in comparison with the polyvalent that uses the manipulations in favour of other actions. Regarding learning structures used (chi-2 = 22.56; p = 0.001), both teachers define first, then they regulate, then they evolve and finally they institutionalize. Moreover, the mobilized didactic technique by both teachers is topogenesis (chi-square = 31.82 2; p = 0.001). In conclusion, the teaching gestures in the teaching of shot put depend on the teacher’s expertise. However, more work experience widens; the differences are related to the expertise decrease.

Teacher Gestures, Expertise, Didactic Functionality, Shot Put

Dammak, H. , Masmoudi, L. , Abedelmalek, S. , Aloui, K. and Souissi, N. (2016) The Effect Level of Expertise on the Didactic Functionalities for the Teaching Gestuality of Athletic Activities: The Shot Put. Open Access Library Journal, 3, 1-13. doi: 10.4236/oalib.1103052.