Teaching Physical Education and Sports during Covid-19: A Community Case

Teaching skills depend to a large extent on their “didactization” characterized, in the case of physical and sports education, erected in law and compulsory at school, by a body practice often favoring contacts in extramural. In the context of the Covid-19 pandemic marked by the cessation then the resumption of classes, physical distancing injunctions and the use of detergent products, masks, etc. it seems logical to question the positions of the actors, the feasibility of the Physical Education and Sports (P.E.S.) and the controversies generated by community particularly in the colleges of the Pi-kine-Guédiawaye Academy Inspectorate and apprehended thanks to mixed methods. In fact, we used participant observation, semi-structured interviews with administrative, pedagogical and community actors and the questionnaire survey addressed to a sample of 115 students drawn according to the quota technique. The objective was to understand the contradictions of the actors concerned. They were manifested by the practice of physical and sports activities at the beach instead of the forbidden Physical Education and Sports (P.E.S.) like all other school subjects, by the exclusion and then the reintegra-tion of the subject with controversies relating to interests different from the administrative and PEPS, by the difficult acceptance of health measures and physical distancing variously manifested, by the question of the adaptation of P.E.S. to the realities of the numbers and spaces leading to lessons at several speeds, by the demotivation of middle school students who no longer expe-rience hedonism in the field and finally by the diversity of the objectives of the authorities who want to save the year, teachers defending their discipline, students deprived of their agitation moments and parents skeptical and fearful of these moments who can expose their children to the disease.


Introduction
Since the disciplinary specialties that interact in the pedagogical field are numerous and various, they induce differences in approaches dictated, from the didactic point of view, by the particularity of the activity, the contents, the conditions and the teaching environment. In physical education and sports in particular, learning "involves an object which is the own body, itself moving in a particular environment of physical objects" Gindra [1] whose specific role is to "contribute to the improvement and refinement of physical possibilities" P. Parlebas [2] while making the "body a perfect instrument of adaptation of the individual to his environment" J. Le Boulch [3]. These are physical exercises for learners and sports whose biological tools of practices are carried by the body framework interacting with the psychic, psych sociological, etc. aspects of the body to promote balance source of fulfillment. More explicitly, J. J. Rousseau [4] recalled the benefits of this discipline while exhorting educators: "the weaker the body is, the more it commands; the stronger it is, the more it obeys (…). Do you therefore want to cultivate the intelligence of your student, cultivate the forces that must govern him, continually exercise his body, make him robust and healthy to make him wise and reasonable, let him work, let him act, let him run, let him shout, let him always be in motion, let him be a man by rigor and soon he will be for reason".
In view of these advantages of PES and after UNESCO [5] which establishes it as a "fundamental right for all without discrimination (...)", Senegal makes it a "compulsory school discipline" (Law 84-59) [6] in the same way as others directly related to cognition (mathematics, life and earth sciences, history, geography, etc.). Its pedagogical feasibility involves the identification of tailor-made programmatic activities according to the ages of the learners. A categorization, even simplistic of the latter and clearly apparent, makes it possible to identify physical learning contents to be applied to the body of those purely sporting.
The latter are classified into individual sports and team sports promoting contacts between players and essentially done in the school institution as part of the physical education and sports lesson that R. Lafon [7] defined as "the part of education that uses as a means physical activity with methodical and regular practices (...)". His teaching promotes "a pedagogy of motor behavior" P. Parlebas [8] essentially practical, made in extramural and based on "learning by doing" J. Dewey [9] with, in Senegal, school programs in EPS and didactic approaches validated and recommended in the form of directives by the administrative and technical hierarchy. They are therefore binding on all teachers of this discipline.
Nevertheless, the stability of these guidelines has been very strongly tested with Covid-19, declared a pandemic by the WHO [10] with strong recommendations restricting mobility and social distancing measures, but also strengthening preventive hygiene including the suppression of physical contact, kisses, handshakes, gatherings, large demonstrations, etc. Therefore, "relationships with S. Diallo DOI: 10.4236/ojapps.2022.128091 1321 Open Journal of Applied Sciences the body in the era of the Covid-19 pandemic raise many questions both individually and collectively" (F. Martin-Juchat [11]. The lockdown is thus almost decreed in all countries of the world. The closure of schools and the exogenous shocks generated will severely affect the economies of the various States. "The outlook is all the more alarming as the crisis risks leaving lasting scars and giving rise to major global difficulties. Among the priorities, the first one is to address the global health and economic emergency.
In addition beyond that, the international community must unite to find solutions that will allow us to re-establish as strong a recovery as possible and fight against a worsening of poverty and unemployment C. Pazarbasioglu [12]. Thus, faced with this difficult situation punctuated by isolated popular demonstrations of hostility to the confinement, Senegal advocates the easing of the state of emergency and the resumption of school activities, particularly to avoid a blank year. "Exam classes are prioritized with a resumption scheduled for June 2 nd , 2020" M.N.E. 2020 [13] and high health risks, then postponed to the 25 th of the same month. The accompaniment of the candidates, after the cry of heart of the

Results
The paradoxes and disagreements before the directives of the authorities for the practice of PES during the pandemic of Covid-19 in the colleges of the Pikine-Guédiawaye Academy Inspectorate have made it possible to index the situation of the real stop of the PAS by schoolchildren, the tense exchanges between the ministerial authorities and the PEPS respectively against and for the integration of the discipline into the examination of the BFEM, tacit oppositions to new inputs (masks and hygiene measures), problems of harmonizing practices that are more normative than hedonic generated by the confrontation of different and divergent objectives of the actors on the same ground.   Table 2.

Covid-19 and Stopping Classes, of the "PES" without the PES
The transgression of the rules of confinement has resulted in middle school students going out for the practice of sports at the beach and/or rarely in the open spaces of the neighborhoods. This situation is not accidental because more Some of them specify "it's because we hide to go out by hiding jerseys, balls and shoes and sometimes even by pretexting that we will borrow notebooks to copy failed lessons that we do not play football every day at the beach. Every week, we go there once or twice." In addition to football, the pass to ten with a handball characterized by passes and markings are the second occupation of these young boys and girls. These two activities (football and goes to 10) are sports that 52/70 middle school students are engaged in especially at the beach. Their practices one to 2 times a week necessarily involve contacts. If necessary, not making the number because they live in distant localities, they go there with their neighborhood comrades and most often associate with other young people found on the spot and coming from various backgrounds, thus increasing the risk of spreading the disease. The busiest beaches are Yarakh, Thiaroye and Mbao. In the evening, between 3 pm and 5 pm, the show described on the roads that lead to the beaches is almost reminiscent of the great school holidays coinciding with the wintering, the heat and the idleness of young schoolchildren. During this period of confinement, middle school students thought they were on vacation and never seriously integrated the possibility of returning to school before next school year. It should be noted, however, that the timid outings at the start (March) for these places of sport intensified between April and May without the use of masks and detergent products. "Seawater is enough for some of them." The carelessness of the context of the health crisis was therefore evident among them teenagers and very "philosophers".
Also, 18 of the 70 went to the beach "several times" for individual physical activities like jogging, swimming and other body-keeping exercises because they were tired of staying in narrow houses doing nothing for several weeks. Did the awareness of the disease dictate isolation in these practices deemed by themselves indispensable and enlivening? The acceptance of the existence of the Covid-19 disease as well as the knowledge of the prohibitions and suggestions including confinement, were real, but less strong than the need and desire to play and "stir the body" according to their own expression. And it is because they integrate these health injunctions that they cut the pear in half: "we do sports because our body asks for it, but we isolate ourselves to be alone". The mention "few times", with a score of 21 individuals out of the 115 in total represents 18% of the sample. Among them, the 7 were engaged in team sports while the 14 went out for games and individual sports described above and almost under the same conditions and for the same reasons. This is the case for the 14 (12%) and 10 (9%) middle school students who respectively went out "almost every day" and "rarely" from home for sports practice at the beach especially.

PES in Times of Covid-19 and the Blunders in Front of the Goal: The Examination of the BFEM 1
The first mess is due to the desire to have schoolchildren resume classes in early In addition, only cognitive disciplines are considered in this resumption of classes. Several PE teachers of the IA of Pikine-Guédiawaye were at the same time raised against the suspension of their disciplines "their reason for existing as a teacher" (PEPS). They were skeptical about the feasibility of physical education and sports in the respect of social distancing with overcrowded numbers averaging around 80 students per class and were inhabited by the psychosis of the disease. Faced with this situation, which initially created unease between them, they finally decided to fight together for the reintroduction of PES in the teaching and examination of the BFEM. Their approach is marked by steps, the first of which is to convince Middle School's administrations about the feasibility of their discipline, which is essentially practical. But the majority of headteachers and their colleagues in other subjects, admittedly divided on the issue and cogitating much more on the revamped curricula and schedules, seemed to politely despise their requests. In these terms, they returned the answers that were given to them "we will see for the PES, but for the moment we have received instructions, the dates of the exams are known and the programs of the key subjects are far from being completed. Your battle is at the top, at the ministry." The most categorical principals highlight the overcrowding and very small spaces for holding PE lessons for the preparation of the physical tests of the BFEM. "It is almost impossible to comply with the barrier measures in PES; then is it possible to run with a masked nose and mouth? You know for a fact that practicing a sport with the mask is complicated and without the mask, it is risky. Let us be more reasonable. We don't even dare to say that to the parents of students. If you have the courage go ahead" (PEPS) these exchanges are sometimes alternated with telephone calls to the representatives of the parents of pupils who referred them to the decisions of the Minister.
Faced with this lack of support at the grassroots level, they say: "We hoped to get the support of our colleagues as well as that of the parents of students, but here, we realize that we must carry alone our fight which is that of survival and respect for our subject. We will not let that happen. We will seize the IS and the national association." In reality, "the BFEM exam is organized by a decree where physical tests are mandatory. How can circulars be more decisive than a decree? Open Journal of Applied Sciences We can even cogitate on the illegality of these circulars that go against the decree? Even if there is a lack of consideration towards EPS, but they take the time to put the forms" (IS). Indeed, "the tests are divided into two groups. The first group of tests is composed of common and compulsory written and oral tests, written tests specific to certain sections, a compulsory physical education and sports test, etc. Decree 2004-912 [21]. Thus, the illegality observed by PE teachers and suspensive of their discipline has fostered agitations against a background of mistrust, fear and doubt dividing the PEPS into two groups observed in some of their exchange meetings both at the level of the IEF and at the broader instance of the AI. But the protesters of the ministerial decision ended up winning, reducing the other side to helpless followers. Seized on the issue, the National Association of Teachers of Physical Education and Sports (ANEEP) launches a cry of heart "Physical and sports education is excluded unilaterally by the authorities who have not consulted any specialist in the discipline and therefore have decided to exclude it from all exams including the BFEM. We will never accept that our discipline is sacrificed at the altar of the coronavirus. We will make ourselves heard." Moreover, at the organizational level, the mess was evident between the MEN authorities and the PE teachers. The demands for the reintroduction of the EPS, after an initial decision to suspend the discipline, have almost created a climate of unease in the Ministry. The question of exclusion now arises in terms of feasibility. "It's easy to claim. But in this context, it can be extremely difficult. In short, feasible or not feasible, we wait for reassuring arguments before making proposals to the Minister" (DEMSG). Thus, in the argument provided by the national supervisor of the physical tests, made after analysis of the proposals emanating from the base, it is mentioned "the various certificate examinations use so-called individual physical activities which are: gymnastics, races, jumps. From this point of view, all the measures recommended by the health authorities are more respectable than ever. For the respect of physical distancing: the tests take place in a free and airy space. Each candidate performs his exercise alone and without contact (...). Students must go through small groups of twenty-five (25) candidates, supervised and managed each by an evaluator (...). A device for the use of hydro-alcoholic gel and systematic hand washing, before and after the passage will be put in place. Candidates execute their sequence one by one, in compliance with distancing; As usual, the candidates' passages and rotations in the gymnastics workshop take place under the supervision of the examiner responsible for managing and accompanying the candidates in compliance with the barrier measures: Each candidate has his dedicated and materialized space P. Ndour [22].
The EPS reintroduces for examinations of which the BFEM will provoke new reactions. Indeed, based on assumptions, the PEPS argued that there was a cessation of physical and sports activities by the students for months. Therefore, doing the examinations without preparation to start the body can lead to injuries. The resumption of classes must be imminent. This is why, to the question Open Journal of Applied Sciences "is it possible to let the students go directly to do the physical tests of BFEM?
The almost unanimous answer of the teachers is "NO" because "The suspension of teaching-learning associated with confinement, has created a break in the practice of physical activities among learners. This rupture has led to a sedentary lifestyle and created a loss of physical, motor and psychological gains" (PEPS Pk-Guédiawaye). As a result, the following proposals are made: "the resumption of teaching-learning with emphasis on: the conduct of pedagogical sequences for four (04) hours of classes for a general physical condition from 02 to 15 June 2020, the conduct of pedagogical sequences of six (06) hours of courses focused on the tests chosen by the candidates for the various exams from 16 June to 10 July 2020" (ANEEP).
In short, the decision to suspend the EPS of the exams has led to favorable opinions in the PIkine-Guédiawaye IA related to the fear of creating hotbeds of contamination of the disease and unfavorable creating the controversy between PEPS and strong reactions of the actors justified by the need to defend their discipline by causing the State to reconsider its decision. This first step is followed by legal arguments calling into question the ministerial circulars deemed out of step with the decree that organizes the BFEM. The mess at the top caused by the grassroots redirected the debate towards feasibility that was argued by the teachers. The reinstatement of the EPS to the exam has provoked technical reactions forcing specialists to propose the resumption of classes for the start-up of the bodies of college students considered sedentary during the confinement. Thus, the EPS, from March to July, has been the subject of disagreements, trial and error, denunciations and permanent questioning of the decisions that have led to its ongoing reinstatement and under review. In short, the skeptical authorities agreed, teachers were conditionally engaged, parents were reluctant and students were under the influence.

EPS in Times of Covid-19: New Didactic Inputs and Tacit Oppositions between Middle School Students and PEPS
Compliance with barrier measures is one of the major conditions validated for the reinstatement of the current EPS and the examination of the BFEM. With the recommendations of the Ministry of Health and Social Welfare, no detail is overlooked from the entrance door of schools to the exit after classes through the provisions required in class. EPS is not mentioned but is obliged to draw inspiration from it for its feasibility. This is how the teachers had to systematically enforce "the physical distancing of 1 m to 1.5 m between the students, airy spaces for practice, equipment cleaned every day with systematic passage of a cloth soaked in 0.5% chlorine solution on any place likely to be touched by the student's hand (carpet, balloon, weight, rope, poles, etc.) The PCI "three buckets" method will be advocated here. As a result, the physical education and sports lesson is embellished with new materials. Wearing a mask and washing hands with hydro alcoholic gel become mandatory prerequisites required during EPS in particular. Social distancing measures before, during and Open Journal of Applied Sciences after the course complement the health prevention system that causes disagreements between teachers and students manifested by the latter by the veiled refusal to comply.
Added to this is the fairly high rate of absenteeism during PSE. "We struggle to have all our students unlike the pre-Covid-19 classes and absentees always manage to bring us medical papers. On average, 4 students who regularly did these classes do not come or become very irregular. It's a lot with this reorganization where we are recommended to do the course only with 25 students" (PEPS). The real reasons for these behaviors given by middle school students are different from those of the doctors. They are recorded in the following Ta-   In total, 90 students out of the 115 surveyed, i.e. in relative value 78% of the workforce, show attitudes of carelessness in the context of the pandemic through their various reactions to the barrier measures enacted and whose respect is a major concern of adults. This is why conflicts followed by referrals are very often In short, the carelessness of middle school students in the context of the Covid-19 pandemic forcing school authorities in particular to impose the use of masks, detergent products, hydro alcoholic gel, etc. as didactic inputs, variously and negatively appreciated by students in physical education and sports classes, has fostered depreciable attitudes and behaviors and sources of tacit and/or manifest contradictions between teachers and authorities. The actions of BEFEM candidates have sometimes required the solicitation and intervention of parents while the managers of the system index adolescence and advocate the use of the right discourse capable of positively impacting the attitudes of young people.

Multi-Speed, "Tasteless" PES with a Goal for Each Actor
Physical education between health injunctions and pedagogical guidelines is reinforced in the AI colleges of Pikine-Guédiawaye to multiple adaptation obligations with several rules and restrictions pushing to question the real objectives of the actors and the hedonic nature of the activity.

Multi-Speed Physical and Sports Education
The In short, the particular circumstances inherent in the staff and spaces available for PES in compliance with social distancing measures have led to rehabilitations in the letter and in the spirit of the measures required, thus vindicating J. Defrance [23] who notes that: "sport is defined in practice by those who institute it and it is constantly redefined as it is built, a progressive construction driven by the circumstantial needs of adaptation."

EPS More Normative than Hedonic, an Unfavorable Judgment of Pupils
The consensus highlighting the administrative, health and pedagogical guidelines has led to the increase and accentuation of the rules that lead to the practice of sports in physical education and sports. The steps to be respected have become numerous and the measures restrictive to the point that students wonder about the meaning of this "EPS Covid-19" and characterizes it in these terms (Table 4).
Two major favorable and unfavorable assessments of PES during Covid-19 emerge from this table. The first group is made up of middle school students who positively appreciate the practice of this discipline in times of the Covid-19 Open Journal of Applied Sciences pandemic. For them, realism seems to take precedence over other considerations because after the integration of EPS in the BFEM tests, it is necessary to prepare to collect as many points as possible. This is why, in this group, 16 students or 14% of the respondents think that "It is an EPS to do on the exam, so we must prepare". The BFEM is the primary motivation for this group that has taken over PE courses. Also, "these courses are considered enlivening" by 7 middle school students (6% of learners) thus highlighting the playful aspect in the justification of this position beaten in breach by the teachers who, implicitly, highlight more the constraining circumstances than the joy of the students to play and play sports: "It is simply a question of preparing them to undergo the physical tests of the BFEM exam. We are much more interested in bodies than anything else." In addition, 3 learners welcome the resumption of these extramural courses and argue that "this is an important PSE after months of confinement". With them, the assessment is justified by the break with the sedentary lifestyle that the slogan "stay at home" has favored. In total, the trend favorable to this "PES Covid-19"-ironic name of the actors-variously justified is credited with only 23% (26/115) of these young respondents.
In addition, physical education and sports in times of Covid-19 is disgusting for the majority of students. Indeed, "it is an EPS not at all interesting because of the many rules to respect before, during and after" the session. This conviction is shared by 51 of the 115 students surveyed, i.e. 44% of the workforce in relative terms. In fact, in addition to the institutional and didactic guidelines to which the pupils have become accustomed, there are those of a purely health nature.
The latter seems to distort games in practice by removing everything that promotes contact and the euphoria that accompanies good successful performances.
These health rules, considered binding, are observed from the handling to the return to calm. This first stage of the lesson was most often marked by a group-Open Journal of Applied Sciences ing in a sitting position side by side where they exchanged and teased each other as if to mark their exit from the closed frame of the class until the intervention of the teacher standing very close to them to give the necessary instructions. The return to calm allowed students to congratulate each other by greeting, tapping and even kissing. These moments of proximity are replaced by distances and silence. As if to confirm this position of their classmates, 22 and 14 middle school students respectively maintain that "It is an EPS for the administration and not for the students" and "It is a PE with too many constraints". In reality, the concerns of the PEPS were much more oriented towards the defense of their discipline considered marginalized by the authorities, who were more concerned with saving the school year. The PSA was not considered necessary to achieve the objective. In this debate, the student has become a concern only for the feasibility of PE inducing a set of standards to be applied to it. His playful and psychological concerns are relegated to the background and promote disinterest and demotivation. This situation led to a physical and sports education more normative than hedonic explaining the choices of these three mentions raised by 87 students out of the 115 surveyed or 75% of the total enrolment.

Discussion of Results
This study highlights the question of circumstantial change, a source of disagreements variously manifested by the actors according to the statutes, of "motor conflicts of evolution" G. Rocher [24] and of differentiated readaptations of practices in physical education and sports particularly for which C. Sarralie and G. Vergnaud [25] propose approaches based on "didactics". Specifically, in the context of inclusion in physical education and sports, forms of adaptation are stabilized and institutionalized according to the types of disabilities for children with "special physical sports needs" after several researches including those of Y.
Eberhard [26] on EPS for the mentally handicapped, J-P. Garel [27] on children with motor impairments, by A. Varray et al. [28] on the teaching of APAs, etc.
They have almost never taken into account the various factors that can lead to circumstantial didactic adaptations of physical education and sports in particular. Indeed, the context of the Covid-19 pandemic has proven that pedagogical approaches must constantly readjust, forced in this by unfavorable environments. Thus, the present study focuses on the need to update PE teaching strate-Open Journal of Applied Sciences gies by conforming them to health injunctions impacting on "community habits that are not culturally internalized and difficult to accept, social distancing" S. L.
B. Faye [29]. Also, the quarrels inherent in the operation of any sudden change in habits (as is the case during this period of pandemic) have highlighted the different and sometimes divergent interests of the actors (PEPS, MEN, Students, Parents). This is where the use of the term "community case" finds its relevance.
Then, the period of the study is marked by a collective psychosis strongly smeared with fear caused by the lack of knowledge of the disease, its rapid spread, the absence of vaccine, confinement, etc. "Parents, for the most part, stayed in the houses with provisions bought for one to two months and were very strict in monitoring their offspring" (Parents). The study lacked, for the sake of verification, analyses leading to the confrontation of the responses of middle school students who say they mainly engage in physical and sports activities at the beach during this period, with the assertions of parents. Let us recall the pupils of the colleges, from the point of view of age, are in the period of adolescence qualified by F. Dolto [30] of "very vulnerable and quick to rebel"; This reinforces the need for reflection on the relationship between parents and middle school students that can consolidate or weaken certain data collected. If necessary and as if to reinforce this criticism, B. Jourdant [31] stated: "that it is necessary to take into account the divergences, to multiply ever more the elements of a situation in order to create the conditions for a positive controversy on the validity of the results". Finally, on the methodological level, Montesquieu, quoted by M. Grawitz [32] suggested in one of his notebooks: "When you make a statue, you should not always be seated in one place. It must be seen from all sides, from afar, up close, up down, in all directions." The total number of middle school students listed is 57,594. Only 115 were selected to constitute the sample (1/500th). This number remains low because it constitutes only 1/500th of the number of students of the CEM of the IA of Pikine-Guédiawaye. A significant increase in the number of questionnaire respondents could relatively or significantly vary the results. This question of completeness in the humanities had led R. Zoukerman [33] to point out "that it is difficult to convince in science even if the researcher arrives at a truth" whose validation raises questions beforehand that H-I. Marrou [34] emphasizes: "skepticism about the truths found may be due to the approaches and constraints related to the research object."

Conclusion
Despite the rapid spread of Covid-19 that has led to the imposition of restrictive measures including the confinement conveyed by the slogan "stay at home" and consequently the closure of all schools in Senegal, the middle school students of the Pikine-Guédiawaye Academy Inspectorate have found the means to engage in physical and sports activities in the beaches. This transgression of injunctions often justified by their age (adolescence), exposed them to parental remon-Open Journal of Applied Sciences strance and illness and also exposed their families and entourage to Covid-19.
Where appropriate, they shall be treated as Community cases. The discipline has also been so in the sense that it has fostered divergences variously manifested by the actors. The State's desire to resume courses for the organization of examinations by excluding EPS from the tests of the certificate of completion of average studies has encouraged reactions of contestation followed by a mess in the bodies of decisions and proposals of practical modalities for taking into account the discipline in progress and the examination that led to its reinstatement. This

Conflicts of Interest
The author declares no conflicts of interest regarding the publication of this paper.