Author(s)

David Sylvain Mabassa^1*, Gorgon Lembe¹, Hygin Bellarmin Elenga², Aimé Simplice Ambeto¹, Fernandes Balou Gabin Christophe^1,3, Jean Itoua Okemba^1,3

¹Laboratory of Didactics of Physical Education, Higher Institute of Physical Education, Marien Ngouabi University, Brazzaville, Congo.
²Laboratory of Human and Social Sciences, Physical Education, Higher Institute of Physical Education and Sports, Marien Ngouabi University, Brazzaville, Congo.
³Laboratory for Studies and Research in Adapted Physical Activities, Higher Institute of Physical Education and Sports, Marien Ngouabi University, Brazzaville, Congo.

The purpose of this study is to assess the correlation between the didactic treatment prescribed by the PE teacher and the characteristics perceived by the students during the course of the PSE lesson. In other words, assess the perceptions and the effects of feedback perceived by the teacher’s students, according to the level and physical skills of the students. The study was conducted with 151 students and 10 PE teachers, all of whom are attending colleges. The average age of the students was 14.3 ± 1.85 years and that of the teachers was 35 ± 2.41 years, with 10 ± 0.8 years of teaching experience. A questionnaire (CFQ; Allen, & Howe, 1998; Amorose & Horn, 2000), based on the observation grid (CBAS; Smith et al., 1977), was sent to students asking them to evaluate Frequency their teacher reacts to their benefits by this or that feedback. The results show an inequality of inter-sex treatment. Girls perceive, receive more technical feedback and say they initiate more interaction with the teacher. On the other hand, boys perceive, receive more criticism and feel more ignored by the teacher than girls. And then the perceptions of the teacher’s feedback affect the physical competence of the girls more than those of the boys. This study appreciated the perceptions and effects of feedback received by students from the teacher and the level of skills, justifying the inclusion in the learning of PE students.

Didactic Strategies, Perceptions Pupil, Teacher, Feedback, Physical Education

Mabassa, D. , Lembe, G. , Elenga, H. , Ambeto, A. , Christophe, F. and Okemba, J. (2020) Correlation between the Prescribed Didactic Treatment of the Teacher’s and Perceptions of Congolese Students during Physical Education Lesson. Advances in Physical Education, 10, 217-232. doi: 10.4236/ape.2020.103019.