The aim of this study was to compare two methods of teaching using two different modalities of verbalization: oral and oral/graphic. We opted for a quantitative-comparative analysis of the pupils’ language typologies taken from oral and written productions of third secondary grade pupils who play football in a professional club (juniors of Olympic Kef, IInd league, 18 years old on average). The comparisons between the group proceeding to an oral verbalization versus the group using an oral/graphic one as well as intra-groups’ comparisons did not show clear significant differences. Despite of a statistical signification absence, we note that the two teams made a progress (increase in the number of played and conquered balls and the shots on target) especially during the last three sessions. Indeed, the debate of ideas is a process. It is relevant that the interaction between learning oral and graphic verbalization is more dynamic, whenever pupils verbalize orally and graphically, they are more motivated to learn.