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The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia

Received: 27 May 2013     Published: 10 August 2013
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Abstract

In this work, we pass from a behavioral conception that considers the teacher as the only source of information to a constructivist and even a semi-constructivist conception which focuses on the fact that the student is a real actor of the teaching-learning process. The objective is to study the semiotics of language interactions between pupils in Physical Education and Sport sessions and the power balance between girls and boys (Wallian, 2010). Discursive interlocutions of Tunisian pupils in handball are marked by a constant negotiation about domination and by a formulation of action projects (Zghibi, 2009). These language interactions have the advantage of deploying a rich and multifaceted rhetoric which is a sign of dynamic learning.

Published in American Journal of Sports Science (Volume 1, Issue 2)
DOI 10.11648/j.ajss.20130102.12
Page(s) 18-23
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Verbalization, Game, Handball, Speeches, Gender

References
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[5] El Khayat-Bannai, G. (1985). Le monde arabe au féminin. Paris : Editions L’Harmattan.
[6] Goffman Erving. (2002). L’arrangement des sexes Paris, la disparute, coll. Le genre du monde.
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[8] Gréhaigne, J.F. & Godbout, P. (1998). Observation, critical thinking and transformation: three key elements for a constructivist perspective of the learning process in team sport. In Feingold, R., Roger Rees Actes du congrès de l’Actualité de la recherche en éducation et en formation (AREF), Université de Genève, septembre 2010 10 C., Barette, G.T., Fiorentino, L., Virgilio, S., & Kowalski, E. (eds.). Education for life. Proceedings of the AIESEP World Sport Science. Congress. New York: Adelphi University Press, 109-118.
[9] Gréhaigne, JF. (2009). Autour du temps. Apprentissages, Espaces, projets dans les sports collectifs. Besançon: PUFC.
[10] Mathieu NC. (1991) L’anatomie politique, catégorisation et idéologie de sexe. Paris, Des femmes.
[11] Oglesby, Carole. (1986). Le sport et la femme: mythe ou réalité. Collection sport+enseignement. Vigot.
[12] Wallian, N. & Chang, C.W. (2007a). Language, thinking and action: Towards a semio-constructivist approach in physical education. Physical Education and Sport Pedagogy, 12(3), 289-311.
[13] Wallian, N., & Chang, C.W. (2007b). Sémiotique de l’action motrice et des activités langagières: vers une épistémologie des savoirs co-construits en sports collectifs. In Gréhaigne, J.F. (dir.). Configurations du jeu, débat d’idées et apprentissage des sports collectifs. Besançon : Presses de l’Université de Franche-Comté, 146-164.
[14] Wallian, N. (2010). Semiotics of language interactions between peers in Physical Education and Sports (EPS) reports places and conflicts of interpretation. Conference Proceedings of the News of the Educational Research and Training (AREF), University of Geneva.
[15] Zghibi, M. ; Guinoubi, Ch. ; Bennour, N. ; Jbeli, M. ; Sahli, F. et Jabri, M. (2013a). Evolution of language productions and action rules extraction: case study of an 8th grade class girls during a Handball cycle. Creative Education. Vol.4 No.3 2013
[16] Zghibi, M. ; Sahli, H. ; Bennour, N. ;Guinoubi, Ch. ;Guerchi, M. et Hamdi, M. (2013b). The Pupil’s discourse and action projects: the case of third year high school pupils in Tunisia. Creative Education. Vol.4 No.3 2013.
[17] Zghibi, M. (2009). Interactions langagières des élèves et apprentissage en football: le cas de quatre Classes de 9ème Année de Base en Tunisie. Thèse de Doctorat ès Sciences du Sport, Université de franche compté. Besançon.
Cite This Article
  • APA Style

    Makram Zghibi, Nabila Bennour, Mohamed Jabri, Hajer Sahli. (2013). The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia. American Journal of Sports Science, 1(2), 18-23. https://doi.org/10.11648/j.ajss.20130102.12

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    ACS Style

    Makram Zghibi; Nabila Bennour; Mohamed Jabri; Hajer Sahli. The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia. Am. J. Sports Sci. 2013, 1(2), 18-23. doi: 10.11648/j.ajss.20130102.12

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    AMA Style

    Makram Zghibi, Nabila Bennour, Mohamed Jabri, Hajer Sahli. The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia. Am J Sports Sci. 2013;1(2):18-23. doi: 10.11648/j.ajss.20130102.12

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  • @article{10.11648/j.ajss.20130102.12,
      author = {Makram Zghibi and Nabila Bennour and Mohamed Jabri and Hajer Sahli},
      title = {The Effect of the Gender Variable on the Speeches of the Pupils in Handball Game in Tunisia},
      journal = {American Journal of Sports Science},
      volume = {1},
      number = {2},
      pages = {18-23},
      doi = {10.11648/j.ajss.20130102.12},
      url = {https://doi.org/10.11648/j.ajss.20130102.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajss.20130102.12},
      abstract = {In this work, we pass from a behavioral conception that considers the teacher as the only source of information to a constructivist and even a semi-constructivist conception which focuses on the fact that the student is a real actor of the teaching-learning process. The objective is to study the semiotics of language interactions between pupils in Physical Education and Sport sessions and the power balance between girls and boys (Wallian, 2010). Discursive interlocutions of Tunisian pupils in handball are marked by a constant negotiation about domination and by a formulation of action projects (Zghibi, 2009). These language interactions have the advantage of deploying a rich and multifaceted rhetoric which is a sign of dynamic learning.},
     year = {2013}
    }
    

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    AU  - Nabila Bennour
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    T2  - American Journal of Sports Science
    JF  - American Journal of Sports Science
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    AB  - In this work, we pass from a behavioral conception that considers the teacher as the only source of information to a constructivist and even a semi-constructivist conception which focuses on the fact that the student is a real actor of the teaching-learning process. The objective is to study the semiotics of language interactions between pupils in Physical Education and Sport sessions and the power balance between girls and boys (Wallian, 2010). Discursive interlocutions of Tunisian pupils in handball are marked by a constant negotiation about domination and by a formulation of action projects (Zghibi, 2009). These language interactions have the advantage of deploying a rich and multifaceted rhetoric which is a sign of dynamic learning.
    VL  - 1
    IS  - 2
    ER  - 

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Author Information
  • LASELDI, University of Franche-Comté, Besan?on, France

  • UMR EFTS, Le Mirail University, Toulouse II, France

  • Higher Institute of Sports and Physical Education, Kef, Tunisia, Tunisia

  • Higher Institute of Sports and Physical Education, Kef, Tunisia, Tunisia

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