The effects physical education teacher sport expertise on the gaps between the different realizations phases of teaching-and-learning situations. Handball case studies in Tunisia
In this study, we tried to identify some of the effects that physical and sports education (PE) teachers’ expertise in their sports specialties has on their teaching performance of an activity. We report on this performance through the gap between the intentional phase (declared intention), the preparation phase (intention in action) and the effective implementation of teaching/learning situations (realization phase). To respond to the requirements of our research, ten PE teachers, including five experts and five non-experts, participated voluntarily in our study. We conducted exploratory interviews with them, a didactic observation and a content analysis of their pedagogical documents. The result shows the existence of a gap between the three phases of investigation. This gap was greater among non-expert teachers.