From the knowledge planned by teachers to the learning constructed by students in physical education
This study looks into the twofold devolution/institutionalization movement from the standpoint of a socio-semio-constructivist approach to team sports instruction, and the effects of this movement on the promising behaviours of students. The methodology is based on a priori analysis of the learning situations studied, as well as an adaptation of the multiple-baseline technique. The results obtained with two young physical education teachers are mixed. They reinforce the findings of previous research showing that the formulation of action rules during discussion does not necessarily immediately translate into students’ motor action, and aptly illustrate the role of the teacher and the mediation of the instructional setting in the regulation of students’ motor learning.