Teacher-student(s) transactions in physical education lessons: a case study

This study analyzed the relationships between physical education teachers' modes of presenting rules and students' performance of the prescribed or proscribed actions. 18 lessons by six teachers were observed and video-recorded during one year. to the same class. Post-lesson interviews were then conducted with the teachers. This paper focuses on two badminton lessons given by two teachers to the same class. The observational data were crossed with the recorded data and analyzed on the basis of units of teacher-student(s) transactions. These data were then interpreted using Vygotski's theory of the internalization of rules (as cultural signs). The results showed that the students' self-regulated actions (voluntary performance of prescribed actions) were more numerous during Lesson 1 than during Lesson 2. This was related to several differences between the teachers in the mode of presenting rules: (a) giving the motives for the rules (given in Lesson 1 but not in Lesson 2), (b) showing the relationships between the various rules (shown in Lesson 1 but not in Lesson 2), and (c) showing the relationships between the rules and the objective of badminton: to score points (shown in Lesson 1 but not in Lesson 2). These results focalize on some professional actions that should be considered in teacher teaching and open for debate the "problem resolving method" in physical education.