Football Practice and Behaviour of Learners to Primary School: Assimilation and Accommodation
- 1 Laboratory Didactics of Physical Activities and Sports, Higher Institute of Physical Education of the Marien Ngouabi University, Brazzaville, Congo
- 2 UNESCO Chair Education Sciences, Marien Ngouabi University, Brazzaville, Congo
- 3 The Information Technologies and Communication and Sports Management, Higher Institute of Physical Education of the Marien Ngouabi University, Brazzaville, Congo
- 4 Laboratory Didactics of Physical Activities and Sports, Higher Institute of Physical Education of the Marien Ngouabi University, Brazzaville, Congo
Abstract
In order to know whether the teaching of football played dispensed using the form obeyed the fundamental and permanent requirements thereof and located the learner in his motor behavior in the various phases of the sport soccer game in the Piagetian approach assimilation and accommodation, 59 students of CE2 (10 years), CM1 and CM2 (11 years) were observed and subjected to learning football. The results showed that age does not influence notoriously motor behavior in the implementation of technical and tactical actions football. However, it allowed observing clear differences in students’ abilities to perform certain technical and tactical actions in different sequences or phases of play. These capabilities have proven in defense and midfield for students and CE2 in attack for those of CM1 and CM2. Thus, assimilation has been the mode of adaptation of elementary students in second year during attack, as well as that of CM1 and CM2 in defense and midfield. The accommodation was against by the observable behavioral repository for learners of CM in attack and defense in those CE2.
- CRDP, Centre Régional de Documentation Pédagogique (1990). Guide pour l’EPS à l’école élémentaire. Paris: CRDP.
- Dobbing, J. (1970). Undernutrition and the Developing Brain. The Relevance of Animal Models to the Human Problem. American Journal of Diseases of Children, 120, 411-415. http://dx.doi.org/10.1001/archpedi.1970.02100100075005
- Dufour, J. (1972). Football modern problèmes poses par le jeu-Perspectives nouvelles. Paris: The Bornemann.
- Grehaigne, J. F., Guillon, J. R., & Billard, M. (1994). Quelques concepts outils et observables utiles pour l’évaluation en sport collectifs. Dossier, 17, 60-85.
- Mariot, J. (1996). Nouvelle approche didactique fonctionnelle des sports collectifs. Revue EPS, 268, 27.
- Marsenach, J. (1972). Développement de la motricité et pratique pédagogique. Revue de l’éducation physique, XII, 1-7.
- Merand, R. (1972). Analyse du comportement moteur et pédagogique des sports collectifs, revue de l’éducation physique et sportive. Revue EPS, XII, 8-15.
- Piaget, J. (1978). La psychologie de l’intelligence. I.M.E., 25-Besacon.
- Rigal, R. (1995). Motricité humaine fondements et applications pédagogiques. Tome 2: Développement moteur. Sainte- Foy Canada: Presse de l’Université du Québec.
- Singer, R. N. (1991). Les enfantsetl’activite physique: l’apprentissagemoteur role des representations consideration sur l’apprentissagemoteur (pp. 11-22). Revue EPS.
- Winnick, M. (1972). Nutrition and Development. New York: Willey.