Difference In Verbal Intervention During Football Teaching: The Case Of Experienced And Novices Teachers

Abstract

Background: The purpose of this research is to show differences and similarities between experienced physical education and sports teachers and novice at the level of verbal interventions. Materials and methods: four teachers (2 males and 2 females) with different levels of experience (2 experienced and 2 novices) participate to this study with 30 students: 12 girls and 18 boys. We have adopted a collection of data in the form of voice recordings, and data processing based on the content analysis technique. For data analysis, we have used manually and systematically the "Tropes" software. We identified nine themes from the most frequently words used by teachers. Results: Our results showed that the experienced teachers intervene more verbally compared to the novice’s teachers in terms of the number of interventions and words, whereas the verbatim of novice teachers comes with a higher frequency of words. Conclusion: To summarize there are many points of similarity and connection between experienced and novice teachers in terms of verbal interventions. The major differences in the use of action verbs and positive discourses requiring regulation at this level during the training of teachers.