The idea of a debate of ideas is part of an innovative conception of the teaching/learning system at school, in which knowledge is developed with the help of peers and the teacher. The debate of ideas first appears as a situation of verbalization about action intended to make aware of the task to be carried out and the instructions that characterize it. To evaluate its effects, we will take data from the experimentation of Zerai (2009) and give us a triangulation between the result and the score of the encounters, quantitative data (balls played, balls conquered, etc.) and a qualitative data: the roadmap. We will try to test the contributions of peer interactions. The methodology used was to observe and retrieve data on a group of Tunisian second-year girls from Thala Secondary High School in a handball cycle. In this group of twenty girls, we organized four sub-groups to form the teams. The chosen triangulation allows an indirect measure of the effectiveness of the debate of ideas. The performance of the team (the ratio of shots to the number of goals) appears very quickly as a trigger for concertation between the players. The observation made collectively on the losses of the ball will also, very quickly generate reactions. The roadmap relies more on the planned strategy and the changes of roles within the team that it implies. In conclusion, comparing the selected indicators provides a realistic way of assessing the adequacy between interactions and progress in the game. This type of work emphasizes the time needed to succeed. One of the achievements of the research in didactics of collective sports at school is that the learning of a game can not be conceived without an important practice. For pupils, a real learning in collective sports games lies, in situations of problem gambling, to observe, to extract, to evaluate the information more and more relevant to reduce the time of analysis, and thus of decision to act on the opposition reports.
Berchebru, M. (2007). Didactics of the Teaching of Collective Sports. When the Use of Multimedia Technologies and Verbalization Improves the Teaching of Team Sports. Masters’ Dissertation, Besançon: University of Franche-Comté. (Unpublished)
Gréhaigne, J. F., Billard, M., & Laroche, J. Y. (1999). The Teaching of Collective Sports Games at School. Design, Construction, Evaluation. Brussels: De Boeck. (Sport Sci- ences and Practices Collection)
Gréhaigne, J. F., Godbout, P., & Bouthier, D. (1999). The Foundations of Tactics and Strategy in Team Sports. Journal of Teaching in Physical Education, 18, 159-174.