Abstract

The purpose of this study is to identify and analyze, based on representations of physical education teachers, the obstacles to teaching of cuff volleyball in middle schools in Brazzaville, Congo. The theoretical model of Trinquier’s representations, which is based on the "attitude" variable as an evaluative judgment variable, made it possible to distinguish the attitudes of teachers and to characterize this population in terms of representations, and therefore sociological anchors. A total of 86 physical education teachers responded to a questionnaire, and 18 structured and intensive interviews were carried out. These were addressed using categorical content analysis. Subsequently, classical statistical indices (numbers, percentages, confidence interval), chi-square test and multinomial regression analysis were used to analyze the attitudes observed on teachers. The results show that the lack of time, material and space, the plethora of effectives in classes, the specific perceptions to socio-professional, motivational, ecological and didactic variables, represent pedagogical misunderstandings by hampering the teaching process of this technical gesture. Thus, our data reveal the need to promote new methods of teaching volleyball cuff, contextualized in Negro African environment.

Key words: Physical education, teachers, cuff, representations, volleyball.