摘要：This work studies the effect of the verbalization sequences constructed by the pupils during a cycle of eight basketball sessions in Physical Education and Sport (PES) on motor learning for a mixed class of Tunisian high school pupils. On the one hand, we compare the effects of pupil’s discursive productions after a first and a second sequence of verbalization. On the other hand, we consider the differences in the action projects between the language interactions of girls, boys and mixed groups. The observation is used as data collection instruments. The didactic interaction is studied by exercising the quantitative approach to identify hidden intentions. The measured parameters are: played balls, shots and scored baskets. The results of the experiments showed that the practice of learning in condition with verbalization brings positive effects in terms of behavioral modification. The addition of a second sequence of verbalization during the same session is more effective for the learning than the practice under condition of a single sequence application. We suggest to Tunisian PES teachers to give more time to verbalization, pupils learn better after identifying the mechanisms that lead to the success of their action projects and have a more pronounced rate of learning.
