LES PRATIQUES DE GUIDANCE CORPORELLE EN EDUCATION PHYSIQUE ET SPORTIVE AU SENEGAL : DES EXIGENCES PEDAGOGIQUES AUXRESSENTIS DES ELEVES

In physical education (PE), the body serves as both the object and the medium around which teaching strategies are organized. Among these strategies, the use of physical guidance gestures plays a significant role, as it directly engages the teacher’s body in contact with that of the student. Thus, this article examines how PE teachers in high schools in Dakar use these physical guidance gestures and, at the same time, explores how they are perceived by the students who experience them. Using a mixed-methods approach, the study combines quantitative data from a questionnaire (n=153 high school students) with qualitative data obtained through semi-structured interviews (n=8 teachers). The results show, among other things, that guidance serves as an important pedagogical tool, supporting students in their learning and helping to ensure their safety during physical activities. They also reveal a significant gender disparity, as one in two girls reports feeling self conscious during guidance sessions, compared to fewer than one in twenty boys. Similarly, more than one in two girls reports feeling often or always observed and/or judged by others’ gazes, compared to fewer than one in four boys.