Overweight students in post-primary and secondary schools in burkina faso: pedagogical strategies for addressing this issue during practical physical education and sports sessions

This study examines the pedagogical differentiation implemented by PE teachers in the context of the care of overweight students at PE sessions. The main objective of our study was to establish a typology of didactic- pedagogical practices implemented by PE teachers in the context of the care of overweight students. To do this, we postulated that PE teachers implement differentiated teaching-learning practices. To test the hypotheses, we collected data from teachers, PE supervisors and overweight students. The analysis of the data revealed that teachers, in order to manage overweight students, differentiate between learning and assessment tasks by acting on their characteristics such as intensity, volume or duration and purpose. It also shows that the intervention with these pupils is specific and more frequent. Our study remains partial because it was limited to athletics and gymnastics. It could be extended to other APSAs taught in the various post-primary and secondary schools.