APPLICATION OF THE CRITICAL INCIDENT TECHNIQUE IN THE EVALUATION OF A CAPACITY-BUILDING SEMINAR FOR PEDAGOGICAL SUPERVISORS OF SPORTS AND PHYSICAL EDUCATION IN BRAZZAVILLE, REPUBLIC OF THE CONGO

This study examines the evaluative perceptions of pedagogical supervisors regarding a capacity-building seminar on Mosston and Ashworth’s teaching styles. Using Flanagan’s Critical Incident Technique (CIT), the research explores how supervisors interpret the relevance, effectiveness, and limitations of the training, and how these perceptions inform their supervisory practices. A qualitative design was adopted, based on semi structured interviews conducted with 150 inspectors and pedagogical advisors. Data were analyzed through Bardin’s content analysis, following a five step process of incident identification, floating reading, coding, categorization, and theorization.
Findings indicate that the seminar strengthened supervisors’ pedagogical supervision skills, clarified the five reproductive and six productive teaching styles of Mosston and Ashworth, and fostered the establishment of Professional Learning Communities (PLCs) within sector inspections. Positive incidents highlight the value of interactive pedagogy, collaborative workshops, and structured documentation for enhancing professional learning. Negative incidents reveal material and organizational constraints - such as inadequate facilities, limited audiovisual resources, and insufficient observation tools - that hindered the full effectiveness of the training.
Overall, the study demonstrates the methodological utility of CIT for evaluating professional development initiatives in PES and underscores the importance of reflective, collaborative structures to support supervisory practice. The results offer insights for improving future training programs and strengthening pedagogical supervision systems in African educational contexts.