Regulating Learning Within a Sport Education Program of Physical Education

 This study adopts a historical and cultural approach to interactions (Bernié, 2012) in order to propose a comparative analysis of the work of physical education (PE) teachers, focusing on team sport specialists and non-specialists and their teaching of handball in a school environment. Our goal is to understand the modes of language employed by teachers in the regulatory phase of the learning process. Our hypothesis is that the sporting specialization of teachers influences their use of language in terms of both form (speech acts) and content. The aim of this study is to use linguistic analysis as a means of better understanding the regulating actions deployed by PE teachers when teaching handball in a French middle school.