Gestes professionnels des enseignants d’EPS en contexte de violence scolaire : stratégies usuelles et complémentaires

• Coudevylle Guillaume
• Joing Isabelle
• Robin Nicolas
• Page Aodren Le
• Marrot Gilles
• Vors Olivier

• Violent behavior
• Teaching strategies
• Non-verbal communication
• Emotional intelligence
• Mindfulness
• Physical education

An insolent attitude, aggressive behavior and even aggression from students are unfortunately increasingly frequent situations in physical education classes. This observation may be especially accentuated in certain schools classified as priority education networks. The causes are multiple and relate to many dimensions such as: psychological (lack of self-confidence, fear of failure), social (increased precariousness, family withdrawal), psychology (lack of recognition, damaged self-image) and contextual (overcrowded classrooms, degraded and unpleasant infrastructures, unsuitable pedagogical and educational practices). Violent behavior may be apparent between students, between students and teachers, between education professionals as well as between the family and these education professionals. While the analysis of such behavior presumes that the teaching team, the National Education Service psychologists and school counsellors take the multiple causes of these difficulties into consideration in order to provide the best possible support for the students, the teacher can also play an in-situ role in these interactions. The latter can then implement preventive but also regulatory strategies to positively influence the pedagogical atmosphere and thus improve his or her professional practices. The aim of this article is not only to provide a theoretical perspective on the analysis of the teaching of physical education in the context of school violence, but also to propose various means of action that are scientifically recognized and others that will certainly be in the future.