ABSTRACT
There is a gap between research on teaching and learning sport and teacher and coach practices and development. This gap between the institutional and scientific discourse and professional practices shows how difficult it is for knowledge to penetrate into the fields and courts where physical activity is taught. What are the specific and essential game knowledge structures that ought to be taught? How do teachers and coaches adapt the content in light of the development of efficient tactical and motor skills and movements in their students? On which precise basis is a given progression proposed, and more specifically, are the articulated levels determined by teachers? These types of questions go beyond the classical thoughts about the relationship between social practice and school practice.
