Facteurs de motivation et niveau d’engagement des élèves dans la pratique de l’appui tendu renversé (ATR) en classe de terminale D5 au Lycée Moderne 1 de Gagnoa
Abstract
Cette étude porte sur les facteurs influençant l’engagement des élèves dans la réalisation de l’Appui Tendu Renversé (ATR) en Éducation Physique et Sportive, à partir du cas des élèves de la TD5 du Lycée Moderne 1 de Gagnoa. Elle vise à analyser la perception des élèves ainsi que leur motivation lors de cette activité gymnique exigeante. La méthodologie adoptée combine une approche quantitative et qualitative, à travers un questionnaire administré à 54 élèves et des entretiens semi-directifs réalisés auprès de 20 élèves. Les résultats révèlent que la peur de l’échec, les difficultés techniques et le manque de confiance limitent l’implication des élèves, tandis qu’un accompagnement pédagogique adapté et un climat de classe favorable renforcent leur motivation. L’étude souligne ainsi l’importance de satisfaire les besoins d’autonomie, de compétence et de soutien social afin de favoriser un engagement durable des élèves dans l’apprentissage de l’ATR.
This study examines the factors influencing student engagement in performing the Handstand (ATR) in Physical Education and Sports, using the case of students in TD5 at Lycée Moderne 1 in Gagnoa. It aims to analyze students' perceptions and motivation during this demanding gymnastic activity. The methodology combines a quantitative and qualitative approach, through a questionnaire administered to 54 students and semi-structured interviews conducted with 20 students. The results reveal that fear of failure, technical difficulties, and a lack of confidence limit student involvement, while appropriate pedagogical support and a positive classroom environment strengthen their motivation. The study thus highlights the importance of meeting students' needs for autonomy, competence, and social support to foster sustained student engagement in learning the Handstand.
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