The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

Background: Our study focuses on the work engagement in PE of French vocational high school students. Indeed, these students is a major concern teaching staff. The majority have not chosen field to which they are assigned. This non-choice one factors leading disengagement from and deviant behaviour [Arrighi, Jean-Jacques, Céline Gasquet. 2010. “Orientation et affectation: la sélection dans l’enseignement professionnel du second degré.” Formation emploi 109 (March): 99–112. doi:10.4000/formationemploi.2814]. In order encourage students, social support teacher appears be an important lever [Tennant, Jaclyn E., Michelle K. Demaray, Christine Malecki, Melissa N. Terry, Michael Clary, Nathan Elzinga. 2015. “Students’ Ratings Teacher Support Academic Social–Emotional Well-Being.” School Psychology Quarterly 30 (4): 494–512. doi:10.1037/spq0000106].Purpose: article aims show contribution mixed methods research [Creswell, John W. A Concise Introduction Mixed Methods Research. New York: Sage Publications; Smith, Brett, Kerry R. McGannon. 2018. “Developing Rigor Qualitative Research: Problems Opportunities Within Sport Exercise Psychology.” International Review 11 (1): 101–121. doi:10.1080/1750984X.2017.1317357] conducted within Course-of-Action Research Programme [Theureau, Jacques. 2006. Le Cours d’action: Méthode Développée. Edited by Octares. https://hal.archives-ouvertes.fr/hal-01107065; Theureau, cours d’action : l’enaction & l’expérience. Toulouse: Octarès Editions. https://www.decitre.fr/livres/le-cours-d-action-l-enaction-l-experience-9782366300468.html]. It analyses experience high-school physical education over year identify understand engaging enabled us describe typical supports experienced engage with work.Methods: To do this, we completed observatory CASS-S questionnaire [Malecki, Christine, Stephen Elliott. 1999. “Adolescents’ Perceived Social its Importance: Validation Student Scale.” Schools 36 (November): 473–483. doi:10.1002/(SICI)1520-6807(199911)36:6 < 473::AID-PITS3 > 3.0.CO;2-0] most significant experiences for classroom during three sequences year. Ten classes difficulties were monitored sequences. teachers experts schools had characteristic being highly invested supporting success task difficulties. collection processing heterogeneous data (qualitative quantitative). first stage consisted quantitative using teacher's as perceived conducting self-confrontation interviews enriched who perception their class. was processed two stages: statistical analysis scores obtained questionnaires students’ verbatims typification components experience.Results: results showed global frequent class-wide via questionnaire. Furthermore, more in-depth shows variations overall complemented qualitative findings that provide insight into significance attach tasks. different kinds typical-support paired with: valorisation progress, concerns, game action teacher, knowledge, promoting engagement.Conclusion: understanding meanings give activity classroom. means articulation respecting subjective viewpoint actors, interview methodological device help verbalisation.