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In education, teaching physical education is regarded as a formalization rather than intellectual activity. It follows that the perception of the relationship involved in teaching this discipline it is not always favorable, particularly in Western countries. No data currently available on this subject in Algeria. The aim of our research is to fill this gap. This article aims to identify the objectives of physical education in schools in Algeria and to compare their perceptions by teachers and students. Our concern is that, from a methodological perspective, physical education is a pedagogical problem. Indeed, being regarded as a formalization rather than OS an intellectual activity, provided teacher training in physical education, in terms of knowledge, expertise, skills and analytical skills, does not have the same result as other materials say accumulation of material and scientific information. This was pointed out by Arnaud (1983):'"Physical education is undergoing a crisis of identity. She is tom between different understandings, scattered in various techniques, invaded by sport, or even confused with it, and it seems more difficult than ever to know what are its aims. In short, it is looking for its speciftcity “(p. 13). This specificity is a problem of perception of the objectives it is supposed to continue. This applies to teachers and their perception of the material as well as teachers who often physical education as a supplement to promote training, among other things, integration into adult life. Edane this publication, we focus mainly on the perception of the objectives of physical education. These data were collected as part of a larger research when other variables were taken into consideration (Saker, 2006). We have thus proposed to 142 physical education teachers and 464 secondary school students and through the region of Algiers to complete questionnaires designed to obtain their representations in respect of physical education. We relied on closed questions (Lickert scale with four levels). In addition, an open question was included in the questionnaire for teachers. In this case, a content analysis was used to classify the answers in a system of categories (% of intra-analyst agreement 93.3%). After an encoding in a computer basis, used us the software Statistica (StatSoft, 2006) for the statistical treatments. Among the results, we will: (1) representations of the majority of teachers fallows the official guidelines, (2) physical education teachers consider mainly the status of physical education as lower” than other school subjects, (3) physical education a school subject is well appreciated by all students, (4) representations of the actors of the relationship between different teaching situation in Algeria and the European countries
Dans le système éducatif l'enseignement de l'édueation physique est considéré comme une activité de formalisation plutôt qu 'une activité intellectuelle. Il en résulte que la perception qu ont les acteurs de la relation pédagogique dans cette discipline ne lui est pas toujours favorable, notamment dans les pays occidentaux. Aucune donnée nest actuellement disponible sur ce sujet en Algérie, L’objectif de notre recherche consiste à combler cette lacune, Nous avons ainsi proposé à 142 enseignants en éducation physique et 464 élèves de l'enseignement secondaire el moyen de la région d’Alger de compléter des questionnaires visant à recueillir leurs représentations à l'égard de l'éducation physique Nous nous sommes basés sur des questions fermées (échelle de Lickert à quatre niveaux). Par ailleurs, une question ouverte a été intégrée au questionnaire des enseignants. Dans ce cas une analyse de contenu a permis de classer les réponses dans un système de catégories (% d’accord intra-analyste de 93.3%), Parmi les résultats, nous retiendrons que ;(1) les représentations de la majorité des enseignants se conforme aux directives officielles ; (2) les professeurs d'éducation physique considèrent majoritairement lé statut de l’éducation physique comme « inférieur » à celui des autres matières scolaires ; (5) l'éducation physique est une matière scolaire bien appréciée par l' ensemble des élèves; (4) les représentations des acteurs de la relation pédagogiques différent entre la situation algérienne et celle des pays européens, \
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