Abstract            Volume:13  Issue-5  Year-2025         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

After nearly two decades of implementing PE teaching using the Competency-Based Approach (CBA) in Benin, the Directorate of Educational Inspections, Innovation, and Quality (DIPIQ), inspired by the results of the work on PE intervention, continued to propose corrective measures to minimize the gaps between what is prescribed and what is actually achieved in the classroom. Thus, following the guidelines for implementing the baseline situation and diagnostic assessment starting in the 2018-2019 school year, which were the subject of a study conducted by Agbodjogb et al., (2023, the DIPIQ made the implementation of the debriefing and remediation session mandatory in PE after each summative assessment. This study was initiated to analyze the practices of two teachers subject to this new prescription, using as a theoretical basis the immediate remediation model proposed by Lenoir et al., (2007 and then the anthropological theory of didactics (Chevallard, 2018). To this end, in addition to documentary analysis, the methodological approach is based on instrumental observation Vermesch, 1994; Amade-Escot, 2003; with a view to triangulation Van Der Maren, 1996. The analyzed and interpreted results allow us to affirm that in the absence of prescriptions relating to the implementation approach of this session, the practices of the two teachers are influenced by their relationship to the implementation of the skills and strategies provided in the assessment sequence. They encountered difficulties in remediation. These include, among other things, overcrowded class sizes, inadequate materials and infrastructure, the choice of physical activity activities for remediation, and the diversity of student difficulty levels. Teachers acknowledge the usefulness of this session and maintain that more than one is needed to achieve remediation objectives after the summative assessment.

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