Abstract            Volume:14  Issue-1  Year-2026         Original Research Articles

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

This study aims to understand the didactic, cognitive, motor, and affective obstacles that hinder the learning of discus throwing among first-year students at Béhanzin High School, with the goal of improving teaching practices for this activity. To this end, the study employs a composite theoretical framework, articulating the theory of didactic situations (Brousseau, 1998), the theory of didactic obstacles (Astolfi, 1992), and the contributions of physical education didactics associated with motor learning (Schmidt & Lee, 2011). In synergy with this theoretical framework, the methodology combines content analysis of prescribed materials with the analysis of data from questionnaires administered to teachers and students. The results reveal a lack of structure in the didactic environment: instructions, taught content, and pedagogical guidance are often ill-suited to the learners' actual needs. It is therefore urgent that the authorities adopt a progressive and differentiated approach, improve material and infrastructural conditions, and strengthen ongoing teacher training in order to create an environment conducive to learning discus throwing.

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