The role of material objects in knowledge construction in intervention: Towards an ecological approach in physical education teaching

This study aims to analyze the affordances of learning environments in the construction of knowledge in physical education (PE) at the middle school level. To achieve this, we used key postulates from Theureau's (2006) theoretical framework for course-of-action analysis. This theory allowed us to interpret the results of this research on the importance of affordances in PE lessons. These results showed that the way PE teachers set up the learning environment does not always allow students to detect appropriate affordances, particularly in hurdles in 8th grade. It is the PE teacher's responsibility to organize their learning environment in a way that enables students to detect appropriate affordances in learning activities.