Interactions dyadiques et niveau opératoire pour la construction de stratégies en handball chez des participants de 11-12Â ans

This study is based on developmental social psychology and analyzes the relationship between cognitive development, social interactions and tactical choices in collective ball games. Forty subjects (aged 11-12) were assigned to a 2 × 2 (cognitive development level × interaction condition) factorial design. The task consisted in a handball game of 2 against 1 and 1. The study demonstrated the superiority of dyadic verbal interaction groups over non-interactive groups as regards tactical choices and action projects, and showed that cognitive development level positively influenced progress. This study demonstrates the interest of a sociocognitive perspective of teaching in collective games.