This study concerns the identical processes which structure the activity in class of PE student. It analyzed how the PE student builds his role with regard to the pupils and, mutually, how he builds theirs. It was conducted in cognitive anthropology in reference to the course-of-action (Theureau, on 2006) and the situated action (Suchman, 1987). Four students teachers volunteered for the study. The data collected were: (a) video recordings, (b) verbalisations during post-protocol interviews. They were processed in three stages: (a) describing the verbal and spatial characteristics of the student behavior, (b) analyzing their meaning for the student, (c) comparing activity between students. The results show that the PE student is in trouble to build his place and his professor's role with the pupils: he roams in the space and avoids the nearness with them; he is afraid of their inactivity and the face-to-face dialogue with them; he tries to give the image of a nice teacher; he feels dilemma which paralyze his action. These observations reveal an identity of distance with regard to the pupils to avoid the face-to-face with them.
Les interactions langagières et proxémiques en classe d'Education physique : un révélateur de l'identité professionnelle des étudiants stagiaires