This study concentrates on the conations for teachers of Physical Education (PE), and the elements that can explain thechoice of the content of the teaching of collective sports. At the same time, it indicates, in the choice of content, thedifferent conceptions teachers have of socialisation.The selected theoretical framework associates Weber’s individualistic model (1911) in which individuals manage theiractions in the attempt to get by, and the conative model developed by Bui-Xuân (1993, 1998), in which the inclination toact directed by a system of values will orientate the action of human beings.The method is based on three main, parallel techniques:- An analysis of the scientific and professional literature,- A survey via a questionnaire (n = 280),- Two series of in-depth interviews (before: n = 9 ; after: n = 5).The hypothesis was that the choice of teaching contents with a view to socialisation through the collective sportsdetermine the connective stage where the teacher is.The results reveal five conative stages: stage 1 (emotional), in which teachers, who are not specialists in collective sport,cannot follow a rationale of socialisation as stated in the texts because they are primarily confronted with obstacles tosocialisation; stage 2 (functional), the teachers, who are not specialists in collective sport, refer to the objective ofsocialisation as stated in the texts, making trials and attempting to solicit the students as best they can; stage 3 (technical),the teachers, who are or are not specialists, are convinced that collective sports favour socialisation, and, to achieve this,they impose all the rules (passive socialisation); stage 4 (contextual), the teachers, who are specialists in collective sport,allow students to take the initiative (active socialisation), but this remains under the influence of the context of the sportsclass and of the collective sport in question; finally, stage 5 (expertise and creation), in which the students are an integralpart of their own socialisation (active socialisation) but this is nevertheless placed under the influence of the teachers’educational and pedagogical choices.In the end, it has been shown that the passage from one stage to another depends on the accumulation of ranked factors.The study is leading up to the thesis: the conations of socialisation for the teachers of Physical Education determine thechoice of the forms and the teaching contents in collective sports.
