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Purpose:  This article is centered on the Mixed Methods Research (MMR) used by the “Sports Life” research team to analyze the conditions under which social interactions are developed in the physical education (PE) setting and PE teacher training context. Firstly, we focus on the value of combining various types of quantitative data with the verbalization occurrences comprised in the interactive dynamics between students to learn motor skills within dyads or cooperative groups. Secondly, combining self-reported measurements and self-confrontation interviews, we examine whether integrating a cooperative learning design into pre-service teacher training might impact their motivation to teach physical practice later. Finally, because the social interaction issue suggests going beyond the respective roles of student/teacher, a forward-looking debate is conducted on the articulation of data collection in order to handle this complexity in a holistic manner.

Relationships between social interactions and acquisitions: do mixed methods provide added value in physical education contexts?