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The aim of this study was to evaluate the physiological adaptations during the teaching of Physical Education Sport (EPS) with the use of Activities Traditional Physical (APT) among Congolese students of primary education for the integration of these APT in the teaching of the EPS) at school. Four eighty three students including 37, 44 boys and girls classes (CP1, CE2, CM1 and CM2) ranging between6, 5±1,8 and 11, 60±1,13 years of age for girls and between 6, 62±0, 51, 11, 64±2, 07 years for boys divided by class and used APT (EKIENGA, MFONGO and NDZANGO) had participated in our experimentation. Each experiment consisted of a teaching/learning during a cycle of EPS with evaluation before and after the cycle of a few selected physiological variables: 1) vital capacity (cv), 2) expiratory peak flow (PEF), 3) heart rate of rest (FCO), 4) Systolic Blood Pressure (SBP), 5) Diastolic Blood Pressure (PAD), 6) blood pressure mean (map), 7) vertical jump (∆H), 8) alactic aerobic maximum power (P.M.A.AL) 9) cardiovascular index (ICV).The members of these physiological variables evaluated before and after teaching and learning, both among girls than among boys showed highly significant statistical differences at p<0.001. These results suggest taking into consideration in our official instructions from the use of the APT in the teaching of the EPS.

The Teaching of the Traditional Physical Activities and the Physiologicals Adaptations in the Congo Pupils