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The observation of teaching practices of physical education (PE) at secondary school (Terrisse & Carnus, 2009) shows some differences at the level of “teaching thinking” (Tsangaridou, 2008), teaching conceptions and knowledge references. Indeed, Physical Education teacher can transmit knowledge by referring in multiple references. He teaches institutional knowledge (school curricula). However, he transmits also personal knowledge, personal conception and personal link to knowledge stemming from his personal experience and his sportive expertise. The research methodology is qualitative and descriptive. We refer to the clinical didactic methodology organized with three times constructed temporality. The aim of this case study (Terrisse, 2003) is to understand whether personal experience, revealing of teaching thinking, influences the nature and the form of teaching practice and the professional activity of a PE teacher during the teaching-learning process.

The Impact of Personal Experience on the Professorial Practice in Physical Education: A Case Study from Tunisia