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Cet article présente les résultats d’une étude ayant pour objectif la construction et la validation d’une nouvelle échelle de mesure des négociations perçues entre le professeur et ses élèves en éducation physique (ENPEP). La fidélité et la validité de cette échelle ont été vérifiées auprès d’un échantillon de 549 élèves de l’enseignement secondaire supérieur en Belgique francophone. Les résultats révèlent que l’échelle possède une bonne cohérence interne et une structure factorielle conforme au cadre conceptuel postulé. Ce dernier distingue trois formes de négociation : la négociation distributive en faveur du professeur, la négociation distributive en faveur des élèves et la négociation intégrative. Cette échelle constitue un instrument pouvant être utilisé pour étudier l’activité de négociation en éducation physique, ses déterminants et ses effets.This article presents the results of a study dealing with the construction and validation of a new scale measuring perceived negotiations between the pro fessor and his or her students in physical education (PNPES). The assessment of its validity and reliability is based on a sample of 549 secondary school students from French-speaking Belgium. The results reveal that the PNPES has adequate levels of internal consistency and a factorial structure that is coherent with the postulated conceptual framework. This framework distinguishes three forms of negotiation: distributive negotiation in favour of the professor, distributive negotiation in favour of the students and integrative negotiation. This scale constitutes an instrument which can be used to study the activity of negotiation in physical education, its determinants and its effects.Este artigo apresenta os resultados de um estudo cujo objectivo era a construção e a validação de uma nova escala de medida da percepção das negociações entre o professor e os seus alunos em Educação Física (ENPEP). a fidelidade e a validade desta escala foram verificadas através de uma amostra de 549 alunos do ensino secundário na Bélgica francófona. os resultados mostram que a escala possui uma boa coerência interna e uma estrutura distributiva conforme o quadro conceptual postulado. Este último distingue três formas de negociação: a negociação distributiva a favor do professor, a negociação distributiva a favor dos alunos e a negociação integrativa. Esta escala constitui um instrumento que pode ser utilizado para estudar os determinantes e os efeitos da actividade de negociação em Educação Física

Développement et validation d’une échelle de mesure des négociations perçues entre le professeur et ses élèves en éducation physique (ENPEP)