Action Logics of Physical Education Teachers in their Teaching Teams

The objective of this study was to apply the sociological model of action logics to investigate the ways in which PE teams function. The chosen framework was a combination of the action logic models of Dubet (1994) and Amblard et al. (1996). The former enabled us to distinguish between integrating, strategic and distinctive logics, the latter offered an explanation for these logics by pinpointing the various factors involved in each one. The results for the two junior high schools that were studied (Pompidou and Sabatier) show a dominant integrating type logic. Whereas this integrating logic was seen to be very strong among the Sabatier team, it was weakened by a strategic logic among the Pompidou team. The differences between the two PE teams can be explained by (a) their history, (b) the presence/absence of a leader, and (c) the general way in which the school functioned.