Analysis of the Didactic Obstacles Encountered by Students in Learning Rotational Sports: A Case Study of Discus Throwing in First Year at Lycée Béhanzin

This study aims to understand the didactic, cognitive, motor, and affective obstacles that hinder the learning of discus throwing among first-year students at Béhanzin High School, with the goal of improving teaching practices for this activity. To this end, the study employs a composite theoretical framework, articulating the theory of didactic situations (Brousseau, 1998), the theory of didactic obstacles (Astolfi, 1992), and the contributions of physical education didactics associated with motor learning (Schmidt & Lee, 2011). In synergy with this theoretical framework, the methodology combines content analysis of prescribed materials with the analysis of data from questionnaires administered to teachers and students. The results reveal a lack of structure in the didactic environment: instructions, taught content, and pedagogical guidance are often ill-suited to the learners' actual needs. It is therefore urgent that the authorities adopt a progressive and differentiated approach, improve material and infrastructural conditions, and strengthen ongoing teacher training in order to create an environment conducive to learning discus throwing.