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With regard to the issue of the differences of the sexes, our study focuses on traditional games in Kabylie, taken and defined as part of the field of motor praxiology. A discipline inspired by the work of Pierre Parlebas. We will attempt through a field survey, to identify and interpret the meaning and distribution of the traditional games played by the women of Kabylie. From this perspective, the analysis of the internal logics of the practices are related to the system of interactions between players and their environment. This reveals valuable information on the structures underlying traditional games, and their ethno-motor characteristics as well as the world of ethnology of this vast mountainous region of Kabylie. By analyzing 92 traditional games played in the region of Kabylie allowed us to highlight on the one hand the cultural specificity, and on the other the richness of the socio-cultural aspects of this region. By examining how a game constitutes a cultural identity element of a geographical space, we explain the meaning of sport culture and identity of the Kabylie, by focusing particularly on the place of women and the indicators that reveal the relationships between men and women and distinguish the distribution of female and male roles. This also allows an understanding of the nature of traditional sports and their differentiation in terms of socialization between boys and girls.

The objective is to identify if teaching contexts (in maths, French and Physical Education) influence pupils' social representations. Social representations are prerequisites for social relations and actions. Are they more favourable in PE? The results show that the egocentration of schoolchildren is opposed to the suffered exocentration by high school students. Boys' positive emotional exocentration contrasts with girls' negative emotional self-centration. In PE, the representations would reflect a relational well-being. In Maths, the representations reflect a stereotyped rigour of pupils frozen by the mathematical operations to be performed. In French, the representations reflect a relational malaise and a rejection of this discipline. These students seem to live in an oppressive and boring context until they enter the heart of their imagination. It would be mainly the impregnation of the teaching context that would influence the students' representations.