Impact of the socioeconomic status of schools on the French Physical Education Curriculum

In this preregistration, we seek to examine whether socio-economic status is associated with the features of the Secondary School Physical Education Curriculum in French Schools. Specifically, these features include physical activities preferences (i.e., historically traditional activities, rare/selective activities, length of teaching sequences), didactic transposition (i.e., how physical activities already existing in society are transposed to be teach in school), and teacher motivational style (i.e., structure, relatedness, and autonomy support). notReviewed other