Systematic review in education : How does verbal communication between teacher and student affect their self- esteem and commitment to practice?

Abstract: The words exchanged between teachers and students don't just stay in the classroom, they weave the invisible threads that shape learners' educational climate and self-confidence, paving the way for a future of success and fulfilment. The aim of this thesis is to understand how verbal interactions between students and PE teachers impact on students' gendered self-esteem, and what the consequences are for their investment in practice. Recent studies have revealed that specific feedback and encouragement from teachers can positively boost students' self-esteem, thereby promoting their engagement in the learning process. However, gender disparities in verbal interactions have also been observed, with different consequences for boys and girls. An in-depth analysis of these dynamics will provide a better understanding of how verbal interactions in the classroom can be optimized to create an inclusive and stimulating learning environment, fostering the personal and academic development of all students. Through a systemic review of qualitative and quantitative studies conducted over the last 20 years, I will identify gender differences in students' perceived verbal interactions and their positive or negative consequences on students' psychological well-being and investment in sport. The study helps to understand the role of the teacher as a facilitator of students' self- esteem and engagement, as well as providing a framework for effective and caring verbal interactions.