Teachers Procedures Related to Students Misbehaviour in the Physical Education Lesson

• Autor(a) principal: Oliveira, Maria Teresa Mateus
• Data de Publicação: 2016
• Outros Autores: Graça, Amândio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://revistas.rcaap.pt/millenium/article/view/8153
• topic: Articles

Introduction Misbehaviour in schools and in the classroom is considered to be a serious problem to all those interested in the problematic of teaching. Teachers tend to attribute the cause for misbehaviour, more to external factors (students personal characteristics, rudeness and parent alienation, problematic family environment), than to internal ones. Material and Methods The study involved 12 PE teachers, divided into 3 different groups, and 1050 students of 48 classes in the 6th, 7th and 8th grades. Data was collected using an observation system of students misbehaviour [1], and the Physical Education Pupil Control Inventory (PEPCI) [2]. Finally, all the data was analyzed using descriptive and GLM Repeated Measures statistics. Conclusions The present study reiterates, with some differences in emphasis, the conclusions from previous studies about the expression of misbehaviour and teachers control measures in PE in Portuguese schools. Misbehaviour in PE is very frequent, mainly related to students, activity. In order to prevent or change misbehaviour, teachers use mainly tutorial or anticipatory strategies through verbal interventions. The incidence of misbehaviour is more frequent at the beginning of the year. The frequency of disruptive behaviours of the students and of teacher control showed a pronounced intraindividual variation from class to class. The teacherexperience did not emerge as an indicator of the incidence of misbehaviour, nor of control response.