Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes
Affiliation(s)
1 Research Laboratory “Sports Performance Optimization” National Center of Medicine and Science in Sports (CNMSS), Tunis, Tunisia. 2 High Institute of Sport and Physical Education, Manouba University, Manouba, Tunisia. 3 High Institute of Sport and Physical Education, Gafsa University, Gafsa, Tunisia.
1 Research Laboratory “Sports Performance Optimization” National Center of Medicine and Science in Sports (CNMSS), Tunis, Tunisia. 2 High Institute of Sport and Physical Education, Manouba University, Manouba, Tunisia. 3 High Institute of Sport and Physical Education, Gafsa University, Gafsa, Tunisia.
ABSTRACT
This article aims at describing and analyzing students’ disruptive behaviors and comparing them in terms of their degree of intensity in the course of physical education lessons performed by student teachers. The delayed video-scopic analysis was performed using the “Disciplinary Incidents Analysis System”. A total of 1900 disruptive behaviors (DB) were recorded including 1379 seen by student teachers and 521 other behaviors not seen. Results testify that the observed physical education lessons show a very high degree of disruptions with a mean reaching 67.8 DB per session, i.e. 1.2 DB per minute. Besides, a high proportion of DB with a low density (43.7%) and a moderate density (46.7%) was recorded in the classes under investigation. These results presupposed that the learning conditions that prevailed during the observed sessions were not optimal to invite us, consequently, to conduct further investigations in order to determine their reasons.
This article aims at describing and analyzing students’ disruptive behaviors and comparing them in terms of their degree of intensity in the course of physical education lessons performed by student teachers. The delayed video-scopic analysis was performed using the “Disciplinary Incidents Analysis System”. A total of 1900 disruptive behaviors (DB) were recorded including 1379 seen by student teachers and 521 other behaviors not seen. Results testify that the observed physical education lessons show a very high degree of disruptions with a mean reaching 67.8 DB per session, i.e. 1.2 DB per minute. Besides, a high proportion of DB with a low density (43.7%) and a moderate density (46.7%) was recorded in the classes under investigation. These results presupposed that the learning conditions that prevailed during the observed sessions were not optimal to invite us, consequently, to conduct further investigations in order to determine their reasons.
KEYWORDS
Disruptive Behaviors, Physical Education, High School Students, Disciplinary Incidents Analysis System
Disruptive Behaviors, Physical Education, High School Students, Disciplinary Incidents Analysis System
Cite this paper
Maddeh, T. , Bennour, N. and Souissi, N. (2015) Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes. Advances in Physical Education, 5, 143-151. doi: 10.4236/ape.2015.53018.
Maddeh, T. , Bennour, N. and Souissi, N. (2015) Study of Students’ Disruptive Behavior in High School Education in Physical Education Classes. Advances in Physical Education, 5, 143-151. doi: 10.4236/ape.2015.53018.
References
[1] Ben Chaaben-Abdennader, Z. (2007). Say, Do and Transmit: The Teacher Education of Physical Education in Tunisia. Ph.D. Thesis in Sports Science, Motor Skills and Human Movement, Paris Descartes University, Paris. [2] Brunelle, J., Brunelle, J.-P., Gagnon, J., Goyette, R., Martel, D., Marzouk, A., & Spallanzani, C. (1993). System Disciplinary Incidents (Version 3). Québec City: Intervention Research Group in Physical Activity (GRIAP), Department of Physical Education, Faculty of Education, University Laval. [3] Brunelle, J., Tousignant, M., & Godbout, P. (1996). Learning Time, Sainte-Foy, GRIAP. Québec City: Department of Physical Education, Faculty of Educational Sciences, University Laval. [4] Corriveau, S., Lirette, M., & Laurencelle, L. (1991). Disruptive Behavior of Students in Physical Education Classes in Elementary School. In R. Boileau (Dir.), Education as a Profession. What Is It? (pp. 131-140). Quebec: Editions l’Impulsion. [5] Desbiens, J.-F. (2008). Perspectives on the Climate of Physical Education and Health Classes of Secondary Led by Graduates Teachers Students. Conference Seminar CREFI-T, University Paul Sabatier, Toulouse, 7 May 2008. [6] Desbiens, J.-F., Turcotte, S., Spallanzani, C., Roy, M., Tourigny, J.-S., & Lanoue, S. (2011). How Student Teachers of Physical Education and Health React against the Indiscipline of Their Students? Science & Motricité, 73, 39-54. [7] Doyle, W. (1979). Classroom Tasks Skill and Students Abilities. In P.-L. Peterson, & H.-J. Walberg (Dir.), Research on Teachingng Concepts, Findings, and Implications (pp. 183-209). Berkeley: ca McCutchan Pub. Co. [8] Doyle, W. (1986a). Paradigms of Research on Teacher Effectiveness. In M. Crahay, & D. Lafontaine (Dir.), The Art and Science of Teaching (pp. 435-481). Bruxelles: Labor. [9] Doyle, W. (1986b). Classroom Organization and Management. In M. C. Wittrock (Dir.), Handbook of Research on Teaching (pp. 392-431). New-York: Macmillan. [10] Flavier, E. (2001). Conflicts during Physical Education Lessons: Dynamic and Significance of the Actions in the Classroom Teachers and Students. Ph.D. Thesis, Montpellier: Montpellier I University, UFR STAPS. [11] Flavier, E., Bertone, S., Méard, J., & Durand, M. (2002). The Concerns of Physical Education Teachers in the Genesis and Regulation of Classroom Conflicts. Revue francaise de pédagogie, 139, 107-119. http://dx.doi.org/10.3406/rfp.2002.2886 [12] Florence, J., Brunelle, J., & Carlier, G. (1998). Teaching in High School Physical Education. Bruxelles: De Boeck University. [13] Fortin, C., Schweickert, R., Gaudreault, R., & Viau-Quesnel, C. (2010). Effects of Memory Search and of Task Switching on Concurrent Timing: A Dissociation. Journal of Experimental Psychology: Human Perception & Performance, 36, 580- 595. http://dx.doi.org/10.1037/a0017639 [14] Hastie, P., & Siedentop, D. (1999). An Ecological Perspective on Physical Education. European Physical Education Review, 5, 9-29. http://dx.doi.org/10.1177/1356336X990051002 [15] Hastie, P., & Siedentop, D. (2006). The Classroom Ecology Paradigm. In D. Kirk, D. MacDonald, & M. O’Sullivan (Dir.), The Handbook of Physical Education (pp. 214-225). London: Sage. http://dx.doi.org/10.4135/9781848608009.n12 [16] Kulinna, P. H. (2007-2008). Teachers’ Attributions and Strategies for Student Misbehavior. Journal of Classroom Interaction, 42, 21-30. [17] Kulinna, P. H., Cothran, D. J., & Regualos, R. (2006). Teachers’ Reports of Students’ Misbehavior in Physical Education. Research Quarterly for Exercise and Sport, 77, 32-40. http://dx.doi.org/10.1080/02701367.2006.10599329 [18] Martel, D., Brunelle, J., & Spallanzani, C. (1991). The Degree of Involvement of the Participants: A Significant Indication of the Learning Climate. STAPS Review, 24, 37-51. [19] Méard, J., & Bertone, S. (1998). The Student Autonomy and Integration Rules in Physical Education. Paris: PUF, Pratiques corporelles. [20] Morin, J., & Battalio, R. (2004). Construing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behaviour Interventions, 6, 251-254. http://dx.doi.org/10.1177/10983007040060040601 [21] Musard, M., Loquet, M., & Carlier, G. (Dir.) (2010). Sciences of the Intervention in Physical Education and Sport. Research Findings and Theoretical Foundations. Paris: Aris and Editions of the Review EPS. [22] Piéron, M. (1993). Analyzing Education to Teach Better. Paris: EPS. [23] Piéron, M., & Emonts, M. (1998). Analysis of Disciplinary Problems in Physical Education Classes. L’education Physique Review, 28, 33-40. [24] Placek, J. H. (1983). Conceptions of Success in Teaching: Busy, Happy and Good? In T. Templin, & J. Olson (Dir.), Teaching in Physical Education (pp. 46-56). Champaign, IL: Human Kinetics. [25] Siedentop, D. (1994). Learning to Teach Physical Education. Montréal: Gaetan Morin. [26] Stork, S., & Saunders, S. (2002). Why Can’t Students Just Do as They’re Told? An Exploration of Incorrect Responses. Journal of Teaching in Physical Education, 21, 208-228. [27] Supaporn, S., Dodds, P., & Griffin, L. (2003). An Ecological Analysis of Middle School Misbehavior through Student and Teacher Perspectives. Journal of Teaching in Physical Education, 22, 328-349. [28] Tousignant, M. (1982). Analysis of the Task Structures in Secondary Physical Education Classes. Ph.D. Thesis, Columbus, OH: Ohio State University. [29] Tousignant, M. (1985). The Degree of Cooperation of Students: A Source of Equity for the Teacher Assumptions. The Quebec Review of Physical Activity, 3, 69-74. [30] Tousignant, M., & Siedentop, D. (1983). The Analysis of Task Structures in Physical Education. Journal of Teaching in Physical Education, 3, 47-57.
[1] Ben Chaaben-Abdennader, Z. (2007). Say, Do and Transmit: The Teacher Education of Physical Education in Tunisia. Ph.D. Thesis in Sports Science, Motor Skills and Human Movement, Paris Descartes University, Paris. [2] Brunelle, J., Brunelle, J.-P., Gagnon, J., Goyette, R., Martel, D., Marzouk, A., & Spallanzani, C. (1993). System Disciplinary Incidents (Version 3). Québec City: Intervention Research Group in Physical Activity (GRIAP), Department of Physical Education, Faculty of Education, University Laval. [3] Brunelle, J., Tousignant, M., & Godbout, P. (1996). Learning Time, Sainte-Foy, GRIAP. Québec City: Department of Physical Education, Faculty of Educational Sciences, University Laval. [4] Corriveau, S., Lirette, M., & Laurencelle, L. (1991). Disruptive Behavior of Students in Physical Education Classes in Elementary School. In R. Boileau (Dir.), Education as a Profession. What Is It? (pp. 131-140). Quebec: Editions l’Impulsion. [5] Desbiens, J.-F. (2008). Perspectives on the Climate of Physical Education and Health Classes of Secondary Led by Graduates Teachers Students. Conference Seminar CREFI-T, University Paul Sabatier, Toulouse, 7 May 2008. [6] Desbiens, J.-F., Turcotte, S., Spallanzani, C., Roy, M., Tourigny, J.-S., & Lanoue, S. (2011). How Student Teachers of Physical Education and Health React against the Indiscipline of Their Students? Science & Motricité, 73, 39-54. [7] Doyle, W. (1979). Classroom Tasks Skill and Students Abilities. In P.-L. Peterson, & H.-J. Walberg (Dir.), Research on Teachingng Concepts, Findings, and Implications (pp. 183-209). Berkeley: ca McCutchan Pub. Co. [8] Doyle, W. (1986a). Paradigms of Research on Teacher Effectiveness. In M. Crahay, & D. Lafontaine (Dir.), The Art and Science of Teaching (pp. 435-481). Bruxelles: Labor. [9] Doyle, W. (1986b). Classroom Organization and Management. In M. C. Wittrock (Dir.), Handbook of Research on Teaching (pp. 392-431). New-York: Macmillan. [10] Flavier, E. (2001). Conflicts during Physical Education Lessons: Dynamic and Significance of the Actions in the Classroom Teachers and Students. Ph.D. Thesis, Montpellier: Montpellier I University, UFR STAPS. [11] Flavier, E., Bertone, S., Méard, J., & Durand, M. (2002). The Concerns of Physical Education Teachers in the Genesis and Regulation of Classroom Conflicts. Revue francaise de pédagogie, 139, 107-119. http://dx.doi.org/10.3406/rfp.2002.2886 [12] Florence, J., Brunelle, J., & Carlier, G. (1998). Teaching in High School Physical Education. Bruxelles: De Boeck University. [13] Fortin, C., Schweickert, R., Gaudreault, R., & Viau-Quesnel, C. (2010). Effects of Memory Search and of Task Switching on Concurrent Timing: A Dissociation. Journal of Experimental Psychology: Human Perception & Performance, 36, 580- 595. http://dx.doi.org/10.1037/a0017639 [14] Hastie, P., & Siedentop, D. (1999). An Ecological Perspective on Physical Education. European Physical Education Review, 5, 9-29. http://dx.doi.org/10.1177/1356336X990051002 [15] Hastie, P., & Siedentop, D. (2006). The Classroom Ecology Paradigm. In D. Kirk, D. MacDonald, & M. O’Sullivan (Dir.), The Handbook of Physical Education (pp. 214-225). London: Sage. http://dx.doi.org/10.4135/9781848608009.n12 [16] Kulinna, P. H. (2007-2008). Teachers’ Attributions and Strategies for Student Misbehavior. Journal of Classroom Interaction, 42, 21-30. [17] Kulinna, P. H., Cothran, D. J., & Regualos, R. (2006). Teachers’ Reports of Students’ Misbehavior in Physical Education. Research Quarterly for Exercise and Sport, 77, 32-40. http://dx.doi.org/10.1080/02701367.2006.10599329 [18] Martel, D., Brunelle, J., & Spallanzani, C. (1991). The Degree of Involvement of the Participants: A Significant Indication of the Learning Climate. STAPS Review, 24, 37-51. [19] Méard, J., & Bertone, S. (1998). The Student Autonomy and Integration Rules in Physical Education. Paris: PUF, Pratiques corporelles. [20] Morin, J., & Battalio, R. (2004). Construing Misbehavior: The Efficacy Connection in Responding to Misbehavior. Journal of Positive Behaviour Interventions, 6, 251-254. http://dx.doi.org/10.1177/10983007040060040601 [21] Musard, M., Loquet, M., & Carlier, G. (Dir.) (2010). Sciences of the Intervention in Physical Education and Sport. Research Findings and Theoretical Foundations. Paris: Aris and Editions of the Review EPS. [22] Piéron, M. (1993). Analyzing Education to Teach Better. Paris: EPS. [23] Piéron, M., & Emonts, M. (1998). Analysis of Disciplinary Problems in Physical Education Classes. L’education Physique Review, 28, 33-40. [24] Placek, J. H. (1983). Conceptions of Success in Teaching: Busy, Happy and Good? In T. Templin, & J. Olson (Dir.), Teaching in Physical Education (pp. 46-56). Champaign, IL: Human Kinetics. [25] Siedentop, D. (1994). Learning to Teach Physical Education. Montréal: Gaetan Morin. [26] Stork, S., & Saunders, S. (2002). Why Can’t Students Just Do as They’re Told? An Exploration of Incorrect Responses. Journal of Teaching in Physical Education, 21, 208-228. [27] Supaporn, S., Dodds, P., & Griffin, L. (2003). An Ecological Analysis of Middle School Misbehavior through Student and Teacher Perspectives. Journal of Teaching in Physical Education, 22, 328-349. [28] Tousignant, M. (1982). Analysis of the Task Structures in Secondary Physical Education Classes. Ph.D. Thesis, Columbus, OH: Ohio State University. [29] Tousignant, M. (1985). The Degree of Cooperation of Students: A Source of Equity for the Teacher Assumptions. The Quebec Review of Physical Activity, 3, 69-74. [30] Tousignant, M., & Siedentop, D. (1983). The Analysis of Task Structures in Physical Education. Journal of Teaching in Physical Education, 3, 47-57.