The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.
The human being is not only rational but also emotional. Unfortunately, until a few years ago, the emotional dimension has remained marginalized, even in Education, with some exemptions. Having said that, the aim of this work is to identify the emotions that students feel in Physical Education lectures. For that purpose, a quantitative investigation was carried out using a questionnaire. Regarding the results observed, although positive emotions dominate in Physical Education lectures, there are also negative emotions, and, therefore, that students do not always have a good time. Although we do not want to make negative emotions disappear, it is essential to acknowledge, reduce and manage them, not only for the teacher but also for students.
Despite the undeniable educational potential of extracurricular sport, the individual and social values attributed to them are not inherent in its practice. It is educators, whose attitudes, disposition and personal vision of extracurricular sport determine how it is implemented. For this reason, this study analysed the opinions and perceptions of future physical education specialists about the objectives of extracurricular sports, with the aim of identifying the main shortcomings and divergences between theory and practice. Three hundred and twenty-eight students of physical education from three different degree programmes, 104 women and 221 men, aged between 17 and 38 years, were surveyed. Although the majority of students considered socialising, educating in values, inclusion, developing motor skills and promoting healthy habits to be fundamental objectives of extracurricular sport, a high percentage of students recognised the importance of values related to competitiveness. It was also found that the students´ academic training was associated with their view of extracurricular sport. A discrepancy between the ideal goals of extracurricular sport and those underlying current practice was perceived by the students. It was concluded that it is essential to improve the training of those agents who interact directly with children in order to transform extracurricular sport to guarantee its contribution to children´s holistic development and a thorough education in values.
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