Disruptive behaviours in Physical Education classes: A descriptive research in compulsory education

Abstract

The aim of this research was determining disruptive behaviours of Primary and Secondary Schoolchildren in physical education classes according to educational stage, age and gender. The sample consisted of a total of 1304 students from 10 to 16 years old (M = 12.77; SD = 1.89), of whom 548 were Primary Education and 756 of Secondary Education; 612 were boys (46.9%) and 692 were girls (53.1%). The data collection was conducted through to the appropriate conduct scale in physical education and sport (CCDEF). The results obtained showed significant statistical differences in the age factor on Aggressiveness (AGR) (p < .001), Irresponsibility (IRRP) (p < .001), Fails to follow directions (FFD) (p < .001), Distracts or disturbs others (DDO) (p < .001) and Poor self-management (PSM) (p < .001). Regarding gender, there were statistically significant differences between boys and girls in FFD and on PSM (p < .001). Also, significant statistical differences were found on stage factor on AGR (p < .001), IRRP (p < .001), FFD (p < .001), DDO (p < .001) and PSM (p < .001). Disruptive behaviours scores increase with age and are higher in Compulsory Secondary Education than in Primary education schoolchildren. Boys in Primary Education scores higher than girls in all dimensions studied, while boys in Compulsory Secondary Education do so on aggressiveness.

Disruptive behaviors in Tunisian physical education settings: Gender and school level can matter

“…This pattern of results partially aligns with the findings of the present study, indicating that boys were more likely to engage in disruptive behaviors such as distracting/disturbing others and demonstrating poor self‐management compared to girls. Furthermore, the Spanish study by Navarro‐Patón et al (2022) provided additional data showing that boys were more likely to fail to follow directions compared to girls. These findings can be attributed to the authoritarian tendencies that boys sometimes exhibit, driven by a desire to assert their masculinity within PE classes (O'Brien, 2019).…”

“…Finally, it is important to acknowledge some limitations of this study. First, reliance on self-reported data from students may introduce response biases, potentially leading to under reporting or over reporting of disruptive behaviors (Navarro-Patón et al, 2022) and would contribute to our understanding of the underlying mechanisms. For instance, a meticulous examination of motivational behaviors exhibited by teachers, such as creating opportunities for students to meaningfully direct the activities they do in class, providing optimal challenges, promoting cooperation, exuding teacher enthusiasm, and so forth, could distinctly illuminate the motivational facets that shape student behavior (Ahmadi et al, 2023).…”

“…Gender and school level are two prominent variables that have been found to play a significant role in this regard (Navarro‐Patón et al, 2022). Research conducted in the Spanish context has particularly explored the relationship between disruptive behaviors and gender (Granero‐Gallegos et al, 2019; Granero‐Gallegos et al, 2020; Martínez‐Molina et al, 2020; Navarro‐Patón et al, 2022). Recent studies by Granero‐Gallegos et al (2020), Martinez‐Molina et al (2020), and Navarro‐Patón et al (2022) have consistently found that boys exhibit higher levels of off‐task behaviors compared to girls in PE classes.…”

Disruptive Behaviors in Physical Education: A Matched Study of Social Skills and Sport Practice in a Region of Spain

“…The aim of this study was to analyze what happens to disruptive behaviors in relation to systematic and regulated sports and social practice, in a sample of Spanish Primary Education students. Through this research, an attempt was made to respond to the behavior problems that occur in physical education classrooms [10][11][12]21], which, as mentioned, occur both in Primary Education [7,21] and in Secondary Education [19][20][21] coinciding with the end of childhood and adolescence [7].…”

“…Scientific evidence reveals that most of the studies conducted on disruptive behaviors have been carried out with Secondary Education students [19,20] and, to a lesser extent, in Primary Education [21], producing a progressive increase in these behaviors with age, from 10 to 16 years [20,21]. Regarding gender, different studies indicate that boys have a higher disruptive behavior profile than girls [7,[22][23][24], although contradictory results have also been found, indicating that girls in Secondary Education perform a greater number of disruptive behaviors than boys [21].…”