Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties

Abstract

This article contributes to an evidence base suggesting that PE offers particular advantages for promoting improved behaviour. The research design involved using statistical approaches to investigate the behaviour of 4 male pupils, aged 15 year old, all of whom were statemented for EBD in mainstream classes. Assessments were made of both Pre‐ and Post PE lesson behaviour for 10 consecutive weeks. ‘On task’ behaviour improved following PE lessons leading to the conclusion that the sequencing (and, potentially, activity levels) in subject curriculum planning may be a factor in improving pupil behaviour.

Physical education, school physical activity, school sports and academic performance

“…Back in class, there was an increase (13.8%, or a little more than 23 minutes) in the amount of time spent focused on the tasks they were supposed to be performing. [ 81 ] A 10-week PA intervention in children with learning disabilities improved classroom behaviour and the perception of academic competence was increased. [ 76 ] However, a similar outcome was seen in the control group, indicating that there had been no specific effect from the programme.…”

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

“…Alternating sensory environments within PE are considered therapeutic allowing pupils with SEBD to explore and express emotional states potentially reducing negative behaviour (Chilvers and Cole, ; Fox and Avramidis, ; Medcalf, Marshall and Hardman et al., ). Moreover, improved pupil behaviour and greater on‐task learning following PE lessons have also been reported (Medcalf et al., ).…”

“…Although research examining the effects of Physical Education (PE) on pupils experiencing social and emotional behavioural difficulties (SEBD) is limited, it is suggested the variable nature of the PE environment may provide greater scope for such pupils to explore physical, cognitive and social learning than other subject areas (Medcalf, Marshall and Rhoden, ; QCA, ). Alternating sensory environments within PE are considered therapeutic allowing pupils with SEBD to explore and express emotional states potentially reducing negative behaviour (Chilvers and Cole, ; Fox and Avramidis, ; Medcalf, Marshall and Hardman et al., ).…”

The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties

“…It is generally accepted that physical education (PE) has a number of potential benefits for pupils experiencing social and emotional behavioural difficulties (SEBD). Medcalf et al (2006) suggest that the unpredictable nature of the PE environment may provide greater opportunities for pupils to explore physical, cognitive and social learning than in classroom-based subject areas. Varied sensory settings in PE are considered to be therapeutic, providing opportunities for pupils with SEBD to explore and express emotional states, thereby reducing disruptive behaviour (Fox and Avramidis, 2003;Chilvers and Cole, 2006;Medcalf et al, 2011).…”

“…Varied sensory settings in PE are considered to be therapeutic, providing opportunities for pupils with SEBD to explore and express emotional states, thereby reducing disruptive behaviour (Fox and Avramidis, 2003;Chilvers and Cole, 2006;Medcalf et al, 2011). Greater on-task learning and improved pupil behaviour following PE lessons have also been reported (Medcalf et al, 2006).…”