Pupils’ Misbehaviors and the Reactions and Causal Attributions of Physical Education Student Teachers: A Sequential Analysis

Goyette, Robert; Doré, Robert; Dion, Éric

doi:10.1123/jtpe.20.1.3

Cited by 43 publications

(50 citation statements)

References 11 publications

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“…This conclusion, coupled with the results discussed above, should urge HPE program developers to promote specific training schemes empowering student teachers to use more frequently and more appropriately interactive reactions. At the same time, we think that it would contribute to enlarge their range of effective responses to disrupting behaviours as well as to reach, in the longer term, educational goals touching, for example, the development of a sense of responsibility, of self-control and self-regulation, of a capacity for self-assertion (Artaud, 1989;Goyette, Doré & Dion, 2000) as well as of self-determined motivation (Pelletier, Legault & Séguin-Lévesque, 2002). …”

Section: Discussionmentioning

confidence: 99%

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Desbıens¹,

Spallanzanı²,

Turcotte³

et al. 2014

Sport Science Review

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T he Learning Climate (LC) is an important component of a favorable learning environment in Health and Physical Education (HPE).Three valid observation systems and the questionnaire for teacher interaction (QTI) were used in conjunction to describe and analyse the nature and quality of the LC prevailing in HPE lessons conducted by 25 student teachers (STs) with high school students (n = 565). Descriptive, correlational and multivariate non parametric techniques were performed. Despite a high mean degree of proximity perceived by the students, LC was rather unfavorable to learning because mean appropriate motor engagement was low. However, a very high degree of proximity and influence at the same time corresponds to learning conditions favorable to appropriate motor engagement. This study helped to identify and to weight the variables which are more closely associated with a positive LC , a topic that should be the focus of HPE initial teacher training.

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Section: Discussionmentioning

confidence: 99%

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Desbıens¹,

Spallanzanı²,

Turcotte³

et al. 2014

Sport Science Review

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“…According to several studies the majority of physical education teachers believe that a well-disciplined class is one of the most important indications of successful teaching [58]- [63]. In physical education classes [64] report three categories of inappropriate pupils' behaviours. Daydreaming, talking in the classroom, late arrival and participation without sportswear belong to the first degree of seriousness.…”

Section: Disciplinementioning

confidence: 99%

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Bekiari¹,

Pylarinou²

2017

JSS

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In this study were examined associations among physical education instructors' argumentativeness and socio-communicative styles perceived by students and students' reasons for discipline. The sample consisted of 252 students (111 males, 141 females) aged 10 -12 years old (M = 11.4, SD = 0.79) from primary schools of public primary schools who completed three types of questionnaires during physical education classes. The results supported the internal consistency of the instruments. According to the results of the study, statistically significant differences were observed in perceived instructors' argumentativeness and assertiveness between the two classes of the students. Correlational analysis indicated that perceived instructors' argumentativeness was positively related to responsiveness, intrinsic reasons, self-responsibility reasons and caring reasons for discipline. Significant negative correlations were noted for instructors' argumentativeness with assertiveness, external reasons, introjected reasons and no reasons for discipline. The results of regression analysis revealed that perceived instructors' argumentativeness could significantly predict the variables of responsiveness, assertiveness, external reasons, introjected reasons, intrinsic reasons and self-responsibility reasons for discipline.

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“…En sus estudios, Goyette, Dore y Dion (2000) enumeraron los malos comportamientos de los alumnos para la asignatura de "educación física" bajo tres niveles. El primer nivel incluye los siguientes comportamientos: estar distraído, hablar, llegar tarde, no vestir el uniforme, salir del aula.…”

Section: Introductionunclassified

Malos comportamientos de los alumnos en las clases de Educación Física: una muestra desde Turquía

Yoncalik

2017

EJREP

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Introducción. Durante la preparación del plan de la lección, el profesor puede diseñar el objeto de enseñanza, el método de enseñanza y todas las actividades relacionadas de antemano, y todos ellos se organizan de acuerdo con el entorno más adecuado del que se dispone. Sin embargo, los estudiantes con mala conducta, según la experiencia, parecen ser el factor más importante que dificulta la instrucción, a pesar de los esfuerzos realizados por el profesor durante las clases para una gestión eficaz del tiempo. El objetivo de este estudio es presentar información sobre los tipos de mala conducta de los estudiantes, según los profesores de educación física, y la frecuencia con la que se producen.Método. Este estudio se ha realizado sobre 102 profesores de educación física que trabajan para centros de educación primaria y secundaria de los centros urbanos de Kirikkale, Zonguldak, Artvin, Estambul durante el período de primavera del curso 2007-2008. Los datos han sido recogidos a través de una escala elaborada ad hoc. Los datos obtenidos se evaluaron de forma general al principio, después fueron analizados e interpretados según el género de los profesores y el tipo de centro (primaria / secundaria).Resultados. Según los profesores, el mal comportamiento de los estudiantes es poco frecuente, y son situaciones negativas que se pueden superar, en colaboración con los directores del centro. Otro resultado importante que se presenta en este estudio es que, en general, las profesoras encuentran más estudiantes con mal comportamiento que los profesores.Discusión y Conclusión. Según los profesores de educación física, los estudiantes de los centros de secundaria son más pasivos, reticentes, indiferentes y retirados durante las lecciones de educación física, que los alumnos de los centros de primaria. En general, con más edad o más nivel, más se encuentran los malos comportamientos. La mala conducta varía de acuerdo con el nivel del curso.

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Pupils’ Misbehaviors and the Reactions and Causal Attributions of Physical Education Student Teachers: A Sequential Analysis

Cited by 43 publications

References 11 publications

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

A Multi-Referenced Analysis of the Quality of Learning Climate in Health and Physical Education Student Teaching

Instructor Argumentativeness and Socio-Communicative Style and Student Discipline: Using Physical Education Students’ Class as an Illustration

Malos comportamientos de los alumnos en las clases de Educación Física: una muestra desde Turquía

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