Development of a short-form version of the Physical Education Classroom Instrument: measuring secondary pupils' disruptive behaviours

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

“…Disruptive Behaviours in Physical Education . The Disruptive Behaviour in Physical Education Questionnaire (CCDEF) [8] was used, the Spanish version of the original Physical Education Classroom Instrument (PECI) [33]. This version consists of 17 items that measure disruptive behaviours in PE students over five subscales: Aggressive (AGR) (2 items), low engagement or irresponsibility (LEI) (4 items), fails to follow directions (FFD) (4 items), distracts or disturbs others (DDO) (4 items), and low self-management (PSM) (3 items).…”

“…It is therefore important that the methodology and approach used by the teacher is increasingly studied, considering, among other things, different competencies [31,32]. As some authors point out (e.g., [33]), the ways in which the PE teaching staff handles their classes regarding time, or the teaching environment, are essential factors in dealing with disruptive behaviours. Some uncertainty still exists when it comes to knowing how teachers achieve the skills necessary to carry out their teaching work, about how they confront the challenges of today’s society with their students, and how they assess the students’ needs [10].…”

“…As Christie, Quiñones, and Fierro [34] noted, a considerable number of teachers have doubts when having to make assessments although they would like to gain sufficient knowledge and competence to do so well. All of these aspects, such as the lack of competencies and teacher’s experience of dealing with difficult situations, are relevant in highlighting the importance of the teacher’s persona when it comes to handling disruptive behaviours [33].…”

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

“…Disruptive Behaviours in Physical Education: The Disruptive Behaviours in Physical Education Questionnaire (CCDEF) by Granero-Gallegos and Baena-Extremera [14] was used. This is the Spanish version of the original Physical Education Classroom Instrument (PECI) by Krech, Kulinna, and Cothran [40]. This version consists of 17 items that measure disruptive behaviours in PE students over five subscales: Aggressive (AGR) (2 items; e.g., "Threatens others/I threaten other classmates"); Low engagement or irresponsibility (LEI) (4 items; e.g., "Lazy/I am lazy in class"); Fails to follow directions (FFD) (4 items; "Not following directions/I do not follow the instructions"); Distracts or disturbs others (DDO) (4 items; e.g., "Leaving the group during an activity/I abandon the group during an activity"); and Poor self-management (PSM) (3 items; e.g., "Makes fun of other students/I make fun of classmates").…”

Satisfacción, motivación y rendimiento académico en estudiantes de Secundaria y Bachillerato: antecedentes, diseño, metodología y propuesta de análisis para un trabajo de investigación

“…Acorde con lo mencionado en el anterior párrafo, la teoría de metas de logro de Nicholls (1989) aporta información relevante sobre qué ambientes de aprendizaje son los más idóneos para que los estudiantes se motiven, practiquen actividad físico-deportiva en su tiempo libre, se sientan satisfechos e incluso tengan un comportamiento ejemplar en EF (Granero-Gallegos, Baena-Extremera, Pérez-Quero, Ortiz-Camacho, & Bracho-Amador, 2012;Krech, Kulinna, & Cothran, 2010;). El anterior constructo teórico, analiza cómo los factores ambientales y disposicionales influyen en los entornos de logro en los cuales actúan las personas en diferentes contextos de su vida motivados por la obtención del éxito.…”