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

Abstract

Disruptive behaviors in physical education cause conflicts among students and, consequently, an abnormal development of classes. Therefore, finding the variables that can solve them is an urgent aspect to achieve an adequate learning environment in the 21st century school. 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 school students. Five hundred and forty-eight schoolchildren (276 were girls (50.4%)) participated with a mean age of 10.98 (SD = 0.71). The results show a significant main effect in terms of social skills in relatedness (p < 0.001), irresponsibility (p < 0.001), failure to follow directions (p < 0.001), distracting or disturbing others (p < 0.001), and in poor self-management (p < 0.001) with higher scores in disruptive behaviors in students with lower social skills. Regarding sports practice, only a significant main effect was found in relatedness (p < 0.001) and in poor self-management (p < 0.001), with the highest scores the schoolchildren who do not practice sports. Schoolchildren with high social skills obtain lower scores in disruptive behaviors. Likewise, schoolchildren who play sports have lower scores in relatedness and poor self-management.

Effects of Project-Based Learning Model and Cooperative Learning Model in Improving Student Social Skills in Physical Education

“…Physical education activities develop emotional competence through motor exercises. It is also a functional design ideal for using educational studies and resources related to the art of motion and cross-field studies because of its relationship with emotional intelligence, skill, communication, and culture in general (Alcaraz-Rodríguez et al, 2022;Herguedas et al, 2015;Navarro-Patón et al, 2022). Moreover, Physical Education has been considered as an appropriate study to develop mental, emotional, and physical healthy lifestyles, and proper behaviours, values, interpersonal and social skills (Gil-Madrona et al, 2019;Hellison et al, 2011;Nur et al, 2021Nur et al, , 2022 Applying the learning model appropriately, effectively, and efficiently will realize a quality and meaningful learning.…”

Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

“…Dys-regulated learning (DRL) : DRL is a negative level of proactivity, i.e., an approach that is active but inadequate to regulate the individual’s own learning behavior. As can be seen, this dysregulation can have ‘negative consequences’ in terms of maintaining self-esteem, because individuals avoid the effort involved in proactive self-regulation and use self-handicapping, procrastination strategies, increased cheating in the exam hall, psychological reactance or other disruptive behaviors that ultimately do not promote learning or good psychological and moral adjustment ( Valle et al, 2007 ; Muntada, 2013 ; Kapoor and Kaufman, 2020 ; Kapoor et al, 2021 ; Pachón-Basallo et al, 2021 ; Bakhtiar and Hadwin, 2022 ; Navarro-Patón et al, 2022 ).…”

Gamification as a Pedagogical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education

“…Along with this, as it is a predominantly practical subject and is characterised by constant interaction, it is not surprising that sometimes conflicting situations may arise [ 6 ]. Thus, authors such as Klomsten et al [ 7 ] and Navarro-Patón et al [ 8 ] indicate that disruptive behaviours may appear when there are cultural differences, a lack of skill and motor competence or the obsessive search for fighting among equals to win. These behaviours could become disruptive behaviours that make the teaching process difficult, such as aggressive behaviours (hitting or pushing); physically disruptive behaviours (smashing objects); socially disruptive behaviours (talking back out of turn or interrupting); authority-defying behaviours (refusing to comply with rules, defiant behaviours or offensive language) and self-disruptive behaviours (self-absorption or pride) [ 9 ].…”