López Jiménez José, Valero-Valenzuela Alfonso, Anguera M Teresa, Díaz Suárez Arturo
Faculty of Sports Sciences, University of Murcia, Murcia, Spain.
Faculty of Psychology, University of Barcelona, Barcelona, Spain.
Springerplus. 2016 Jul 22;5(1):1154. doi: 10.1186/s40064-016-2764-6. eCollection 2016.
The aim of this study was to determine which disruptive behaviors occur most often in physical education (PE) classes, and to identify the existence of a pattern of behavior that leads to this disruptive behavior. With this in mind, we analyzed five PE sessions taken by pupils at different elementary school in the region of Murcia. The total sample size was 96 students aged between 10 and 13. Data was recorded using an observation instrument (a combination of a field format and a categorical system) and was then analyzed using the "HOISAN" software tool, with a sequential analysis and polar coordinates being conducted. The results of the study revealed that disruptive behaviors (52 %) occur more frequently than non-relevant behaviors (48 %), the most common of them being disinterested behavior (29 %), followed by indiscipline (15 %), with no statistically significant differences being detected in violent behavior. As regards patterns of behavior, disinterested behavior is stimulated by "no eye contact", "middle distance", "inside the task", "no use of material", "giving orders" and "registering of activities", while indiscipline is stimulated by "no eye contact", "far distance", "outside the task", "use of material", "grouping in pairs" and "preparation of material". In conclusion, it can be stated that disruptiveness is far more common in physical education sessions, affects the development of sessions and has a negative impact on student learning. A solution to this problem should therefore be sought immediately in order to ensure quality education.
本研究的目的是确定在体育课上最常出现的破坏性行为，并识别导致这种破坏性行为的行为模式的存在。考虑到这一点，我们分析了穆尔西亚地区不同小学学生参加的五节体育课。总样本量为96名年龄在10至13岁之间的学生。使用观察工具（一种现场格式和分类系统的组合）记录数据，然后使用“HOISAN”软件工具进行分析，并进行顺序分析和极坐标分析。研究结果显示，破坏性行为（52%）比非相关行为（48%）更频繁发生，其中最常见的是不感兴趣行为（29%），其次是违纪行为（15%），在暴力行为方面未检测到统计学上的显著差异。关于行为模式，不感兴趣行为受到“无眼神交流”、“中等距离”、“任务进行中”、“不使用器材”、“下达指令”和“活动记录”的刺激，而违纪行为受到“无眼神交流”、“远距离”、“任务之外”、“使用器材”、“两人一组”和“器材准备”的刺激。总之，可以说破坏性行为在体育课上更为常见，会影响课程的开展，并对学生学习产生负面影响。因此，应立即寻求解决这一问题的办法，以确保优质教育。
