Lesson Context and Student Behavior in a Physical Education Class of Students with Emotional and Behavioral Disorders

Shawna Young 
(California State University Stanislaus, USA)

Abstract: An action research study was conducted during the first year of a physical education program at a nonpublic, special education school predominantly serving students with emotional and behavioral disorders, and who are wards of the state living in group homes and foster care homes. In the role of teacher and principal investigator, the researcher conducted a year-long action research study of this program. One primary research question was the following: Is the pattern of inappropriate student behavior among students with emotional and behavioral disorders the same across different lesson contexts? Delivery of this physical education program occurred over the course of an entire school year, teaching physical education 2 days per week for 45 minutes to a group of 57 students with emotional and behavioral disorders. Thirty days were randomly selected for data collection related to this research question, recording student behavior in relation to lesson context. There were 10 lesson context categories, including: class entry; warm-up activity; fitness activity; receiving instructions; skill practice; game play; transition; waiting; equipment collection; and class exit. There were six categories of inappropriate student behavior, including: verbal aggression; noncompliance; physical aggression; walking out; running away; and property destruction. A chi-square analysis was conducted to identify patterns of student behavior across lesson context categories.

Key words: emotional and behavioral disorders, physical education, time on task