Dynamic Physical Education For

Secondary School Students 7th Edition

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CHAPTER
Management and Discipline
7

Chapter Summary
This chapter covers many ways of teaching class organization skills through physical activity.
Emphasis is on a positive and constructive approach to moving students quickly into
instructional settings. Responsible behavior is an important part of teaching, and students
are expected to know what acceptable behavior is and how to resolve conflict in a nonphysi-
cal manner. Preventing behavior problems is always more important than dealing with
problems after they occur. Organizing an environment that offers a behavior management
component helps students become good citizens. Much discussion and instructional advice
is given to maintain and increase desirable behavior while also decreasing undesirable
behavior or implementing behavioral correction techniques. A number of strategies are
offered, from reprimands to behavior contracts.

Chapter Highlights
• Physical educators should strive for a well-managed class. This can be accomplished
by implementing information from the following ideas:
• Effective class organizing strategies include alternating instruction and practice episodes;
stopping and starting a class consistently; expediting instructional transitions; grouping
students effectively; using squads to expedite class organization; learning students’ names;
establishing class procedures and expectations; and using equipment effectively.
• Responsible student behavior should be taught and reinforced. Five levels of responsibility
can be used to emphasize this in physical education. They range from irresponsibility to
caring in which students are motivated to extend their sense of responsible behavior by
cooperating, giving support, showing concern, and helping. Conflict resolution can also
be used to help students respect others’ feelings and opinions while maintaining their own
worth and dignity.
• A proactive behavior management approach should be implemented. Physical educators
can do this by creating a behavior plan for themselves; determining rules and procedures
for the school year (no more than five); clearly communicating the consequences of
misbehavior; and implementing the management plan.
• Acceptable student behavior should be maintained and promoted. This can be accom-
plished in part by increasing desirable behavior, prompting desired behavior, and shaping
desired behavior.
• Another method for effectively managing a class is to decrease unacceptable student
behavior. A teacher should know the options for dealing with unacceptable behavior, such
as ignoring the behavior, giving a timeout, removing the student from the activity, making
a phone call home, sending the student to the principal, or suspending/reassigning the
student. Acceptable and unacceptable behavior should be identified for students.

30 Copyright © 2015 Pearson Education, Inc.

 Behavior correction techniques should be utilized. If necessary, behavior change plans and
behavior contracts can be implemented.
• Severe misbehavior should be dealt with using the four-step approach including initiating
a teacher-student conference, checking to see if a phone call to parents would help the
situation, scheduling a parent-teacher-student-principal conference, and using severe
disciplinary actions.
• Criticism should be used cautiously.
• Punishment should be a last resort.
• Teachers should understand the legal considerations of expulsion. Sending a student out of
class is a last resort and means that both teacher and student have failed.

Learning Outcomes
After reading this chapter, the student will be able to:
• Manage a class by delivering instruction efficiently and moving students into instructional
settings quickly.
• Teach students responsible behavior by using responsibility-development techniques and
conflict resolution.
• Create a behavior plan and establish rules and consequences to minimize behavior
problems. Increase desirable behavior by using social reinforcers effectively.
• Decrease undesirable behavior by designing a behavioral response plan. This includes a
range of teacher behaviors such as reprimands, removal of positive consequences, and
behavior games.
• Avoid the use of criticism when interacting with students.
• Know when to resort to punishment (rarely) to stifle undesirable behavior.

Key Concepts
practice episode Premack principle differential reinforcement
home base corrective feedback extrinsic reinforcement
station teaching positive feedback

Discussion Topics
1. How is the teaching of management skills similar to the teaching of physical skills? How
are effective class management and discipline related?
2. What would be an appropriate strategy to use if students do not respond to a signal to stop?
3. Discuss motivating strategies aimed at encouraging students to dress quickly and
immediately enter the gym.
4. What are the five levels of responsibility as described in Hellison’s (2011) Teaching for
Personal and Social Responsibility model?
5. Why should class rules be stated in more general terms? What is the maximum number
of class rules that should be used and why?
6. What are essential characteristics of effective praise?

Copyright © 2015 Pearson Education, Inc. CHAPTER 7 Management and Discipline 31

 7. Why should prompts be gradually phased out?
8. What are some reasons extrinsic reinforcers should be removed as soon as possible?
9. What are negative consequences of using verbal criticism?
10. What are some legal concerns to consider when dealing with student misbehavior?

In-Class Activities
1. Divide the class into small groups. Ask students to develop and write a profile
characterizing a teacher who is effective in managing students. Make reference to
personality characteristics and actions that help the teacher be successful.
2. Create short scenarios that focus on typical incidents of student misbehavior. Have
students discuss and then write solutions for effectively managing these situations.
3. In small groups or as individuals, have students create a behavior plan for students based
on different scenarios (e.g., one student exhibits characteristics of ADHD and has trouble
listening and following directions, one student is defiant and will not participate in any
activities that do not involve basketball or football). Share the plans and what the
appropriate reinforcers are for the students who comply with their plan.
4. Lead the students through the following activities:
• Practice management games of Toe-to-Toe; Back-to-Back; Whistle Mixer; Home
Base; and Fall-In. Then, let students try to manage their peers using these techniques.
• Model consistent starting and stopping signals with your class and let the students
practice this skill.
• Allow students to peer teach using consistent starting and stopping signals,
management games, and a focus on first name use feedback.

Written Assignments
1. Explain how effective class management and discipline are related.
2. Describe Hellison’s hierarchy of responsible behavior.
3. List and explain the negative consequences of teacher comments that students interpret
as preaching or threatening.
4. Briefly explain and give a practical teaching application of the Premack principle.
5. Provide three examples of the strategy called “removal of positive consequences.”

Community Activities
1. Observe physical education teachers in action and document management techniques
used during a lesson. Submit a written critique that offers pros and cons of the techniques
employed and be prepared to share your observations with class in a group discussion.
2. Interview a middle or high school principal or teacher about procedures that are followed
when punishing or expelling a student. Submit a written report regarding the findings.
3. Ask practicing physical education teachers for example behavior plans they have utilized
with their students. Take pictures of rules posted on walls or syllabi with rules from
current physical education classes. Share and discuss as a class.

32 INSTRUCTOR MANUAL/TEST BANK FOR DYNAMIC PHYSICAL EDUCATION, 8e Copyright © 2015 Pearson Education, Inc.
Related Websites
Classroom Management:
www.inclusiveeducation.ca
Discipline:
www.disciplinehelp.com
www.pecentral.org
Responsibility Materials:
www.pecentral.org/climate/january99article.html

Copyright © 2015 Pearson Education, Inc. CHAPTER 7 Management and Discipline 33

 COOPERATIVE LEARNING TASK SHEET
Management and Discipline
Directions: Your cooperative learning group will become the content experts by finding
the answers to the items listed below. Discuss these items with your group and be ready
to report on one or all of them at the end of the class period.

1. Develop a responsibility contract for students using the format listed in the textbook.
2. Discuss appropriate strategies to use if students do not respond to a signal to stop.
Describe why a physical education teacher should incorporate move and freeze three
times at the beginning of each class.
3. Describe the skills and activities necessary for effective class management in a physical
education class. Practice two management games listed in the textbook.
4. Identify activities and techniques used to start and stop the class, organize the class into
groups and formations, employ squads, and prepare youngsters for activity.
5. Discuss acceptable and recommended procedures for dealing with inappropriate
behavior.
6. Describe techniques used to increase or decrease specific behaviors.
7. Explain the role of teacher reaction in shaping and controlling student behavior.
8. What games are effective in changing the behavior of children?
9. What is the ratio of children to equipment in an effective learning environment?
10. Is praise most effective when it is specific or general?
11. Discuss and then design a motivating strategy aimed at encouraging students to dress
quickly and immediately enter the gym or activity area.
12. List and explain the negative consequences of teacher comments that students interpret as
preaching or threatening.
13. Briefly explain the Premack principle and describe practical teaching applications of the
principle.
14. List and explain two essential characteristics of effective praise.

34 INSTRUCTOR MANUAL/TEST BANK FOR DYNAMIC PHYSICAL EDUCATION, 8e Copyright © 2015 Pearson Education, Inc.