Positive Behavior Interventions and Supports: On-Task Behavior in Physical Education
Keyword
1. PBS (Positive behavior support) also known as PBIS (Positive behavior interventions and support)- a multi-tiered framework that supports students with their behavior, academics, and emotional support.2. On-Task Behavior - defined as being engaged in the task and includes being oriented toward the speaker during whole-class instruction, working on assignments, or engaging with peers during group work.
3. Desirable behavior- Action or response that is wanted more frequently.
4. Undesirable behavior- An unwanted action or response
5. Teaching Personal and Social Responsibility Model (TPSR)- emphasizes the need to teach, through sports and physical activity, values and behavior that can contribute to the positive development of students' lives
Readers/Advisors
Houston-Wilson, CathyTerm and Year
Spring 2024Date Published
2024-05-18Metadata
Show full item recordAbstract
Physical education teachers have similar yet different types of classroom management issues connecting to student behavior. Physical education teachers deal with the increased risk of child safety since the class is movement based while sometimes requiring equipment. What is similar is that undesired behaviors in any class take away from time on-task. Findings from previous research shows a positive correlation between the use of positive behavior interventions and supports in physical education in relation to on-task student behaviors. The purpose of this synthesis project is to review literature on the use of Positive Behavioral Supports on increasing on-task behavior in physical education.Related items
Showing items related by title, author, creator and subject.
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Positive Behavioral Interventions and Supports on Students’ Behavior in Physical EducationAs school presents a unique challenge for children with behavioral issues the topic of how to deal with challenging behaviors has become an increasingly important topic. The importance of positive behavioral interventions and supports and its effect it has on students’ behavior in physical education has come into focus. Analysis of previous research shows that rewarding students when they engage in productive behaviors that will later be expected of them in different contexts creates a positive association with those behaviors, thus incentivizing those students to engage in those behaviors in the future. Positive behavioral interventions and supports had significantly impacted students’ behavior in physical education, students with disabilities versus students without disabilities, and student outcomes. Research has suggested that students are motivated to be rewarded when they engage in productive behaviors. It also suggests that positive behavioral interventions and supports demonstrates improvements in disciplinary behavior, school climate, organizational health, student bullying behavior and peer victimization, and academic achievement. The purpose of this synthesis project is to review the literature on positive behavioral interventions and supports and its effect on students’ behavior in physical education
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Positive Behavior Interventions and Supports: On-Task Behavior in Physical EducationPhysical education teachers have similar yet different types of classroom management issues connecting to student behavior. Physical education teachers deal with the increased risk of child safety since the class is movement based while sometimes requiring equipment. What is similar is that undesired behaviors in any class take away from time on-task. Findings from previous research shows a positive correlation between the use of positive behavior interventions and supports in physical education in relation to on-task student behaviors. The purpose of this synthesis project is to review literature on the use of Positive Behavioral Supports on increasing on-task behavior in physical education.
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Examining Motivation to Behave Professionally in a Positive Behavior Support ModelMuch research has been conducted on the impact that student behavior has on school and student outcomes. Loss of instruction, academic failure, and criminal activity have been linked to anti-social behavior in students. Such behaviors were more likely in schools that used a punitive form of behavior management and unclear expectations. Therefore, it is necessary for schools to teach students how to act professionally so that they are prepared for the demands of college and career. Positive Behavior Support (PBS) is a widely used behavior prevention model that has been shown to be effective in reducing behavior problems in schools. It cannot be overlooked that student motivation plays a role in the choices they make during the school day. This study examined the correlation between students’ self-reported motivation and secondary analysis of existing behavioral data. This study found that there was weak to moderate correlation between motivation to behave professionally and actual behavior. Also noteworthy was the correlations between the constructs of Valence, Expectancy, and Instrumentality and actual behavior. The findings suggest that students have stronger correlations with different constructs depending on their behavioral performance.
