Ten (Somewhat) Easy Steps to Lower Off-Task Behavior in Physical Education

by Stu Ryan, University of West Florida

Over the years, educational researchers have worked hard to create effective teaching strategies to help teachers solve problems of off-task behavior in their classrooms. Despite these efforts, classroom management issues and discipline problems remain a major concern for most teachers. Numerous daily discipline problems and reports may reflect a classroom atmosphere disruptive enough to significantly impair student learning (Vogler & Bishop, 1990).

Though dealing with these issues is often difficult, newer classroom management strategies are showing success when educators depart from trying to control behavior and instead focus on creating supportive classroom learning environments. Clearly, a big part of the solution is preventing problems before they start. In this article we'll revisit proven strategies and I'll share newer ideas to help physical educators reduce off-task behaviors in our classrooms.

Be Organized and Set Clear Expectations
Students can tell when teachers are prepared and teach in a business-like manner. Teachers who are unprepared and whose expectations are vague have classes that are unorganized and undisciplined and lack focus and student learning. Never assume that students know how to assemble and get in groups quickly, get needed equipment, or play fairly. Teachers almost always know how they want their classes to function. It's our responsibility to spend time at the beginning of the school year (and throughout the rest of the year) explaining and rehearsing management procedures. Remember that many students are not only auditory learners but visual learners as well, so give them as many visual examples as possible.

Toss a Ball, Shoot Some Hoops
Poor communication is often the cause of off-task behavior, and one strategy to combat this is to try to connect with a student before problems occur. Of all the subjects at school, many students find sports and physical education to be the most enjoyable as well as something they can excel in. Finding a "common interest" that teachers and students can connect with for positive communication helps teachers to understand some of the issues that students are dealing with. This strategy involves spending some personal time with a student before or after class and playing a game of catch or maybe shooting some hoops.

For the first couple of minutes, as the teacher, you should not say a word and let the student relax and enjoy the sport. Then after you and the student are enjoying time together, ask the student how he or she is doing and how school is going. You'll be amazed at how some students open up and share concerns and problem that were previously unknown. Having a better understanding of the challenges and problems students are facing can enable you to help this student (and you) be a more positive part of the class.

Emphasize the Positive
Typically, two groups of students get most teacher feedback: The really good students and the students who seem to get in trouble a lot. Those students who are off-task often receive more negative feedback, which over time can be problematic. It's easy for teachers to overlook it when these students do the right things because the teacher is most likely constantly watching for the wrong behaviors and ready to discipline. One approach to reduce off-task behavior is to keep an eye out for positive behavior in those problematic students and make a point to share this with the student, the class, and maybe the parent (see phone home). These students likely hear negative feedback from more than one teacher, and receiving something positive during the day may reinforce and encourage their good behavior.

Keep Back to the Wall, Scan, and Move
Effective monitoring involves a number of specific teacher behaviors, including visual scanning, keeping your back to the wall, and moving among the students. Teachers who stand or sit in one place at all times are less likely to connect with all of their students than those who move about the classroom area. The careful monitoring of students' work is a major management task found to correlate highly with student achievement (Fisher, Berliner, Filby, Marliave, Cahen, & Dishaw, 1981). The behavioral components of monitoring, with-it-ness, eye contact, and scanning have also been positively correlated with increased opportunities for student involvement and student achievement (Brooks & Hawke, 1985). Teachers should also try to keep as many students as possible in view at all times. Students are more likely to misbehave if they know that the teacher is not able to see them.

Use Crossgroup Feedback and PA Systems
Crossgroup feedback is distal teacher feedback given to students farthest from the teacher. This technique allows the students to hear more feedback from the teacher and informs students that the teacher "knows" what is going on. Students farthest from the teacher are more likely to be off-task due to the distance. A study I was involved in found that crossgroup feedback by teachers reduced students' off-task behavior in PE classes. Because PE teachers often have voice issues (Ryan, Rotunda, Song, & Maina, 2012), using PA systems can reduce not only vocal strain but also off-task behavior (Ryan, 2009; Ryan, Ormond, Imwold, & Rotunda, 2002). PA systems are more affordable than in the past and have many more features to specifically assist physical education teachers, including the ability to play and control music which students often find motivating (Harms & Ryan, 2012).

Use Proximity Control
Just as crossgroup feedback works with distal students, sometimes the teacher’s presence alone encourages students to improve their behavior. If a student is misbehaving, the teacher may simply move closer to the potential problem and, without saying a word, let the student “know” that the teacher is aware of the situation.

Redirect
Sometimes the setting and the friends a student is involved with during class can create bigger problems than the misbehaving students themselves. One strategy is to simply move or redirect the student to another area or change the activity. Moving the off-task student to a different station/group and/or changing the task slightly may be all that students need to get back on task.

Phone Home
Reporting some type of bad behavior is the usual reason for phoning a student's parent.. Although sometimes required and often effective, it's never a pleasant situation for anyone involved. An alternative strategy is to adopt the phone home strategy as a positive experience. Everyday try to pick one student from each of your classes and make an unexpected call to his or her parents after school. Typically, no one will be home and you can just leave a quick message that should only take a minute of your time. Try to tell the parent one or two positive behaviors you observed their child displaying. The next time you see that student, anticipate a big smile on his or her face and don't be surprised if you have gained a friend for life. You may also have a strong positive parent ally who is now a big supporter of you and physical education. Many parents fear phone calls from school; hearing something positive about their child may be a welcome first.

Apply Effective Desist
Kids are going to misbehave, and there comes a time when you must address the problem. There are some key elements to keep in mind in order to curb the off-task behavior and hopefully get students back on task. It is very important to not give students the opportunity to "bow up." If possible, you must try not to embarrass students in front of their peers. Often students will react defiantly (bowing up) hoping to save face in front of friends. Before addressing off-task students, try to move them to an area away from peers so privacy is expected. Then in a business-like manner (monotone voice) tell students what they are doing wrong, what they should be doing, and what the consequence will be if off-task behavior does not change. Ask them if they understand and then quickly leave the situation. This method is quick and unemotional and involves no confrontation or embarrassment.

Use Systematic Discipline
Unfortunately, there are times when teachers have to enforce rules and discipline students. Just like the student, the teacher also dislikes new rules and consequences, so it is important that whatever the discipline system you use, use it consistently. This will avoid you hearing from your students the famous "I didn't know." Be consistent and also make the discipline progressive. For every discipline step, the punishment should grow consistently.

Successful classroom management involves not just responding effectively when problems occur, but also preventing problems from occurring by focusing on teacher effectiveness strategies and creating environments that encourage learning and appropriate behavior (Doyle, 1984). The type of school, grade level, and student will influence the level of success a teacher has in using the ten steps listed in this article. However, although all the strategies I've described may not work all the time, anything that will help create a more positive learning environment is certainly worth a try.

REFERENCES

Biography: Dr. Stu Ryan is a Professor in the Division of Health, Leisure, and Exercise Science at the University of West Florida. Dr. Ryan has created many children's fitness and health related curricula and materials to assist classroom teachers. He is recognized as an expert on childhood obesity, and has numerous international, national, regional, and state publications and presentations related to children's health issues.

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