Los comportamientos de disciplina e indisciplina en educación física
DOI:
https://doi.org/10.35362/rie440746Palabras clave:
disciplina, educaci´on físicaResumen
El objetivo de este estudio es adentrarse en el conocimiento de los comportamientos de disciplina e indisciplina que tienen lugar en Educación Física con el fin de proporcionar una serie de pautas de actuación que faciliten la aparición de conductas disciplinadas, así como la erradicación de comportamientos indisciplinados en el aula. Para ello, se conceptualiza el término "disciplina" dentro del entorno educativo, se indican las principales causas que inciden en la aparición de conductas indisciplinadas, se presentan diferentes propuestas de intervención, y basándose en las principales investigaciones relacionadas con la materia, se muestran algunas prospectivas de investigación. Los resultados de los estudios revisados exponen, en general, que los problemas de disciplina en el ámbito educativo resultan comunes en todas y cada una de las áreas que constituyen el currículo de educación, llegando a producir serias consecuencias en el proceso de enseñanza-aprendizaje del alumno, y a dejar profundas secuelas en la labor desempeñada por el profesor.
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Bibliografía
ASTONE, N. M. y MC LANAHAN, S. S. (1991): "Family Structure, Parental Practices and High School Completion", en American Sociological Review, n.º 56, pp. 309-320.
BOLGER, K. E. y OTROS (1995): "Psychology Adjustment among Children Experiencing Persistent and Intermittent Family Economic Hardship", en Child Development, n.º 66, pp. 1107-1129.
BORKO, H., LALIK, R. y TOMCHIN, E. (1987): "Students Teachers' Understandings of Successful and Unsuccessful Teaching", en Teaching and Teacher Education, n.º 3, pp. 77-90.
BROPHY, J. E. y ROHRKEMPER, M. M. (1981). "The Influence of Problem Ownership on Teachers' Perceptions of and Strategies for Coping with Problem Students", en Journal of Educational Psychology, n.º 73, pp. 295-311.
BRUNELLE, J. P. y OTROS (1992): Reflections on Disciplinary Incidents Identified by Teaching Student Teachers in Physical Education. Paper presented to the 3.º Congress of the Quebecois Confederation of Educators in Physical Education, Canadá.
CALVO, A. R. (2002): "Interpretación y valoración de los problemas de convivencia en los centros", en Revista Electrónica Interuniversitaria de Formación del Profesorado, n.º 5.
CEREZO, F. (2001): "Variables de personalidad asociadas en la dinámica bullying (agresores versus víctimas) en niños y niñas de 10 a 15 años", en Anales de Psicología, n.º 17, pp. 37-43.
CERVELLÓ, E. y OTROS (2004): "Goal Orientations, Motivational Climate, Equality and Discipline of Spanish Physical Education Students", en Perceptual and Motor Skills, n.º 99, pp. 271-283.
CHEN, Z. y DORNBUSCH, S. (1998): "Relating Aspects of Adolescent Autonomy to Academic Achievement and Deviant Behavior", en Journal of Adolescent Research, n.º 13, pp. 293-319.
DOYLE, W. (1986): "Classroom Organisation and Management", en M. C. Wittrock (ed.): Handbook of Research on Teaching. New York: Macmillan.
DOWNING, J. H. (1996): "Establishing a Proactive Discipline Plan in Elementary Physical Education", en Journal of Physical Education, Recreation and Dance, n.º 67, pp. 25-30.
DREIKURS, R., GRUNWALD, B. y PEPPER, F. (1982): Maintaining Sanity in the Classroom. Classroom Management Techniques. New York: Harper and Row.
FERNÁNDEZ-BALBOA, J. M. (1990): "Helping Novice Teachers Handle Discipline Problems", en Journal of Physical Education, Recreation, and Dance, n.º 62, pp. 50-54.
- (1991): "Beliefs, Interactive Thoughts, and Actions ff Physical Education Student Teachers Regarding Pupil Misbehaviors", en Journal of Teaching in Physical Education, n.º 11, pp. 59-78.
GÓMEZ, M. T., MIR, V. y SERRATS, M. G. (1999): Propuestas de intervención en el aula. Técnicas para lograr un clima favorable en la clase. Madrid: Narcea.
GOYETTE, R., DORE, R. y DION, E. (2000): "Pupils' Misbehaviors and the Reactions and Causal Attributions of Physical Education Student Teachers: A Sequential Analysis", en Journal of Teaching in Physical Education, n.º 20, pp. 3-14.
GRAHAM, G. (1992): Teaching Children Physical Education. Champaign, IL: Human Kinetics.
HAROUN, R. y O'HANLON, C. (1997): "Do Teachers and Students Agree in Their Perception of What School Discipline Is? ", en Education Review, n.º 49, pp. 237-250.
HASTIE, P. y SIEDENTOP, D. (1999): "Beliefs, Interactive Thoughts, and Actions of Physical Education Student Teachers Regarding Pupil Misbehaviors", en Journal of Teaching in Physical Education, n.º 11, pp. 59-78.
HELLISON, D. R. (1995): Teaching Responsibility through Physical Activity. Champaign, IL: Human Kinetics.
HENNAN, M. R. y OTROS (1997): "The Influence of Family Regulation, Connection, and Psychological Autonomy on Six Measures of Adolescent Functioning", en Journal of Adolescent Research, n.º 12, pp. 34-67.
HOUGHTON, S., WHELDALL, K. y MERRETT, F. (1988): "Classroom Behavior Problems Which Secondary School Teachers Say they Most Troublesome", en British Educational Research Journal, n.º 14, pp. 297-312.
ISHEE, J. H. (2004): "Perceptions of Misbehavior in Middle School Physical Education", en Journal of Physical Education, Recreation and Dance, n.º 75, p. 9.
JENSON, J. M. y HOWARD, M. O. (eds.) (1999): Youth Violence: Current Research and Practice Innovations. Washington, DC: NASW Press.
JIMÉNEZ, R. (2004): Motivación, trato de igualdad, comportamientos de disciplina y estilos de vida saludables en estudiantes de educación física en secundaria. Tesis doctoral. Universidad de Extremadura.
KALTIALA-HEINO, R. y OTROS (2000): "Bullying at School: An Indicator of Adolescents at Risk for Mental Disorder", en Journal of Adolescence, n.º 23, pp. 661-674.
KENNEDY, E. F. (1982): "Discipline in the Physical Education Setting", en The Physical Educator, n.º 39, pp. 91-94.
KENNEDY, C.H. y OTROS (2001): "Facilitating General Education Participation for Students with Behavior Problems by Linking Positive Behavior Supports and Person-Centered Planning", en Journal of Emotional and Behavioral Disorders, n.º 9, pp. 161-171.
KIRIDIS, A. (1999): Discipline at School. Athens: Gutenberg.
KOUNIN, J. S. (1970): Discipline and Group Management in Classrooms. New York: Holt, Rinehart & Winston.
KOVAR, S., ERMLER, K. y MEHRHOF, J. H. (1992): "Helping Students to Become Self-Disciplined", en Journal of Physical Education, Recreation and Dance, n.º 63, pp. 26-28.
KULINNA, P., COTHRAN, D. y REGUALOS, R. (2003): "Development of an Instrument to Measure Student Disruptive Behaviour", en Measurement in Physical Education and Exercise Science, n.º 7, pp. 25-41.
LEWIS, R. (2001): "Classroom Discipline and Student Responsibility: The Student' View", en Teaching and Teacher Education, n.º 17, pp. 307-319.
MANTZICOPOULOS, P. (1997): "The Relationship of Family Variables to Head Start Children's Preacademic Competence", en Early Education and Development, n.º 8, pp. 357-374.
MATSAGOURAS, I. (1999): School Classroom. Space. Group. Discipline. Method. Athens: Publication Grigori.
MCCORMACK, A. (1997): "Classroom Management Problems, Strategies and Influences in Physical Education", en European Physical Education Review, n.º 3, pp. 102-115.
MUÑOZ, J. M., CARRERAS, M. R. y BRAZA, P. (2004): "Aproximación al estudio de las actitudes y estrategias de pensamiento social y su relación con los comportamientos disruptivos en el aula en la educación secundaria", en Anales de Psicología, n.º 20, pp. 81-91.
NICHOLLS, J. G. (1989): The Competitive Ethos and Democratic Education. Cambridge: Harvard University Press.
- (1992): "Students as Educational Theorists", en D. Schunk y J. Meece (eds.): Students' Perceptions in the Classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., pp. 267-286.
ORTEGA, R. (1994): "Violencia interpersonal en los centros educativos de enseñanza secundaria. Un estudio sobre el maltrato y la intimidación entre compañeros", en Revista de Educación, n.º 304, pp. 55-67.
- (1997): "El proyecto Sevilla Antiviolencia Escolar. Un modelo de intervención preventiva contra los malos tratos entre iguales", en Revista de Educación, n.º 313, pp. 143-160.
PATTERSON, C. J., KUPERSMIDT, J. B. y VADEN, N. A. (1990): "Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-Based Competence", en Child Development, n.º 61, pp. 485-494.
PAPAIOANNOU, A. (1998): "Goal Perspective, Reasons for Behaving Appropriately, and Self-Reported Discipline in Physical Education Lessons", en Journal of Teaching in Physical Education, n.º 17, pp. 421-441.
PAPAIOANNOU, A. y KOULI, O. (1999): "The Effect of Task Structure, Perceived Motivational Climate and Goal Orientation on Student's Task Involvement and Anxiety", en Journal of Applied Sport Psychology, n.º 11, pp. 51-71.
PAPAIOANNOU, A., THEODORAKIS, Y. y GOUDAS, M. (1999): For Better Instruction of Physical Education. Thessaloniki: Salto Publications.
PAULSON, S., MARCHANT, G. y ROTHLISBERG, B. (1998): "Early Adolescents' Perceptions of Patterns of Parenting, Teaching, and School Atmosphere: Implications for Achievement", en Journal of Early Adolescence, n.º 18, pp. 5-26.
PARKER, J. (1995): "Secondary Teachers' Views of Effective Teaching in Physical Education", en Journal of Teaching in Physical Education, n.º 14, pp. 127-139.
RESNICK, M. D. y OTROS (1997): "Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health", en The Journal of the American Medical Association (JAMA), n.º 278, pp. 823-832.
ROMI, S. y FREUND, M. (1999): " Teachers', Students' and Parents' Attitudes Towards Disruptive Behavior Problems in High School: A Case Study", en Educational Psychology, n.º 19, pp. 53-70.
RYAN, R. M. y CONNELL, J. P. (1989): " Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains ", en Journal of Personality and Social Psychology, n.º 57, pp. 749-761.
SÁENZ-LÓPEZ, P. (1997): La educación física y su didáctica. Manual para el profesor. Sevilla: Wanceulen.
SCARLETT, P. (1989): "Discipline: Pupil and Teacher Perceptions", en Maladjustments and Therapeutic Education, n.º 7, pp. 169-177.
SHUTE, C. (1993): Compulsory Schooling Disease; How Children Absorb Fascist Values. Gloucester: Educational Heretics Press.
SIEDENTOP, D. (1991): Developing Teaching Skills in Physical Education. Mountain Views, CA: Mayfield, 3.ª ed.
SOURANDER, A. y OTROS (2000): "Persistence of Bullying from Childhood to Adolescence: A Longitudinal 8-Year Follow-Up Study", en Child Abuse and Neglect: The International Journal, n.º 24, pp. 873-881.
SPRAY, C. (2002): "Motivational Climate and Perceived Strategies to Sustain Pupils' Discipline in Physical Education", en European Physical Education Review,n.º 8, pp. 5-20.
SPRAY, C. y WANG, C. K. (2001): "Goal Orientations, Self-Determination and Pupils' Discipline in Physical Education", en Journal of Sport Sciences, 19, pp. 903-913.
STORMSHAK, E. y OTROS (2000): "Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School", en Journal of Clinical Child Psychology, n.º 29, pp. 17-29.
SUPAPORN, S. (2000): "High School Students' Perspectives about Misbehavior", en Physical Educator, n.º 57, pp. 124-135.
SUPAPORN, S., DODDS, P. y GRIFFIN, L. (2003): "An Ecological Analysis of Middle School Misbehaviors Through Student and Teacher Perspectives", en The Journal of Teaching in Physical Education, n.º 22, pp. 328-349.
TINNING, R. (1987): Improving Teaching in Physical Education. Victoria: Deakin University Press.
- (1992): Educación física: La escuela y sus profesores. Valencia: Universidad de Valencia.
TRIANES, M. V. (2000): La violencia en el contexto escolar. Málaga: Aljibe.
TURNBULL, A. y OTROS (2002): "A Blueprint for School Wide Positive Behavior Support", en Exceptional Children, n.º 68, pp. 377-402.
VALLERAND, R. J., GAUVIN, L. I. y HALLIWELL, W. R. (1986): "Negative Effects of Competition on Children's Intrinsic Motivation", en The Journal of Social Psychology, n.º 126, pp. 649-657.
VILLAR, F. del (1993): El desarrollo del conocimiento práctico de los profesores de educación física, a través de un programa de análisis de la práctica docente. Un estudio de casos en formación inicial. Tesis doctoral, Granada.
VYGOTSKY, L. S. (1978): Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
WHELDALL, K. y MERRETT, F. (1988): "Which Classroom Behaviors for Primary School Teachers Say they Find Most Troublesome?", en Education Review, n.º 40, pp. 13-27.
WILLIAMS, J. H., AYERS, C. D. y ARTHUR, M. W. (1997): "Risk and Protective Factors in the Development of Delinquency and Conduct Disorder", en M. W. Fraser: Risk and Resilience in Childhood: An Ecological Perspective, pp. 140-170, Washington, D.C: NASW Press.
ZEIDNER, M. (1988): "The Relative Severity of Common Classroom Management Strategies: The Student's Perspective", en British Journal of Educational Psychology, n.º 58, pp. 69-77.
ZOUNHIA, K., HATZIHARISTOS, D. y EMMANOUEL, K. (2003): "Greek Secondary School Pupils' Perceived Reasons for Behaving Appropriately and Perceived Teachers' Strategies to Maintain Discipline", en Educational Review, n.º 55, pp. 289-303.
ASTONE, N. M. y MC LANAHAN, S. S. (1991): "Family Structure, Parental Practices and High School Completion", en American Sociological Review, n.º 56, pp. 309-320.
BOLGER, K. E. y OTROS (1995): "Psychology Adjustment among Children Experiencing Persistent and Intermittent Family Economic Hardship", en Child Development, n.º 66, pp. 1107-1129.
BORKO, H., LALIK, R. y TOMCHIN, E. (1987): "Students Teachers' Understandings of Successful and Unsuccessful Teaching", en Teaching and Teacher Education, n.º 3, pp. 77-90.
BROPHY, J. E. y ROHRKEMPER, M. M. (1981). "The Influence of Problem Ownership on Teachers' Perceptions of and Strategies for Coping with Problem Students", en Journal of Educational Psychology, n.º 73, pp. 295-311.
BRUNELLE, J. P. y OTROS (1992): Reflections on Disciplinary Incidents Identified by Teaching Student Teachers in Physical Education. Paper presented to the 3.º Congress of the Quebecois Confederation of Educators in Physical Education, Canadá.
CALVO, A. R. (2002): "Interpretación y valoración de los problemas de convivencia en los centros", en Revista Electrónica Interuniversitaria de Formación del Profesorado, n.º 5.
CEREZO, F. (2001): "Variables de personalidad asociadas en la dinámica bullying (agresores versus víctimas) en niños y niñas de 10 a 15 años", en Anales de Psicología, n.º 17, pp. 37-43.
CERVELLÓ, E. y OTROS (2004): "Goal Orientations, Motivational Climate, Equality and Discipline of Spanish Physical Education Students", en Perceptual and Motor Skills, n.º 99, pp. 271-283.
CHEN, Z. y DORNBUSCH, S. (1998): "Relating Aspects of Adolescent Autonomy to Academic Achievement and Deviant Behavior", en Journal of Adolescent Research, n.º 13, pp. 293-319.
DOYLE, W. (1986): "Classroom Organisation and Management", en M. C. Wittrock (ed.): Handbook of Research on Teaching. New York: Macmillan.
DOWNING, J. H. (1996): "Establishing a Proactive Discipline Plan in Elementary Physical Education", en Journal of Physical Education, Recreation and Dance, n.º 67, pp. 25-30.
DREIKURS, R., GRUNWALD, B. y PEPPER, F. (1982): Maintaining Sanity in the Classroom. Classroom Management Techniques. New York: Harper and Row.
FERNÁNDEZ-BALBOA, J. M. (1990): "Helping Novice Teachers Handle Discipline Problems", en Journal of Physical Education, Recreation, and Dance, n.º 62, pp. 50-54.
- (1991): "Beliefs, Interactive Thoughts, and Actions ff Physical Education Student Teachers Regarding Pupil Misbehaviors", en Journal of Teaching in Physical Education, n.º 11, pp. 59-78.
GÓMEZ, M. T., MIR, V. y SERRATS, M. G. (1999): Propuestas de intervención en el aula. Técnicas para lograr un clima favorable en la clase. Madrid: Narcea.
GOYETTE, R., DORE, R. y DION, E. (2000): "Pupils' Misbehaviors and the Reactions and Causal Attributions of Physical Education Student Teachers: A Sequential Analysis", en Journal of Teaching in Physical Education, n.º 20, pp. 3-14.
GRAHAM, G. (1992): Teaching Children Physical Education. Champaign, IL: Human Kinetics.
HAROUN, R. y O'HANLON, C. (1997): "Do Teachers and Students Agree in Their Perception of What School Discipline Is? ", en Education Review, n.º 49, pp. 237-250.
HASTIE, P. y SIEDENTOP, D. (1999): "Beliefs, Interactive Thoughts, and Actions of Physical Education Student Teachers Regarding Pupil Misbehaviors", en Journal of Teaching in Physical Education, n.º 11, pp. 59-78.
HELLISON, D. R. (1995): Teaching Responsibility through Physical Activity. Champaign, IL: Human Kinetics.
HENNAN, M. R. y OTROS (1997): "The Influence of Family Regulation, Connection, and Psychological Autonomy on Six Measures of Adolescent Functioning", en Journal of Adolescent Research, n.º 12, pp. 34-67.
HOUGHTON, S., WHELDALL, K. y MERRETT, F. (1988): "Classroom Behavior Problems Which Secondary School Teachers Say they Most Troublesome", en British Educational Research Journal, n.º 14, pp. 297-312.
ISHEE, J. H. (2004): "Perceptions of Misbehavior in Middle School Physical Education", en Journal of Physical Education, Recreation and Dance, n.º 75, p. 9.
JENSON, J. M. y HOWARD, M. O. (eds.) (1999): Youth Violence: Current Research and Practice Innovations. Washington, DC: NASW Press.
JIMÉNEZ, R. (2004): Motivación, trato de igualdad, comportamientos de disciplina y estilos de vida saludables en estudiantes de educación física en secundaria. Tesis doctoral. Universidad de Extremadura.
KALTIALA-HEINO, R. y OTROS (2000): "Bullying at School: An Indicator of Adolescents at Risk for Mental Disorder", en Journal of Adolescence, n.º 23, pp. 661-674.
KENNEDY, E. F. (1982): "Discipline in the Physical Education Setting", en The Physical Educator, n.º 39, pp. 91-94.
KENNEDY, C.H. y OTROS (2001): "Facilitating General Education Participation for Students with Behavior Problems by Linking Positive Behavior Supports and Person-Centered Planning", en Journal of Emotional and Behavioral Disorders, n.º 9, pp. 161-171.
KIRIDIS, A. (1999): Discipline at School. Athens: Gutenberg.
KOUNIN, J. S. (1970): Discipline and Group Management in Classrooms. New York: Holt, Rinehart & Winston.
KOVAR, S., ERMLER, K. y MEHRHOF, J. H. (1992): "Helping Students to Become Self-Disciplined", en Journal of Physical Education, Recreation and Dance, n.º 63, pp. 26-28.
KULINNA, P., COTHRAN, D. y REGUALOS, R. (2003): "Development of an Instrument to Measure Student Disruptive Behaviour", en Measurement in Physical Education and Exercise Science, n.º 7, pp. 25-41.
LEWIS, R. (2001): "Classroom Discipline and Student Responsibility: The Student' View", en Teaching and Teacher Education, n.º 17, pp. 307-319.
MANTZICOPOULOS, P. (1997): "The Relationship of Family Variables to Head Start Children's Preacademic Competence", en Early Education and Development, n.º 8, pp. 357-374.
MATSAGOURAS, I. (1999): School Classroom. Space. Group. Discipline. Method. Athens: Publication Grigori.
MCCORMACK, A. (1997): "Classroom Management Problems, Strategies and Influences in Physical Education", en European Physical Education Review, n.º 3, pp. 102-115.
MUÑOZ, J. M., CARRERAS, M. R. y BRAZA, P. (2004): "Aproximación al estudio de las actitudes y estrategias de pensamiento social y su relación con los comportamientos disruptivos en el aula en la educación secundaria", en Anales de Psicología, n.º 20, pp. 81-91.
NICHOLLS, J. G. (1989): The Competitive Ethos and Democratic Education. Cambridge: Harvard University Press.
- (1992): "Students as Educational Theorists", en D. Schunk y J. Meece (eds.): Students' Perceptions in the Classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., pp. 267-286.
ORTEGA, R. (1994): "Violencia interpersonal en los centros educativos de enseñanza secundaria. Un estudio sobre el maltrato y la intimidación entre compañeros", en Revista de Educación, n.º 304, pp. 55-67.
- (1997): "El proyecto Sevilla Antiviolencia Escolar. Un modelo de intervención preventiva contra los malos tratos entre iguales", en Revista de Educación, n.º 313, pp. 143-160.
PATTERSON, C. J., KUPERSMIDT, J. B. y VADEN, N. A. (1990): "Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children's School-Based Competence", en Child Development, n.º 61, pp. 485-494.
PAPAIOANNOU, A. (1998): "Goal Perspective, Reasons for Behaving Appropriately, and Self-Reported Discipline in Physical Education Lessons", en Journal of Teaching in Physical Education, n.º 17, pp. 421-441.
PAPAIOANNOU, A. y KOULI, O. (1999): "The Effect of Task Structure, Perceived Motivational Climate and Goal Orientation on Student's Task Involvement and Anxiety", en Journal of Applied Sport Psychology, n.º 11, pp. 51-71.
PAPAIOANNOU, A., THEODORAKIS, Y. y GOUDAS, M. (1999): For Better Instruction of Physical Education. Thessaloniki: Salto Publications.
PAULSON, S., MARCHANT, G. y ROTHLISBERG, B. (1998): "Early Adolescents' Perceptions of Patterns of Parenting, Teaching, and School Atmosphere: Implications for Achievement", en Journal of Early Adolescence, n.º 18, pp. 5-26.
PARKER, J. (1995): "Secondary Teachers' Views of Effective Teaching in Physical Education", en Journal of Teaching in Physical Education, n.º 14, pp. 127-139.
RESNICK, M. D. y OTROS (1997): "Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health", en The Journal of the American Medical Association (JAMA), n.º 278, pp. 823-832.
ROMI, S. y FREUND, M. (1999): " Teachers', Students' and Parents' Attitudes Towards Disruptive Behavior Problems in High School: A Case Study", en Educational Psychology, n.º 19, pp. 53-70.
RYAN, R. M. y CONNELL, J. P. (1989): " Perceived Locus of Causality and Internalization: Examining Reasons for Acting in Two Domains ", en Journal of Personality and Social Psychology, n.º 57, pp. 749-761.
SÁENZ-LÓPEZ, P. (1997): La educación física y su didáctica. Manual para el profesor. Sevilla: Wanceulen.
SCARLETT, P. (1989): "Discipline: Pupil and Teacher Perceptions", en Maladjustments and Therapeutic Education, n.º 7, pp. 169-177.
SHUTE, C. (1993): Compulsory Schooling Disease; How Children Absorb Fascist Values. Gloucester: Educational Heretics Press.
SIEDENTOP, D. (1991): Developing Teaching Skills in Physical Education. Mountain Views, CA: Mayfield, 3.ª ed.
SOURANDER, A. y OTROS (2000): "Persistence of Bullying from Childhood to Adolescence: A Longitudinal 8-Year Follow-Up Study", en Child Abuse and Neglect: The International Journal, n.º 24, pp. 873-881.
SPRAY, C. (2002): "Motivational Climate and Perceived Strategies to Sustain Pupils' Discipline in Physical Education", en European Physical Education Review,n.º 8, pp. 5-20.
SPRAY, C. y WANG, C. K. (2001): "Goal Orientations, Self-Determination and Pupils' Discipline in Physical Education", en Journal of Sport Sciences, 19, pp. 903-913.
STORMSHAK, E. y OTROS (2000): "Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School", en Journal of Clinical Child Psychology, n.º 29, pp. 17-29.
SUPAPORN, S. (2000): "High School Students' Perspectives about Misbehavior", en Physical Educator, n.º 57, pp. 124-135.
SUPAPORN, S., DODDS, P. y GRIFFIN, L. (2003): "An Ecological Analysis of Middle School Misbehaviors Through Student and Teacher Perspectives", en The Journal of Teaching in Physical Education, n.º 22, pp. 328-349.
TINNING, R. (1987): Improving Teaching in Physical Education. Victoria: Deakin University Press.
- (1992): Educación física: La escuela y sus profesores. Valencia: Universidad de Valencia.
TRIANES, M. V. (2000): La violencia en el contexto escolar. Málaga: Aljibe.
TURNBULL, A. y OTROS (2002): "A Blueprint for School Wide Positive Behavior Support", en Exceptional Children, n.º 68, pp. 377-402.
VALLERAND, R. J., GAUVIN, L. I. y HALLIWELL, W. R. (1986): "Negative Effects of Competition on Children's Intrinsic Motivation", en The Journal of Social Psychology, n.º 126, pp. 649-657.
VILLAR, F. del (1993): El desarrollo del conocimiento práctico de los profesores de educación física, a través de un programa de análisis de la práctica docente. Un estudio de casos en formación inicial. Tesis doctoral, Granada.
VYGOTSKY, L. S. (1978): Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
WHELDALL, K. y MERRETT, F. (1988): "Which Classroom Behaviors for Primary School Teachers Say they Find Most Troublesome?", en Education Review, n.º 40, pp. 13-27.
WILLIAMS, J. H., AYERS, C. D. y ARTHUR, M. W. (1997): "Risk and Protective Factors in the Development of Delinquency and Conduct Disorder", en M. W. Fraser: Risk and Resilience in Childhood: An Ecological Perspective, pp. 140-170, Washington, D.C: NASW Press.
ZEIDNER, M. (1988): "The Relative Severity of Common Classroom Management Strategies: The Student's Perspective", en British Journal of Educational Psychology, n.º 58, pp. 69-77.
ZOUNHIA, K., HATZIHARISTOS, D. y EMMANOUEL, K. (2003): "Greek Secondary School Pupils' Perceived Reasons for Behaving Appropriately and Perceived Teachers' Strategies to Maintain Discipline", en Educational Review, n.º 55, pp. 289-303.
Cómo citar
Moreno Murcia, J. A., Cervelló Gimeno, E., Martínez Galindo, C., & Alonso Villodre, N. (2007). Los comportamientos de disciplina e indisciplina en educación física. Revista Iberoamericana De Educación, 44, 167–190. https://doi.org/10.35362/rie440746
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01-05-2007
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