Teachers Methodological Strategies and School Coexistence in Physical Education

Abstract

The learning environment influences the teaching-learning process as well as the welfare of the educational community members. The problems of discipline and coexistence in class are a general concern in mandatory secondary education. The purpose of this research is to identify some methodological strategies that could be applied by teachers when students in compulsory secondary education engage in disruptive behaviors in order to improve classroom management. The participants are 147 instructors of Physical Education (PE) who are teaching actively in institutions of compulsory secondary education. Participants completed two questionnaires which created “ad hoc” to evaluate the students’ problematic behaviors regarding coexistence in these classes. A description was made of the characteristics of the teaching staff and their center, for which the absolute and relative frequencies were described in the qualitative variables and the mean values and standard deviation were calculated for the quantitative variables. The results of this research provide guidance for the use of different classroom management techniques and schools organization considering such problem behaviors. In fact, most of the teaching staff consider important the use of teaching strategies to carry out PE class with less problems of Coexistence.