A Practical Plan for Managing the Behavior of Students with Disabilities in General Physical Education

Abstract

JOPERD • Volume 78 No. 2 • February 2007 P hysical education experts agree that a lack of behavior management skills is the most signifi cant barrier to effective teaching (Rink, 2006; Siedentop & Tannehill, 2000). The inability to manage and motivate student behavior is often the number one reason given by beginning teachers for leaving the teaching profession (Rose & Gallup, 2004). The problem is intensifi ed when there are a large number of students with diverse emotional, social, cognitive, and physical abilities in the same physical education class. In recent years, effective behavior management has become even more challenging with the inclusion of an increased number of students identifi ed as at-risk or with serious behavior problems in general physical education classes (Graham, 2001; Loovis, 2005; Rink, 2006; Sherrill, 2004). Based on Sugai et al. (2000), these students represent an estimated one to seven percent of all students in schools. Many physical educators still maintain a narrow perspective about behavior management. They tend to equate behavior management practices with punishment used to control students or make students behave. The current philosophy has shifted to more positive behavior management practices that foster behavior changes through support and intervention to improve performance and learning (Lavay, French, & Henderson, 2006). The purpose of this article is to describe how to develop a positive behavior plan designed to empower students rather than control their performance and learning. Field-based research and best teaching practices will be integrated with behavior management approaches that have been proven effective in creating a positive physical education environment that is conducive for all students, including students with disabilities. The information and examples provided will guide physical educators through the steps of developing their own plan, customized to refl ect their philosophy of behavior management, their behavior management goals, and the characteristics and needs of the students in their classes.