Abstract
This article contributes to an evidence base suggesting that PE offers particular advantages for promoting improved behaviour. The research design involved using statistical approaches to investigate the behaviour of 4 male pupils, aged 15 year old, all of whom were statemented for EBD in mainstream classes. Assessments were made of both Pre‐ and Post PE lesson behaviour for 10 consecutive weeks. ‘On task’ behaviour improved following PE lessons leading to the conclusion that the sequencing (and, potentially, activity levels) in subject curriculum planning may be a factor in improving pupil behaviour.
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