A qualitative study on learning environments and disruption in Physical Education
DOI:
https://doi.org/10.47197/retos.v66.113340Keywords:
Classroom; physical educa-tion; student; student behavior; teacherAbstract
Introduction: Physical Education class provides an ideal environment for teaching through movement and promoting values and standards of behavior.
Objective: to identify the key factors that influence disruptive behavior in secondary school students and the responses of teaching staff to these acts during Physical Education classes.
Methodology: A qualitative-phenomenological methodology based on grounded theory and an exploratory and prospective approach were used. Nine experts, selected for their suitability and experience, were interviewed in depth. Inductive analysis allowed for establishing categories and codes to systematize the accounts.
Results: The results show causal factors for disruptive behavior and allow students to be characterized as most likely to engage in it.
Discussion: The need for cooperative commitment is confirmed. As presented in previous research, developing responsibility at all age levels is imperative to learn how to behave in the PE classroom. To this end, defining a frame of reference with agreed-upon forms of action and interrelation during the Physical Education class is necessary.
Conclusions: These highlight the need to design pedagogical strategies that mitigate the consequences of disruptive behavior, considering the students' context. Planning should include actions that favor an optimal learning environment, ensuring effective responses to situations that alter the class dynamics. Therefore, the role of the teacher is to create a structured environment that facilitates coexistence and the development of socio-emotional skills in the students.
References
Adeoye, M. A., Baharun, H., y Munawwaroh, I. (2025). Transformational Leadership in Education: Har-monising Accountability, Innovation and Global Citizenship. Kharisma: Journal Administrasi dan Manajemen Pendidikan, 4(1), 14-30. DOI: https://doi.org/10.59373/kharisma.v4i1.68http://
AlemdaÄŸ, C. (2020). Changes in learning style preferences of physical education students. Center for Educational Policy Studies Journal, 10(4), 207-220. doi: 10.26529/cepsj.613
Alimuddin, A., Binti Mohd Nazri, S., Liza, L., Pebriyani, D., & Padli Muchlis, A. (2024). La Educación Físi-ca y el Deporte como Elementos Esenciales de la Transversalidad y la Integración Corporal en el Proceso de Aprendizaje: Una revisión sistemática (Physical Education and Sport Essential as transversality and body integration in the Learning Process: A Systematic Review). Retos, 58, 20–27. https://doi.org/10.47197/retos.v58.106061
Alves, T., de Souza, J., Grenier, M., y Lieberman, L. (2021). El estudiante invisible en las clases de educa-ción física: voces de estudiantes sordos e hipoacúsicos sobre la inclusión. Revista Internacional de Educación Inclusiva, 28 (3), 231–246. https://doi.org/10.1080/13603116.2021.1931718
Andersen, L., Winding, T., y Grytnes, R. (2025). Pupils' challenging behaviour towards their teachers: The role of teacher team collaboration in prevention. A qualitative study. Teaching and Teach-er Education, 155, 104883.Volume 155, https://doi.org/10.1016/j.tate.2024.104883.
Arikan, G. (2020). Examination of Student Resistance Behaviors towards Physical Education and Sports Teachers in the Teaching-Learning Process. Journal of Educational Issues, 6(2), 107-117. https://doi.org/10.5296/jei.v6i2.17432
Arroyo-Rojas, F. y Hodge, S. (2023). Phenomenological Research Involving Students with Disabilities in Physical Education: A Systematic Literature Review, Quest, DOI: 10.1080/00336297.2023.2206579
Aspasia, D. y Farias, C. (2025). Social Pedagogy in Phisical Education. Human Centred Practice. Routledge Focus.
Atoun, C., Attikleme, Y., Agbodjogbe, B., Dossou, W., Attiklemé, K., y Kpazaï, G. (2024). The Necessity for Note-Taking during Teaching-Learning Process in Sports and Physical Education. Educational. Research and Reviews, 19(6), 84-94. DOI: 10.5897/ERR2024.4401
Baños, R. (2020). Aburrimiento y comportamientos disruptivos en el aula de Educación Física. Journal of Sport and Health Research. 12(3):406-419.
Baños, R., Barretos-Ruvalcaba, M., Baena-Extremera, A., y Granero, A. (2024). Prediction of disruptive behaviors from boredom and satisfaction with physical education. Cultura, Ciencia y Deporte, 19(59), 89-101. https://doi.org/10.12800/ccd.v19i59.2173
Bin, J., Freitas, P., y de Souza, J. (2024). A Identificação e intervenção precoce em casos de desvio de conduta. Revista Mato-grossense de Gestão, Inovação e Comunicação, 3(1), 145-159.
Gonzalez, C. (2024). The Correlation Between Classroom Management Strategies Toward Students’ Disruptive Behaviors and Their Relationship on Teachers’ Emotional Well-Being. [Doctoral tesis, KeiserUniversity].https://www.proquest.com/openview/92c4acc86d3b813776576ce 2d3df3694/1?cbl=18750&diss=y&loginDisplay=true&pq-origsite=gscholar
Chang, B. K., Park, S. W., Kim, Y. S., y Lee, S. M. (2024). Changes in the Average Body Mass Index of Fifth-and Sixth-Grade Korean Elementary School Students: The Role of Physical Education in Student Health. Healthcare. Vol. 12, No. 8, p. 855. https://doi.org/10.1080/13573322.2022.2125948.
da Fonseca, I., Santos, G., y Santos, M. (2024). School engagement, school climate and youth externaliz-ing behaviors: direct and indirect effects of parenting practices. Current Psychology, 43(4), 3029-3046. https://doi.org/10.1007/s12144-023-04567-4serious
Demir, K. (2023). Characteristics of the Teaching-Learning Process of Undergraduate Courses in Teach-er Training, International Journal of Education Technology and Scientific Researches, 8(23), 1800-1818. DOI: http://dx.doi.org/10.35826/ijetsar.626
Dionne, A. y Verret, C. (2024). Pratiques déclarées par les enseignant es d’éducation physique pour gérer les comportements d’indiscipline. PhénEPS-PHEnex Journal 14(2).
Fazel, S., Burghart, M., Wolf, A., Whiting, D., y Yu, R. (2023). Effectiveness of violence prevention inter-ventions: Umbrella review of research in the general population. Trauma, Violence, y Abu-se, 25(2), 1709-1718. DOI: 10.1177/15248380231195880
Fernández-García, R., Zurita-Ortega, F., Melguizo Ibáñez, E., y Ubago-Jiménez, J. (2023). La actividad física como mediadora del estrés, la ansiedad y la depresión sobre el bienestar en profesores de educación física. Revista de deporte y ejercicio humanos, 19 (1), 117–129. https://doi.org/10.14198/jhse.2024.191.10
Ferriz Valero, A., García Martínez, S., y Arroyo Botella, J.M. (2019). Cooperative Methodologies decrease Disruptive Attitudes in Physical Education. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte. vol. 19 (76) pp. 599-615. DOI: 10.15366/rimcafd2019.76.002
Fierro-Saldaña, B. (2024). Análisis del Currículo de Educación Física en Chile: una mirada hacia la inclu-sión del estudiantado. Retos, 56, 941–948. https://doi.org/10.47197/retos.v56.103946
Galdames-Paredes, A. M. y Rioseco-Sánchez, C. (2023). Violencia hacia profesores y profesoras en Chile: aproximaciones a las trayectorias normativas, políticas e investigativas en dos décadas. Rumbos TS, 18(30), 97-116. https://dx.doi.org/10.51188/rrts.num30.795
García-Cazorla, J., Diloy-Peña, S., Mayo-Rota, C., García-González, L., y Abós, A. (2024). ¿Cuántas horas de Educación Física desean los alumnos? Depende del estilo pedagógico (des)motivador que se perciba. Apunts Educación Física y Deportes, 156, 30-38. https://doi.org/10.5672/apunts.2014-0983.es.(2024/2).156.04
Gelabert, J. (2020). Las prácticas restaurativas en las sesiones de Educación Física: Una herramienta para la reducción de las conductas disruptivas. Didacticae, 7, 86-102. DOI: 10.1344/did.2020.7.86-102
Grube, D., Ryan, S., Lowell, S., y Stringer, A. (2018). Gestión eficaz del aula de educación física: estrate-gias para profesores principiantes. Revista de Educación Física, Recreación y Danza 89(8):47-52. DOI: 10.1080/07303084.2018.1503117
Guedes, F., y Silva, C. (2024). Relato de um caso de Perturbação de Hiperatividade/Défice de Atenção e Perturbação Desafiante de Oposição. Análisis y Modificación de Conducta, 50(184), 37-49. http://dx.doi.org/10.33776/amc.v50i184.8185
Guillamón, R., Carrillo, P., García, E., y Moral, J. (2020). La organización y la gestión de la clase de Edu-cación Física. VIREF Revista De Educación Física, 9(4), 81–96. https://revistas.udea.edu.co/index.php/viref/article/view/342238
Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., y Li, C. (2021). Barriers and facilitators to in-clusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297-311. https://doi.org/10.1177/1356336X20944429
Heemskerk, C., Sumatic M.,Hebra S., y Malmberg L. (2022). IndividualDiferencias en los efectos de la actividad físicaActividad sobre el comportamiento en el aula.Frontiers Educ. 6:812801.doi: 10.3389/feduc.2021.812801
Hegseth, W.M. (2024). Enseñanza y aprendizaje para el respeto mutuo: un marco para romper con las asimetrías de poder generalizadas. Educational Researcher, 53 (3), 175-183. https://doi.org/10.3102/0013189X241227445).
Hernández-Sampieri, R., y Mendoza, C. (2020). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. Editorial Mc Graw Hill Education.
Paez, J. C., Hurtado Almonacid, J., Abusleme Allimant, R., Reyes Amigo, T., Yáñez Sepúlveda, R., Basch-mann Celis, M. P., Vásquez Bravo, C., González Jil, S., & Romero Sepúlveda, B. (2024). Prácticas pedagógicas de un profesor eficaz en la Formación Inicial de profesores y profesoras de Educa-ción Física, según académicos y estudiantes (Pedagogical practices of an effective teacher in the initial training of physical education teachers, according to academics and students). Retos, 51, 47–57. https://doi.org/10.47197/retos.v51.94734
Hovdal, D., Larsen, I., Haugen, T., y Johansen, B. (2021). Understanding disruptive situations in physical education: Teaching style and didactic implications. European Physical Education Re-view, 27(3), 455-472. https://doi.org/10.1177/1356336X20960498
Isidoril, E., Magnanini, A., Merced, S., y Sánchez-Pato, A. (2024). Pedagogie del Corpo. Corpo e sport tra Mcdonaldizzazione E Pedagogia Critica. Quapeg Edited. Italia. pp. 79-89. DOI: 10.5281/zenodo.10718709,
Jin, S., Zhang, R., Li, X., y Wang, A., (2024). Classrom Proximity, Students' Perceptions of Their Teacher: A Proximity Disrupt-Control Exploration in High School. J Ment Health Soc Behav 6(1):186. https://doi.org/10.33790/jmhsb1100186
Kelmendi, D. y Dedi, T. (2024). Effective Teaching Methods in Physical Education Classes: A pilot study implementing a new survey for teachers. Journal of Anthropology of Sport and Physical Educa-tion, 8(3), 15-21.DOI 10.26773/jaspe.240703
Kim, M. y Park, S. (2024). Better Together: Promoting Cooperative Learning in Physical Educa-tion. Strategies, 37(2), 38–40. https://doi.org/10.1080/08924562.2024.2304177
Kirch, A., Schnitzius, M., Spengler, S., Blaschke, S., y Mess, F. (2021). Knowing Students' Characteristics: Opportunities to Adapt Physical Education Teaching. Frontiers in Psychology (12). DOI: https: 10.3389/fpsyg.2021.619944
Kovalenko, A. G., Abraham, C., Graham-Rowe, E., Levine, M., y O’Dwyer, S. (2022). What works in vio-lence prevention among young people?: A systematic review of reviews. Trauma, Violence, y Abuse, 23(5), 1388-1404. DOI: 10.1177/1524838020939130
Liang, D., y Xiangjing, R. (2022). An Exploratory Study on the Effects of Invisible Violence on Students’ Mental Health in Physical Education. Journal of environmental and public health, (1), 8349916. https://doi.org/10.1080/07303084.2021.2000530
Lieberman, J., Houston-Wilson, C., y Grenier, M. (2024). Strategies for Inclusion. Physical Education for Everyone. Human Kinetics.
Lynch, S. y Ovens, A. (2021). Critical Pedagogy in Physical Education. In: Peters, M.A. (eds) Encyclope-dia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_417-1
Saidova, M. (2024). In Principles and models of physical education. Multidisciplinary Journal of Science and Technology, 4(3), 149-156.
Manzano-Sánchez, D., Valero-Valenzuela, A., y Hortigüela-Alcalá, D. (2024). Responsibility as a predic-tor of climate and school violence through autonomous motivation in Physical Education clas-ses: Differences based on sex and educational stage. Revista de Psicodidáctica (English ed.), 29(1), 28-38. https://doi.org/10.1016/j.psicod.2023.10.001
McKenzie, E., Matthew, L., Symonds, L., Fink, K., y Tapps, T. (2017). Challenge Activities for the Physical Education Classroom: Affective Learning Outcomes. Strategias 30(6):39-44. DOI: 10.1080/08924562.2017.1369478
Maravé-Vivas, M., Salvador-García, C., Gil-Gómez, J., y Chiva-Bartoll, O. (2021). Desarrollo académico del profesorado en formación a través de aprendizaje-servicio: inclusión educativa y social desde la Educación Física. Estudios pedagógicos (Valdivia), 47(4), 193-211. https://dx.doi.org/10.4067/S0718-07052021000400193
Domínguez-Montes, J. A., Almagro, B. J., Rebollo, J. A., & Paramio-Pérez, G. . (2025). Estilo de liderazgo transformacional, necesidades psicológicas básicas, motivación autónoma e intención de ser fí-sicamente activo del alumnado de Educación Física. Retos, 62, 571–579. https://doi.org/10.47197/retos.v62.109165
Montes Mata, K. J., Aguirre Chávez, J. F., Robles Hernández, G. S. I., y Franco Gallegos, L. I. (2025). Educa-ción física y desarrollo integral: un análisis sistematizado de evidencias educativas. Ciencia Y Reflexión, 4(1), 51–74. https://doi.org/10.70747/cr.v4i1.83
Moreira, S., Mesquita, B., Bártolo, C., y Martins, I. C. (2024). Gentle teaching: Quando o afeto tem lugar na educação. Sensos-e, 11(2), 68-76. DOI: 10.34630/sensos-e.v11i2.5550
Navarro-Patón, R., Mecías-Calvo, M., Eirín-Nemiña, R., y Arufe-Giráldez, V. (2022). Disruptive Behaviors in Physical Education: A Matched Study of Social Skills and Sport Practice in a Region of Spain. Int J Environ Res Public Health. 19(3):1166. doi: 10.3390/ijerph19031166.
Ødegård, M. y Solberg, S. (2024). Identifying teachers' reactive strategies towards disruptive behavior in classrooms. Teaching and Teacher Education 145(2):104627. DOI: 10.1016/j.tate.2024.104627
Orellana-Román, I. y Ruiz-Garzón, F. (2024). La conducta disruptiva en el discurso docente, tipos, cau-sas y consecuencias. Revista Colombiana de Educación, (92), 7-27. https/doi.org/10.17227/rce.num92-16489
Orellana-Román, I., Arrebola, I., y Garzón, F. (2022). La conducta disruptiva en las aulas de secundaria: la percepción de los docentes. Revista fuentes, 24(3), 345-357. https://doi.org/10.12795/revistafuentes.2020.20326
Palacios, O. (2021). La teoría fundamentada: origen, supuestos y perspectivas. Intersticios sociales, (22), 47-70. DOI: 10.55555/IS.22.332
Pereira, S., Santos, C., Maia, J., Vasconcelos, O., Guimarães, E., Garganta, R., Farias, C., Barreira, T., Tani, G., Katzmarzyk, P., y Garbeloto , F. (2024). Diferencias individuales de los niños en las respuestas a un nuevo método de educación física. Deportes , 12 (12), 328. https://doi.org/10.3390/sports12120328.
Pervaiz, A., Lashari, A. A., Khan, A., y Bushra, A. (2024). Exploring the challenges of noisy areas faced by teachers in teaching and learning in urban schools. Pakistan Journal of Humanities and Social Sciences, 12(1), 525-536. DOI: 10.52131/pjhss.2024.v12i1.2045
Risyanto, A., Subarjah, H., Ma’mun, A., Nuryadi., y Prabowo, I. (2024). The effect of student-centred learning approaches in physical education on positive youth development. Edu Sportivo: Indo-nesian Journal of Physical Education, 5(1), 10-21. https://doi.org/10.25299/es:ijope.2024.vol5(1).14532
Rodríguez-Rodríguez, L. D. y García-López, M. P. (2025). El aprendizaje social: compromiso para asu-mir retos en las aulas disruptivas. Revista UNIMAR, 43(1). DOI: 10.31948/ru.v43i1.4224
Sánchez-García, C., Morales-Sánchez, V., Reigal, R., y Hernández-Mendo, A. (2024). Relaciones entre el Liderazgo Transformacional del profesor y las experiencias óptimas de adolescentes en Educa-ción Física: una revisión sistemática. Cuadernos de Psicología del Deporte, 24(3), 1–18. https://doi.org/10.6018/cpd.623711
Sanguino, N. (2020). Fenomenología como método de investigación cualitativa: preguntas desde la práctica investigativa. Revista latinoamericana de metodología de la investigación social, (20), 7-18.
Santillán, H. Peñafiel, V. Risueño, J. Apolo, D. Santorun, D. y Zambrano, T. (2025). Exploración de las influencias de las experiencias deportivas en las habilidades sociales en clase de educación físi-ca. Revista G-ner@ndo, V°6 (N°1,). 318 – 328.
Santos, J., Batista, M., Rebelo, M., Serrano, J., Petrica, J., y Honório, S. (2025). Capítulo de Perspectiva: Modelos de Evaluación en Educación Física en Portugal. IntechAbierto. doi: 10.5772/intechopen.1008497.
Schilling-Lara, C., Sánchez-Quiroz, A., Quintana-Moya, L., Rojas-Román, M., Villanueva-Carrasco, E., Se-púlveda-Cofré, A., Valenzuela-Muñoz, M., Morales-Palma, C., y Castillo-Retamal, F. (2023). Cam-bios en el currículum de la Educación Física chilena: voces desde el territorio. Ciencias de la ac-tividad física (Talca), 24(2), 1. https://dx.doi.org/10.29035/rcaf.24.2.1
Tounsi, O., Trabelsi, O., Souissi, M. A., Koubaa, A., Gharbi, A., Scharenberg, S., y Bahloul, M. (2024). Dis-ruptive behaviors in Tunisian physical education settings: Gender and school level can matter. Psychology in the Schools, 61(3), 962-975. https://doi.org/10.1002/pits.23093
Valdivia, J. (2009). El comportamiento disruptivo del escolar en clases de Educación Física. Revista Digital efdeportes.com. Año 15, Nº 143.
Valdivia, J. (2022). Characterization of the Educational Teaching Process for Learning in Physical Edu-cation School. In The Science of Human, Motricity. Nantas, Namtas & Nodari (ed). Chapter 8. pp. 81-94. Nova Science Publishers.
van der Sluys, M., Zijlmans, J., Ket, J., Marhe, R., Popma, A., Scherder, E., y van der Laan, P. (2024). The efficacy of physical activity interventions in reducing antisocial behavior: a meta-analytic re-view. Journal of Experimental Criminology, 20:347–373. https://doi.org/10.1007/s11292-022-09536-8
Weber, L., Shantz, A. S., Kistruck, G. M., y Lount Jr, R. B. (2025). Give peace a chance? How regulatory foci influence organizational conflict events in intractable conflict environments. Journal of Management, 51(2), 748-780. DOI: 10.1177/01492063231196556
Woodcock, S. y Anderson, J. (2025). Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice. International Journal of Educational Research Open, 8, 100412. https://doi.org/10.1016/j.ijedro.2024.100412
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Jorge Valdivia Díaz, Jocelyn Zavala Alegría
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
