Emotions in Motion: Emotional Characteristics in Dealing with Discipline and Behavior Problems among Physical Education Teachers

Background: One of the issues that arises when teachers deal with students` emotional and behavioral processes is conflict situations, such as discipline problems.

Physical education (PE) classes offer a framework allowing children to leave the traditional structure of the class, in favor of the open space which provides a sense of freedom. However, PE classes also require students to follow rules of discipline, safety, games and attire. PE teachers need tools to handle and balance these conditions.

Aims: To examine approaches adopted by PE teachers for dealing with discipline and behavior problems, and the influence of affective approaches in this regard.

Methods: This study used a qualitative research approach to classify positions of PE teachers regarding how to cope with discipline and behavior problems. Data were gathered by asking teachers to write their views on issues reported in newspaper publications about PE in the district where they work.

Results: Content analysis shows a range of behavioral and educational approaches for dealing with discipline and behavioral problems. Results show little regard for teachers` usage of an emotional approach.

Discussion and Conclusion: To maintain educational environments related to emotional needs of the child, teachers need emotional and educational tools that enable them to demonstrate a high level of emotional intelligence, and the ability to empathize. Acquisition of these tools should be made during initiation and later in their professional development. It is important to allow teachers to acquire knowledge through workshops and also to receive support from the school educational and therapeutic staff.