It has been well established that the development of discipline in the gymnasium and the classroom is affected by factors related to proper management and instruction (Siedentop, 1991; Doyle, 1986). However, little research has been done to investigate discipline in relation to the overall teaching context by investigating the instructional and managerial systems together. / This study provided an in-depth investigation of one secondary physical education teacher's learning environment. The first two instructional units of the school year for each of two grade levels (25 and 22 lessons, respectively) were observed. The Rules, Routines and Expectations (RRE) instrument was used to investigate preventative management strategies, and teacher and student behaviours were analyzed with a modified Task Structure Observational System (TSS). Teacher interviews focused on her perceptions of discipline within the overall learning environment. / The results indicated that five rules, seven routines and three expectations were communicated to the students at the beginning of the school year. Engagement with the content dominated lesson episodes and applying tasks dominated the task types observed. Students' responses to instruction showed high percentages of congruence with the assigned tasks and high success rates. Very few instances of student misbehaviour were recorded except in one unit. Content selection, learners' skill level, management strategies and class dynamics were possible explanations for the students' misbehaviour. / Interviews indicated that the teacher felt that student discipline affected her program to some extent as she sometimes had to modify her expectations and objectives and devote time to management tasks. The interaction of the instructional and managerial systems was apparent.

The purpose of this study was to identify and describe the teaching tasks used by disciplinary mastery (DM) and ecological integration (EI) oriented teachers. Specifically, this case study of four high school physical educators examined (a) the types of instructional tasks used, (b) the extent to which the instructional tasks were reflected in their teaching, and (c) the extent to which their articulated goals translated into action. Primary data sources involved the Value Orientation Inventory-2 (Ennis & Chen, 1993b), class observations (TSOBS; Jones, 1992), interviews with the teachers, and field notes that were analyzed using constant comparison. The most notable finding of this research was that EI teachers were just as likely as DM teachers to articulate learning goals consistent with their respective orientations and select teaching tasks that facilitated the implementation of their beliefs in their operational setting. The DM teachers shaped their programs to emphasize motor skill development and cognitive knowledge. This was confirmed by interview statements and the use of tasks that enabled them to exercise their value orientation in their teaching. The EI teachers structured their programs to address the inter-relatedness of the learner, content, and context by selecting specific tasks and teaching strategies that related to their value orientation. The persistence shown by all four teachers in terms of maintaining the strength of their beliefs as they made curricular, instructional, and evaluative decisions, is what determined the extent to which their value orientations were reflected in their teaching.

The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence. / This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data. / The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).

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