Physical Education (PE) includes the development of knowledge and positive attitudes toward physical activity. Regular physical activity participation during childhood and adolescence has many beneficial effects on health. The purpose of the study was (a) to describe student physical activity level, lesson context and teacher behavior, (b) to determine the relationships among physical activity, lesson context and teacher behavior, (c) to investigate the differences among these variables in public and private schools. Nineteen PE teachers from public and private schools in Ankara participated to the study. For data collection, 6th, 7th and 8th, (n=144) grade elementary school students were observed systematically by using SOFIT during 36 lessons. Results showed that students were spending little time in moderate to vigorous physical activity and they were generally standing or sitting in PE lesson. During the active time, they were generally practicing skill in both public and private schools. Teachers spent majority of lesson time on providing instruction for skill practice. However, teachers did not spend time on fitness knowledge and promotion of fitness in PE lessons. The findings of the study showed that there was a significant relationship between student activity level, lesson context and teacher behavior variables. PE teachers in public schools had higher scores of demonstration but teachers in private schools had higher scores of observation. In addition, there were no significant differences in lesson context variable between schools. Physical Education classes require active participation of students for skill and fitness development. However this study indicated that although students were practicing some forms of skills, there were not spending time on fitness development and fitness promotion during classes. Provision of in service training for teachers and revision in PE teachers&rsquo / education curriculum might be needed to improve the health-related physical activity levels and knowledge of adults of future.

Introduction: Experts in the field have advocated that quality physical education (QPE) is the centerpiece of a comprehensive school physical education program (CSPAP). Evidence-based programs and instructional models have shown great promise in increasing the physical activity (PA) of today’s youth. However, little is known about the specific impact of teaching behaviors (TB) used within these programs and their impact on student outcomes. Therefore, the aim of this study was to use a systematic observation method that is primarily focused on analyzing TBs that are displayed in class, identify TBs that may contribute to positive student activity outcomes, and make recommendations to current and future physical educators on behaviors they should and should not include in their teaching. Methods: Data for student activity and the Observational Record for Recording Physical Educator Teacher Behavior (ORRPETB) observation methodwere obtained from 22 video recorded elementary PE lessons. Results: The majority of the lesson climate was spent in activity (64.5%), followed by instruction (20.1%), management (10.8%), and waiting (4.6%). Interactions between the teacher and student revealed that teachers spent on average 59% of their lessons interacting with the whole class. Teachers interacted with individuals 32% (52% male, 48% female) and small groups, on average, 8% of the time. The primary outcome variable teacher behaviors found that, on average, teachers spent 27% of lesson time lecturing/orienting and 24% of lesson time monitoring their students. The next most common condensed teacher behavior was managing (13%), followed by fielding and responding to questions (10%), skill feedback – corrective (9%), behavioral feedback (7%), modeling (5%), undesirable behavior (3%), and skill feedback (2%) Discussion: The descriptive information in the study uncovers some important characteristics of PE impact teacher behaviors. Identifying “monitoring” as an impact teacher behavior that contributes significantly to the activity levels of students provides useful variable data. Despite this teaching behavior variable’s potential to increase student PA and moderate to vigorous PA (MVPA), PE specialists should attempt to balance the amount of monitoring that occurs in their classrooms with other desirable impact behaviors (i.e., providing skill feedback – non-corrective) while limiting impact behaviors that negatively impact PA (i.e., managing, skill-feedback corrective, etc.).

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

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