Management Techniques in Physical Activity Settings

Dr. Ayers HPER 4480

Western Michigan University

Instructional Management

• Instructional behaviors related to structuring, directing appropriate student conduct that supports lesson, unit program objectives.

• Arranging the learning environment (PEST: people, equipment, space, time) to facilitate learning outcomes.

Behavioral Analysis Orientation

• Environment• Instructional Setting• Routine or recurrent situations v. changing/spontaneous• “Rule-governed”

• Response• Individual student behavior• Group behavior

• Consequence• Teacher • Reinforcer

Types of Management

• Routine Tasks• Transitions• Lesson Pace• Spontaneous Situations

Routine Tasks

• Customary way/procedure for handling a recurrent situation

• Should relate to class rules

• Should take into account, students’ developmental level

Common Routines

• Locker room• Before Class• Attendance• Lesson-Related• Grouping• End of Lesson• Late Arrivals• Water/Bathroom Breaks• Injured Students

Locker Room Routines

• When to enter• Where to put belongings• Permissible social behavior• Amount of time allocated for dressing• Where to go upon leaving locker room• Circumstances when to enter the locker room

during class• What to do if locker combination does not work• Shower requirement

Before Class Routines

• Elementary• Where to go: Circle, squads

• Start warm up on own?

• Secondary• Where to go

• Permissible activities: Start warm-up, use specified equipment, activities

• Does teacher have to be in the room to do activities?

Attendance

• Elementary- Ask classroom teacher how many students are in class or ask students who is absent

• Secondary- Use time-saving techniques• Assigned spots- Numbers on floor

• Assigned spots- Squads• Teacher scans

• Records

• Use squad leaders• Rotate leaders

• Use a prepared index card

Lesson-Related Routines

• Distributing Equipment• Out-of-Bounds Areas in Gym• Signals (stop and go)• Grouping of Students• End-of-Lesson

• Closure• Dismissal

• Late Arrivals (wait for teacher direction)• Water and Bathroom Breaks • Injured Students (emergency plan)

• Rules are general expectations for behavior in a class setting

• Rules are concepts that should relate to personal social skills

• Guidelines for development of rules• Stated positively• Made explicit to learners (posted)• Reinforced consistently and fairly• Few in number (< 10)• Developed cooperatively with students if possible• Consistent with school rules/policies• Enforceable

Establishing Class Rules

Personal Social Skills

• Responsibility• Respect for Others• Respect for Authority• Cooperation (Teamwork)• Leadership• Best Effort• Reliability

• When others are talking, we will respect them by listening

• We will support the efforts of others by encouraging them as they perform

• We will use our equipment and space responsibly• We make our best effort at all tasks• We will cooperate with others by sharing equipment

Examples of Rules

Developmental Considerations

• Take students’ personal social development into consideration

• Develop a progression for personal social development

• Rules for K-2/3-5/7-8/9-10--Should be arranged hierarchically

• Stage 1: K-2/3- Adults are important. Teaching rules must be thorough and reinforced frequently.

• Stage 2: 2/3 through 5/6- Teacher still important. Review rules/management

• Stage 3: 5/6 through 9/10- Peers are most important. Peer contingencies, group goals very effective. May have to work with individual students.

• Stage 4: 9/10- Personal responsibility for all actions approaching adult perceptions.

Stages of Social Development

• Share clear expectations– Consequences– Reinforcement (Tangible, Token, Social, Activity?)

• Identify your ultimate goal for student behavior (Personal-Social Skills)

• Communicate your expectations in advance • Positive is more effective than negative• Inappropriate student behavior is not a personal attack• Discuss appropriate/inappropriate behavior• BE CONSISTENT

Teaching Routines/Rules

• Behavioral Analysis (Modification)

S-------------->R--------------C

Supporting Strategies• Hellison’s Levels of Responsibility

– Promotes personal social skills that help Ss’ decision-making and moves Ss to higher responsibility levels

• Group Processing– Involve Ss in decision making

• Conflict Resolution

Managing Personal/Social Skills

Hellison’s Developmental Levels

0: Irresponsibility Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervision

1: Self-control Not highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of compliance

2: Involvement Demonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of success

3: Self responsibility Capacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for them

4: Caring Cooperative, supportive and caring about others; willing to help others

5: Outside the gym Transfers responsible behavior to life settings outside the gym; personal responsibility for actions

• Involve students in decision-making– Offer options

– Be prepared to accept student suggestions

• Resolve conflicts through discussion– Outline the situation (Environment)

– Describe the action and consequence

– Remind students of personal social skills

• Use role playing to communicate concepts

Group Processing

• Must be structured to accommodate a negotiator and mediation

• Requires some specialized training stressing:– The capacity to describe and make clear both parties’

positions and feelings

– The capacity to comprehend the other person’s perspective

– Options for solving the conflict that are mutually beneficial

Conflict Resolution

An on-going process

Must be a priority in every lesson

Is more effective when positively approachedRoutinesRulesReinforcement

Management Summary