The Novice Physical Education Teacher And Solving A Gym Discipline

Abstract

Problem Statement: Nearly 75 % of novice teachers are faced with the problem of classroom discipline. With these problems are also faced and novice physical education teachers on as well. Research Questions: How novice physical education teachers solve breaking discipline during physical education class in the gym? Purpose of the Study: The main objective of this paper is to explore and analyse the phenomenon of breaking discipline during physical education lessons on the 2nd level of primary schools. The further aim is to analyse and describe the main problems which novice physical education teacher dealt. Findings: The most important findings are that novice physical education teacher is facing with many types of breaking disciplines in the gym. One of the reasons is also an emotional character of physical education as a school subject. Conclusions: Building authority is a very important element to abiding discipline during physical education lessons. Also, there is a wide group of tools for improving and maintaining discipline in the gym.

Keywords: Beginner teachersPhysical educationClassroom discipline

Introduction

The concept of the “discipline” is a much-debated topic nowadays. Not only teachers are faced with discipline or disciplinary action each day (Simón & Alonso-Tapia, 2016). The term discipline occurs mostly in the school environment, but also it occurs in other occupations (Pane, Rocco, Miller, & Salmon, 2014). This article highlights issues surrounding the practice and implementation of discipline within the school environment, with special reference to pupils. Regarding the concept of the discipline itself, there are many schools of thought and with varying opinions among several scholars. Some scholars highlight only a set of rules should be adhered to, other scholars highlight that different varieties of obedience and limited standard practices have to be respected.

The latter’s method of perception is comparable to habits that are transferred by education. Pupils of primary schools meet every day with this term or understanding of a discipline. According to Bendl (2004) discipline could be defined as “the conscious compliance of specified standards of behaviour” (p. 23). … The word “conscious", we include in our definition for reason, because it is important that a person was aware of the standards that knew them and knew what behaviour is required of him” (p. 23). Discipline is a complex phenomenon and affects people's lives every day, in all areas of life. We must conclude that people who encounter this term on a daily basis are both consciously and unconsciously aware of the fact of its existence. For example, at different workplaces where one has to follow a specific code, norms, standards and rules, as well as in the family, where they should be a role model, and, not least, in his free time, when one should behave kindly.

Problem Statement

According to research in Czech Republic, nearly 75 % of novice teachers are faced with the problem of classroom discipline (Šimoník, 1995). With these problems are also faced and novice PE teachers on as well (Gordon, 2016; Richards, Templin, & Graber, 2014).

Research Questions

The identified data corresponds to the research questions: How do novice teachers perceive and work with the teacher's discipline and authority?

Purpose of the Study

The main objective of this paper is to explore and analyse the phenomenon of breaking discipline during PE lessons on the 2nd level of primary schools. The further aim is to analyse and describe the main problems which novice PE teacher dealt.

Research Methods

Qualitative research and a method of content analysis were used for this article. Based on the content analysis, we will define a central concept and formulate a theory that focuses on the discipline of a novice PE teacher.

Findings

Data was created using semi-structured interviews that implemented with novice teachers of PE. Based on the semi-structured interviews, the following concepts were created (see tables 1 , 2 , 3 , 4 , 5 , & 6):

1. Perception of the concept of discipline and authority:

•Compliance of the rules

•Listening to teachers

•School regulations and standards

•Good behaviour of pupils

•Respect the teacher

•Natural authority

2. Teachers’ building authority:

•Formal Authority

•Informal Authority

•Justice

•Listening of

•Compliance of the rules

•Principledness

3. Relationship and attitudes toward pupils:

•Good attitudes towards pupils

•Positive relations with pupils

•Non-making differences between pupils

•Teachers’ respect toward pupils

•Teachers’ awareness of pupils’ daily problems

•Teachers’ help toward pupils

•Positive attitudes toward pupils

4. Discipline-Building:

•The strategy paths

•The Challenges in building discipline

•Differences in PE discipline and other subjects

•To be able to hold pupils’ attention during classes

•Have/have not the established rules.

5. Adherence to discipline:

•Verbal commands

•Reward

•Penalties

•Strategies to maintain discipline

•To have rules that are pre-determined

6. Violation of discipline and solving of undisciplined behaviour:

•Response to the undisciplined behaviour

•Solving of undisciplined behaviour

•Procedures for repeated violations of the discipline

•Rewards and penalties

•Learned strategies and procedures from the time when the teachers were pupils.

Conclusion

The result of the content analysis is the central concepts we describe below (above). From the final data, we can tell how novice PE teachers work with discipline, how they perceive it, and how they perceive the authority of teachers. Teachers perceive the terms discipline and authority as compliance rules and decent behaviour, where these rules can sometimes be set up and respected and followed by pupils, while pupils respect and perceive teachers as a natural authority. This is the first central concept or a theory, which talks about discipline and authority. The second central concept is how teachers build authority; they are righteous to all pupils, consistent in adherence to the rules, and rely on the formal authority of the teacher. The third central concept shows that teachers have a positive relationship and attitudes with pupils. They try to listen and understand pupils using compliance, thereby developing positive relationships and attitudes with pupils, while teachers also do not make any difference between pupils. Another central concept is that teachers build discipline among pupils where pupils have to follow the rules, teachers try to calm the pupils in the PE lessons, and if pupils observe discipline, pupils can choose the game they want to play in the PE lesson. The fifth central concept talks about teachers aiming to keep pupils compliant and disciplined in PE by gestures, whistles, alternating activities, and the adherence to rules. If pupils violate the rules, they receive a note in the pupil's record book. The last and sixth central concept refers to the breaking of discipline in such a way that, when discipline is violated, the teacher will whistle or verbally respond. The greatest act of misbehaviour pupils can perform is noise and movement in places where they supposed not to be, and teachers usually solve the discipline violation with notes. These central concepts describe and illustrate how novice PE teachers work within the framework of pupils' discipline, how they build authority, how they perceive discipline and authority, and what attitudes pupils respond to.

Acknowledgments

The research was sponsored by projects: The novice physical education teacher in context of the classroom discipline IGA_PdF_2019_034 & Professional self-concept of the beginning academic workers in relation to their critical thinking, IGA_PdF_2019_033.

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