Table of Contents
STUDIES IN PHYSICAL CULTURE AND TOURISM
Vol. 11, No. 2, 2004
AGGELOS KANIOGLOU, AMALIA DRAKOU
Aristotelian University of Thessaloniki, Greece
Correspondence should be addressed to: Aggelos Kanioglou, Department of Physical Education and Sport Science, Aristotelian University of Thessaloniki Kaisarias 4, 54454 Thessaloniki, Greece
Table of Contents
Key words: deviant behavior, academic achievement, physical education.
This study was conducted to investigate the relationship between behavioral/emotional problems and academic achievement in physical education, in 11-12 year-old students. The sample consisted of 319 students (172 boys and 147 girls; M = 10.9; SD = 0.68). To estimate deviant behavior, Conners’s Teacher Questionnaire was used (hyperactivity, inattentive-passive behavior, conduct problem behavior, tension-anxiety). Academic achievement in physical education was assessed using a three-point Likert scale (from 1 = low school achievement, to 3 = high school achievement). A correlation analysis revealed that there was a negative relationship between deviant behavior and school achievement in physical education. A stronger inverse correlation was found in inattentive-passive behavior. Hyperactivity, conduct problem behavior, and tension-anxiety showed low negative correlations with school achievement. A regression analysis showed that inattentive-passive behavior was the most important predictor of school achievement in physical education. The results have been enhanced by suggestions about pedagogical interventions in the school environment.
Deviant behavior is a diverse and multidimensional concept. Usually two types of deviant behavior are distinguished: a) externalizing – marked by behavioral problems such as aggression, opposite behavior, conduct problem behavior, vandalism, robbery, and other kinds that may lead to unlawful acts; and b) internalizing – referring to emotional difficulties, such as anxiety, stress, withdrawal, somatic complaints and depression [1, 18, 32, 25]. Not only does deviant behavior have a negative impact on children’s psychosocial adjustment and development, but it may also disturb the school environment and disorganize the flow of educational process [22, 33].
Academic achievement is defined as student’s progress, understood as the level of learning, comprehension and consolidation of the school curriculum [31]. Academic achievement is influenced by many psychological, family, school, and social factors. It has been found that the psychological factors that mainly influence academic achievement include intrinsic motivation, perceived competence, perceived control, locus of control and self esteem [6, 11, 28]. The family factors consist of family attitudes and beliefs towards schooling, parental expectations of academic success, parental supervision and education, family structure, discipline practices and family stressors, such as poverty, homelessness, illness, etc [20, 26, 13]. The most prominent school factors are general school climate, comprehensive curriculum plans, school-wide assessments, specific school-based programs, social skills interventions, school-based social services, teacher’s pedagogical skills and teacher’s beliefs/attitudes. Finally, the social factors refer to socioeconomic status, culture and utilization of leisure time.
A lot of research has been done into relationships between deviant behavior and academic achievement, most of which has focused on particular facets of academic performance such as reading, writing, comprehension and arithmetic [23, 9, 15]. Two of the most important factors that influence academic achievement are attention deficit disorder and hyperactivity. Research has revealed that the symptoms of attention deficit disorder and hyperactivity show a strong inverse relationship with academic achievement [8, 17]. Similar findings were recorded after studying children with conduct behavior problems. This may be the result of the coexistence of both conduct behavior problem and hyperactivity [9]. It was also found that children with poor academic achievement experienced emotional problems, such as anxiety, depression, negativism, withdrawal, and low self esteem [30, 2, 5].
No studies have been conducted into achievement in physical education thus far. A PE class is a special, systematic, educational and learning process where good organizational, instructional and methodological skills are required. Students should adapt to these demands so that they can achieve high performance. Additionally, within the subject of physical education and through sports, games, dancing and other physical activities, children interact, cooperate, socialize and develop their personality. Also, in this context, behavioral and emotional problems are more obvious [12, 24]. Therefore, the PE teacher plays an important pedagogical role in shaping the development and socialization of students. Studying the behavioral and emotional problems in the primary school age group is of high importance for their prompt handling. It may contribute to improvement of academic achievement, as well as to educational and professional development [14]. Additionally, it may become a useful tool for preventing children with deviant behavior from antisocial behavior, aggression, crime, use of illegal substances and alcohol, and other unlawful acts.
This research aimed to study in what way certain behavioral and emotional characteristics influence academic achievement in physical education. More precisely, it focuses on: a) relationship between deviant behavior and school achievement in physical education; and b) estimation of the degree of prediction of academic achievement from deviant behavior factors. The following two hypotheses were addressed: a) There is a negative relationship between deviant behavior factors and academic achievement in physical education; and b) Deviant behavior factors can predict academic achievement.
The sample for the study consisted of 319 fifth- and sixth-grade primary school students (172 boys and 147 girls, M = 10.9, SD = 0.68). The students attended school classes regularly and systematically participated in physical education classes. They all presented relevant health certificates.
For estimation of school deviant behavior Conners's Teacher Questionnaire [4] was used. This instrument has been widely applied in various educational settings and is commonly regarded as a valuable tool for estimation of deviant behavior [3, 19]. The questionnaire consisted of 39 items for recording the students' behavior as estimated by their teacher. These items were classified according to four factors: hyperactivity (the pupil is constantly fidgeting); inattentive-passive (the pupil is inattentive and easily distracted); conduct problem (the pupil disturbs other children); and tension-anxiety (the pupil is overly anxious to please). The teachers were asked to rate their pupils’ behavior on four different levels from 0 (not at all) to 3 (very much). Conners's Teacher Questionnaire has been recently translated and adapted in Greek [16]. Researchers provided evidence before that this questionnaire could be successfully used for estimation of pupils' deviant behavior during schooling.
For estimating academic achievement in physical education, PE teachers were asked to assess academic achievement in PE on a three-point Likert scale, from 1 = underachievement to 3 = high achievement. The three-point scale was preferred to the original five-point scale because few cases were rated in the two extreme points in the questionnaire above [31].
School directors obtained parents’ consent for their children's participation in the study. The PE teachers completed Conners's Teacher Questionnaire by rating the behavior of their pupils. The completion of Conners's scale for each pupil lasted approximately 15 minutes. At the same time the teachers were given the questionnaire of academic achievement to complete. The process of collecting the sample material lasted approximately four months.
In order to establish the relationship between deviant behavior and academic achievement in physical education, a correlation analysis was conducted. There was a statistically significant inverse correlation between the factors of deviant behavior and academic achievement (hyperactivity –0.19**, inattentive/passive –0.44**, conduct problem behavior –0.20** and tension-anxiety –0.30**). The relations between all factors ranged from low to medium. The highest scores were recorded in the relationship between inattentive-passive behavior and school achievement, and the lowest ones between school achievement and hyperactivity.
A regression analysis revealed that the multiple correlation (R) of deviant behavior factors with academic achievement in physical education was on a medium level (0.30), whereas the regression coefficient (R2) was on a very low level (R2 = 9%). It was found that inattentive-passive behavior significantly contributed to prediction of academic achievement in physical education. The prediction effect reached a medium level (beta = 0.27). As the prediction rate was negative, there was a negative influence of inattentive-passive behavior on academic achievement in physical education.
As it was revealed from the correlation analysis, which was used to test the first hypothesis, there was a statistically significant relationship between all deviant behavior facets and academic achievement in physical education.
Hyperactivity was negatively correlated to academic achievement. Hyperactivity is a disorder which is accompanied by impulsivity, restless, and inattention. These factors have a negative impact on organization, orderliness and thoroughness of the learning process. Hyperactive children are unable to concentrate and attend classes, which leads to decreased consolidation of the curriculum. Consequently, the same occurs in physical education as well. Due to their impulsivity and restlessness, hyperactive children disorder class atmosphere, which may hinder creative and efficient learning. Another reason which negatively affects hyperactive children’s academic achievement is their weakness to process information, especially when this information is deliberate and long-lasting. They also display deficiencies in the functions of the monitoring process, especially in functions directly related to self-control, self-guidance and inhibition of impulsivity. All these functions are necessary for programming, organizing, guiding and controlling of action and behavior in order for the children to achieve a given goal.
Inattentive-passive behaviorshowed the highest negative correlation with PE achievement. This may be explained by the fact that for the motor learning process, that is, smooth functioning of attention, the basic cognitive mechanism of receiving information is a prerequisite [17]. The cognitive mechanism that occurs in the general learning process is the same as in motor learning. The acquisition of new knowledge is primarily based on the ability of focusing attention, not only during acquisition of this knowledge, but also at the moment of its transfer and recall. Focusing of attention is the basic prerequisite of motor learning. Due to a) the low level of focusing ability; b) short attention span; and c) easy distraction from irrelevant stimuli, children with defective attention show a weakness in following the learning process. In PE curriculum, especially in primary schools, classes aim at learning technical skills of different sports. The insufficient technical consolidation and the decreased skill development have a negative influence on the tactic and game participation. This has a negative influence on students’ progress.
Additionally, withdrawal which accompanies defective attention, plays an important role in academic underachievement in physical education, because it interrupts the possibility of interaction and cooperation between the student who experiences it and his/her school mates. Children characterized by withdrawal manifest low sociability, deficient social skills and decreased claiming behavior – attitudes that do not permit their active participation in the learning process. This passive attitude towards school issues results in decreased effectiveness in learning. Competitiveness and dynamism are important elements in participation in sports and mobile games. For this reason, children with passive behavior are rejected by their classmates, which results in their social and sport isolation, and insufficient motor development reflects low academic achievement in physical education.
Like hyperactivity, conduct problem behavior demonstrated a similar correlation with academic achievement. This may be explained by the fact that these two disorders display a high morbidity rate.
Children with conduct problems deviate from school and social principles, rules and regulations; they display delinquent behavior, difficulties in social relationships, decreased social inhibitions, inhibited feeling of sympathy, emotional immaturity, emotional instability, aggressiveness, combustible disobedience and – very often – bursts of anger. It has been found that a small percentage of children fall into antisocial actions, because of dependence, submissiveness, and decreased judgment [7, 28]. A physical education class demands discipline, cooperation and teamwork, as it includes group activities, sport games, mobile games and cooperative games. Maladjustment in the school environment results in: a) conflicts with the teachers; and b) bad relationships and conflicts with schoolmates. This situation constitutes a negative learning environment for these children’s academic advancement. Due to this kind of behavior the active learning time becomes significantly reduced. On many occasions, inappropriate behavior influences students’ evaluation which then may lead to unfair grading. As it is well known, smooth adaptation, sociability and cooperation create favorable conditions for efficient and creative work, which leads to positive results regarding motor learning. These findings remain in accordance with those of earlier studies, where the relationship between difficulties in learning and juvenile offence has been ascertained [9, 21].
Tension-anxiety presented a negative correlation with academic achievement in physical education. Tension-anxiety is an unfavorable psychological state that is characterized by over apprehension, insecurity, tendency to be irritated, tension, despair and fear. Tension-anxiety may have its origins in various causes, such as psychological (emotional conflicts, traumatic incidents, chronic diseases, etc), social, family, and biological reasons (discharge of neurotransmitters such as serotonin and Gaba). This kind of environment may also affect cognitive functions responsible for the learning process. Lack of attention as well as temporary memory disorder are being observed. They both create obstacles in following a school class. The personality of children who display anxiety is characterized by introversion as well as the lack of expressiveness, spontaneity and enthusiasm. Such children are described as quiet and introverted, who experience uneasiness in all their aspects of life. They are also possessed by early severity and formality. Lack of self-confidence, hesitation, over sensitivity, adherence–dependence, feeling of inferiority and inadequacy have also been observed [7]. These weaknesses in children who experience anxiety may isolate them socially, which may in turn prevent them from active participation: a) in the learning process; and b) in teamwork and activities such as sports and games. Obviously, the non-active participation of these children in the learning process has a negative effect on their consolidation of motor skills. One of the primary concerns of PE teachers is to motivate students to learn and participate in various sport games. Lifelong exercise is also a primary aim in physical education.
The regression analysis showed that only one factor of deviant behavior satisfactorily contributed to predicting academic achievement. The percentage of prediction of academic achievement in physical education amounted to 9%. Inattentive–passive behavior made the highest contribution to prediction of academic achievement in physical education. The predictor coefficients beta revealed that there was a negative effect of the inattentive–passive behavior on academic achievement.
All in all, it seems that deviant behavior plays an important role in the process of academic achievement. The findings of this study confirm the first hypothesis which assumes that the relationship between deviant behavior and academic performance is determined by the existence of psychopathological situations and emotional disorders [10]. However, the second hypothesis claiming that deviant behavior factors can predict academic achievement in physical education is not supported. This may be explained by the nature and the subject of physical education. For example, students’ mobility and activeness in physical education is considered to be desirable and intended. Most importantly, a more thorough investigation needs to be done to determine the relationshipbetween deviant behavior and academic achievement.
With the above conclusions in mind, the following suggestions listed below may be useful in handling the developmental disorders at school:
Educating teachers in issues that are related to developmental problems and disorders, so that they can cope with the difficult situations that children with deviant behavior create (show emotional support, interest, acceptance and respect of individual differences and needs).
Training teachers in special educational programs that amend the content, the means, the methods and the organization of PE classes, in such a way that children with deviant behavior and motor weaknesses may get a chance to develop their skills and experience feelings of happiness, progress and recognition.
Investigating the institution of tutor learning in all subjects, including physical education.
Cooperation among all teachers to handle psychological, social, learning, and movement problems.
Cooperation with specialized, scientific personnel and supporting centers for children and adolescents, as well as cooperation with the parents.
Creating an atmosphere of trust and trying to avoid intensive competition within the school environment.
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