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International Sports Studies (ISS)
ISSN: 1443-0770
Attn: Starting from volume 46 (2024) Logos Verlag Berlin is no longer the publisher of the "International Sports Studies" journal (ISS).
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Relationships between emotions and disruptive behaviour in physical education - a systematic literature reviewIngo Wagner, Sabine Rayling, Tim Geißler, Darko JekaucInternational Sports Studies 44 No. 2 (2022)https://doi.org/10.30819/iss.44-2.04 pp: 39-57 2022-12-19 |
Stichworte/keywords: emotion, classroom disruption, disruptive behaviour, discipline, physical education
Wagner, I., & Rayling, S., & Geißler, T., & Jekauc, D. (2022). Relationships between emotions and disruptive behaviour in physical education - a systematic literature review. International Sports Studies, 44 (2), 39-57. doi:10.30819/iss.44-2.04
@article{Wagner_2022,
doi = {10.30819/iss.44-2.04},
url = {https://doi.org/10.30819/iss.44-2.04},
year = 2022,
publisher = {Logos Verlag Berlin},
volume = {44},
number = {2},
pages = {39-57},
author = {Ingo Wagner, Sabine Rayling, Tim Geißler, Darko Jekauc},
title = {Relationships between emotions and disruptive behaviour in physical education - a systematic literature review},
journal = {International Sports Studies}
}
url = {https://doi.org/10.30819/iss.44-2.04},
year = 2022,
publisher = {Logos Verlag Berlin},
volume = {44},
number = {2},
pages = {39-57},
author = {Ingo Wagner, Sabine Rayling, Tim Geißler, Darko Jekauc},
title = {Relationships between emotions and disruptive behaviour in physical education - a systematic literature review},
journal = {International Sports Studies}
Abstract
Classroom disruptions and disruptive behaviour occur frequently in physical education and can constitute important psychological stress factors. However, so far, the relationships between disruptive behaviour and emotions in physical education have not been studied in detail. Therefore, a systematic literature review was conducted, to explore these relationships. Studies were selected through a systematic literature search from the databases Pubmed, Web of Science, ERIC, BISp, and SCOPUS. Twelve articles met the specified inclusion criteria. Results show that anger is a well investigated emotion in this context, but psychological constructs such as boredom or low intrinsic motivation to participate in class also were described as leading to disruptions. In accordance with Lazarus's theory on emotions extended by the model of emotional contagion, a first conceptual model of relationships between teachers’ and students’ emotions regarding the identified typical disruptive behaviour in physical education is derived.
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