Teacher behaviours related with pupil psychosocial development in physical education: a descriptive‐analytic study

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Abstract
The purpose of this study was to determine the extent to which a sample of British physical education teachers used behaviours previously found to be positively and negatively related with children's psychosocial development in sport instructional settings. Subjects were 20 teachers employed in one town in south‐west England. Two lessons of each teacher's choice in which they taught any activity to Years 7, 8 and 9 were video taped. Lessons were coded with the CBAS, an observational instrument designed to record the rate at which teachers use behaviours positively and negatively related to children's psychosocial development. Data generated by the CBAS were entered into a SAS program to produce descriptive statistics. Results indicated that during interactions with their pupils, teachers frequently used behaviours related with positive psychosocial development and infrequently used behaviours related with negative psychosocial development. The rates at which teachers used both positive and negative behaviours remained fairly consistent regardless of the activity being taught. However, there was some indication that teachers had the greatest impact on their pupils’ psychosocial development during swimming lessons.