Examining changes in appropriate social behaviors during school lunch using the lunchtime behavior game

Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.17.2.143 ◽

1998 ◽

Vol 17 (2) ◽

pp. 143-156 ◽

Cited By ~ 23

Author(s):

Craig A. Patrick ◽

Phillip Ward ◽

Darrell W. Crouch

Keyword(s):

Physical Education ◽

Unit Activity ◽

Social Behaviors ◽

Multiple Baseline ◽

Good Behavior Game ◽

Baseline Design ◽

Public Posting ◽

Elementary Physical Education ◽

Task Systems ◽

Appropriate Social Behaviors

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.

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Peer-Mediated Play Interventions

Peers as Change Agents ◽

10.1093/med-psych/9780190068714.003.0015 ◽

2021 ◽

pp. 176-184

Author(s):

Laura A. Nabors

Keyword(s):

Young Children ◽

Social Play ◽

Social Behaviors ◽

Excellent Opportunity ◽

Appropriate Social Behaviors ◽

Positive Play

Play provides an excellent opportunity for young children to practice appropriate social behaviors and develop friendships. This chapter discusses examples of interventions that directly teach peers how to interact appropriately in play situations. Students can be utilized as powerful intervention agents in prompting, initiating, and reinforcing social play. Recommendations for implementing peer-mediated play interventions are included. This chapter also includes considerations of diversity and equity in the use of students to promote positive play in their peers.

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