Behaviour management tips
Behaviour management The challenge Managing difficult or disruptive behaviour in sport and active recreation settings can be a challenge for teachers, coaches and activity supervisors. Because every participant is different, there are no hard and fast rules that will cover every situation that may arise. A participant may simply be bored with the activity or they may have a ‘hidden disability’ that makes it difficult for them to follow instructions, concentrate or interact with others. You will need to find an approach that works for each individual in your group. If you have the opportunity, it is good coaching and teaching practice to determine any specific behavioural issues before you start working with a group. Other supervisors, parents, carers, support staff and disability sport organisations can be valuable sources of information and advice on successful behaviour management strategies.
Tips to help manage difficult or disruptive behaviour Set and reinforce clear guidelines for acceptable behaviour It is important to establish limits so that everyone is clear about what constitutes reasonable and safe behaviour. For example, respecting others at all times may be an expectation you want to establish for all groups. Ensure that these expectations are communicated effectively and continually reinforced. Give clear, short instructions Effective instructions generally start with a verb and are approximately five words or less. For example, ‘We will start now’, or, ‘Come here, John’. Use ‘thanks’ rather than ‘please’ for a crisper request that is less open to debate. Pause after instructions Try not to say anything for 10–15 seconds after giving an instruction. This will give participants time to process the information. It will also help you avoid wasting time with unnecessary talk. Use peer role models If certain participants are ‘off task’, acknowledge someone close by who is ‘on task’ with positive body language and in a loud enough voice for everyone to hear. This is an effective technique because it cues other participants to match their peer’s behaviour. It is also an alternative to redirection, so can help you avoid nagging or becoming too directive.
Encourage with body language Body language can be a useful mechanism to encourage participants to continue positive behaviour or to return to a task. Added benefits are that it takes no time and promotes a positive tone. Try to walk near participants who are ‘on task’ but be mindful that some people may find this intimidating. Intentionally smile, make eye contact and use discrete nodding movements and finger signals. Give minimal attention to ‘off task’ behaviour This can be very effective as it implicitly acknowledges participants’ ‘on task’ behaviour and increases the likelihood that the same behaviour will be repeated, it also avoids unintentionally reinforcing ‘off task’ and disruptive behaviour thus decreasing the likelihood that this behaviour will be repeated. Additionally, this strategy gives you time to think of how to handle the ‘off task’ behaviour in a way that is positive. The most important part is that this can be a powerful modelling device that says, ‘I can stay focused on my work despite the disruption’. You can use this strategy when a participant is choosing behaviour that is not seriously disturbing to others. Try to keep this participant in peripheral eye range. Stop the process when the participant either starts work (in which case, give a body language encourager) or begins to seriously disturb others (at which point, follow strategy 8 or 9). Encourage with words Effective use of language can reinforce rules and improve self-esteem. ‘Descriptive encouraging’ involves describing examples of what you want to see and hear more of. For example, ‘This group is doing well and is on task’, or, ‘Dave, you followed an instruction’. You can direct these descriptions to an individual or a whole group. Avoid giving conditional praise, for example, ‘Good — why didn’t you do it like this all along?’. Also, avoid replacing descriptive encouraging with ‘warm fuzzies’, for example, ‘Good, great, that’s beaut!’.
Give a choice and consequences Respectfully confront the participant who is disrupting others with a choice and the consequences. This is an important strategy as it provides the participant or group with information about the expectations and the consequences of the choices they make. It also leaves the responsibility for decision-making with the participants. You can use the choice strategy: • when the participant has remained ‘off task’ and is distracting others • when the participant is hostile to you and is challenging your management • when the participant has begun to seriously disturb the group after a redirection from you. An example of the choice strategy is saying, ‘Dave, you can choose to start now or later. The activity will have to be finished today’, or, ‘Steven, the choices are: move to the place near the goal and you will be able to join us, or stay here or your own. Make your choice now’. Ensure the consequences are also suitable for you, for example, avoid offering the consequence of removal from a game if this will disadvantage the group/team. Be assertive and follow through This is resolute action in the face of ongoing disruptive behaviour that is seriously disturbing the learning environment. It should clearly establish that you mean what you say. When following through, it is important that: • you behave as if you are confident, even though you may be feeling nervous or uncertain • you follow through and do what you said you would do • you bring the consequence of the participant’s choice into action. You may even consider removing the group from the problem situation. Clearly, using the follow through strategy requires a strong judgement call on your behalf, but it can help to establish and reinforce the boundaries, make the group feel safer and build the participants’ trust and respect in you. Reference These tips are based on the 1995 Student Management Skills Training Package developed by Christine Richmond and Kerry Panitz.
Tips to help manage difficult or disruptive behaviour Set and reinforce clear guidelines for acceptable behaviour It is important to establish limits so that everyone is clear about what constitutes reasonable and safe behaviour. For example, respecting others at all times may be an expectation you want to establish for all groups. Ensure that these expectations are communicated effectively and continually reinforced. Give clear, short instructions Effective instructions generally start with a verb and are approximately five words or less. For example, ‘We will start now’, or, ‘Come here, John’. Use ‘thanks’ rather than ‘please’ for a crisper request that is less open to debate. Pause after instructions Try not to say anything for 10–15 seconds after giving an instruction. This will give participants time to process the information. It will also help you avoid wasting time with unnecessary talk. Use peer role models If certain participants are ‘off task’, acknowledge someone close by who is ‘on task’ with positive body language and in a loud enough voice for everyone to hear. This is an effective technique because it cues other participants to match their peer’s behaviour. It is also an alternative to redirection, so can help you avoid nagging or becoming too directive.
Encourage with body language Body language can be a useful mechanism to encourage participants to continue positive behaviour or to return to a task. Added benefits are that it takes no time and promotes a positive tone. Try to walk near participants who are ‘on task’ but be mindful that some people may find this intimidating. Intentionally smile, make eye contact and use discrete nodding movements and finger signals. Give minimal attention to ‘off task’ behaviour This can be very effective as it implicitly acknowledges participants’ ‘on task’ behaviour and increases the likelihood that the same behaviour will be repeated, it also avoids unintentionally reinforcing ‘off task’ and disruptive behaviour thus decreasing the likelihood that this behaviour will be repeated. Additionally, this strategy gives you time to think of how to handle the ‘off task’ behaviour in a way that is positive. The most important part is that this can be a powerful modelling device that says, ‘I can stay focused on my work despite the disruption’. You can use this strategy when a participant is choosing behaviour that is not seriously disturbing to others. Try to keep this participant in peripheral eye range. Stop the process when the participant either starts work (in which case, give a body language encourager) or begins to seriously disturb others (at which point, follow strategy 8 or 9). Encourage with words Effective use of language can reinforce rules and improve self-esteem. ‘Descriptive encouraging’ involves describing examples of what you want to see and hear more of. For example, ‘This group is doing well and is on task’, or, ‘Dave, you followed an instruction’. You can direct these descriptions to an individual or a whole group. Avoid giving conditional praise, for example, ‘Good — why didn’t you do it like this all along?’. Also, avoid replacing descriptive encouraging with ‘warm fuzzies’, for example, ‘Good, great, that’s beaut!’.
Give a choice and consequences Respectfully confront the participant who is disrupting others with a choice and the consequences. This is an important strategy as it provides the participant or group with information about the expectations and the consequences of the choices they make. It also leaves the responsibility for decision-making with the participants. You can use the choice strategy: • when the participant has remained ‘off task’ and is distracting others • when the participant is hostile to you and is challenging your management • when the participant has begun to seriously disturb the group after a redirection from you. An example of the choice strategy is saying, ‘Dave, you can choose to start now or later. The activity will have to be finished today’, or, ‘Steven, the choices are: move to the place near the goal and you will be able to join us, or stay here or your own. Make your choice now’. Ensure the consequences are also suitable for you, for example, avoid offering the consequence of removal from a game if this will disadvantage the group/team. Be assertive and follow through This is resolute action in the face of ongoing disruptive behaviour that is seriously disturbing the learning environment. It should clearly establish that you mean what you say. When following through, it is important that: • you behave as if you are confident, even though you may be feeling nervous or uncertain • you follow through and do what you said you would do • you bring the consequence of the participant’s choice into action. You may even consider removing the group from the problem situation. Clearly, using the follow through strategy requires a strong judgement call on your behalf, but it can help to establish and reinforce the boundaries, make the group feel safer and build the participants’ trust and respect in you. Reference These tips are based on the 1995 Student Management Skills Training Package developed by Christine Richmond and Kerry Panitz.
