摘要：IntroductionMisbehaviour in schools and in the classroom isconsidered to be a serious problem to all those interested in theproblematic of teaching. Teachers tend to attribute the causefor misbehaviour, more to external factors (students personalcharacteristics, rudeness and parent alienation, problematicfamily environment), than to internal ones.Material and MethodsThe study involved 12 PE teachers, divided into 3different groups, and 1050 students of 48 classes in the 6th,7th and 8th grades. Data was collected using an observationsystem of students misbehaviour [1], and the PhysicalEducation Pupil Control Inventory (PEPCI) [2]. Finally, allthe data was analyzed using descriptive and GLM RepeatedMeasures statistics.ConclusionsThe present study reiterates, with some differencesin emphasis, the conclusions from previous studies about theexpression of misbehaviour and teachers control measures inPE in Portuguese schools. Misbehaviour in PE is veryfrequent, mainly related to students, activity. In order toprevent or change misbehaviour, teachers use mainly tutorialor anticipatory strategies through verbal interventions. Theincidence of misbehaviour is more frequent at the beginning ofthe year. The frequency of disruptive behaviours of thestudents and of teacher control showed a pronounced intraindividual variation from class to class. The teacher experience did not emerge as an indicator of the incidence of misbehaviour, nor of control response
