Effects of teaching control theory and reality therapy as an approach to reducing disruptive behaviors in middle school physical education

The purpose of this study was to assess the effects of Dr. William Glasser's control theory and reality therapy as an approach to reducing disruptive behaviors in middle school physical education. Two classes of seventh graders were selected to participate in the twelve week study. The Glasser class received instruction in control theory and counseling based upon reality therapy in addition to physical education instruction. The Standard class did not receive control theory instruction or reality therapy counseling. Disruptive behaviors, locus of control, and disciplinary carry-over effects were assessed for both classes. At the end of twelve weeks, disruptive behaviors were lower for the Glasser class than the Standard class. There was no significant difference in locus of control for the two classes. Disciplinary carry-over effects were higher for the Glasser class than for the Standard class. The teacher's journal served to supplement the findings