Disruptive behaviors in Tunisian physical education settings: Gender and school level can matter

The objective of this study was to investigate how the gender and school level factors relate to disruptive behaviors during physical education (PE) classes in Tunisian schools. The study sample consisted of 632 Tunisian students aged 12−19 years, with 43.2% of them being boys and 56.8% girls. Among the participants, 64.9% were middle school students, while 33.1% were secondary school students. Self‐reported data was collected using the 20‐item “Physical Education Classroom Instrument.” Data was analyzed for a potential “Disruptive behavior × Gender” association, as well as a “Disruptive behavior × School level” association using the Pearson Chi‐square (χ2) test. The key findings signaled that boys were more likely than girls to behave aggressively, distract/disturb others, and demonstrate poor self‐management during PE classes. On the other hand, secondary school students are less likely than middle school students to behave aggressively and irresponsibly, disobey directions, distract others, and demonstrate poor self‐management. These findings suggest associations between gender and school level with disruptive behaviors among Tunisian students during PE classes. By recognizing these associations, educators and policymakers can develop targeted interventions and strategies to effectively manage and mitigate disruptive behaviors in Tunisian PE settings. Practitioner points Overall, disruptive behavior is infrequent among Tunisian middle and secondary school students in physical education (PE) classes. Tunisian boys are more likely than girls to engage in disruptive behaviors during PE classes. Tunisian middle school students are more likely than secondary school students to engage in disruptive behaviors during PE classes.