Problem Statement:The behavior I am observing is the amount of time during a 30 minute period in which John is on task. On task involves listening to his trainers and performing the activities he is assigned to do. The reason I chose this behavior is because it is detrimental to the entire class as it distracts not only John and me, but the rest of the students too. If I can increase his on-task time, it will benefit all of the students. Literature Review: During physical education, it can be difficult to manage every student as you often have 30-40 students to one teacher. Aside from classroom management, is the struggle to keep every student participating throughout each activity. In keeping a student participating, it can be referred to keeping them on task as well. This is an important distinction as there are many instances in a physical educationclass where students are waiting or transitioning into a different activity. Physical education teachers have tried many different intervention strategies that have proved to be effective in increasing on-task and performance time in students during a class period. Article 1: Sport Education and Extracurricular Sport Participation: An Examination Using the Trans-Contextual Model of Motivation.In this study, Wallhead, Hagger, and Smith (2010) used the trans-contextual model of motivation to examine the effects of Sport Education on students’ participation in a voluntary recess sport club. Participants had the opportunity to participate weekly, voluntary lunch recess sport club sessions during the intervention period. The trans-contextual model accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. This may have the potential to facilitate the transfer of motivation and participation in physical activity from a physical education to an extracurricular context.Article 2: Breaking down gender stereotypes: Increasing 5th grade physical education participation by building self esteem. In this article, the teacher researcher utilized formal data gathering tools of pre-intervention and post-intervention student surveys, teacher observations, and student reflections to gauge the students’ feelings and beliefs, both before and after the intervention strategies. The teacher researcher taught floor hockey and dance, both are where gender stereotyping often occurs. During each unit, the students watched a movie clip that showed the non-stereotypical genders’ participation in that activity. The results of showing the students these clips indicated that when it comes to participation in a stereotypically male or female activity, both male and female students will increase their active participation and self-esteem. Jeffries (2009) claims that physical education teachers can increase their students’ action and self-esteem by introducing students to gender-conscious units and by discussing thegender stereotypes associated with each. Article 3: A prospective study of participation in optional school physical education using a self-determination theory framework. This study examined whether contextual and personal motivational variables, taken from the self-determination theory, could predict student cognitive and affective experiences in physical education. Structural equation modeling analysis with a sample of 302 British adolescents showed that need support provided by the PE teachers was related to student need satisfaction, which in turn predicted the self-determined motivation. The findings were that the self-determined motivation intervention in physical education can enhance student’s positive experiences and participation rates. Intervention Articles: Article 1: How to take back control in your urban physical education classes.Henninger and Coleman (2008) discuss the use of reactive skills to address disruptions in a physical education class. They found that non-confrontational skills such as soft imperatives, re-direction, patience, and humor serve to put a lid on minor disruptions. The definition they gave for soft imperatives are like invitations to misbehaving students to engage in appropriate behavior. Also, mentioned in this article is the use of redirection which involves the teacher calmly approaching the student or students and explain the importance of their participation in the activity to themselves and the rest of the class. It was found effective to use this intervention with students who were isolating themselves from participating in certain activities in physical education particularly because they didn’t feel they were very good at them. The specific behaviors discussed in the article were outbursts, non-participation, and off-task. Article 2: What’s in it for me? An intervention to increase Physical Activity among Adolescents in Physical Education. Chase, Vealey, Galli, and Evers (2007) discuss a few different interventions possible to keep adolescents involved in physical education. The first is called goal mapping. They describe the purpose of the goal-mapping intervention as to introduce the students to an effective way of developing and logging individual progress toward physical activity goals. It can allow students to set goals and better evaluate and adjust them accordingly. By setting individual goals, it is then said that performance will be enhanced more than by using general goals such as “do your best” or “give 100%.” The behaviors focused with this intervention are lack of motivation to improve their performance in physical education.The next intervention discussed by Chase, Vealey, Galli, and Evers (2007) is referred to as a P3 Thinking. This acronym refers to getting students to think about thoughts that are purposeful, productive, and focused on possibility. The goal of using this intervention strategy is for students thinking to be less likely focused on negative thoughts and more in ways that make physical activityenjoyable. Behaviors targeted here are focused on the unwillingness of students to participate in physical activity in physical education because they merely don’t have the desire to. Article 3: Enhancing Motivation in Physical Education.Alderman, Beighle, and Pangrazi (2006) discuss motivating students to participate in physical activity and sports for the sheer enjoyment they experience while moving and interacting with their peers. They say that to increase