Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student and teacher experiences of complex disruptive situations in PE, and to explore how the teacher handled these situations. The philosophical perspective used in this study was Rorty’s philosophical pragmatism. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. The results showed the complexity of teacher and student experiences in disruptive situations in PE. Disruptive situations occurred when there were environmental opportunities for them, such as during periods of waiting and situations in which the teacher spoke too much, did not pay attention to the whole class, or did not intervene. The teacher used an instructional teaching style for handling disruptive situations, including being very clear, nagging, yelling, waiting them out, making eye contact, and talking to them later. The instructional teaching style provided fewer opportunities for the teacher to understand the students’ behaviour, fewer opportunities for students to learn self-control and personal and social responsibility, and did not lead to a reduction of disruptive situations over the data creation period. The practical consequence of this teaching style seemed to be the frequent use of behaviour corrections for reducing disruptive situations.

多项研究强调了在体育（PE）学习环境中应对破坏性情况的重要性；但是，很少有研究者对体育中复杂的破坏性情况进行调查，并同时考虑了教师和学生的观点。这项研究的目的是讨论一种减少破坏性情境的替代教学方式，目的是更好地了解学生和教师在体育中复杂的破坏性情境中的经历，并探索教师如何处理这些情境。本研究使用的哲学观点是罗蒂的哲学实用主义。方法包括体育课的书面叙述，访谈，观察和录像。对数据进行专题分析。结果显示，在体育教学中，教师和学生在颠覆性环境中的经历十分复杂。当他们有环境机会时，就会出现破坏性的情况，例如在等待期间以及老师讲得太多，没有全班注意力或没有干预的情况。老师使用教学方式来处理破坏性的情况，包括非常清晰，na，大喊，等待他们出去，进行眼神交流以及稍后与他们交谈。教学方式为教师提供了更少的机会来了解学生的行为，为学生提供了学习自我控制以及个人和社会责任的机会，也没有减少数据创建期间的破坏性情况。