This is a common problem in the case of urban schools, and must be dealt with accordingly in order to save the program itself. The primary strategy Henniger and Coleman present in the case of large classes and misbehaving students is that of de-escalation. According to the article itself, "De-escalation consists of two skill sets, proactive and reactive techniques designed to minimize or detract from the energy that disruptive situations add to the classroom," (Henniger & Coleman 2008:13). Both articles aim to help try and improve physical education programs within schools around the country. Although Hill And Hulbert (2007) do not provide strategies on how this can be commenced, the article aims at helping schools pick out what factors may be causing the decline of their physical education programs. In this aspect, they are contributing to the general concern...

On the other hand, the 2008 article by Henniger and Coleman provide strategies for schools to use based on particular situations and individual instances. This then shows that the authors are contributing in a much different, yet equally important way. It is the second piece to the puzzle in terms of improving physical education programs in the United States.
References

Henniger, Mary & Coleman, Mario. (2008). De-escalation: how to take back control in your urban physical education classes. Journal for Physical and Sport Educators. 21(3):21-33.

Hill, Grant & Hulbert, George. (2007). Using a physical education environmental survey to identify areas of concern and improve conditions. A Journal for Physical…