Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors
Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracur...
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Online Access: | https://doi.org/10.2478/pcssr-2021-0008 |
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doaj-83989db5b5f64ed8b5bc4db843341dd52021-09-05T14:00:53ZengSciendoPhysical Culture and Sport: Studies and Research1899-48492021-06-019011910.2478/pcssr-2021-0008Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviorsGreco Gianpiero0Department of Basic Medical Sciences, Neuroscience and Sense Organs, University of Study of Bari, ItalyYouth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.https://doi.org/10.2478/pcssr-2021-0008special educationresilienceself-efficacyphysical exercisevictimization |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Greco Gianpiero |
spellingShingle |
Greco Gianpiero Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors Physical Culture and Sport: Studies and Research special education resilience self-efficacy physical exercise victimization |
author_facet |
Greco Gianpiero |
author_sort |
Greco Gianpiero |
title |
Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
title_short |
Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
title_full |
Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
title_fullStr |
Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
title_full_unstemmed |
Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
title_sort |
multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors |
publisher |
Sciendo |
series |
Physical Culture and Sport: Studies and Research |
issn |
1899-4849 |
publishDate |
2021-06-01 |
description |
Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors. |
topic |
special education resilience self-efficacy physical exercise victimization |
url |
https://doi.org/10.2478/pcssr-2021-0008 |
work_keys_str_mv |
AT grecogianpiero multilateralteachinginphysicaleducationimprovesresilienceandselfefficacyinadolescentsandcouldhelpreducebullyingbehaviors |
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