A-Judo: An Innovative Intervention Programme to Prevent Bullying Based on Self-Determination Theory—A Pilot Study

Abstract

This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training.

School Climate, Moral Disengagement and, Empathy as Predictors of Bullying in Adolescents

“…Relationships with peers are probably one of the most contextual aspects of young people's moral development and all the decision-making mechanisms in which they are judged socially. In this line, some intervention programs have been shown to be effective in preventing bullying through the promotion of adolescents' moral identity (Montero-Carretero et al, 2021).…”

Socio-Educational Correlates of Bullying in the School Context

“…Also, these authors claim that family-related variables influence the bullying behavior of the students, such as students who are separated from their parents and those who witness and experience violence within their families scored higher on bullying. Montero-Carretero et al (2021) indicated that the controlling style of teachers during physical education classes increases frustration and positively predicts bullying. Many recent studies endorse the protective role of certain aspects of the school climate (e.g.…”

“…sense of belongingness to school, quality of friendship, cooperation, teacher-student relationship centered on students' autonomy) and family climate (e.g. warm parent-child relationship) against bullying and its negative effects (Arslan, 2021;2021, Chen & Wei, 2013Schacter et al, 2021;Montero-Carretero et al, 2021;Zhao et al, 2021;Zhang et al, 2021). In a preadolescent's sample, Arslan (2021) find that students with higher levels of sense of belonging had higher school achievement and reported lower school bullying.…”

“…Also, Chen et al (2021) evidenced the protective role of the sense of belongingness to school in the relationship between peer victimization, school truancy and life satisfaction, in an international sample of adolescents from Western and East Asian Countries. Montero-Carretero et al (2021) indicate that bullying can be reduced through physical education programs centered on self-determination, autonomy, cooperation and reflection on the anguish that someone may experience in the schoolyard when he or she feels cornered or on whether individual differences justify harassing someone. In a systematic literature review, Schacter et al (2021) suggest that the quality of friendship moderates in many ways the effects of bullying on negative health outcomes.…”

Effectiveness of a Judo Intervention Programme on the Psychosocial Area in Secondary School Education Students

“…Additionally, Zurita-Ortega et al [ 46 ] found a tendency to shift the motivational climate towards EC as the level of competition increases, which leads to an increase in aggression, as Iwasaki et al [ 47 ] reported. Overall, a task climate addressed through Judo has been effective in reducing bullying and attitudes towards violence [ 48 ].…”