Actitudes hacia la violencia y papel importante del alumnado en el aula de educación física

Abstract

School violence is a reality with a strong impact on the educational context. The number of studies conducted on this topic has grown significantly in the last few years. Student's important role in class plays a fundamental role to understand motivational processes in physical education. However, there is a lack of studies on the connections between these two variables. Thus, the aims of this research project were two: to assess the predictive role of students' important role in physical education on their attitudes towards violence, and to determine differences based on genre between students' attitudes towards violence and their important role. A total of 917 students (457 females and 460 males) ages 12 to 18, from eleven secondary schools (42 intact classes) of northern Spain agreed to participate in the study. Participants completed the Questionnaire of Attitudes Towards Violence and the subscale Important Role of the Perceived Motivational Climate in Sport Questionnaire adapted

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

“…In PE, social relationships with peers are different, as there is usually a high component of physical contact. Although this may pose a risk [37], as personal differences arise, and potential victims may be more exposed [38], it is understood that these situations in the hands of trained professionals are ideal for the early detection of bullying and to establish preventive strategies [39]. On the other hand, the subject of PE has been pointed out as the ideal environment to work with students on the values of moral and social development [40,41], which are positive to prevent bullying.…”

Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes

“…Again, it seems crucial to develop student's autonomy to prevent and / or diminish the negative effects of victimization. As it has been previously showed, pedagogical models as Personal and Social Responsibility develop students the basic psychological need of autonomy (Merino-Barrero et al, 2019), because it is one of the responsibility levels that conforms the structure of the model. Only if a person feels him or herself autonomous, he/she can develop coping strategies for bullying situations and not be victimized (Garaigordobil & Martínez-Valderrey, 2014).…”

“…Once again, pedagogical models as those previously presented can develop students' competence (Menéndez & Fernández-Río, 2016) helping the ones who had being victimized or preventing this to happen. Thereby, the Personal and Social Responsibility Model can develop in Secondary students the need of competence (Merino-Barrero, Valero-Valenzuela, Belando, & Fernández-Río, 2019), as well as other positive psychological consequences (e.g., motivation, fair play, etc.). Since the model can set responsibility levels (from respect to help each other and transference to other contexts), it could help students feel more competent and avoid victimization.…”

“…It is important to differentiate between school violence and bullying. While bullying has a repeated and continued nature, school violence does not necessarily have to be persistent (Fialho & Bakshi, 2016;Graham, 2016;Menéndez & Fernández-Río, 2018). For example, when a student in class makes a violent act on another classmate, it does not have to be bullying, unless that behaviour is continued over time.…”

¿El profesorado de Educación Física cuenta con instrumentos cuantitativos para evaluar las relaciones de género que se producen entre adolescentes? (Do Physical Education teachers have quantitative tools to assess gender relationships between adolescents?)

“…Por una parte, el PMCSQ-2 en su adaptación hacia la Educación Física ha sido utilizado en diferentes estudios de distinta índole en relación con otras variables relacionadas con la motivación y la violencia en Educación Física (Menéndez & Fernández-Río, 2018), con diferentes variables sobre la práctica de actividad física (Castro-Sánchez et al, 2016) o con otros factores como el nivel de curso de las y los adolescentes y la naturaleza del centro escolar ya sea público o privado (Flores et al, 2008).…”