Effects of physical education, extracurricular sports activities, and leisure satisfaction on adolescent aggressive behavior: A latent growth modeling approach

Abstract

The present study aimed to investigate the longitudinal influence of physical education classes, extracurricular sports activities, and leisure satisfaction on aggressive behavior among South Korean adolescents. Data were drawn from the Korea Youth Panel Survey. We used latent growth curve modeling to explain the growth trajectory of adolescent aggressive behaviors and a multi-group analysis to investigate gender differences in aggressive behavior. The results indicated that adolescents’ aggressive behavior significantly changed with age. There were significant gender-based differences in the level of and changes in aggressive behavior over time. Both extracurricular sports activities and leisure satisfaction had significant influences on the changes in adolescents’ aggressive behavior with age, whereas physical education classes did not.

Effect of parent-child relationship on physical aggression among adolescents: Global school-based student health survey

“…The probable reason for consistently aggressive behaviors of male adolescents might be the pubertal changes, peer pressure as well as spending maximum time in the company of other people rather than family due to which parental bonding does not seem to affect the aggression levels as compared to female. Literature supports this notion as certain studies report that due to the cultural norms female adolescents are expected to stay at home and are closely monitored by their parents but such is not the case in male adolescents as their violent behaviors toward peers, overt actions and staying out and socializing is considered as the sign of masculinity which might trigger the aggressive tendencies ( Belknap, 2014 ; Park et al, 2017 ). Moreover, studies also suggest that aggression in adolescent males is more likely to be caused or enhanced by negative school environments rather than home environments as they face more social integration problems with peers, have a higher probability of getting rejected by classmates, and more chances of negative interaction with the teachers ( Beaman et al, 2006 ; Cillessen, 1996 ; Coie et al, 1982 ; López et al, 2008 ).…”

“…The adolescents who were classified as physically aggressive were seen to be less physically active than those who were non-violent. Studies have reported that increased participation in physical extracurricular activity and strong involvement in sports are associated with reducing physical aggression in adolescents depicting that physical activity is associated with less likelihood of aggressive behaviors in adolescents ( Park et al, 2017 ; Rotter et al, 2015 ). The probable reason for this finding might be that the physically active adolescents direct their energies more toward activities and that’s why indulge less in aggression.…”

Projetos De Enriquecimento Curricular De Atividades Físicas E Desportivas Em Escolas Públicas De Portugal

“…Salientando o projeto C6, notou-se uma preocupação em manter os alunos afastados dos comportamentos desviantes, ao lhes proporcionar oportunidades de participação desportiva de acordo com a sua motivação. Assim, e pelo que consta na literatura (WOODS et al, 2010;PARK; CHIU; WON, 2017), a oferta de AF e desporto variada nos projetos implementados nas escolas é recomendada, uma vez que leva a um maior leque de experiências desportivas e pode incorrer numa melhoria da motivação para a prática de AF por parte dos alunos e na diminuição dos comportamentos de risco. São diversos os 13 estudos que aproximam o seu foco de existência para o desenvolvimento socioafetivo, como por exemplo o programa Sport Hartford Boys (FULLER et al, 2013), aplicado a rapazes residentes de bairros sociais problemáticos, que objetivaram potenciar nos indivíduos o crescimento psicossocial saudável, ou através da combinação da AF, do desporto e da nutrição, com uma forte componente social, tentaram contornar comportamentos de risco, aumentando a autoestima e o sentido de responsabilidade social e pessoal (BAILEY, 2017; BRUENING; DOVER; CLARK, 2009; SANCHEZ-ALCARAZ MARTINEZ; VALERO VALENZUELA; DIAZ SUAREZ, 2016).…”

Help or hindrance: the relationship of physical activity with aggressiveness and self-esteem in 16-year-old adolescents

“…Research shows that partaking in physical education at school and extracurricular physical activity classes may foster the development of self-regulation and control over aggressive behaviours (Costin & Jones, 1992). Other research shows that physical education classes in school do not influence aggressive behaviours in teenagers, and extracurricular physical activity lowers levels of aggression, especially in girls (Park, Chiu, & Won, 2017). Moreover, interventions increasing physical activity do not directly influence levels of aggression -recreational screen time is the mediator of this relationship, and this is particularly the case for boys (Wade, Smith, Duncan, & Lubans, 2018).…”