Peer provocation in physical education: experiences of Botswana adolescents

Shehu, Jimoh

doi:10.1080/03055690802470324

Cited by 6 publications

(12 citation statements)

References 21 publications

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“…Physical bullying which was reported by a significant number of children in this study is in congruent with Shehu (2009) who posits physical bullying to be occurring in Botswana schools in the context of physical education and perpetrated by children of both genders. Empirical data on peer bullying has been mainly from adolescents (Fleming & Jacobsen, 2009).…”

Section: Safety Needssupporting

confidence: 87%

Botswana children's needs: orphans and vulnerable children dominated child welfare system

Ramabu

2020

Heliyon

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Children's needs in Botswana received considerable attention in the past three decades owing to the HIV/AIDS epidemic in the country. These decades of legal and policy practice processes focused on orphan and vulnerable children (OVC), ensured that the needs of the general population of Botswana children are grossly understudied, underestimated, and therefore, remain unaddressed. This study sought to determine the needs of the general population of children. Fifty-two visual arts, six semi-structured interviews, twenty-six in-depth interviews and two focus group discussions were conducted in two purposively selected sites with children, policy-makers, practitioners, community leaders and caregivers. The data were analyzed using deductive content analysis approach. Children expressed the need for basic, safety, love and belonging needs. Given some pockets of poverty that exists in Botswana, it is likely that children in the general population have needs similar to those of OVC. Therefore, child welfare program should also target children who are not considered OVC.

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Section: Safety Needssupporting

confidence: 87%

Botswana children's needs: orphans and vulnerable children dominated child welfare system

Ramabu

2020

Heliyon

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“…The presence of multiple stakeholders in PE delivery in higher quintile schools is consistent with Pope's (2011) call for an integrated and multi-sector approach to PE delivery, which recognises that liaison and cooperation amongst various stakeholders, within and outside the school, is key to the delivery of quality PE programmes (Michael et al 2015). To generate some degree of bridging the inequality gap between lower quintile and higher quintile schools, continuous professional development for low quintile generalist teachers is important to connect them to new ideas and current best practices in PE teaching (Shehu 2009).…”

Section: The Nature Of Physical Education Deliverymentioning

confidence: 78%

The delivery of primary school physical education in South African public schools: The perceptions of educators

Roux

2020

SAJCE

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Background: Physical Education (PE) is a fundamental cornerstone for childhood development as it promotes lifelong participation in physical activities for holistic health. School educators play a key role in creating school environments that lead to developmentally appropriate and high-quality PE lessons.Aim: The aim of this study was to determine educators’ perceptions on the state and status of PE in selected public primary schools in all nine provinces of South Africa.Setting: Data were collected on the campus of the selected primary schools within 150 km of a university. In the absence of a university within the stated radius, an airport was used as an initiated point of departure.Methods: The mixed-methods approach (quantitative: questionnaires and qualitative: semi-structured interviews and focus group discussions) was used to collect data. The purposive sampling method was used to select the participants. Quantitative data were analysed using descriptive statistics in the form of percentages, and presented using graphs and tables. Qualitative data were analysed using themes.Results: The findings revealed that the educators from quintile 4 and 5 schools especially are of the opinion that challenges, such as a lack of resources, qualified PE specialist educators, and facilities and equipment negatively affected the delivery of PE at their schools.Conclusion: Participants perceived that there are varying contextual and socio-economic school settings affecting the delivery of PE in the Curriculum Assessment Policy Statement (CAPS) curriculum. The researcher recommends that all learners have access to the adequate provision of PE programmes.

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“…Five studies provided compelling evidence of the significant correlation between physical appearance and bullying within the context of PE classes. 9 , 19 , 22 , 27 , 29 Jachyra 27 found that individuals who frequently faced regular bullying primarily due to their physical appearance. Shehu 22 reached a similar conclusion, highlighting the importance of body shape in explaining both peer aggression and victimization in the context of PE.…”

Section: Resultsmentioning

confidence: 99%

“… 9 , 19 , 22 , 27 , 29 Jachyra 27 found that individuals who frequently faced regular bullying primarily due to their physical appearance. Shehu 22 reached a similar conclusion, highlighting the importance of body shape in explaining both peer aggression and victimization in the context of PE. Sağin 9 further highlighted that students who deviate from the perceived norm of physique, including being overweight, too thin, too tall, or too short, were often targeted for bullying in PE classes.…”

Section: Resultsmentioning

confidence: 99%

“…A total of seven studies provided compelling evidence of the noteworthy correlation between contextual factors and bullying within the setting of PE classes. 9 , 11 , 19 , 22 , 27 , 28 , 38 Jachyra 27 demonstrated how a desolate social climate can foster dominant male students’ teasing, insulting, and intimidation. Building upon this, Borowiec et al 19 maintained that insufficient peer support increases the risk of PE bullying.…”

Section: Resultsmentioning

confidence: 99%

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Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review

Zhou,

Shen

et al. 2023

PRBM

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Background and Objective Bullying is notably prevalent among children and adolescents, especially within the context of physical education (PE) environments. Understanding the underlying factors that trigger bullying behavior is essential in designing strategies to prevent bullying and formulating more effective interventions in PE. There is a lack of integrated findings regarding the wide range of correlates of bullying behavior among children and adolescents within the PE context. Therefore, this systematic review aimed to synthesize the correlates of bullying behavior among children and adolescents within the context of PE. Methods We conducted a systematic search across four databases (EBSCOhost, PubMed, Scopus, Web of Science) for relevant studies published before August 2023. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. Results A total of 23 articles met the inclusion criteria. It is found that demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors emerged as six prominent influential factors affecting adolescent bullying behavior. Specifically, demographic factors mainly encompassed age and gender; physical movement factors primarily include physical activity, sedentary behavior, physical exercise, and sports competence; physical appearance factors primarily include being overweight, too thin, too tall, or too short; psycho-cognitive factors chiefly involved cognitive empathy, motivation, enjoyment of physical activity; teacher-related factors primarily comprised activity choices, teachers competence, controlling style, autonomy support; and contextual factors primarily cover desolate climate, perceived caring climate, strong sense of competition and winning setting. Conclusion The results indicate that bullying is a complex and multifaced behavior primarily determined by demographic, physical movement, physical appearance, psycho-cognitive, teacher-related, and contextual factors. Future studies need to enhance the diversity of research samples and comparative studies on the factors influencing bullying behavior among children and adolescents in different countries. Additionally, a more extensive range of intervention studies addressing bullying behavior among children and adolescents is warranted.

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Peer provocation in physical education: experiences of Botswana adolescents

Cited by 6 publications

References 21 publications

Botswana children's needs: orphans and vulnerable children dominated child welfare system

Botswana children's needs: orphans and vulnerable children dominated child welfare system

The delivery of primary school physical education in South African public schools: The perceptions of educators

Correlates of Bullying Behavior Among Children and Adolescents in Physical Education: A Systematic Review

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