Behaviours involved in the role of victim and aggressor in bullying: Relationship with physical fitness in adolescents

Physical Fitness Predicts Bullying Victimization for Boys but Not for Girls: A Two-Wave Follow-Up Study

INTRODUCTION

Bullying victimization profoundly impacts the psychological and physical well-being of adolescents. There is limited research on the specific role of physical fitness in bullying victimization, and existing studies often overlook sex differences in these dynamics. This study investigates the relationship between sprint performance and bullying victimization among adolescents, emphasizing the moderating role of sex through the lens of Target Congruence Theory (TCT). The research aims to fill these gaps by providing empirical evidence on how physical fitness and sex interact to influence bullying victimization, offering new insights for targeted interventions.

METHODS

The study sample consisted of 576 high school students from a martial arts middle school in China, recruited between March 21 and April 21, 2023 (Wave 1), with a follow-up survey conducted from October 14 to November 14, 2023 (Wave 2), resulting in a final matched sample of 410 students after accounting for attrition and missing data. Bullying victimization was assessed using the Illinois Victimization Scale, and physical fitness was measured through sprint times. The research employed OLS regression analysis and slope tests to explore the interactions between sex and sprint performance on various forms of bullying victimization.

RESULTS

Longer sprint times were significantly associated with higher levels of overall bullying victimization, peer ridicule, and physical altercations. However, there was no significant association between sprint time and other forms of bullying victimization, such as general peer victimization and name-calling. Significant interactions between sex and sprint times for overall bullying victimization, peer ridicule, and physical altercations suggest that boys with slower sprint times faced higher levels of bullying victimization. In contrast, there were no significant differences in bullying victimization based on sprint times for girls.

CONCLUSION

The study highlights the need for sex-specific anti-bullying interventions. For boys, enhancing physical fitness, particularly speed, could reduce their vulnerability to bullying. For girls, interventions should focus on social dynamics, communication skills, and emotional resilience. By addressing the unique factors that influence bullying for boys and girls, schools can develop more effective strategies to reduce victimization and promote safer, more inclusive environments.

Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: study protocol for a multicentre randomized controlled trial

Background

The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited.

Objective

This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.

Bullying Victimization, Real and Perceived Physical Fitness, and Self-Perception Profiles in Middle-School Students with Overweight or Obesity

Bullying victimization has been associated with body weight and physical fitness. In order to compare the prevalence of victimization among adolescents with normal weight or overweight/obesity and to evaluate the association between real or perceived physical fitness and self-perception profiles, a sample of 128 middle-school youths (mean age: 12.2 ± 0.8 years, 61% males) was recruited. The body mass index (BMI) Z score was calculated. Physical fitness was assessed by hand grip strength (HGS), long jump (LJ), and a 3 min step test (3MST). Perceived physical fitness, self-perception profiles (social competence, athletic competence, and physical appearance), and experiences of victimization (teasing about physical appearance, verbal offenses, and exclusion from group activities) were explored using validated questionnaires. Eighty youths (62.5%) showed overweight/obesity. Compared to their counterparts, normal-weight subjects showed lower HGS and perceived muscular strength; higher LJ and 3MST performance; higher perceived overall fitness, speed and flexibility, and physical appearance. Teasing and verbal offences were more frequent among students with overweight/obesity. Being teased about physical aspects was positively related with the BMI Z score. Exclusion from groups was positively associated with LJ performance. All the types of victimization investigated were inversely related to perceived social competence. These findings suggest that self-perception may protect one from victimization, regardless of nutritional status.

Relationship between Bullying and the Type of Physical Activity Practised by Spanish Pre- and Adolescents

BACKGROUND

The influence of bullying on physical activity beyond school time is uncertain, as it can vary widely in terms of type, modality, duration, adult supervision, and objectives.

METHODS

This study aims to analyze the relationship between school bullying and the type of physical activity practised. To this end, a descriptive study was made of 2025 pre- and adolescents aged between 10 and 19 years, reporting on their participation in victimisation and perpetration. The EBIPQ and PAQ-A were used. An analysis of the relationships between these variables was carried out according to gender and type of activity practised.

RESULTS

The results showed a higher rate of victimisation in boys who did not practise physical activity. Meanwhile, perpetration was higher in those who practised organised physical activity, especially in boys. Depending on the type of physical activity, the higher levels of both victimisation and perpetration of those who practised wrestling activities stand out in comparison with other groups.

CONCLUSIONS

It could be stated that physical activity may be a protective factor against bullying victimisation, especially in boys. However, participation in organised physical activity activities may be related to higher perpetration in this sample in adolescent boys.

Relationship between Physical Fitness and Cyberbullying Patterns (Cybervictimization and Cyberperpetration) in Spanish Adolescents

(1) Background: Cyberbullying is a growing problem among adolescents, and deeper knowledge of this phenomenon could facilitate the implementation of adequate prevention and intervention strategies. Therefore, the aim of this study was to analyze the relationships between victimization and aggression patterns in cyberbullying and physical fitness levels in Spanish adolescents. (2) Methods: A total of 741 adolescents aged 12 to 19 years from two high schools in Andalusia, Spain (mean = 14.52 ± 1.96 years; 50.9% girls, 49.1% boys) participated in the study. The participants underwent the EUROFIT battery test and completed the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. T-test, bivariate correlations and a linear regression analysis were used for statistical analysis. (3) Results: The study results indicated positive relationships between cyberbullying patterns, especially cybervictimization, and age, as well as several physical fitness measures, including BMI, sit-ups, sit-and-reach, and handgrip tests. On the other hand, cyberperpetration was positively related only to age and the specific grip strength test. Further statistical analysis revealed that cybervictimization was primarily influenced by age, while cyberperpetration was mainly influenced by age and performance in a functional test (sit-and-reach). (4) Conclusions: Cyberbullying roles, both as victims and aggressors, may not be strongly influenced by isolated physical fitness factors. Thus, in order to reach a more comprehensive understanding and better explanations of individual involvement in cyberbullying behavior, future studies should analyze psychological and social factors along with the variables considered in this study.

Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation

Thanks to several previous efforts, school peer-to-peer bullying is nowadays considered a major issue for educational dynamics, research, and policy. Specifically in the field of research, bullying assessment tools have been gaining ground in recent years. Among them, the School Bullying Questionnaire (CIE-A) stands out. This is a teenager-targeted scale assessing bullying dynamics from a three-factor approach (i.e., victimization, symptomatology, and intimidation). However, to date, no previous study using similar tools has followed a gender perspective, and this shortcoming may hinder the effectiveness of policies and actions to face school bullying. The core aim of this study was to examine the effect of gender on teenagers' bullying-related factors and intimidation outcomes. This cross-sectional study analyzed the data provided by a gender-weighted sample of 770 Spanish teenagers with a mean age of M = 14.25 (SD = 1.53) years. They responded to a questionnaire that included the CIE-A together with other variables theoretically related to bullying dynamics, such as risk perception, sensation seeking, life satisfaction, and family conflict. Apart from typical inter-group comparisons, data were analyzed through a multi-group structural equation modeling (MGSEM) approach. Regarding bullying experiences, male teenagers have shown greater involvement in both victimization (passive bullying) and intimidation (active harassment) behaviors. On the other hand, females self-reported greater symptomatology in passive bullying scenarios, despite being less frequently involved in them. Further, the MGSEM showed good fit values (RMSEA <.08; all incremental coefficients >0.90) and theoretical plausibility, also depicting a set of structural mechanisms differentially explaining active peer-to-peer intimidation behaviors across genders. For instance, while risk perception is a significant predictor of intimidation only among females, sensation seeking plays a predictive role among male teenagers, but not for their female counterparts. The results of this study suggest that teenagers' engagement in active bullying may be substantially different when approached from a gender perspective, finding key divergences in the variables that predict bullying-related behavioral outcomes. The outcomes of this research highlight the need to take into account gender differences, as well as extracurricular issues that influence intimidation dynamics, in potential bullying-related interventions.

Bullying and Self-Concept, Factors Affecting the Mental Health of School Adolescents

Bullying is an aggressive and repetitive behavior, where one person or several people physically, socially, or emotionally harm a vulnerable person and provokean imbalance of power in a school setting. Several factors such as age, sex, school performance, psychological factors, and ethnicity have been associated with bullying and more are being sought. Thus, the objectives of this study were as follows: (1) analyze the differences in bullying (victimization and aggression) and self-concept (academic, social, emotional, family, and physical) with respect to sex, school location, and educational level among Spanish adolescents; (2) explore the associations of bullying and self-concept with these sociodemographic dimensions. A cross-sectional study was designed with a total of 1155 participants (between 12 and 18 years old); there were 48.8% boys and 51.2% girls, where 75.9% studied compulsory secondary education (CSE) and 24.1% Baccalaureate, and 31.9% were students from rural schools and 68.1% were from urban schools. Medium and inverse correlations were shown between victimization and self-concept at the general level, for both sexes, both types of school, and both educational stages. For the aggression dimension, the correlations with self-concept were inverse at the general level (low), in girls (low), in rural students (medium), and in compulsory secondary education students (medium). For academic self-concept and family self-concept, the associations were medium and inverse with bullying in all variables. For emotional self-concept the correlation with bullying was direct and medium in all variables; in physical self-concept, the correlations with bullying were inverse in almost all variables except in boys. Self-concept may be a protective factor for bullying and interventions should aim at adolescents building a positive multidimensional self-concept that prevents and protects them from bullying either as aggressor or victim.

Effects of sports intervention on aggression in children and adolescents: a systematic review and meta-analysis

Objective

To explore the impact of sports on aggression in children and adolescents and analyze whether different conditions in the intervention, such as type of sports, or intervention duration, have different influences on the effect of interventions.

Method

The study protocol was registered in PROSPERO (CRD42022361024). We performed a systematic search of Pubmed, Web of Science, Cochrane library, Embase and Scopus databases from database inception to 12 October 2022 for all studies written in English. Studies were included if they met the following PICO criteria. All analyses were carried out using the Review Manager 5.3 Software. We summarized aggression, hostility and anger scores using SMDs. Summary estimates with 95% confidence intervals were pooled using DerSimonian-Laird random effects model or fixed effects model according to between-study heterogeneity.

Results

A total of 15 studies were deemed eligible for inclusion in this review. The overall mean effect size indicated that sport interventions was associated with lower aggression (SMD = -0.37, 95% CI [-0.69 to -0.06], P = 0.020; I² = 88%). Subgroup analyses showed that non-contact sports were associated with lower aggression (SMD = -0.65, 95% CI [-1.17 to -0.13], P = 0.020; I² = 92%) but high-contact sports were not (SMD = -0.15, 95% CI [-0.55 to 0.25], P = 0.470; I² = 79%). In addition, when intervention duration <6 months, sport interventions was associated with lower aggression (SMD = -0.99, 95% CI [-1.73 to -0.26], P = 0.008; I² = 90%) and when intervention duration ≥ 6 months, sport interventions was not associated with lower aggression (SMD = -0.08, 95% CI [-0.44 to -0.28], P = 0.660; I² = 87%).

Conclusion

This review confirmed that sports intervention can reduce the aggression of children and adolescents. We suggested that schools can organize young people to participate in low-level, non-contact sports to reduce the occurrence of bullying, violence and other aggression-related adverse events. Additional studies are needed to determine which other variables are associated with aggression in children and adolescents, in order to develop a more detailed and comprehensive intervention programme to reduce their aggression.

An Explanatory Model of Violent Behavior, Self-Concept, and Alcohol, Tobacco, and Cannabis Consumption in Secondary Education Students

Background

Current scientific evidence establishes that regular physical activity engagement provides numerous physical and mental benefits. Thus, the present research aims at examining the relationships between violent behavior, self-concept, and consumption of alcohol, tobacco, and cannabis. Specifically, two objectives were defined: (a) analyze and establish the relationships between violent behaviors, the different dimensions of self-concept, and the consumption of alcohol, tobacco, and cannabis as a function of physical activity engagement, (b) define and examine a proposed explanatory model, and (c) analyze the effect of self-concept on alcohol and tobacco consumption and physical activity engagement based on the explanatory model developed.

Methods

For this purpose, a nonexperimental (ex post facto), descriptive, and cross-sectional study was conducted. For data collection, a sociodemographic questionnaire was administered alongside the Self-Concept Form 5 and the School Victimization Scale.

Results

It was shown that individuals engaging in more than three hours of physical exercise per week scored more highly on the social, family, physical, and emotional aspects of self-concept, whilst those who do not meet this criterion scored more highly on the academic aspect and on physical and verbal victimization.

Conclusions

The present research concludes that engagement in more than 3 hours of physical activity per week led to benefits in a number of domains of self-concept whilst, at the same time, increasing levels of violence.

Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance

School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education students, as well as their relationship with academic performance. To categorize students according to their bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used. The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based on gender and academic year, and the one-way ANOVA test was used to analyze its relationship with academic performance. Research participants were 562 students from the 5th (n = 228) and 6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years. They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66, standard deviation = 1.206). The results showed statistically significant differences in gender and academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which students find themselves. The academic performance of the non-bully/non-victim and those in the victim category was found to be higher than that of bullies and bully/victim students.