Actividad física en adolescentes y su relación con agresividad, impulsividad, internet y videojuegos

Chahín-Pinzón, Nicolás; Briñez, Blanca Libia

doi:10.21500/19002386.1118

Cited by 8 publications

(4 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, it seems that the amount of physical activity carried out and the type of sport practiced can act as regulators in the victimization for bullying (Medina Cascales and Reverte Prieto, 2019). Indeed in our study, men tended to do more sport than women (Chahín-Pinzón and Libia, 2011; Hernando et al, 2013; Hutchens et al, 2016; Ramos et al, 2016; Martínez-Martínez et al, 2017; Medina et al, 2018).…”

Section: Discussionsupporting

confidence: 41%

“…Most adolescents practice team sports, which provides greater possibilities of enjoyment and, at the same time, promote social relationships (González et al, 2016). With reference to gender, some authors have evinced that the percentage of inactive women being higher than that of men (Chahín-Pinzón and Libia, 2011; Hernando et al, 2013; Hutchens et al, 2016; Medina et al, 2018) even at the lower socioeconomic levels (Moreno-Maldonado et al, 2016; Ramos et al, 2016; Chzhen et al, 2018). There are more men in federated sports (Castro-Sánchez et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact of the Physical Activity on Bullying

2019

View full text Add to dashboard Cite

Relationship problems among school children can lead to bullying situations. In this regard, it should be noted that, among healthy lifestyle habits, sports practice (non-competitive) promotes responsibility and improves coexistence. The objective of the present study was to analyze the incidence of the frequency of practice of healthy physical activity on the risks of students directly involved in school bullying (harasser and victim) by gender. The participants of the study were 1,248 students of Compulsory Secondary Education with ages between 11 and 18 ( M = 14.42, SD = 1.43), being 50.8% males. The results of the study indicated that students who practiced physical activity in the recommended frequency rated as healthy, at least four or more times per week, had higher values in the indicators of aggressiveness than students who practiced with a lower frequency, appreciating a greater relationship between both variables in male rather than in female students. The study will make progress in preventive and intervention programs whose central axis is the promotion of physical activity and healthy sport (non-competitive) among students involved in situations of bullying. Likewise, teacher training in the recognition of bullying is considered a priority, providing them with guidelines for action.

show abstract

Section: Discussionsupporting

confidence: 41%

Section: Introductionmentioning

confidence: 99%

Impact of the Physical Activity on Bullying

2019

View full text Add to dashboard Cite

show abstract

“…education (to be educated), 6. leisure time (possibility to spend your free time, have enough things for play and fun), 7. appearance and ownership of the things (to look good, to dress nicely, to own nice things).…”

Section: Methodsmentioning

confidence: 99%

Gender Differences in Quality of Life and Physical Activity of High School Students

Broďáni

Kováčová

Czaková

2019

Acta Facultatis Educationis Physicae Universitatis Comenianae

View full text Add to dashboard Cite

Summary This article demonstrates the gender differences between the physical activity (PA), the joy of physical activity (PACES) and quality of life areas of boys and girls from high schools with different sports level and in the different ages. In this survey participated 630 boys and 672 girls from high schools in the age from 16 to 19 years. The quality of life is measured by the SQUALA survey, joy of the movement by the PACES survey, and the level of physical activity per week in hours by PAQ survey. The level of sports performance is defined by levels (occasional, active and registered sportsman). The data are presented by descriptive characteristics (n, M, SD) and the significance of differences and the relations are measure by non-parametric methods (W, rs). Differences in the PA, PACES, SQUALA levels at the group of boys and girls in the different age and sports level are rare. Different load of physical activity relates to sport level. It was not proven that with the increasing sports level, the joy of the physical activity also rises. The interactions between indicators of PA, PACES, and SQUALA in boys and girls in the different age and sports level were proven sporadically with a predominance of negative correlations. In most cases, the positive interactions of PA with PACES and areas of physical well-being was not proven. The higher appearance of positive correlations of PA with areas of SQUALA prevails in 18-years old girls. Boys show the higher number of interactions of PACES with areas of SQUALA. The joy of the movement positively correlates with spiritual well-being in groups of 18-19 years old boys, which perform physical activities in all sports levels. The gender differences between monitored indicators show that the gender factor is very important in this study. The age and sport level factor contributed significantly in the differentiated results of high school boys and girls.

show abstract

“…En niños y adolescentes el estudio y evaluación de la impulsividad es un elemento clave para poder comprender los efectos que este rasgo de personalidad tiene sobre la conducta, la regulación emocional y la adecuada adaptación al medio familiar, escolar y social. En tal sentido, la falta de control sobre los impulsos se encuentra asociada a gran cantidad de trastornos mentales en estas edades (American Psychiatric Association, 2013;Bridge et al, 2015;Chahín-Pinzón & Briñez, 2011, 2018Chahín-Pinzón, Lorenzo-Seva & Vigil-Colet, 2012;Chahín-Pinzón, Reyes & Vargas, 2017;Dir, Coskunpinar & Cyders, 2014;Gibbons et al, 2016;Leeman, Hoff, Krishnan-Sarin, Patock-Peckham & Potenza, 2014;Moncada & Chahín-Pinzón, 2019;Secades-Villa, Martinez-Loredo, Grande-Gosende & Fernández-Hermida, 2016).…”

Section: Introductionunclassified