Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

Abstract

Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p < 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

Impact of motor self-efficacy on cyberbullying in adolescents and pre-adolescents in physical education

“…First, an inverse and significant correlation was found between the E-AEM scale scores and both dimensions of the ECIP-Q questionnaire of average character in the abuser, which means that the higher the score on the motor self-efficacy scale, the lower the score on this dimension, establishing that the abuser is less likely to commit actions of this style if he/she has higher motor self-efficacy. In this sense, authors who have explored the behaviors of students in relation to motor self-efficacy have found results in line with what has been described, establishing that a better motor self-efficacy could be related to a better regulation of behavior and an increase in empathy towards peers, decreasing this type of disruptive behavior ( Greco, 2021 ; Arcila-Arango et al, 2022 ). Other studies have found that a higher level of self-efficacy can reduce the likelihood of students being victimized by cyberbullying.…”

“…With the aim of developing a tool that allows the measurement of this construct and enables comparison with other variables, the (E-AEM), a scale composed of 10 items, was developed ( Hernández-Álvarez et al, 2011 ). Self-efficacy has been studied as a determining factor in academic performance, finding positive correlations in fields such as mathematics and language ( Hayat et al, 2020 ; Luo et al, 2023 ), in the field of physical activity, specifically in motor self-efficacy, it has been determined that the perception of self-efficacy acts as a mediator in the regulation of behavior, directly associated with the practice of physical activity in youth and, therefore, with the appearance of aggressive or undesired behaviors ( Welk and Schaben, 2004 ; Greco, 2021 ). Authors who have studied the possible relationships between physical activity and behavior have found that physical activity is an ideal and effective means for the transmission of prosocial and positive values, while those who practice physical activity on a recurrent basis are less likely to develop problematic behaviors, including a lower probability of bullying and cyberbullying ( Portolés Ariño and González Fernández, 2015 ; González et al, 2016 ; Arcila-Arango et al, 2022 ).…”

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

“… 25 Arufe-Giráldez et al found that sedentary students are more prone to encounter relational bullying. 24 In addition, according to Greco, 26 psychoeducational activities combined with physical activity and team sports may promote resilience and self-efficacy in male adolescents and reduce aggression and bullying victimization in PE. Furthermore, Jachyra 27 reported that non-dominant individuals often faced regular bullying due to their capabilities in physical movement.…”

“…Five studies examined the relationship between bullying behaviors and physical movement factors (such as physical activity, sedentary behavior, physical exercise, and sports competence). [24][25][26][27][28] Participation in physical activity was associated with verbal and physical victimization, 24 as well as cyber-victimization. 25 Arufe-Giráldez et al found that sedentary students are more prone to encounter relational bullying.…”

Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students

“…Later, the SEQ-C was tested with 596 Belgian students aged 12–19 years (Muris, 2002 ). Several studies have confirmed the high reliability, stability, and construct validity of the SEQ-C with the general adolescent population (Andretta & McKay, 2020 ; Greco, 2021 ; Habibi et al, 2014 ; Minter & Pritzker, 2017 ; Tan & Chellappan, 2018 ) and DHH adolescents (Bolívar-Cruz et al, 2018 ; Evans, 2021 ). In the present study, the Cronbach’s α for all the three subscales was above 0.81 for both DHH and hearing students.…”