Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying

Montero-Carretero, Carlos; Cervelló, Eduardo

doi:10.3390/ijerph17010076

Cited by 29 publications

(27 citation statements)

References 78 publications

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“…Although many national and international programs are being run to reduce bullying victimization in young people [66][67][68], it is still unclear what techniques and programs would be effective in reducing poly-bullying victimization due to the limited studies on this phenomenon. In order to reduce negative correlates on mental health, interventions to promote resilience by developing social and emotional competencies should be considered in addition to the aforementioned programs against bullying [69][70][71].…”

Section: Discussionmentioning

confidence: 99%

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

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Jiménez

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The present study examined the relations among poly-bullying victimization (experiencing multiple forms of peer bullying), resilience and subjective well-being. This study specifically examined late adolescents’ resilience as a moderator of the relation between poly-bullying victimization and subjective well-being. In a region of central Spain, 1430 undergraduate students (64% females, 36% males), aged between 18 and 22 years, completed three self-reported measures, including bullying victimization experiences, self-reported subjective well-being and resilience. A substantial proportion of the participants (16.9%) reported being victims of poly-bullying. The results showed that the poly-bullying victimization group reported the poorest subjective well-being and the lowest resilience levels. The regression analyses revealed that resilience was significantly and positively associated with subjective well-being, and resilience moderated the association between poly-bullying victimization and subjective well-being. However, the relation was very weak and accounted for only an additional 1% of variance in the participants’ subjective well-being. Future research should assess resilience trajectories of youth exposed to multiple forms of bullying victimization in order to better understand the potential protective effect of resilience over negative mental health outcomes.

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Section: Discussionmentioning

confidence: 99%

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

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Jiménez

et al. 2020

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“…The following measuring tools used to analyze the study variables: Measure of Teachers' Supportive Style: "Escala de Percepción del Estilo de Soporte en las Clases de Educación Física" (EPES-PE (Scale of Perception of Supportive Style in Physical Education Classes)) was used. This scale [47] is an adaptation of the Multidimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE) of Tilga et al's [32] scales to measure AS, and part of the Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) of Appleton et al [48] to measure CS. It consists of 19 items grouped into 4 correlated latent factors that have shown adequate fit indices [47]: (a) Organizational support autonomy (5 items), (b) Procedural support autonomy (5 items), (c) Cognitive support autonomy (5 items) and Teacher's CS (4 items).…”

Section: Measuring Instrumentsmentioning

confidence: 99%

“…This scale [47] is an adaptation of the Multidimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE) of Tilga et al's [32] scales to measure AS, and part of the Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) of Appleton et al [48] to measure CS. It consists of 19 items grouped into 4 correlated latent factors that have shown adequate fit indices [47]: (a) Organizational support autonomy (5 items), (b) Procedural support autonomy (5 items), (c) Cognitive support autonomy (5 items) and Teacher's CS (4 items). Responses are rated on a seven-point Likert scale ranging from 1 (totally disagree) to 7 (totally agree).…”

Section: Measuring Instrumentsmentioning

confidence: 99%

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Montero-Carretero

Barbado

Cervelló

2019

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From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher's supportive style, the students' satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization. poor relationship quality, self-harm, anxiety, symptoms of depression, and suicidal thoughts that are sometimes enacted upon [9,10]. Bullies also suffer from mental health problems such as anxiety, depression, psychosomatic problems, an increased risk of suicide, future relationships with other forms of violence, and risk of excessive alcohol and marijuana use [11,12]. Finally, spectators are not exempt from the consequences, sometimes suffering from distress, anxiety, and depression [13]. Physical Education and BullyingStudents who engage in intimidating behavior do so in an attempt to acquire greater status and a position of power within the group [14]. This end is often achieved at the expense of students with physical weaknesses, a lack of skill in the development of motor tasks [15], and/or differences in their physical constitution, such as obesity or being overweight [16]. In this sense, the subject of PE can particularly expose the most vulnerable students in the eyes of their potential aggressors, both because of the characteristics of the spaces where PE is practiced [2] and because of the subject's demands of public demonstrations. In PE, young people relate to their peers in a very different way from how they relate in other subjects, and there is usually physical contact in PE. Thus, instead of being able to move away from their aggressors, victimized students are forced to interact with them [2]. This reasoning is supported by a study of American students [17], in which it was observed that bullying victims had more hours of PE than non-victimized students, suggesting that PE classes could be a critical space for the development of bullying behaviors. However, these classes could also be an ideal means of detecting and addressing bullying situati...

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“…According to several authors, the perception that students have regarding controlling styles and coercive and authoritarian behaviours facilitates the psychological need to thwart as well as feelings of unease [43][44][45][46][47][48][49]. In the same vein, Bartholomew et al [50] added, in their longitudinal study, that this perception of the students regarding controlling styles correlated positively with controlled motivation (introjected regulation and external regulation), thwarting unease in subjects [45,51,52]. Thus, a more self-determined motivation increases student satisfaction with classes [53][54][55], and this trigger in disciplined classes and the importance shown towards PE are greater [56].…”

Section: Introductionmentioning

confidence: 99%

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

et al. 2020

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One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out.

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Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying

Cited by 29 publications

References 78 publications

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Relations among Poly-Bullying Victimization, Subjective Well-Being and Resilience in a Sample of Late Adolescents

Predicting Bullying through Motivation and Teaching Styles in Physical Education

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

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