PURPOSE: Although bullying is recognized as a serious problem among adolescents, more information is needed regarding bullying within the context of physical education. Grounded in a social-ecological framework, the purpose of this investigation was to discover the perceptions students and teachers have about bullying in physical education and about peer and adult support. METHOD: Data collection included formal and informal interviews with 24 students and 4 teachers and 20 observations of 6th-grade physical education classes in 1 Midwestern school. Data were analyzed using a constant-comparative process. RESULTS: The results indicate that adults acculturate students to support a bullying climate by providing mixed information regarding social interactions, ignoring nonphysical instances of bullying, and promoting inappropriate curricular selections. Participants also report that perceived differences such as appearance, body size, physical ability, and personal attire ignite most episodes of harassment in physical education. Further, students perceive that fear prevents many from (a) reporting instances of bullying to those in authority, (b) assisting bullied friends, and (c) feeling safe in certain physical education locations. Finally, students and teachers report that bullying impacts students' desire to participate in physical education. CONCLUSIONS: Overall, evidence from this investigation suggests that an efficacious support system does not exist for addressing the magnitude of the bullying problem. Although this study provided an initial step toward understanding the social-ecological factors affecting peer harassment in physical education, additional research is warranted.
PURPOSE: Although bullying is recognized as a serious problem among adolescents, more information is needed regarding bullying within the context of physical education. Grounded in a social-ecological framework, the purpose of this investigation was to discover the perceptions students and teachers have about bullying in physical education and about peer and adult support. METHOD: Data collection included formal and informal interviews with 24 students and 4 teachers and 20 observations of 6th-grade physical education classes in 1 Midwestern school. Data were analyzed using a constant-comparative process. RESULTS: The results indicate that adults acculturate students to support a bullying climate by providing mixed information regarding social interactions, ignoring nonphysical instances of bullying, and promoting inappropriate curricular selections. Participants also report that perceived differences such as appearance, body size, physical ability, and personal attire ignite most episodes of harassment in physical education. Further, students perceive that fear prevents many from (a) reporting instances of bullying to those in authority, (b) assisting bullied friends, and (c) feeling safe in certain physical education locations. Finally, students and teachers report that bullying impacts students' desire to participate in physical education. CONCLUSIONS: Overall, evidence from this investigation suggests that an efficacious support system does not exist for addressing the magnitude of the bullying problem. Although this study provided an initial step toward understanding the social-ecological factors affecting peer harassment in physical education, additional research is warranted.
Authors: Juan de D Benítez-Sillero; José M Armada Crespo; Esther Ruiz Córdoba; Javier Raya-González Journal: Int J Environ Res Public Health Date: 2021-02-19 Impact factor: 3.390