ABSTRACT

Background: Bullying is a social problem where there is a phenomenon of intentional aggression that occurs in all schools. It has multiple negative consequences for the victim’s psychological health. As school is a context for learning about life in society, strategies to prevent such attitudes and behaviours should be encouraged. Although some studies seem to indicate the potential of the subject of physical education to promote attitudes and behaviours against bullying, there is still insufficient scientific evidence to deduce a positive impact on the reduction or prevention of this phenomenon.

Purpose: This study aimed to analyse the effectiveness of a specific intervention to prevent bullying in Physical Education classes in Secondary Education. 6 specific sessions inserted into the physical education curriculum to find out what bullying is, who its protagonists are and how to prevent it.

Participants and setting: In the study, 764 students with an age range of 12–19 years (49.3% girls; age mean [M] = 14.80, standard deviation [SD] = 1.69) from two public educational centres participated. Among them, 439 were randomly assigned to the quasi-experimental group (48.1% girls; age M = 14.70, SD = 1.59) and 325 to the control group (51.1% girls; age M = 14.94, SD = 1.83). Data were collected at two timepoints, pre- and the post-intervention data.

Data collection: The Spanish version of the European Bullying Intervention Project Questionnaire (EBIPQ) was used to measure the incidence of bullying. To measure cyberbullying, the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale was used.

Data analysis: The Student t-test was performed to compare possible differences between the experimental and control groups in the pre-test. To compare the means of the factors obtained based on the variables and the instruments used, as well as the scores obtained from the subjects of the experimental and control groups at the two timepoints, linear models of repeated measurements have been established comparing the pre- and post-intervention moments and the experimental and control groups, introducing sex and grade variables to compare the effectiveness of the programme based on them.

Results: There were no differences in the pre-test measurements in any of the variables. After the intervention programme in the quasi-experimental group, the bullying victimisation (F = 16,951; p = .000) and bullying aggression (F = 5,215; p = .023) rates decreased significantly more than they did the control group. Likewise, victimisation in cyberbullying (F = 6,234; p = .013) decreased significantly differently, but aggression in cyberbullying did not (F = 0,099; p = .753).

Conclusion: The implementation of a specific intervention to prevent bullying inserted into the physical education curriculum seems to have decreased bullying and cyberbullying victimisation.

摘要

背景：欺凌是一个社会问题，在所有学校中都存在故意侵略的现象。它对受害者的心理健康有多重负面影响。由于学校是学习社会生活的背景，因此应鼓励采取预防这种态度和行为的策略。尽管一些研究似乎表明体育学科有可能提倡反对欺凌的态度和行为，但仍缺乏足够的科学证据来推断出对减轻或预防这种现象的积极影响。

目的：本研究旨在分析预防中学体育课中欺凌行为的特定干预措施的有效性。在体育课程中插入了6个具体课程，以了解什么是欺凌，其主角是谁以及如何预防。

参与者和环境：在这项研究中，来自两个公共教育中心的764名学生的年龄范围在12-19岁之间（女孩为49.3％；年龄平均[M] = 14.80，标准差[SD] = 1.69）。其中，将439例随机分配给准实验组（48.1％的女孩； M = 14.70，SD = 1.59），将325例分配给对照组（51.1％的女孩； M = 14.94，SD = 1.83）。在干预前和干预后两个时间点收集数据。

数据收集：使用西班牙版的《欧洲欺凌干预项目问卷》（EBIPQ）来衡量欺凌的发生率。为了衡量网络欺凌，使用了西班牙版的《欧洲网络欺凌干预项目问卷》（ECIPQ）量表。

数据分析：进行学生t检验以比较预测试中实验组和对照组之间的可能差异。为了比较基于变量和所用工具获得的因子的均值，以及在两个时间点从实验组和对照组的受试者获得的分数，已建立了重复测量的线性模型，比较了之前和之后干预后的时刻以及实验组和对照组，介绍性别和年级变量以比较基于这些变量的程序的有效性。

结果：在任何变量中，测试前的测量均无差异。准实验组在介入程序后，欺凌受害（˚F  = 16951; p  = 0.000）和欺侵略（˚F  = 5215; p  = 0.023）率显著多于他们做对照组降低。同样，网络欺凌的受害率（F  = 6,234；p  = .013）显着不同，但网络欺凌的侵略并没有（F  = 0,099; p  = .753）。

结论：在体育课程中实施防止欺凌的特定干预措施似乎减少了欺凌和网络欺凌行为。