Suchergebnisse

Bullying has been considered as a multidimensional form of aggression which includes a double distinction, distinguishing the form of aggression and its functions. In the school context, bullying is considered a primary issue with figures up to 35%. Two forms of aggression have traditionally been considered: physical aggression and relational/social aggression. In Italy regional laws have been enacted on prevention and fight against bullying and cyberbullying and the parliament started the legislative iter to recognize bullying as a form of stalking. Physical education (PE) potentially promote behaviors and attitude against bullying but PE setting has also been linked to bullying episodes: victims of bullying can tend to avoid PE lessons as a potential situation that make them feel vulnerable; on the other hand, PE can exert beneficial effects in encouraging the externalization of emotions and improving social skills. PE teaching styles and teachers' proactive attitude are crucial to promote a friendly environment and to avoid potential situation of discrimination. PE teachers should try to enhance self-efficacy as well as social competences of their students and avoiding creating embarrassing sit-uation due to physical appearance and/or poor motor skills. Future research should address behaviors of PE teachers to contrast bullying, evaluate the positive/negative role of PE in bullying situations, explore the prevalence of bullying at school respect to the other disciplines. ; Il bullismo è stato considerato come una forma di aggressione multidimensionale che comprende una doppia distinzione, tra la forma di aggressione e le sue funzioni. Nel contesto scolastico, il bullismo è considerato una questione primaria con cifre fino al 35%. Tradizionalmente sono state considerate due forme di aggressione: l'aggressione fisica e l'aggressione relazionale/sociale. In Italia sono state emanate leggi regionali sulla prevenzione e la lotta al bullismo e al cyberbullismo e il Parlamento ha avviato l'iter legislativo per ...

Background: The Italian government promoted social distancing, in which the suspension of any social event, suspension of all activities practiced in gyms, sports centers and their closure was ordered. The social distancing in the school environment and the use of strategies to limit viral infection are not very compatible with group motor activity and team sports. The aim of this study is to verify the effectiveness of a CrossFit program in order to mitigate the deficits in fitness caused by COVID-19 prevention measures and to evaluate the effects on self-efficacy in a group of young adolescents. Methodsː 30 healthy participants were randomly allocated into an intervention group (IG) that performed the 8 weeks CrossFit training program or control group (CG). Physical fitness tests (i.e., Squat, push-up, lunge, and 20 m run) and psychological measures Regulatory Emotional Self-Efficacy scale (RESE) were performed at baseline and after 8 weeks. Resultsː After 8 weeks, the intervention group showed significant improvements for all fitness tests (p < 0.0001). Additionally, higher scores for the RESE negative and positive (p < 0.0001) scales were found in the intervention group. No statistical differences were found in the control group except for the push up test. Conclusionsː the 8-week CrossFit intervention program could positively affect the general physical well-being and improve the emotional perceived self-efficacy in healthy adolescents.