Karate practice: empowering solutions to mitigate school-age bullying
DOI:
https://doi.org/10.47197/retos.v53.101908Keywords:
karate, martial art, bullying, victimization, aggression, proactivityAbstract
Karate is a martial art and it is known that its practice promotes cognitive, affective, social, and behavioral benefits, including in children. Bullying has been configured in recent years as a public health problem that can seriously affect school-age children and young people. Although the practice of karate is positively associated with the biopsychosocial development of children and adolescents, little is known about its impact on bullying behaviors among school-age peers. The aim of this study is to evaluate the influence of karate practices on the psychosocial responses of children regarding episodes of victimization, aggression, and observation of bullying behaviors. A questionnaire was applied to 336 Portuguese children (79 karatekas and 257 non-karate practitioners). The data were examined using the Chi-square test or the Fisher test and the V Cramer test. Concerning the bullying phenomenon, our results show that karate practitioners differ from non-practitioners by the lower number of times they are victims of aggression (p <0.05), /showing to be more resilient in the victimization process. Karate practice is recommended for children as a way to assist their psychosocial development.
Key words: karate, martial art, bullying, victimization, aggression, proactivity
References
Aguilar Herrero, M. D., García Fernández, C. M., & Gil Del Pino, C. (2021). Efectividad de un programa educativo en Educación Física para fomentar las habilidades socioafectivas y prevenir la violencia en educación primaria (Effectiveness of educational program in physical education to promote socio-affective skills and prevent. Retos, 41, 492–501. https://doi.org/10.47197/retos.v0i41.82683
Avelar-Rosa, B., Gomes, M. S. P., Figueiredo, A., & López-Ros, V. (2015). Caracterización y desarrollo del “saber luchar”: Contenidos de un modelo integrado para la enseñanza de las artes marciales y de los deportes de combate. Revista de Artes Marciales Asiáticas, 10(1), 16–33. https://doi.org/10.18002/rama.v10i1.1501
Bjereld, Y., Daneback, K., & Petzold, M. (2015). Differences in prevalence of bullying victimization between native and immigrant children in the Nordic countries: A parent-reported serial cross-sectional study: Bullying among na-tive and immigrant children. Child: Care, Health and Development, 41(4), 593–599. https://doi.org/10.1111/cch.12184
Carvalhosa, S. F., Moleiro, C., & Sales, C. (2009). A situação do bullying nas escolas portuguesas. Interacções, vol. 5 n.o 13 (2009): Comportamentos de bullying em contexto escolar: Diálogos interdisciplinares. https://doi.org/10.25755/INT.400
Cheng, Y., Newman, I. M., Qu, M., Mbulo, L., Chai, Y., Chen, Y., & Shell, D. F. (2010). Being bullied and psycho-social adjustment among middle school students in China. The Journal of School Health, 80(4), 193–199. https://doi.org/10.1111/j.1746-1561.2009.00486.x
Cohen, J. (1998). Statistical Power Analysis for the Behavioral Sciences (0 ed.). Routledge. https://doi.org/10.4324/9780203771587
Contiero, D., Kosiewicz, J., & Baker, J. S. (2018). Karate: Emotions and Movement Anticipation. Physical Culture and Sport. Studies and Research, 79(1), 62–71. https://doi.org/10.2478/pcssr-2018-0021
Costa, P., Farenzena, R., Simões, H., & Pereira, B. (2013). Adolescentes portugueses e o bullying escolar: Estereótipos e diferenças de género. Interacções, 9 n.o 25, Género e Violências. https://doi.org/10.25755/INT.2857
Costa, P., Pinto, J., Pereira, H., & Pereira, B. (2015). Generic and Homophobic Bullying in School Context. Psycholo-gy, Community & Health, 4(3), 145–155. https://doi.org/10.5964/pch.v4i3.122
Fabio, R. A., & Towey, G. E. (2018). Cognitive and personality factors in the regular practice of martial arts. The Jour-nal of Sports Medicine and Physical Fitness, 58(6), 933–943. https://doi.org/10.23736/S0022-4707.17.07245-0
Figueiredo, A. (1987). O Significado Actual do Karaté—Arte Marcial / Desporto de Combate? Livros Horizonte, IV(22).
Funakoshi, G., & Teramoto, J. (2003). The Twenty Guiding Principles of Karate: The Spiritual Legacy of the Master. Ko-dansha International.
Galán-Arroyo, C., Mayordomo-Pinilla, N., Castillo-Paredes, A., & Rojo-Ramos, J. (2023). Aptitud Física y Bullying en el Aula de Educación Física (Physical Fitness and Bullying in Physical Education Classroom). Retos, 50, 849–857. https://doi.org/10.47197/retos.v50.100170
Greco, G., Fischetti, F., Cataldi, S., & Latino, F. (2019). Effects of Shotokan Karate on resilience to bullying in adoles-cents. Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. https://doi.org/10.14198/jhse.2019.14.Proc4.52
Grzywacz, R., Przednowek, K., Bąk, R., & Niewczas, M. (2016). Effect of eastern martial arts on bringing up and behavior of children and adolescents in the opinion of sensei and parents or caregivers.
Gubbels, J., van der Stouwe, T., Spruit, A., & Stams, G. J. J. M. (2016). Martial arts participation and externalizing behavior in juveniles: A meta-analytic review. Aggression and Violent Behavior, 28, 73–81. https://doi.org/10.1016/j.avb.2016.03.011
Harwood, A., Lavidor, M., & Rassovsky, Y. (2017). Reducing aggression with martial arts: A meta-analysis of child and youth studies. Aggression and Violent Behavior, 34, 96–101. https://doi.org/10.1016/j.avb.2017.03.001
Kazarian, S. S., & Ammar, J. W. (2013). School bullying in the arab world: A review.
Lester, L., Cross, D., Dooley, J., & Shaw, T. (2013). Bullying victimisation and adolescents: Implications for school-based intervention programs. Australian Journal of Education, 57(2), 107–123. https://doi.org/10.1177/0004944113485835
Marracho, P., Coelho, E. M. R. T. D. C., Nery, M. V. D. G., & Pereira, A. M. A. (2021). Comportamentos de bully-ing em jovens praticantes de desporto (Bullying behaviours in young athletes). Retos, 42, 861–871. https://doi.org/10.47197/retos.v42i0.87189
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psycholo-gy, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
O’Keeffe, D., Turner, N., Foley, S., Lawlor, E., Kinsella, A., O’Callaghan, E., & Clarke, M. (2016). The relationship between mental health literacy regarding schizophrenia and psychiatric stigma in the Republic of Ireland. Journal of Mental Health (Abingdon, England), 25(2), 100–108. https://doi.org/10.3109/09638237.2015.1057327
Olweus, D. (1989). Prevalence and Incidence in the Study of Antisocial Behavior: Definitions and Measurements. Em M. W. Klein (Ed.), Cross-National Research in Self-Reported Crime and Delinquency (pp. 187–201). Springer Netherlands. https://doi.org/10.1007/978-94-009-1001-0_9
Pereira, B., Neto, W., Brandão Neto, Waldemar, Zequinão, Marcela, & Silva, I. (2015). Prevenção do bullying no contexto escolar: Implementação e avaliação de um programa de intervenção. Instituto Politécnico do Porto. Escola Superior de Educação (ESE-IPP). https://hdl.handle.net/1822/37683
Pereira, B. O. (2008). Para uma escola sem violência: Estudo e prevenção das práticas agressivas entre crianças. Fundação Calouste Gulbenkian.
Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A Meta-Analysis of School-Based Bullying Prevention Pro-grams’ Effects on Bystander Intervention Behavior. School Psychology Review, 41(1), 47–65. https://doi.org/10.1080/02796015.2012.12087375
Rigby, K. (2002). New perspectives on bullying. J. Kingsley.
Robles, A., Zapata-Lamana, R., Gutiérrez, M. A., Cigarroa, I., Nazar, G., Salas-Bravo, C., Sánchez–López, M., & Reyes-Molina, D. (2023). Psychological outcomes of classroom-based physical activity interventions in children 6- to 12-year-olds: A scoping review. Retos, 48, 388–400. https://doi.org/10.47197/retos.v48.96211
Saarento, S., Boulton, A. J., & Salmivalli, C. (2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43(1), 61–76. https://doi.org/10.1007/s10802-013-9841-x
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
Seixas, S. (2006). Comportamentos de bullying entre pares—Bem estar e ajustamento escolar. Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Shaheen, A. M., Hammad, S., Haourani, E. M., & Nassar, O. S. (2018). Factors Affecting Jordanian School Adoles-cents’ Experience of Being Bullied. Journal of Pediatric Nursing, 38, e66–e71. https://doi.org/10.1016/j.pedn.2017.09.003
Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Ques-tionnaire. Aggressive Behavior, 29(3), 239–268. https://doi.org/10.1002/ab.10047
Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander Motivation in Bullying Incidents: To Intervene of Not to Intervene? Western Journal of Emergency Medicine, 13(3), 247–252. https://doi.org/10.5811/westjem.2012.3.11792
Twemlow, S. W., Biggs, B. K., Nelson, T. D., Vernberg, E. M., Fonagy, P., & Twemlow, S. W. (2008). Effects of participation in a martial arts-based antibullying program in elementary schools. Psychology in the Schools, 45(10), 947–959. https://doi.org/10.1002/pits.20344
Vertonghen, J., & Theeboom, M. (2010). The social-psychological outcomes of martial arts practise among youth: A review. Journal of Sports Science & Medicine, 9(4), 528–537.
Vertonghen, J., Theeboom, M., & Pieter, W. (2014). Mediating factors in martial arts and combat sports: An analysis of the type of martial art, characteristics, and social background of young participants. Perceptual and Motor Skills, 118(1), 41–61. https://doi.org/10.2466/06.30.PMS.118k14w3
Virpi Pöyhönen, Jaana Juvonen, & Christina Salmivalli. (2010). What Does It Take to Stand Up for the Victim of Bul-lying?: The Interplay Between Personal and Social Factors. Merrill-Palmer Quarterly, 56(2), 143–163. https://doi.org/10.1353/mpq.0.0046
Wolke, D., Copeland, W. E., Angold, A., & Costello, E. J. (2013). Impact of Bullying in Childhood on Adult Health, Wealth, Crime, and Social Outcomes. Psychological Science, 24(10), 1958–1970. https://doi.org/10.1177/0956797613481608
Xu, T., & Zhang, G. (2019). Research progress of restraining campus bullying by martial arts training. Revista de Artes Marciales Asiáticas, 14(2s), 50–52. https://doi.org/10.18002/rama.v14i2s.6004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
