Intervention programme to prevent bullying in adolescents in physical education classes (PREBULLPE): a quasi-experimental study

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.     

Research on Teaching in Physical Education: Questions and Comments

Abstract

The purpose of this investigation was to study the effect of swimming on the learning and performance of two complex gross motor skills. Forty college men were matched on the basis of a pre-test and formed into experimental and control groups. The experimental group learned the two selected skills in addition to swimming, whereas the control group learned only the selected skills. Two scoring systems were used, and findings indicated no significant difference between groups.     

Does a land-based compensatory strength-training programme influences the rotator cuff balance of young competitive swimmers?

Abstract

During the repeated execution of the swimming strokes, the shoulder adductor and internal rotator muscles have a tendency to become proportionally stronger when compared to their antagonist group. This can lead to muscle imbalances. The aim of this study was to examine the effects of a compensatory training programme on the strength and balance of shoulder rotator muscles in young swimmers. A randomized controlled trial design was used. Forty male swimmers took part in the study and were randomly divided into two groups: an experimental group (n?=?20) and a training group (n?=?20). A control group (n?=?16) of young sedentary male students was also evaluated. The experimental group subjects participated in a 16-week shoulder-strength programme with Thera-Band^® elastic bands; the training group was restricted to aquatic training. Peak torque of shoulder internal rotator and external rotator (ER) was measured at baseline and after 16 weeks. Concentric action at 1.04?rad?s^?1 (3 reps) and 3.14?rad?s^?1 (20 reps) was measured using an isokinetic dynamometer. The strength-training programme led to an improvement of the ER strength and shoulder rotator balance in the experimental group (data from both shoulders at 1.04?rad?s^?1). Moreover, concentric action at 3.14?rad?s^?1 presented significant differences only for the dominant shoulder. Findings suggest that the prescribed shoulder-strengthening exercises could be a useful training option for young competitive swimmers. They can produce an increase in absolute strength values and greater muscle balance in shoulder rotators.     

Impact of a pedometer-based goal-setting intervention on children’s motivation,motor competence,and physical activity in physical education

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.     

Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths

Abstract

In this study, we examined the impact of Hellison's (1995) model for the development of personal and social responsibility on fair play and self-control in youth. One hundred and eighty-six students from three public schools with a mean age of 13.6 years were assigned to one of three treatment groups: experimental group A (n=63), experimental group B (n=62), and a control group (n=61). During 10 one-hour sessions of beginners’ five-a-side soccer, group A went through five levels of the programme, whereas group B went through only four levels as the transferral phase was not introduced. Findings revealed that subsequent to the intervention programme, group A improved personal feedback, delayed gratification, self-control, and process self-regulation. Groups A and B showed an improvement in indicators of personal and social responsibility regarding enjoyment and sportsmanship and a decrease in variables related to the drive to win, rough play, contact fouls, and poor sportsmanship. No significant changes were observed in the control group.     

The effects of an enhanced quality Physical Education programme on the physical activity levels of Grade 7 learners in Potchefstroom,South Africa

Background: The absence of Physical Education (PE) from the South African school curriculum before its reintroduction in recent years contributed to health concerns regarding the low physical activity (PA) levels of children and adolescents in South Africa.

Purpose: This study evaluated the effects of a once-a-week enhanced quality PE programme on the PA levels of South African Grade 7 learners.

Methods: Using a pre-test and post-test control-group design, 110 Grade 7 learners aged 12–13 years (experimental school, n?=?40; control schools, n?=?70) from two primary schools in Potchefstroom, South Africa, were studied. They participated in a 12-week PE intervention programme based on the guidelines of the South African Curriculum and Assessment Policy Statement, which allocates one hour per week to PE teaching. The intervention included five quality-enhancing components, namely well-trained teachers, homework activities, a reward system, hand-made apparatus and the monitoring of activity intensity. In the experimental school, 40 learners were randomly assigned from the total Grade 7 class (n?=?124) to the experimental group, while two control groups (n?=?37 and n?=?33) were used, one from the same school as the experimental school and the other from a different school. Additionally, to control for PE teacher interaction effect, the experimental group was divided into 4 experimental sub-groups of 10 learners each, which were taught by 4 different PE teachers, and the pre-test and post-test data of these experimental sub-groups were also analysed. Children's PA levels were measured before and after the intervention using a validated Children's Leisure Activities Study Survey questionnaire. The Kruskal–Wallis and Wilcoxon signed-rank tests were used to evaluate the effects of the intervention programme.

Results: No significant differences were found within the experimental group between the 4 experimental sub-groups and between the 2 control groups at pre- and post-test measurements (p?>?.05). There was a significant effect for the experimental group as a whole, as results of the total experimental group showed statistically significant increases in moderate PA (ES?=?0.47; p?=?.014), vigorous PA (ES?=?0.48; p?=?.012) and total PA (ES?=?0.51; p?=?.008) as well as decreases in sedentary behaviours (ES?=?0.39; p?=?.041) after the 12-week intervention programme, whereas no significant changes were found in the control group. Statistically significant improvements were also found in all 4 experimental sub-groups between pre- and post-tests for the time spent in moderate PA (p?=?.028–.05; ES?=?0.23–0.64), vigorous PA (p?=?.018–.036; ES?=?0.23–0.63), total PA (p?=?.017–.05; ES?=?0.30–0.68) and sedentary time (p?=?.014–.049; ES?=?0.26–0.66), whereas no marked changes were observed among the two control groups, indicating no PE teacher interaction effect on the results.

Conclusions: The enhanced quality PE programme can be used as a valuable framework for PE implementation targeted at promoting learners’ PA levels, even in the presence of restricted time allocation, and limited teaching and learning resources.     

The effects of augmented kinematic feedback on motor skill learning in rifle shooting

Abstract

In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score.     

The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting

ABSTRACT

Purpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and feedback control (self-controlled or yoked). The participants in the two groups (dual-factor gradual self-control and self-controlled task difficulty group) that granted control over task difficulty in the acquisition phase were told they could choose any of the pre-set distances from the target. All groups were given 100% feedback in the first half of the acquisition phase, but the participants in the two groups (dual-factor gradual self-control group and self-controlled feedback) that could control their feedback were told that in the second half of the acquisition phase they would be able to ask for feedback when needed. The practice schedule of each member of the dual-factor gradual self-control group was used as a basis to plan the practice of predetermined distances and feedback presentation to the corresponding participants in the yoked conditions. Results: ANOVA with repeated measures showed that the practice method involving gradual self-control of two factors had a positive impact on accuracy and movement pattern of golf putting in the retention and transfer tests compared to other methods (p_s < .05). Conclusion: The advantages of self-control practice presumably come from better adjustment of challenge points by the learner in the course of the practice.     

The Effect of Whole-Body Vibration on Lower-Body Resistance Detraining in College-Age Women

Purpose: This study explored the effect of whole-body vibration (WBV) using accelerations of 2.56 g to 7.68 g on lower-body detraining. Methods: All participants (N = 20) were trained using a lower-body resistance-training program for 30 min twice per week from Week 0 to Week 6. At the end of the program, they were randomly assigned to a control group that performed no further training or a WBV group that performed a progressive static WBV program. Data for the 5-repetition-maximum (5RM) squat and extensors and flexors of the knee and ankle were collected at Weeks 0, 6, 8, 10, and 12 for all participants. Results: Two-way (condition vs. time) analysis of variance revealed that although the WBV group maintained strength in the 5RM from Week 6 through Week 8 and the control group had a lower 5RM in Week 8 from Week 6, no differences in the 5RM squat existed between the groups at Week 8. Two-way factorial multivariate analysis of variance revealed no differences between the groups at any of the time for torque of knee flexion, dorsiflexion, or plantar flexion. Conclusion: Static WBV of 2.56 g to 7.68 g did not attenuate detraining of the flexors and extensors of the knee and ankle.     

Sex and Athletic Status as Factors in Reaction Latency and Movement Time

Abstract

This study investigated the effects of sex and athletic status on reaction latencies and movement time. One hundred subjects, categorized into five groups of 20 subjects each—male athletes (MA), female athletes (FA), male nonathletes (MNA), female nonathletes (FNA), and control group (CG)—were tested over a period of five consecutive days. Several different types of incentives were used to ensure that subjects provided the fastest times possible. Two blocks of 25 trials were administered to each subject on each day. A 2 × 2 × 2 × 5 × 2 mixed factorial analysis of variance was used to test for between-subject differences of group (experimental/control), sex, and athletic status and for within-subject differences of days and blocks. The four dependent variables were reaction time (RT) mean, RT consistency, movement time (MT) mean, and MT consistency. Results did not support the classic finding of male superiority over females in RT/MT or athletes' superiority over nonathletes. Evidence of athletic superiority emerged, but for the first day of practice only. As subjects were allowed extended practice over a 5-day test period in which knowledge of results (KR) and other incentives were provided, differences in the experimental groups disappeared. Sex was the predominant factor in consistency, with males being less variable in RT (p = .02) performance than females. There were no sex differences in MT consistency.     

Effect of Guided Practice on Overhand-Throw Ball Velocities of Kindergarten Children

Abstract

Forty-five children from two intact kindergartens in one school were randomly assigned by sex to (a) an experimental group which received a movement program that included 120 min of guided practice in the overhand throw; or (b) a control group which received the same movement program but no exposure to the throw. A third group (N = 24), randomly selected by sex from a comparable school, received no movement program. Before and after the eight-week instructional period, ten trials of each child's overhand throw for force were filmed. Horizontal ball velocities were simultaneously recorded. ANOVAs on pre- and posttest ball velocities for each sex within each treatment group revealed no significant practice effect over ten trials (p > .05); thus, the trial mean was used as each subject's score. Two-way ANOVAs (treatment X sex) on the pre- and posttest data indicated no significant velocity differences (p > .05) between groups either before or after instruction. Boys had significantly greater velocities than girls (p < .05). Eight weeks of instruction that included 120 min of guided practice in the overarm throw did not significantly change the ball velocities of kindergarten children when compared to two groups with no formal throwing experience.     

Effectiveness of Programed Materials in Teaching a Secondary School Health Education Unit

Abstract

This study was designed to determine if intrinsically programed materials and techniques can be effectively used to teach a health education unit to secondary school students, and to compare levels of achievement resulting from the utilization of programed materials as opposed to traditional classroom methods. Twelve secondary school health education classes in New York City, involving 343 students, were divided into matched groups. Branched, self-teaching materials on the topic of alcohol education were presented to the experimental group to be studied at home for a 3-day period without recourse to classroom instruction. The control group was taught the topic in a 3-day unit utilizing traditional classroom teaching techniques. The results of the achievement test administered at the conclusion of the unit indicate that branched or intrinsically programed materials and techniques can be effectively used in the teaching of a secondary school health education unit and that in this particular investigation the experimental group learned significantly more than the control group.     

Effects of Self-Instructive Materials in Learning Selected Motor Skills

Abstract

The purpose of this study was to determine if elementary school children can learn selected physical skills by using self-instructive materials. Two classes of grade 4 children were used in this study. Two classes of 30 subjects, an experimental group and a control group, were pretested and post-tested with a skill test consisting of seven tumbling-gymnastic stunts. Each subject in the experimental group was given self-instructive materials and permitted to use in his own way. were guided and encouraged byr classroom teacher. The experimental group could work with the materials every day, both at home and at school, from early November to the middle of May. The control group did not use the materials. Analysis of the data indicated that children using self-instructive materials improved significantly in all areas tested.     

Immediate External Feedback in the Learning of Golf Skills

Abstract

This study sought to investigate the effect of immediate external feedback on the learning of the golf drive and the 5-iron approach shot. The subjects were 80 university females who met the criterion of rank beginners in golf. They were randomly assigned to a control or an experimental group. The experimental factor was the graph-check-sequence camera used to photograph the movement patterns of each member of the experimental group. The photos were available for the student and instructor to observe performance strengths and weaknesses immediately. The criterion measure was a battery of three golf skill tests. Results were tabulated with a 2 × 2 × 2 factorial design to determine the main effect factors or interaction factors on learning achievement. The only significant F's were methods main effects. Therefore, it was concluded that immediate external feedback through use of the graph-check-sequence camera facilitates the learning of the golf drive and the 5-iron approach shot.     

Contributive Components in the Vertical Jump

Abstract

The degree of contribution to performance of the vertical jump by leg components plantar flexors, knee extensors, and hip extensors was determined experimentally and tested by analysis of covariance. One control and four experimental groups from 100 college men at Brigham Young University were randomly assigned to varying muscle strengthening programs for 8 weeks. Initial and final vertical jump tests and strength measures were administered. Gains in the vertical jump significant beyond the .05 level were registered by experimental groups which strengthened knee and/or hip extensors. Control and plantar flexor strengthening groups did not register significant jump gains. Each experimental group registered significant isotonic strength gains in the programed muscle groups.     

The effects of vibration on explosive and reactive strength when applying individualized vibration frequencies

Abstract

The aim of this study was to assess the effects of 8 weeks of whole-body vibrations on explosive and reactive leg strength. Thirty-three physically active students took part in the study and were randomly assigned to an individualized-vibration group, a fixed-vibration group or a control group. The frequency of vibration was set to 30 Hz for the fixed-vibration group, whereas the frequency for the individualized-vibration group was determined by monitoring the participants' EMG_rms activity. The participants in the two vibration groups were exposed three times a week for 8 weeks to a series of 10 × 1-min whole-body vibrations with a 1-min pause between series of vibrations and a 4-min pause after the first five series of vibrations. Jump height in the squat jump increased significantly in all three groups (by 11% for the individualized-vibration group, p = 0.001; by 3% for the fixed-vibration group, p = 0.011; and by 2% for the control group, p = 0.006), but countermovement jump height was not affected. In continuous rebound jumps by the individualized-vibration group, jumping height increased by 22% (p = 0.006) and power increased by 18% (p = 0.002). The results of this study suggest that the use of an individualized vibration frequency produces a greater response from the neuromuscular system and is more beneficial than vibrations at a fixed pre-selected frequency.     

Effects of Two Systems of Weight Training on Circulorespiratory Endurance and Related Physiological Factors

Abstract

Three groups, two experimental and one control, consisting of 20 college freshmen in each group, were tested doing moderate and all-out exercise on a bicycle ergometer. Selected physiological responses and the circulorespiratory endurance times were measured. An eight-week training period followed during which the experimental groups participated in weight-training programs and the control subjects in archery or bait casting. After training, the tests were again administered.

Though there was an indication of improved circulorespiratory responses by the weight-training groups following training, statistical treatment of the data revealed no significant differences among the three groups in their responses to exercise.     

Ground Reaction Force Differences in the Countermovement Jump in Girls With Different Levels of Performance

Purpose: The aim of this study was to ascertain the biomechanical differences between better and poorer performers of the vertical jump in a homogeneous group of children. Method: Twenty-four girls were divided into low-scoring (LOW; M _age = 6.3 ± 0.8 years) and high-scoring (HIGH; M _age = 6.6 ± 0.8 years) groups based on their performance on the vertical jump. The force-, velocity-, displacement-, and rate of force development (RFD)-time curves of vertical jumps were analyzed to determine the differences between groups. Results: The analysis of the data showed differences in the pattern of the ensemble mean curves of the HIGH and LOW groups, although the majority of the differences occurred during the eccentric contraction phase of the jump. The differences in the HIGH group with respect to the LOW group were: lower force at the beginning of the movement, higher speed and RFD during the eccentric phase, high force at the beginning of the concentric phase, higher velocity during the concentric phase, and a higher position at takeoff. Conclusion: The results showed that the HIGH group achieved a higher jump height than did the LOW group by increasing the effectiveness of the countermovement and achieving a more advantageous position at takeoff.     

Neuromuscular control during stepping down in continuous gait in individuals with and without ankle instability

Abstract

Ankle sprains are a common injury and those affected are at a risk of developing chronic ankle instability (CAI). Complications of an acute sprain include increased risk of re-injury and persistent disability; however, the exact link between ankle sprains and chronic instability has yet to be elucidated. The purpose of this study was to investigate neuromuscular control (including kinematics, kinetics and EMG) during stepping down from a curb, a common yet challenging daily activity, in persons with ankle instability (n = 11), those with a history of ankle sprain without persistent instability, called ankle sprain “copers” (CPRs) (n = 9) and uninjured controls (CTLs) (n = 13). A significant group difference was noted as the CPR group demonstrated increased tibialis anterior activity in both the preparatory (pre-touchdown) and reactive (post-touchdown) phases when compared to healthy and unstable groups (P < 0.05). It follows that the CPR group also demonstrated a significantly less plantar-flexed position at touchdown than the other two groups (P < 0.05). This is a more stable position to load the ankle and this strategy differed from that used by participants with CAI and uninjured CTLs. These findings provide insight into the neuromuscular control strategies of CPRs, which may allow them to more appropriately control ankle stability following sprains.     

The biomechanics of soccer: A review

Abstract

The purpose of this investigation was to determine whether combining two mental preparation strategies would be more effective in enhancing performances than a single strategy. Subjects (n = 40) practiced on a basketball free throw task (20 shots) using one of the following mental preparation strategies: (a) imagery, (b) relaxation, (c) relaxation plus imagery, (d) placebo control. To simulate game conditions, subjects were allowed only 10 s in which to use their mental preparation strategy. After the practice session, subjects shot 20 test free throws using their designated technique. Results indicated a significant main effect with the imagery group performing significantly better than the placebo control group although there were no specific differences between the three experimental groups. The results are discussed in terms of potential variables mediating the effectiveness of imagery in enhancing sport performance, and future directions for research are offered.