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Correlations between physical, verbal, social exclusion bullying, age, sex, peak height velocity, weight status and MVPA at baseline.
Source publication
Background/Objective: To test the effectiveness of an 8-week before-school physical activity program to reduce bullying victimization among a group of socially disadvantaged children in the Active-Start study. Method: A non-blinded randomized controlled trial was conducted in three public schools classified as highly vulnerable and located in a dep...
Context in source publication
Citations
... The same was also evidenced by Garnett et al. (2016), who observed that in schoolchildren, fewer victims of bullying were more active, including running and walking, than those who were less active. Likewise, the study by Hormazábal-Aguayo et al. (2019), which applied an eight-week preschool physical activity program to Chilean schoolchildren, found a statistically significant reduction in the probability of being physically (odds ratio [OR] = 0.18; 95% confidence interval [CI] [0.04, 0.82]; p = .027) and verbally bullied (OR = 0.13; 95% CI [0.02, 0.97]; p = .046) ...
... Structured physical activity programs at school seem to provide motor skills and knowledge, a sense of respect, and body and social awareness. In addition, physical activity programs help adolescents solve problems and favor cooperative attitudes, which may explain the reduction in bullying victimization among schoolchildren who practice regular physical activity Hormazábal-Aguayo et al., 2019). Physical activity may increase adolescents' confidence in establishing social relationships with peers and promote prosocial attitudes (Bleeker et al., 2012;Hormazábal-Aguayo et al., 2019). ...
... In addition, physical activity programs help adolescents solve problems and favor cooperative attitudes, which may explain the reduction in bullying victimization among schoolchildren who practice regular physical activity Hormazábal-Aguayo et al., 2019). Physical activity may increase adolescents' confidence in establishing social relationships with peers and promote prosocial attitudes (Bleeker et al., 2012;Hormazábal-Aguayo et al., 2019). However, there is a scarcity of studies that have evaluated the relationship between the habitual practice of physical activity and bullying roles. ...
Obesogenic behaviors have been individually associated with bullying during adolescence. However, physical activity, sedentary behavior, and diet manifest themselves in synergy and even behavioral profiles in which positive and negative behaviors coexist can be more positively associated with psychosocial outcomes. The present study aimed to analyze the association between clusters of obesogenic behaviors and different bullying roles in Brazilian adolescents. This cross-sectional study used data from the Brazilian School-based Health Survey—PENSE, 2015. A total of 100,794 male and female adolescents of the ninth-grade elementary school participated in the study. Students responded to an electronic questionnaire. Clusters of obesogenic behavior consisted of physical activity, exposure to sedentary behavior, and diet, and the different roles in bullying were: participant, victim, bully, and bully–victim. Binary logistic regression with 95% confidence intervals (CI) was used for data analysis ( p < .05). Multiple adjustments and complex sampling procedures were employed. Adolescents in the cluster “Health-promoting sedentary behavior and Diet” had reduced chances of participating in bullying (odds ration [OR] = 0.70; 95% CI [0.64, 0.76]), of being a victim (OR = 0.87; 95% CI = 0.76–0.99), and being the bully (OR = 0.65; 95% CI [0.59, 0.71]); and those from the cluster “Health-promoting physical activity and Diet” had reduced chances of participating (OR = 0.81; 95% CI [0.76, 0.87]), being a victim of bullying (OR = 0.86; 95% CI [0.76, 0.98]), being the bully (OR = 0.79; 95% CI [0.72, 0.85]), and being a bully–victim (OR = 0.74; 95% CI [0.61, 0.90]), when compared to those from the “health-risk” cluster in the adjusted analysis. Clusters of obesogenic behavior may reduce adolescent bullying: victim, bully, and bully–victim benefit when exposed to healthier behavioral profiles. The school setting must recognize bullying as a problem and therefore simultaneously promote multi-component interventions to tackle physical activity, sedentary behavior, and eating behavior. Outcomes other than obesity should be acknowledged when promoting obesogenic behaviors.
... A series of studies have reported evidence regarding the relevance of school climate and socioeconomic level as risk factors and about the detrimental consequences of bullying in personal wellbeing (Ayala et al., 2018;Hidalgo-Rasmussen et al., 2015;Varela et al., 2018Varela et al., , 2020Varela et al., , 2021. Advances are also being made in the study of the results of intervention strategies (Berger et al., 2019;Gaete et al., 2017;Hormazábal-Aguayo et al., 2019;Magendzo et al., 2013;Pérez et al., 2013;Varela, 2011Varela, , 2013. ...
... The configuration of bullying in Chile has radically transformed the perception and experience of violence in schools that teachers, students, parents, and school authorities have. Much evidence has been collected in this respect, based mainly on quantitative data (Berger et al., 2019;Hormazábal-Aguayo et al., 2019;Trajtenberg et al., 2021;Varela et al., 2021). However, this is not our matter here. ...
... A series of studies have reported evidence regarding the relevance of school climate and socioeconomic level as risk factors and about the detrimental consequences of bullying in personal wellbeing (Ayala et al., 2018;Hidalgo-Rasmussen et al., 2015;Varela et al., 2018Varela et al., , 2020Varela et al., , 2021. Advances are also being made in the study of the results of intervention strategies (Berger et al., 2019;Gaete et al., 2017;Hormazábal-Aguayo et al., 2019;Magendzo et al., 2013;Pérez et al., 2013;Varela, 2011Varela, , 2013. ...
... The configuration of bullying in Chile has radically transformed the perception and experience of violence in schools that teachers, students, parents, and school authorities have. Much evidence has been collected in this respect, based mainly on quantitative data (Berger et al., 2019;Hormazábal-Aguayo et al., 2019;Trajtenberg et al., 2021;Varela et al., 2021). However, this is not our matter here. ...
This article studies the emergence of bullying in Chile, considered as a cognitive, affective, and pragmatic configuration. It analyzes how it has been incorporated into public use in the country during the last two decades, becoming an object of legislation, regulation, and management, and converted into an object of government. The study is based on interviews with 16 strategic informants, 562 news, and more than 350 documents. After identifying milestones in the emergence of bullying as an epistemic object internationally, we describe its arrival and reconfiguration in the country. We propose that social scientists, international organizations, and mass media were crucial in the international transport and national assemblage of bullying. Its national configuration, made possible by four key groups of experts from the social sciences, occurred within the State’s networks and was operationalized through legislation and public intervention programs. A normative framing associated with human rights provided this object with a strong normative force. This research contributes to understanding how epistemic objects such as bullying become part of shared experiences of social reality.
... The three randomised studies examining psychosocial outcomes exhibited high risk of bias. 46 48 49 The non-randomised study demonstrated serious risk of bias. 24 Overall, an indeterminate association was recorded for this domain, with 42% positive findings (??). ...
... 24 47 A positive association was found from the single study that examined a 6-month intervention and did not address fidelity, 49 and the study at low risk due to deviation from interventions. 46 ...
Objective
To review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children’s PA levels, health and learning-related outcomes.
Design
Systematic review.
Data sources
PubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021.
Eligibility criteria for selecting studies
(1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded.
Results
Thirteen articles representing 10 studies were included (published 2012–2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25–40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies.
Conclusion
There is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools.
PROSPERO registration number
CRD42020181108.
... De hecho, el ejercicio físico acompañado de una dieta apropiada, son parte de las estrategias de prevención y tratamiento más acertadas, aún antes de tener que acudir a opciones como la medicación, endoscopia o cirugía (7). Un mejor nivel de actividad física actuaría no sólo en la mejora de la composición corporal de los jóvenes, previniendo enfermedades crónicas, sino también en la protección de su salud mental, ayudando a manejar trastornos de ansiedad, depresión, favoreciendo la autoestima, el sentimiento de logro, el sentido de la vida (8) e incluso el manejo del 'bullying' (9). ...
Objetivo: determinar los niveles de actividad física de un grupo de adolescentes escolares de Bogotá, mediante la correlación de los resultados del cuestionario PAQ-A con variables antropométricas y de condición física. Método: los datos de estudio se obtuvieron del cuestionario PAQ-A, la batería EUROFIT y la toma de medidas antropométricas aplicada a 199 estudiantes (edad= 15,91 ± 0,93 años), a fin de encontrar la relación entre el PAQ-A con variables de medidas antropométricas y de condición física se utiliza una prueba T para muestras independientes. Resultados: exceptuando la capacidad de la flexibilidad, se encuentran valores de p<0.05 en todas las variables de condición física; por el contrario, las medidas antropométricas no arrojaron valores significativos. Conclusión: altos niveles de actividad física se asocian con una buena condición física en adolescentes, mientras que las variables antropométricas no tienen asociación con los niveles de actividad física en este grupo particular.
... While there were no differences in muscle strength measured with the manual dynamometry test. Hormazabal-Aguayo et al [36], related a healthy level of cardiorespiratory fitness to lower levels of bullying involvement in the role of victim, while the work of Greenleaf et al [35] focused on the teasing and verbal harassment adolescents receive because they are overweight. These authors studied 1,419 adolescents (12.41 ±.97 years), they found differences in the progressive aerobic cardiovascular endurance run (PACER) test, obtaining results for not teased (34.93 ± 17.03) and the teased (25.98 ± 13.54;F = 7.07;p = .008), ...
Physical fitness is related to well-being and health. Adolescence is a key period in the psychological and social development of the person, in which interpersonal relationships gain strength, being bullying a type of violence that can affect the personality of those involved. At present, there is not enough research to determine the relationships between bullying and physical condition. The purpose of this study is to find out if there are any relationships among physical fitness, victimisation, and aggression in bullying, and to identify these behaviours. This is a descriptive study done in 1035 adolescents aged 12 to 17 years (M = 14.67, SD = 1.49). The European Bullying Intervention Project Questionnaire (EBIPQ) scale was used, and anthropometric characteristics of weight and height were measured. In addition, physical fitness tests from the Eurofit battery, sit-and-reach, 30-second sit-ups, horizontal jump, manual dynamometry, and 20-meter Multistage Shuttle Run Test (SRT) were included. The relationships between variables were analysed using Spearman correlations, linear regressions, and ordinal regressions. The most relevant findings indicate an inverse relationship between being a victim of bullying and having a better cardiorespiratory cardiovascular endurance. These also show a direct relationship between being a bully and skeletal muscle strength measured through the horizontal jump, 30-second sit-ups, and manual dynamometry tests. Theoretically, we can conclude that physical condition can be considered a predictor to consider in bullying. Specifically, cardiorespiratory fitness, in addition to its multiple physical and mental benefits, may be a protective element against bullying victimisation. In contrast, muscular strength, especially in boys, may be an important predictor, especially in the physical component, of aggression in bullying.
... In the underprivileged neighborhood of Santiago (Chile), a reduction in the level of bullying victimization was reported after participation in an 8-week-long physical activity intervention, compared to the control group. As stated in that report, the objective of the physical activity program was not limited to improving the physical condition of the participants, and included inculcating respect for rules, conflict resolution, positive interaction, and skill learning, all of which could explain, at least in part, the observed effect on bullying [11]. It is also reported that a reliable environment is essential to properly involve children and adolescents in physical activities [12]. ...
... It is reported that participation in sports may be an effective way to reduce the impact of bullying on the risk of developing depression [10]. A previous study demonstrated that physical activity at moderate-to-vigorous intensity for eight weeks resulted in reduced physical and verbal victimization among school children (aged 8-10 years) [11]. Furthermore, a cohort study with a sample of 29,207 adolescents from private and public high schools demonstrated that exercise reduced sadness and suicidal ideation in adolescents who were bullied at school [33,34]. ...
In a previous study conducted to assess the impact of physical exercise on the symptoms of depression and anxiety in preadolescents in the school environment, which included a subgroup of participants comprising eleven randomly selected teens (aged 9–11) and all enrolled in primary education, it was immediately observed that one participant referred to as Andy was being bullied and teased, and the teachers were completely unaware of this scenario. All the participants of the study were volunteers, and were subjected to low-to-moderate intensity exercise four times a week for five weeks. Psychological self-assessments and physical examinations were performed before and after the program as a part of a blind assessment. In the intervention sessions, the therapists and participants remained unaware of the individual scores. The sessions included the games that highlighted the feeling of movement, postural control, and slow relay races with balancing, in combination with other cooperative, interactive games focused on fun and social contact rather than focusing on the performance. It was reiterated to the participants that mockery was completely prohibited during the program. After the intervention, a significant decrease was observed in the anxiety levels and depression scores of the participants. The most significant change was observed in the participant who was a victim of bullying during the initial training sessions. No changes were observed in the general atmosphere of the classroom. Bullying is quite common (>10%) and is most often completely overlooked. The present study demonstrated a decrease in the symptoms of depression and anxiety in a non-clinical sample of pre-teens attending elementary school when they completed a low-to-moderate exercise program that combined movement and pleasure and encouraged positive and non-competitive interactions among the participants. The program proved to be particularly beneficial for a bullied individual.
... Our findings suggest that not meeting physical activity guidelines was associated with 14% higher bullying victimization among children and adolescents. This finding supports the work of other studies in this area [38,39]. For example, a recent randomized controlled trial seems to corroborate the role of physical activity on bullying victimization among Chilean children [39]. ...
... This finding supports the work of other studies in this area [38,39]. For example, a recent randomized controlled trial seems to corroborate the role of physical activity on bullying victimization among Chilean children [39]. Several factors may underpin the relationship between physical inactivity and bullying victimization: (a) bullying victimization occurs frequently in activities not closely supervised and therefore youth tend to avoid these activities [40,41]; and (b) physically inactive youth may be at an increased risk of being bullied due to factors such as poor motor skills [42], physical fitness [43], and low selfconfidence to engage in physical activities. ...
Background: Physical activity and sedentary behavior are related with psycho-social variables among youth, however its relationship with bullying victimization is unclear. The aim of the study was to clarify the associations between physical activity and sedentary behaviors with bullying victimization among children and adolescents.
Methods: Two independent authors searched in four databases. The studies were selected/included only if participants were children and/or adolescents and the relationship between physical activity and/or sedentary behavior with bullying victimization was reported. Random-effects meta-analyses were used.
Results: A total of 18 cross-sectional studies (including 386,740 children and adolescents, 51.8% females) were reviewed. Our study found that not meeting the physical activity guidelines (Odds Ratio [OR]=1.14, 95% confidence interval [CI], 1.04 to 1.23) and excessive sedentary behavior (i.e., 2 hours per day or more of screen time) (OR=1.21, 95% CI, 1.14 to 1.28) were associated with 14% and 21% higher bullying victimization, respectively. Consistent associations were also found when we analyzed specific forms of bullying for sedentary behavior, including traditional and cyberbullying.
Conclusions: The present study establishes the first quantitative framework for understanding the influence of physical activity and sedentary behavior on bullying victimization, and lays the groundwork for future studies and interventions aimed to its promotion.
... Previous studies have shown that levels of physical activity have been linked negatively with self-reported levels of depression, anxiety (Parfitt & Eston, 2005), headaches, feeling low, irritability, and feeling nervous (Marques, Calmeiro, Loureiro, Frasquilho, & de Matos, 2015). Also, is positively associated with self-esteem (Breslin et al., 2012;Parfitt & Eston, 2005), life satisfaction (Breslin et al., 2012;Zullig & White, 2011), comfort, resilience, achievement (i.e., perceived performance both academically and socially with peers) (Breslin et al., 2012) and even with bullying victimization (Garcia-Hermoso, Oriol-Granado, Correa-Bautista, & Ramírez-Vélez, 2019;Hormazábal-Aguayo et al., 2019), all of them closely related with SWB. Recently, a meta-analysis suggests that physical activity has a small positive effect on mental health (i.e., psychological ill-being [depression, anxiety, stress or negative affect] and/or psychological well-being [self-esteem, self-concept, self-efficacy, self-image, positive affect, optimism, happiness and satisfaction with life] outcomes) in adolescents (Rodriguez-Ayllon et al., 2019). ...
Background/Objective
The aim of the study was to explore the differences between physical activity and/or screen time levels on cognitive (Life satisfaction LS) and affective (Positive affect, PA and Negative affect NA) components of subjective well-being (SWB) in children.
Method
This cross-sectional study enrolled 1,540 children (1,040 boys, 8–12 years old). LS, PA, NA, physical activity and screen time were assessed with validated questionnaires.
Results
Children who reported 3 days per week of physical activity or less had lower LS and PA than counterparts with ≥6 days of physical activity per week (p < .05). Participants who reported 2 hours per day or less of screen time had lower NA than counterparts with 4 hours per day or more of screen time (p < .05). Also, children who meet physical activity guidelines have higher LS and PA compared to inactive peers, even with high screen time. In contrast, excessive screen time was also related with NA independent of the level of physical activity.
Conclusions
Our findings suggest that physical activity is related with positive feelings and LS, but does not eliminate the effect of screen time on negative feelings among Chilean children.
... The relatively low cost and simplicity of the intervention may allow for an easy adaptation and implementation of the program in other school environments. Finally, as we have previously shown, 40 the Active-Start program may be a feasible and potentially scalable intervention option to improve the climate and pro-sociality environment at schools. Also, before-school PA programs seem to improved social-emotional wellness. ...
The aim of the study was three-fold: (i) to test a before-school physical activity intervention (Active-Start) on academic performance, selective attention and concentration capacity; (ii) to test the effect of the Active-Start intervention on anthropometry, body composition and physical fitness parameters; and (iii) whether the physical fitness components are moderators of the effect of the Active-Start program on academic performance, selective attention and concentration capacity in vulnerable Chilean children. The Active-Start intervention was a RCT which comprised 170 children (8-10 years old) from three public schools with low socioeconomic status from the city of Santiago (Chile). The exercise intervention was delivered daily, before starting the first school-class (8:00–8:30 a.m.) for 8 weeks. Changes in academic performance, selective attention and concentration capacity, anthropometric, body composition and physical fitness parameters were measured. The analyses used were mixed regression models for repeated measures over time. No statistically significant changes in attention and concentration capacity were found. However, significant changes were seen in language (0.63; 95% CI 0.49 to 0.77) and mathematics (0.49; 95% CI 0.32 to 0.66) performance (p<0.001). Also, improvements were seen in fat mass, fat free mass, muscular and cardiorespiratory fitness (all p<0.05). The Johnson-Neyman technique revealed a significant relationship between the effect of intervention and attention and concentration when change in cardiorespiratory fitness was above, but not below, 3.05 and 0.70 ml/kg/min, respectively. Implementing before-school physical activity programs such as the Active-Start to enhance the cardiorespiratory fitness may benefit attention capacity and academic success among schoolchildren.
