Formazione & insegnamento
ISSN: 2279-7505 | Published: 2021-12-31
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Title: Physical education and school bullying: state of the art, practical implications and research proposals
Abstract: 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.
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Title: Educazione fisica e bullismo scolastico: stato dell'arte, implicazioni pratiche e proposte di ricerca
Abstract: 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 riconoscere il bullismo come forma di stalking. L'educazione fisica (EF) può potenzialmente promuovere comportamenti e atteggiamenti contro il bullismo, ma è stata anche collegata ad episodi di bullismo: le vit-time del bullismo possono tendere ad evitare le lezioni di EF come poten-ziale situazione che le fa sentire vulnerabili; d'altra parte, la EF può esercitare effetti benefici nell'incoraggiare l'esternalizzazione delle emozioni e nel migliorare le abilità sociali. Gli stili di insegnamento dell'EF e l'atteggiamento proattivo degli insegnanti sono fondamentali per promuovere un ambiente amichevole e per evitare potenziali situazioni di discriminazione. Gli insegnanti di EF dovrebbero cercare di migliorare l'autoefficacia e le competenze sociali dei loro studenti, evitando di creare situazioni imbarazzanti dovute all'aspetto fisico e/o alle scarse capacità motorie. Le ricerche future dovreb-bero affrontare i comportamenti degli insegnanti di EF per contrastare il bullismo, valutare il ruolo positivo/negativo dell'EF nelle situazioni di bullismo, esplorare la prevalenza del bullismo a scuola rispetto alle altre discipline.
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Title: Éducation physique et intimidation scolaire: état d'art, implications pratiques et propositions de recherche
Abstract: L'intimidation a été considérée comme une forme d'agression multidimensionnelle qui comprend une double distinction, entre la forme d'agression et ses fonctions.Dans le contexte scolaire, l'intimidation est considérée comme une question principale avec des chiffres allant jusqu'à 35%.Traditionnellement, deux formes d'agression ont été prises en compte: l'agression physique et l'agression relationnelle / sociale.En Italie, des lois régionales ont été délivrées sur la prévention et la lutte contre l'intimidation et la cyberintimidation et le Parlement ont commencé le processus législatif pour reconnaître l'intimidation comme une forme de traque.L'éducation physique (EF) peut potentiellement favoriser les comportements et les attitudes contre l'intimidation, mais a également été lié à des épisodes d'intimidation: l'intimidation que le temps vital peut avoir tendance à éviter les leçons EF comme une situation puissante qui les rend vulnérables;D'un autre côté, EF peut exercer des effets bénéfiques pour encourager l'externalisation des émotions et améliorer les compétences sociales.Les styles d'enseignement du F et l'attitude proactive des enseignants sont essentiels pour promouvoir un environnement amical et éviter les situations potentielles de discrimination.Les enseignants du FEU devraient essayer d'améliorer l'auto-efficacité et les compétences sociales de leurs élèves, en évitant de créer des situations embarrassantes en raison de l'aspect physique et / ou de mauvaises habiletés motrices.Les recherches futures devraient faire face à des comportements des enseignants EF pour lutter contre l'intimidation, évaluer le rôle positif / négatif de la F dans les situations d'intimidation, explorer la prévalence de l'intimidation à l'école par rapport aux autres disciplines. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Educación física y acoso escolar: estado del arte, implicaciones prácticas y propuestas de investigación
Abstract: La intimidación se consideró como una forma de agresión multidimensional que incluye una doble distinción, entre la forma de agresión y sus funciones.En el contexto escolar, el acoso escolar se considera una pregunta principal con cifras de hasta el 35%.Tradicionalmente, se consideraron dos formas de agresión: agresión física y agresión relacional/social.En Italia, las leyes regionales se han emitido sobre la prevención y la lucha contra el acoso escolar y el ciberacoso y el parlamento han comenzado el proceso legislativo para reconocer el acoso escolar como una forma de acoso.La educación física (EF) puede promover comportamientos y actitudes contra el acoso escolar, pero también se ha conectado a episodios de intimidación: el acoso escolar puede tender a evitar las lecciones de EF como una situación poderosa que los hace sentir vulnerables;Por otro lado, EF puede ejercer efectos beneficiosos para alentar la subcontratación de las emociones y mejorar las habilidades sociales.Los estilos de enseñanza de la F y la actitud proactiva de los maestros son esenciales para promover un ambiente amistoso y evitar situaciones potenciales de discriminación.Los maestros de EF deberían tratar de mejorar la autoeficacia y las habilidades sociales de sus estudiantes, evitando crear situaciones vergonzosas debido a un aspecto físico y/o a las habilidades motoras pobres.La investigación futura debería enfrentar los comportamientos de los maestros de la EF para combatir el acoso escolar, evaluar el papel positivo/negativo de F en las situaciones de intimidación, explorar la prevalencia de la intimidación en la escuela en comparación con otras disciplinas. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Educação física e bullying escolar: estado de arte, implicações práticas e propostas de pesquisa
Abstract: O bullying foi considerado como uma forma de agressão multidimensional, que inclui uma dupla distinção, entre a forma de agressão e suas funções.No contexto escolar, o bullying é considerado uma questão primária, com números de até 35%.Tradicionalmente, duas formas de agressão eram consideradas: agressão física e agressão relacional/social.Na Itália, foram emitidas leis regionais sobre prevenção e luta contra o bullying e o cyberbullying e o Parlamento iniciou o processo legislativo para reconhecer o bullying como uma forma de perseguição.A educação física (EF) pode potencialmente promover comportamentos e atitudes contra o bullying, mas também foi conectada a episódios de bullying: o bullying Vit-Time pode tender a evitar lições de EF como uma situação poderosa que os torna vulneráveis;Por outro lado, a EF pode exercer efeitos benéficos para incentivar a terceirização de emoções e melhorar as habilidades sociais.Os estilos de ensino do F e a atitude proativa dos professores são essenciais para promover um ambiente amigável e evitar possíveis situações de discriminação.Os professores da EF devem tentar melhorar as habilidades de auto -eficácia e sociais de seus alunos, evitando a criação de situações embaraçosas devido ao aspecto físico e/ou às más habilidades motoras.Pesquisas futuras devem enfrentar os comportamentos dos professores da EF para combater o bullying, avaliar o papel positivo/negativo do F nas situações de bullying, explorar a prevalência de bullying na escola em comparação com outras disciplinas. & Nbsp; (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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