Teachers' perspectives toward bullying on physical education in elementary schools

Bullying in physical education (PE) classes remains a significant issue, impacting student well-being and participation in physical activities. This study explored the perspectives of PE teachers regarding bullying in elementary school settings. Through qualitative analysis, four key themes emerged:...

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Detalles Bibliográficos
Autores: Ragil, Kurniawan Wahyu, Fatkhur, Rozi, Mugiyo, Hartono, Ipang, Setiawan
Tipo de recurso: artículo
Fecha de publicación:2026
País:España
Institución:Universidad de Murcia
Repositorio:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
OAI Identifier:oai:digitum.um.es:10201/216261
Acceso en línea:https://doi.org/10.6018/sportk.617451
http://hdl.handle.net/10201/216261
Access Level:acceso abierto
Palabra clave:Elementary School
Perspectives
Physical Education
Teachers
Bullying
No relacionado con ningún objetivo de desarrollo sostenible
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spelling Teachers' perspectives toward bullying on physical education in elementary schoolsRagil, Kurniawan WahyuFatkhur, RoziMugiyo, HartonoIpang, SetiawanElementary SchoolPerspectivesPhysical EducationTeachersBullyingNo relacionado con ningún objetivo de desarrollo sostenibleBullying in physical education (PE) classes remains a significant issue, impacting student well-being and participation in physical activities. This study explored the perspectives of PE teachers regarding bullying in elementary school settings. Through qualitative analysis, four key themes emerged: teacher awareness of bullying, PE as a trigger for bullying, the role of learning approach models, and the impact of bullying on students. The findings indicate that while many PE teachers recognize bullying as a problem, their responses vary from proactive interventions to perceptions of bullying as normal peer interactions. Additionally, the study highlights how the competitive nature of PE can exacerbate bullying behaviors, particularly among students with lower skill levels. The selection of appropriate learning approaches, such as cooperative and inclusive teaching methods, is suggested to mitigate bullying incidents. The study further emphasizes the need for professional development programs to equip teachers with effective bullying prevention strategies. Future research should explore intervention models tailored to PE settings and conduct longitudinal studies to assess the long-term effectiveness of different teaching methodologies in reducing bullying.Servicio de Publicaciones. Universidad de MurciaSin departamento asociado202620262026info:eu-repo/semantics/articleapplication/pdf16application/pdfhttps://doi.org/10.6018/sportk.617451http://hdl.handle.net/10201/216261reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglésSin financiación externa a la UniversidadAttribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/2162612026-05-27T12:40:41Z
dc.title.none.fl_str_mv Teachers' perspectives toward bullying on physical education in elementary schools
title Teachers' perspectives toward bullying on physical education in elementary schools
spellingShingle Teachers' perspectives toward bullying on physical education in elementary schools
Ragil, Kurniawan Wahyu
Elementary School
Perspectives
Physical Education
Teachers
Bullying
No relacionado con ningún objetivo de desarrollo sostenible
title_short Teachers' perspectives toward bullying on physical education in elementary schools
title_full Teachers' perspectives toward bullying on physical education in elementary schools
title_fullStr Teachers' perspectives toward bullying on physical education in elementary schools
title_full_unstemmed Teachers' perspectives toward bullying on physical education in elementary schools
title_sort Teachers' perspectives toward bullying on physical education in elementary schools
dc.creator.none.fl_str_mv Ragil, Kurniawan Wahyu
Fatkhur, Rozi
Mugiyo, Hartono
Ipang, Setiawan
author Ragil, Kurniawan Wahyu
author_facet Ragil, Kurniawan Wahyu
Fatkhur, Rozi
Mugiyo, Hartono
Ipang, Setiawan
author_role author
author2 Fatkhur, Rozi
Mugiyo, Hartono
Ipang, Setiawan
author2_role author
author
author
dc.contributor.none.fl_str_mv Sin departamento asociado
dc.subject.none.fl_str_mv Elementary School
Perspectives
Physical Education
Teachers
Bullying
No relacionado con ningún objetivo de desarrollo sostenible
topic Elementary School
Perspectives
Physical Education
Teachers
Bullying
No relacionado con ningún objetivo de desarrollo sostenible
description Bullying in physical education (PE) classes remains a significant issue, impacting student well-being and participation in physical activities. This study explored the perspectives of PE teachers regarding bullying in elementary school settings. Through qualitative analysis, four key themes emerged: teacher awareness of bullying, PE as a trigger for bullying, the role of learning approach models, and the impact of bullying on students. The findings indicate that while many PE teachers recognize bullying as a problem, their responses vary from proactive interventions to perceptions of bullying as normal peer interactions. Additionally, the study highlights how the competitive nature of PE can exacerbate bullying behaviors, particularly among students with lower skill levels. The selection of appropriate learning approaches, such as cooperative and inclusive teaching methods, is suggested to mitigate bullying incidents. The study further emphasizes the need for professional development programs to equip teachers with effective bullying prevention strategies. Future research should explore intervention models tailored to PE settings and conduct longitudinal studies to assess the long-term effectiveness of different teaching methodologies in reducing bullying.
publishDate 2026
dc.date.none.fl_str_mv 2026
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.6018/sportk.617451
http://hdl.handle.net/10201/216261
url https://doi.org/10.6018/sportk.617451
http://hdl.handle.net/10201/216261
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Sin financiación externa a la Universidad
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
16
application/pdf
dc.publisher.none.fl_str_mv Servicio de Publicaciones. Universidad de Murcia
publisher.none.fl_str_mv Servicio de Publicaciones. Universidad de Murcia
dc.source.none.fl_str_mv reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
instname:Universidad de Murcia
instname_str Universidad de Murcia
reponame_str DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
collection DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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