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El acoso escolar o bullying es un problema social, injusto e inmoral de violencia interpersonal, que afecta a un elevado número de escolares en centros educativos de todo el mundo. Son necesarias medidas y estrategias preventivas que muestren efectividad para disminuir su incidencia. El presente trabajo describe las bases educativas que sustentan un programa de bolsillo anti-acoso escolar: su diseño, implementación y evaluación activado por un Equipo de Orientación Educativa (EOE). Sus resultados muestran la efectividad del mismo en la reducción de la incidencia del acoso escolar y las lecciones aprendidas de su implementación, trabajando con 88 escolares de 5º curso de Educación Primaria, con un rango de edad de 9 a 12 años (43.2 % niñas; edad media M=10.11, desviación estándar DE=.353) en el grupo pretest y 97 en grupo postest (46.39% niñas; edad M=10.56, DT=.503), en 5 centros escolares públicos. La medición de los efectos del programa se realizó mediante la versión española del “European Bullying Intervention Project Questionnaire” (EBIPQ) que muestra un significativo descenso de escolares implicados en acoso escolar tanto en el rol de víctima como en el de agresor/a-victimizado/a. Se discuten los resultados en términos de idoneidad y potencialidad educativa del programa de bolsillo, así como en el valor de la actuación desde el EOE.

Research has shown that high self-esteem has numerous personal and social benefits, especially in adolescents. However, it is necessary to examine whether involvement, as aggressors or victims, in online and offline aggressive behaviours or the presence or absence of empathy, affective and cognitive, can influence adolescents’ self-esteem. The present study analysed whether bullying, cyberbullying, and empathy were longitudinally related to self-esteem. It was hypothesized that low bullying and cyberbullying involvement and high affective and cognitive empathy would be related to high self-esteem. The sample consisted of 876 students (48.7% girls) aged 12-19 years (M = 14.91, SD = 1.71) through a longitudinal study with two waves of survey data collection. Low bullying victimization and high cognitive empathy were found to be related to high self-esteem cross-sectionally and longitudinally. Likewise, lower affective empathy, low cyberbullying victimization, and low bullying aggression were longitudinally related to higher self-esteem. It is suggested that decreased bullying and cyberbullying and increased cognitive empathy could have numerous benefits for self-esteem improvement in prevention and mental health intervention programs with adolescents who are in the educational stage.

Background: The aim of the present work is the elaboration of a systematic review of existing research on physical fitness, self-efficacy for physical exercise, and quality of life in adulthood. Method: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines, and based on the findings in 493 articles, the final sample was composed of 37 articles, which were reviewed to show whether self-efficacy has previously been studied as a mediator in the relationship between physical fitness and quality of life in adulthood. Results: The results indicate that little research exists in relation to healthy, populations with the majority being people with pathology. Physical fitness should be considered as a fundamental aspect in determining the functional capacity of the person. Aerobic capacity was the most evaluated and the 6-min walk test was the most used. Only one article shows the joint relationship between the three variables. Conclusions: We discuss the need to investigate the mediation of self-efficacy in relation to the value of physical activity on quality of life and well-being in the healthy adult population in adult life.

Background: Social exclusion in children and adolescents can lead to negative effects such as anxiety, low self-esteem, and academic difficulties. Physical activity and good physical condition could act as protective factors by promoting social integration and emotional well-being. Methods: The aim of this study was to analyse whether participation in physical activity and good physical fitness test protect against social exclusion in adolescents aged 12 to 19. A cross-sectional descriptive study was conducted with 876 adolescents, assessing physical activity, physical fitness test (EUROFIT), BMI, and social exclusion (both subtle and manifest) through questionnaires and physical tests. Spearman correlations, ANOVA, and stepwise regression analysis were applied. Results: Adolescents who participated in organised physical activities, such as team sports, opposition, or contact sports, showed lower levels of both manifest and subtle exclusion. Aerobic endurance, age, abdominal strength, and gender were predictors of manifest exclusion, while aerobic endurance, age, and participation in organised physical activities predicted subtle exclusion. Conclusions: Physical condition and participation in physical activity protect against social exclusion. Taking part in competitive team activities involving contact and opposition is associated with lower levels of exclusion. It is essential to promote strategies that enhance inclusion and well-being among young people.

The main purpose of this study is to present objective data on the differences in anthropometrics and fitness variables between adult athletes and non-athletes with Down Syndrome (DS) members of the “Down Cordoba Association” (DCA), after adjusting for confounders. Twenty-seven adults, 7 athletes and 20 non-athletes with DS, participated in this study. Health-related fitness variables were measured with tests validated for this population. First, the characteristics of the subjects according to sex and sports practice are presented. Athletes present significantly higher values for height (p = 0.010) and waist-to-hip ratio (p = 0.005). Furthermore, male athletes compared to male non-athletes have lower values in % of body fat (p = 0.030), and in waist (p = 0.031) and hip (p = 0.041) circumferences. Furthermore, athletes have better values in tests of strength, cardiovascular endurance (66.60 ± 47.66 vs. 32.31 ± 24.49 (s); p = 0.037), and agility, but not in flexibility. Significant differences were only found in cardiovascular endurance. As a conclusion, the practice of sports among the users of the “Down Córdoba Association” in general leads to better health-related fitness values. Therefore, we encourage the guardians of people with DS in this association to motivate them to practice sports because this practice will more likely improve their overall health.

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.

Tricking has emerged as a martial arts sport that combines acrobatics, gymnastics, kicks and jumps to create multiple visually striking movements. The effects of a period of detraining in young tricking practitioners still unclear. The main objective of this study was to verify the effect of a 10-week detraining period on different motor skills in young tricking practitioners. A group of 17 children (age: 10.18 ± 0.98 years) tricking practitioners were analyzed in a pre-detraining period and a post-detraining period using agility test, vertical impulse test, horizontal impulse test and push-up test, sit-up test. The agility and sit-ups variables show significant differences of large effect (∆ = 6.82, p = .001, . = 2.80; ∆ = -13.76, p = .003, d = 1.27) respectively. Vertical impulse and push-ups showed significant differences between training phases a moderate effect (∆ = -5.13, p = .007, d = .85; ∆ = -8.37, p = .006, d = 1, 13). Results showed that agility and abdominal strength test sit ups were those that decreased to a greater extent in these subjects with a large effect, being the vertical jump as well as the push up, the motor tests that decreased moderately, while the horizontal jump did not vary significantly.

Coach‐perpetrated interpersonal violence can pose significant risks to athletes' development as well as psychological, physical and social well‐being worldwide. This study examined the perceived harmfulness of witnessed coach‐perpetrated interpersonal violence behaviours in the North Mediterranean region, alongside any associations with coaching climates (empowering and disempowering). Data were collected from 494 active coaches across Cyprus, Greece, Italy, Malta, Spain and Portugal through an online questionnaire where they reported witnessing and perceived harm of psychological, physical, instrumental and sexual violence, as well as their coaching climates. The analysis showed psychological violence as the most frequently witnessed form and physical violence being perceived as the most harmful one. An empowering coaching climate, characterised by autonomy support and positive reinforcement, correlated positively with higher perceived harm, especially for psychological and instrumental violence. Conversely, a disempowering climate, marked by control and punitive behaviours, correlated with lower perceived harm. Gender, coach education and professional status were found to influence coaches' perceptions, highlighting that cultural and structural complexities have a role towards interpersonal violence tolerance. The study underscores the critical need for culturally tailored safe sport initiatives, mandatory training of coaches in safe coaching behaviours and practices and proactive safeguarding measures to mitigate interpersonal violence across diverse sporting contexts. Culturally informed interventions need to challenge the normalisation of violence in coaching and encourage empowering climates that place athletes in the centre and prioritise their welfare. Highlights Psychological violence is the most frequently witnessed form of interpersonal violence by coaches in the North Mediterranean region, whereas it is perceived as least harmful compared to physical and sexual violence. Empowering coaching climates are associated with higher recognition of the harm caused by interpersonal violence behaviours in the region, whereas disempowering climates are associated with lower recognition of such harm. Gender, professional status and coach education appear to have an effect on the coaches' perceptions of interpersonal violence, emphasising the need for comprehensive, culturally informed training programmes.

Bullying remains one of the major challenges in education, and physical education (PE) can play a key role in its prevention while promoting students' socio‐emotional and motivational development. This study examined the effects of the Prevention Bullying in Physical Education (PREBULLPE) programme and cooperative learning pedagogical practice on social and emotional competencies and student motivation in PE classes. The evaluation of both educational programmes was conducted with a total of 330 primary and secondary school students (aged 11–16 years), divided into three groups: the control group (CG, n = 116, M = 13.24 and SD = 1.92), the cooperative learning experimental group (CL, n = 104, M = 12.98 and SD = 1.79), and the PREBULLPE experimental group (PB, n = 110, M = 13.92 and SD = 1.92). A quasi‐experimental design was used, with two time point measurements conducted. The Social and Emotional Competencies Questionnaire (SEC‐Q) and the Motivation Questionnaire in PE (MQPE) were used. A paired‐samples t‐test was applied to evaluate within‐group differences, and an analysis of covariance (ANCOVA) was performed to detect possible between‐group differences, assuming baseline values as covariates. Results showed that social and emotional competencies improved only with the PREBULLPE programme, although there were no significant differences among groups. Autonomous motivation in PE classes improved in both programmes, showing significant differences from the control group. In conclusion, PREBULLPE is effective in improving socio‐emotional competencies and autonomous motivation in PE. Cooperative learning, although not enhancing these competencies, contributes to increasing motivation. These findings highlight the need to implement specific PE programmes to prevent bullying and foster students' holistic development. Highlights The PREBULLPE programme was effective in improving both socio‐emotional competencies and motivation in physical education lessons. Cooperative learning mainly influenced motivational aspects but showed limited effects on socio‐emotional competencies. PREBULLPE incorporated specific psychosocial strategies that enhanced socio‐emotional development and bullying prevention. Findings highlight the potential of PREBULLPE to promote student well‐being and improve the school climate.

La Expresión Corporal es uno de los contenidos de la Educación Física que más particularidades presenta en la formación del profesorado, pudiendo mostrar carencias formativas en la formación inicial del profesorado de Primaria. La opinión del profesorado universitario de esta disciplina se plantea como una evaluación a tener en cuenta para comprender la situación actual y poder mejorar el proceso de enseñanza y aprendizaje. Con el objetivo de conocer la opinión que tiene sobre la EC el profesorado universitario que imparte la asignatura vinculada en el Grado en Educación Primaria, se utilizó un cuestionario elaborado ad hoc y validado mediante juicio de expertos. Está compuesto de 32 preguntas cerradas, analizadas mediante el programa SPSS, y siete preguntas abiertas, analizadas mediante el programa QSR Nvivo. En los resultados destaca un alto grado de acuerdo entre el profesorado en referencia a la escasa presencia de la EC en los planes de estudios. También se encontró un alto grado de heterogeneidad, pese a lo que pueden encontrarse ciertos puntos de encuentro en la mayoría de las opiniones, destacando la valoración positiva de la actitud del alumnado y su adecuada formación tras cursar la asignatura vinculada. La opinión general suele coincidir con los estudios previos, destacando la poca proyección de la materia sobre el ámbito educativo en favor del artístico, pese a considerarse una disciplina que desarrolla la mayor parte de las Competencias Clave. Corporal Expression is one of the contents of Physical Education that presents more particularities in teacher training, being able to show formative deficiencies in the initial training of Primary School teachers. The opinion of the university teaching staff in this discipline is considered as an evaluation to be taken into account in order to understand the current situation and to be able to improve the teaching and learning process. In order to find out the opinion of the university teaching staff who teach the related subject on the Degree in Primary Education about CE, an ad hoc questionnaire was used, validated by means of expert judgement. It consists of 32 closed questions, analysed using the SPSS programme, and seven open questions, analysed using the QSR Nvivo programme. The results show a high degree of agreement among the teaching staff with regard to the scarce presence of CE in the curricula. A high degree of heterogeneity was also found, despite the fact that certain points of agreement can be found in most of the opinions, highlighting the positive assessment of the students' attitude and their appropriate training after taking the related subject. The general opinion tends to coincide with previous studies, highlighting the lack of projection of the subject in the educational field in favour of the artistic field, despite being considered a discipline that develops most of the Key Competences.