Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children

!is work aims to determine the relationship between the level of physical activity in children, emotional intelligence, and bullying. A cross-sectional cohort study was conducted on 991 children, and adolescents between ages seven and 17 years from a sample of 16 public schools in Barranquilla, Colo...

Full description

Autores:
Herazo-Beltrán, Yaneth
Campo-Ternera, Lilia
García-Puello, Floralinda
Méndez, Orlando
Suarez-Villa, Mariela
Vásquez-De la Hoz, Francisco
Núñez-Bravo, Narledis
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad Simón Bolívar
Repositorio:
Repositorio Digital USB
Idioma:
eng
OAI Identifier:
oai:bonga.unisimon.edu.co:20.500.12442/2544
Acceso en línea:
http://hdl.handle.net/20.500.12442/2544
Palabra clave:
Motor activity
School harassment
Bullying
Emotional intelligence
Rights
License
Licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
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dc.title.eng.fl_str_mv Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
title Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
spellingShingle Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
Motor activity
School harassment
Bullying
Emotional intelligence
title_short Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
title_full Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
title_fullStr Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
title_full_unstemmed Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
title_sort Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children
dc.creator.fl_str_mv Herazo-Beltrán, Yaneth
Campo-Ternera, Lilia
García-Puello, Floralinda
Méndez, Orlando
Suarez-Villa, Mariela
Vásquez-De la Hoz, Francisco
Núñez-Bravo, Narledis
dc.contributor.author.none.fl_str_mv Herazo-Beltrán, Yaneth
Campo-Ternera, Lilia
García-Puello, Floralinda
Méndez, Orlando
Suarez-Villa, Mariela
Vásquez-De la Hoz, Francisco
Núñez-Bravo, Narledis
dc.subject.eng.fl_str_mv Motor activity
School harassment
Bullying
Emotional intelligence
topic Motor activity
School harassment
Bullying
Emotional intelligence
description !is work aims to determine the relationship between the level of physical activity in children, emotional intelligence, and bullying. A cross-sectional cohort study was conducted on 991 children, and adolescents between ages seven and 17 years from a sample of 16 public schools in Barranquilla, Colombia. !e participants completed the Physical Activity Questionnaire for children and the Physical Activity Questionnaire for adolescents, along with the My Life at School questionnaire to determine the indexes of bullying and general aggression, the risk of bullying, and positive and negative behaviors. !e Trait Meta-Mood Scale-24 was used to evaluate attention, clarity, and emotional repair ability. A binary logistic regression analysis was used to determine the relationship among levels of physical activity, bullying, and emotional intelligence. A total of 65.4% of the participants had low levels of physical activity. !e Bullying index was 55.6%. !e students who did not regularly engage in physical activity had a higher probability of being victims of school harassment [OR 1.3 (95% CI: 1.1–1.6)] and higher levels of general aggression [OR 1.4 (95% CI: 1.1–1.8)]. Furthermore, the females who did not regularly engage in physical activity reported having less control of their feelings [OR 1.6 (95% CI: 1.1–2.5)]. !e results indicate that physical activity should be encouraged in schools to prevent bullying and violence.
publishDate 2019
dc.date.accessioned.none.fl_str_mv 2019-01-31T19:35:03Z
dc.date.available.none.fl_str_mv 2019-01-31T19:35:03Z
dc.date.issued.none.fl_str_mv 2019
dc.type.eng.fl_str_mv article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.identifier.issn.none.fl_str_mv 1132239X
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12442/2544
identifier_str_mv 1132239X
url http://hdl.handle.net/20.500.12442/2544
dc.language.iso.eng.fl_str_mv eng
language eng
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
rights_invalid_str_mv Licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional
http://purl.org/coar/access_right/c_abf2
dc.publisher.spa.fl_str_mv Universidad de Almería
dc.publisher.eng.fl_str_mv Universitat Autónoma de Barcelona
dc.source.eng.fl_str_mv Revista de Psicología del Deporte / Journal of Sport Psychology
dc.source.spa.fl_str_mv Vol. 28, No. 1 (2019)
institution Universidad Simón Bolívar
dc.source.uri.eng.fl_str_mv https://www.rpd-online.com/article/view/v28-n1-herazo-campo-garcia-etal/Herazo_Campo_Garciaetal
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spelling Licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Herazo-Beltrán, Yaneth83c937eb-4d7d-46f1-8cac-4395b21a049cCampo-Ternera, Liliac4f3bd42-50d4-45b5-972e-77faf25f8394García-Puello, Floralindaf6e142ba-f9f2-463f-b9f9-c9621fa3aa1bMéndez, Orlandof07d9fba-8271-4c2a-9129-a70a80c5a5a5Suarez-Villa, Mariela95ea6aba-e63a-40a5-a664-94a37d00d178Vásquez-De la Hoz, Franciscofe6dc71d-8ffe-4607-bcef-ca68910272e8Núñez-Bravo, Narledis605d1012-a75a-48a4-9ea0-ff20f58e23bf2019-01-31T19:35:03Z2019-01-31T19:35:03Z20191132239Xhttp://hdl.handle.net/20.500.12442/2544!is work aims to determine the relationship between the level of physical activity in children, emotional intelligence, and bullying. A cross-sectional cohort study was conducted on 991 children, and adolescents between ages seven and 17 years from a sample of 16 public schools in Barranquilla, Colombia. !e participants completed the Physical Activity Questionnaire for children and the Physical Activity Questionnaire for adolescents, along with the My Life at School questionnaire to determine the indexes of bullying and general aggression, the risk of bullying, and positive and negative behaviors. !e Trait Meta-Mood Scale-24 was used to evaluate attention, clarity, and emotional repair ability. A binary logistic regression analysis was used to determine the relationship among levels of physical activity, bullying, and emotional intelligence. A total of 65.4% of the participants had low levels of physical activity. !e Bullying index was 55.6%. !e students who did not regularly engage in physical activity had a higher probability of being victims of school harassment [OR 1.3 (95% CI: 1.1–1.6)] and higher levels of general aggression [OR 1.4 (95% CI: 1.1–1.8)]. Furthermore, the females who did not regularly engage in physical activity reported having less control of their feelings [OR 1.6 (95% CI: 1.1–2.5)]. !e results indicate that physical activity should be encouraged in schools to prevent bullying and violence.engUniversidad de AlmeríaUniversitat Autónoma de BarcelonaRevista de Psicología del Deporte / Journal of Sport PsychologyVol. 28, No. 1 (2019)https://www.rpd-online.com/article/view/v28-n1-herazo-campo-garcia-etal/Herazo_Campo_GarciaetalMotor activitySchool harassmentBullyingEmotional intelligenceRelationship between Physical Activity and Emotional Intelligence and Bullying Among School Childrenarticlehttp://purl.org/coar/resource_type/c_6501Arora, T. (1994). Measuring bullying with the “Life in School” checklist. Pastoral Care in Education, 12(3), 11–15.Asare, M., & Danquah, S. A. (2015). #e relationship between physical activity, sedentary behaviour and mental health in Ghanaian adolescents. Child and Adolescent Psychiatry and Mental Health, 9(11), 1–8.Brosnahan, J., Ste$en, L. M., Lytle, L., Patterson, J., & Boostrom, A. (2004). #e relation between physical activity and mental health among Hispanic and non-Hispanic white adolescents. Archives of Pediatrics and Adolescent Medicine, 158, 818–823.Brown, D. R., Galuska, D. A., Zhang, J., Eaton, D. K., Fulton, J. E., Lowry, R., & Maynard L. M. (2007). Psychobiology and behavioral strategies. Physical activity, sport participation, and suicidal behavior: U.S. high school students. Medicine and Science in Sports and Exercise, 39, 2248–2257.Demissie, Z., Lowry, R., Eaton, D., Hertz, M., & Lee, S. (2014). Associations of school violence with physical activity among U.S. high school students. Journal of Physical Activity and Health, 11, 705–711.Department of Health & Human Services. Physical Activity Guidelines Advisory Committee: Physical Activity Guidelines Advisory Com- mittee Report, 2008. Washington, DC: U.S.Janssen, I., & Leblanc, A. G. (2010). Systematic review of the health bene ts of physical activity and tness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), 1–16.Roman, C., & Taylor, C. (2013). Multilevel assessment of school climate, bullying victimization, and physical activity. Journal of School Health, 83, 400–407.Sims, J., Scarborough, P., & Foster, C. (2015). 'e E*ectiveness of interventions on sustained childhood physical activity: A systematic review and meta-analysis of controlled studies. Plos One, 10(7), 1–21.Slingerland, M., & Borghouts, L. (2011). Direct and indirect in+uence of physical education-based interventions on physical activity: A review. Journal of Physical Activity and Health, 8, 866–878.Swagerman, S., De Geus, E., Koenis, M., Hulsho*, H., Boomsma, D., & Kan, J. (2015). Domain dependent associations between cognitive functioning and regular voluntary exercise behavior. Brain and Cognition, 97, 32–39.World Health Organization. Global recommendations on physical activity for health, 2010. Geneva.Arriscado, A., Muros, J., Zabala, D. M., & Dalmau, J. (2015). ¿In!uye la promoción de la salud escolar en los hábitos de los alumnos? Anales de Pediatría, 83(1), 11–18.Bermúdez, M., Alvarez, I., & Sánchez, A. (2003). Análisis de la relación entre inteligencia emocional, estabilidad emocional y bienestar psicológico. UniversitasPsychologica, 2(1), 27–32.Campo, T. L., Herazo, B. Y., García, P. F., Suarez, V. M., Mendez, C. O., & Vasquez, D. F. (2016). Resultados de Investigación en Estilos de Vida Saludable. Barranquilla, Colombia: Ediciones Universidad Simón Bolívar.Chacón, C. R., Martínez, M. A., Castro S. M., Espejo G. T., Valdivia M. P., & Zurita O. F. (2015). Relación entre bullying, género y actividad física: estudio en escolares de la provincia de Granada. TRANCES, 7(6), 791-809.Duperly, J., Sarmiento, O., Parra, D., Angarita, C., Rivera, D., Granados, C., & Donado, C. (2011). Documento técnico con los contenidos de direccionamiento pedagógico para la promoción de hábitos de vida saludable, con énfasis en alimentación saludable y el fomento de ambientes 100% libres de humo de cigarrillo a través de la práctica regular de la actividad física cotidiana, dirigidos a los referentes de las entidades territoriales. Bogotá: Ministerio de la Protección Social, Departamento Administrativo del Deporte, la Recreación, la Actividad Física y el Aprovechamiento del Tiempo Libre-COLDEPORTES.Fernández, O. E., Almagro, T. B., & Sáenz, L. B. (2015). Inteligencia emocional percibida y el bienestar psicológico de estudiantes universitarios en función del nivel de actividad física. Cultura, Ciencia y Deporte, 10(28), 31–39.Gálvez, A., Rodríguez, P., García, E., Rosa, A., Pérez, J., Tarraga, L., & Tarraga, P. (2015). Capacidad aeróbica y calidad de vida en escolares de 8 a 12 años. Clínica e Investigación en Arteriosclerosis, 27(5), 239–245.García, X., Pérez, A., & Nebot, M. (2010). Factores relacionados con el acoso escolar bullying en los adolescentes de Barcelona. Gaceta Sanitaria, 24(2), 103–108.Gómez, C., Padilla, A., Rodríguez, V., Guzmán, J., Mejía, G., Avella, C., & Edery, E. G. (2010). In!uencia de la violencia en el medio escolar y en sus docentes: estudio en una localidad de Bogotá, Colombia. Revista Colombiana de Psiquiatría, 39(1), 22–44.Herazo, B. Y., & Domínguez, A. R. (2012). Con'abilidad del cuestionario de actividad física en niños colombianos. Revista de Salud Pública, 14, 802–809.Hoyos, D. O., Llanos, M. M., & Valega M. S. (2012). El maltrato entre iguales por abuso de poder en el contexto universitario: incidencia, manifestaciones y estrategias de solución. Universitas Psychologica, 11(3), 793-802.Jiménez, P., & Durán, L. (2005). Actividad física y deporte en jóvenes en riesgo: educación en valores. Apuntes Educación Física y De- portes, 80, 13–19.Martorell, C., González, R., Rasal, P., & Estellés, R. (2009). Convivencia e inteligencia emocional en niños en edad escolar. European Journal of Education and Psychology, 2(1), 69–78.Musalem, R., & Castro, P. (2015). Qué se sabe de bullying. Revista Médica Clínica Las Condes, 26(1), 14–23.Ries, F., & Sevillano, J. M. (2011). Relación de las emociones y la actividad física dentro de la teoría de la conducta plani cada. Revista Internacional de Ciencias del Deporte, 7(24), 158–173.Romera, E., Del Rey, R., & Ortega, R. (2011). Factores Asociados a la Implicación en Bullying: Un Estudio en Nicaragua. Psychosocial Intervention, 20(2), 161–170.Tovar, G., Gutiérrez, J., Ibáñez, M., & Lobelo, F. (2008). Sobrepeso, inactividad física y baja condición física en un colegio de Bogotá, Colombia. ALAN, 58, 265–273.Trautmann, A. (2008). Maltrato entre pares o “bullying”. Una visión actual. Revista Chilena de Pediatría, 79(1), 13–20.Varela, J. (2011). Efectividad de estrategias de prevención de violencia escolar: La experiencia del programa Recoleta en Buena. PSYKHE, 20(2), 65–78.Vásquez, D. F., Ávila, L. N., Márquez, C. L., Martínez, G. G., Mercado, E. J., & Severiche, J. J. (2010). Inteligencia emocional e índices de bullying en estudiantes de Psicología de una universidad privada de Barranquilla, Colombia. Psicogente, 13(24), 306–328.Zurita, O. F., Vilches, A. J., Padial, R. R., Pérez, C. A., & Martínez, M. A. (2015). Conductas agresivas y de Bullying desde la perspectiva de actividad física, lugar de residencia y género en adolescentes de Granada. 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