This study examined the relations between peer-victimization during sport practice and physical activity enjoyment. 395 students (219 boys, 176 girls) from a middle school, ages 12 to 13 years (M = 12.2), were surveyed. Few correlations between peer-victimization during sport practice and physical activity enjoyment variables were negative. Linear regression analysis was also conducted, highlighting a subtle influence of peer-victimization during practice of sports on enjoyment of physical activity. Peer-victimization during practice of sports seems to be a poor predictor of low enjoyment of physical activity.
Get full access to this article
View all access options for this article.
References
1.
Barr-AndersonD. J.Neumark-SztainerD.SchmitzK. H.WardD. S.ConwayT. L.PrattC.BaggettC. D.LytleL.PateR. R. (2008) But I like PE: Factors associated with enjoyment of physical education class in middle school girls. Research Quarterly for Exercise and Sport, 79, 18–27.
2.
BeranT. N.HughesG.LupartJ. (2008) A model of achievement and bullying: Analyses of the Canadian National Longitudinal Survey of Children and Youth data. Educational Research, 50, 25–39.
3.
CarraroA.ScarpaS.PaggiaroA.VenturaL. (2011) Un contributo alla validazione Italiana della Scala Multidimensionale di Vittimizzazione tra Pari. Giornale Italiano di Psicologia, 38, 177–188.
4.
CarraroA.YoungM. C.RobazzaC. (2008) A contribution to the validation of the Physical Activity Enjoyment Scale in an Italian sample. Social Behavior and Personality, 36, 911–918.
5.
HerraizDiaz E.GutierrezR. B. (2010) Retrospective approach to school bullying victimization effects on psychological well-being in the half term. Ansiedad y Estres, 16, 127–137.
6.
FelixE. D.SharkeyJ. D.GreenJ. G.FurlongM. J.TanigawaD. (2011) Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale. Aggressive Behavior, 37, 234–247.
7.
HawkerD. S. J.BoultonM. J. (2000) Twenty years' research on peer victimization and phychosocial maladjustment: A meta-analytic review of cross-sectional studies. Pediatrics, 101, 895–902.
8.
KendzierkiD.De CarloK. L. (1991) Physical Activity Enjoyment Scale: Two validation studies. Journal of Sport and Exercise Psychology, 13, 50–64.
9.
KepenekciY. K.CinkirS. (2006) Bullying among Turkish high school students. Child Abuse & Neglect, 30, 193–204.
10.
LyuM.GilD. L. (2011) Perceived physical competence, enjoyment, and effort in same-sex and coeducational physical education classes. Educational Psychology, 31, 247–260.
11.
MoltR. W.DishmanR. K.SaundersR.DowdaM.FeltonG.PateR. R. (2001) Measuring enjoyment of physical activity in adolescent girls. American Journal of Preventive Medicine, 21, 110–117.
12.
MynardH.JosephS. (2000) Development of the Multidimensional Peer-Victimization Scale. Aggressive Behavior, 26, 169–178.
13.
PottingerA. M.StairA. G. (2009) Bullying of students by teachers and peers and its effect on the psychological well-being of students in Jamaican schools. Journal of School Violence, 8, 312–327.
14.
RossmanB. B. R.RosenbergM. S. (1998) Multiple victimization of children: Conceptual, developmental, research, and treatment issues. Binghamton, NY: Haworth.
15.
ScanlanT. K.SimonsJ. P. (1992) The construct of sport enjoyment. In RobertsG. C. (Ed.), Motivation in sport and exercise. Champaign, IL: Human Kinetics. Pp. 199–215.
16.
SchneiderS. K.O'DonnellL.StueveA.CoulterR. W. S. (2012) Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102, 171–177.
17.
StrongW. B.MalinaR. M.BlimkieC. J.DanielsS. R.DishmanR. K.GutinB.HergenroederA. C.MustA.NixonP. A.PivarnikJ. M.RowlandT.TrostS.TrudeauF. (2005) Evidence based physical activity for school-age youth. Journal of Pediatrics, 146, 732–737.
18.
WiningerS. R. (2002) Instructors' and classroom characteristics associated with exercise enjoyment by females. Perceptual and Motor Skills, 94, 395–398.
19.
YoungR.SweetingH. (2004) Adolescent bullying, relationships, psychological well-being, and gender-atypical behavior: A gender diagnosticity approach. Sex Roles, 50, 525–537.
