Research plays engagement to cope the females children aggression at primary school

Cite this:
[1]
Lai Xuan Thuy, Nguyen Minh Xuan Huong, “Research plays engagement to cope the females children aggression at primary school”, ijmhs, vol. 10, no. 01, pp. 769–773, Jan. 2020.
© 2022 Interactive Protocols
RIGHTS & PERMISSIONS
Article Views
392
Altmetric
1
Citations
-
LEARN ABOUT THESE METRICS
   PDF  

Abstract

Aggressive behaviors among young people represent a common concern and
many females and adolescent girls report having been victimized or bullied.
Cost effective strategies are needed to deal with this problem. Current
research has investigated the effect of fighting on cognitive aggression in
elementary school girls. Using a vertical design, 63 fourth- and fifth-graders
(31 fourth and 32 grade 5, average age = 9.6 ± 0.5 years) participated in a
controlled controlled game of On school 2 days a week for 4 consecutive
weeks, program replication was adopted in a previous study with 13-year-old
junior high school students. Participants filled out a short version of 12
questions of the three-time Invasion Question: the basic stage (A0 and A1)
and after the battle intervention (A2). An RM-ANOVA showed significance
in the topic difference between the three assessments (F = 2.91, P = 0.003). At
the verbal abuse level, A1's anger and hostility significantly decreased, while
in the post-intervention phase, only physical aggression was significantly
lower than A1 (A1 = 5, 45 ± 2.47; A2 = 5.04 ± 2.41; F = 5.22, p = 0.005). The
results provide some preliminary insights into the role that fighting can be
part of a physical education program to cope with aggressive and antisocial
behaviors of children, confirming conclusions. encouraging of previous
research in adolescents.
Key words: aggressive behaviours, female children, peer-aggression, physical
education, play engagement.

KEYWORDS:

 Special Issue

References

1.Ang, R. P. (2007). Factor structure of the12-item aggression questionnaire: Furtherevidence from Asian adolescent samples.Journal of Adolescence, 30(4), 671-685. 2.Bryant, F. B., & Smith, B. D. (2001).Refining the architecture of aggression:A measurement model for the Buss–Perry Aggression Questionnaire. Journalof Research in Personality, 35(2), 138-167. 3.Buss, A. H., & Perry, M. (1992). TheAggression Questionnaire. Journal ofPersonality and Social Psychology, 63(3),452. 4.Carraro A, Gobbi E, (2018). Play fightingto cope with children aggression: a studyin primary school. Journal of PhysicalEducation and Sport. 18(3), pp. 1455 -1458 5.Gobbi, E., & Carraro, A. (2017). Playfighting as a strategy to cope withaggressive behaviours among youth withsocial disadvantages in Italy. In: A.J.S. Morin, C. Maïano, D. Tracey, & R.G. Craven (Eds), Inclusive physical activities: International perspectives (pp. 163-182). Charlotte NC: Information Age Publishing Inc. 6.Greguol, M., Gobbi, E., & Carraro, A.(2013). Formação de professores para aeducação especial: uma discussão sobreos modelos brasileiro e italiano. RevistaBrasileira de Educação Especial, Marília,19(3), 307-324. 7.Hernandez, J., & Anderson, K. B. (2015).Internal martial arts training and thereduction of hostility and aggression inmartial arts students. Psi Chi Journal ofPsychological Research, 20(3), 169-176. 8.Huynh, T. K. (2003). The nature andfunction of physical activity in aneglected aspect of the game to thedevelopment of the child. Journal sportscience. 9(1), 177-198. (In Vietnamese) 9.Kirsh, S. J. (2006). Children, adolescents,and media violence: a critical look at theresearch. California USA: SagePublication. Pp 11-18 10.Lapierre, A., & Aucouturier, B. (2001).La symbolique du mouvement.Psychomotricité et éducation. Paris: EPI.Pp 1-9 11.Lillard, A. S., Lerner, M. D., Hopkins, E.J., Dore, R. A., Smith, E. D., &Palmquist, C. M. (2013). The impact ofpretend play on children's development:A review of the evidence. Psychologicalbulletin, 139(1), pp1-8 12.Olivier, J. C. (1995). La lutte a l'ecole.Paris: Nathan. 13.Pellegrini, A. D., & Smith, P. K. (1998).Physical activity play: The nature andfunction of a neglected aspect of play.Child development, 69(3), pp 577-598. 14.Rutten, E. A., Stams, G. J. J., Biesta, G.J., Schuengel, C., Dirks, E., & Hoeksma,J. B. (2007). The contribution oforganized youth sport to antisocial andprosocial behavior in adolescent athletes.Journal of youth and adolescence, 36(3),pp255-264. 15.Schåfer, M., & Smith, P. K. (1996).Teachers’ perceptions of play fightingand real fighting in primary school.Educational Research, 38(2), pp 173-181. 16.Wilson, D. K. (2015). Behavior matters:the relevance, impact, and reach ofbehavioral medicine. Annals ofBehavioral Medicine, 49(1), pp 40-48. Research plays engagement to cope the females children aggression at primary school 773

Article Metrics Graph

Chart Graph | Range Graph

Content

Section

References

1.Ang, R. P. (2007). Factor structure of the12-item aggression questionnaire: Furtherevidence from Asian adolescent samples.Journal of Adolescence, 30(4), 671-685.
2.Bryant, F. B., & Smith, B. D. (2001).Refining the architecture of aggression:A measurement model for the Buss–Perry Aggression Questionnaire. Journalof Research in Personality, 35(2), 138-167.
3.Buss, A. H., & Perry, M. (1992). TheAggression Questionnaire. Journal ofPersonality and Social Psychology, 63(3),452.
4.Carraro A, Gobbi E, (2018). Play fightingto cope with children aggression: a studyin primary school. Journal of PhysicalEducation and Sport. 18(3), pp. 1455 -1458
5.Gobbi, E., & Carraro, A. (2017). Playfighting as a strategy to cope withaggressive behaviours among youth withsocial disadvantages in Italy. In: A.J.S. Morin, C. Maïano, D. Tracey, & R.G. Craven (Eds), Inclusive physical activities: International perspectives (pp. 163-182). Charlotte NC: Information Age Publishing Inc.
6.Greguol, M., Gobbi, E., & Carraro, A.(2013). Formação de professores para aeducação especial: uma discussão sobreos modelos brasileiro e italiano. RevistaBrasileira de Educação Especial, Marília,19(3), 307-324.
7.Hernandez, J., & Anderson, K. B. (2015).Internal martial arts training and thereduction of hostility and aggression inmartial arts students. Psi Chi Journal ofPsychological Research, 20(3), 169-176.
8.Huynh, T. K. (2003). The nature andfunction of physical activity in aneglected aspect of the game to thedevelopment of the child. Journal sportscience. 9(1), 177-198. (In Vietnamese)
9.Kirsh, S. J. (2006). Children, adolescents,and media violence: a critical look at theresearch. California USA: SagePublication. Pp 11-18
10.Lapierre, A., & Aucouturier, B. (2001).La symbolique du mouvement.Psychomotricité et éducation. Paris: EPI.Pp 1-9
11.Lillard, A. S., Lerner, M. D., Hopkins, E.J., Dore, R. A., Smith, E. D., &Palmquist, C. M. (2013). The impact ofpretend play on children's development:A review of the evidence. Psychologicalbulletin, 139(1), pp1-8
12.Olivier, J. C. (1995). La lutte a l'ecole.Paris: Nathan.
13.Pellegrini, A. D., & Smith, P. K. (1998).Physical activity play: The nature andfunction of a neglected aspect of play.Child development, 69(3), pp 577-598.
14.Rutten, E. A., Stams, G. J. J., Biesta, G.J., Schuengel, C., Dirks, E., & Hoeksma,J. B. (2007). The contribution oforganized youth sport to antisocial andprosocial behavior in adolescent athletes.Journal of youth and adolescence, 36(3),pp255-264.
15.Schåfer, M., & Smith, P. K. (1996).Teachers’ perceptions of play fightingand real fighting in primary school.Educational Research, 38(2), pp 173-181.
16.Wilson, D. K. (2015). Behavior matters:the relevance, impact, and reach ofbehavioral medicine. Annals ofBehavioral Medicine, 49(1), pp 40-48.
Research plays engagement to cope the females children aggression at primary school 773

Source

License

All paper submissions must carry the following duly signed by all the authors:
“I certify that I have participated sufficiently in the conception and design of this work and the analysis of the data (wherever applicable), as well as the writing of the manuscript, to take public responsibility for it. I believe the manuscript represents valid work. I have reviewed the final version of the manuscript and approve it for publication. Neither has the manuscript nor one with substantially similar content under my authorship been published nor is being considered for publication elsewhere, except as described in an attachment. Furthermore I attest that I shall produce the data upon which the manuscript is based for examination by the editors or their assignees, if requested.”