References
- Baena, A. C. M., & Boscá, J. F. (2018). Acoso escolar y Educación Física: una revisión sistemática [Bullying in schools and Physical Education: A systematic review]. Retos: nuevas tendencias en educación física, deporte y recreación, 34, 412-419.
- Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9–44.
- Bejerot, S., Plenty, S., Humble, A., & Humble, M. B. (2013). Poor motor skills: a risk marker for bully victimization. Aggressive Behaviour 39(6), 453–461. https://doi.org/10.1002/ab.21489
- Bouman, T., van der Meulen, M., Goossens, F., Olthaf, T., Vermande, M., & Aleva, E. (2012). Peer and self-reports of victimization and bullying: Their differential association with internalizing problems and social adjustment. Journal of School Psychology, 50(6), 759–774.
- Bowes, L., Maughan, B., Caspi, A., Moffitt, T., & Arseneault, L. (2010). Families promote emotional and behavioral resilience to bullying: Evidence of an environmental effect. Journal of Child Psychology and Psychiatry, 51(7), 809–814.
- Cascales, J.Á.M., & Prieto, M.J.R. (2019). Incidencia de la práctica de actividad física y deportiva como reguladora de la violencia escolar [Incidence of the practice of physical and sports activity as a regulator of school violence]. Retos: nuevas tendencias en educación física, deporte y recreación, (35), 54-60.
- Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1), 155-159.
- Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.) (pp. 639-640). Oxford, UK: Routledge.
- Cohen, R., & Swerdlik, M. (2005). Psychological testing and assessment. Boston: McGraw Hill.
- Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964. http://dx.doi.org/10.1126/science.1204529.
- Donnon, T. (2010). Understanding how resiliency development influences adolescent bullying and victimization. Canadian Journal of School Psychology, 25(1), 101–113.
- Elias, M., Parker, S., & Rosenblatt, J. (2006). Building educational opportunity. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 315–336). New York: Springer.
- Farrington, P., & Ttofi, M. (2009). School-based programs to reduce bullying and victimization. Campbell Systematic Review, Oslo: Campbell Collaboration.
- Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods, 39(2), 175-191.
- Fischetti, F., Cataldi, S., Di Terlizzi, P. G., & Greco, G. (2019). Multilateral methodology in physical education improves coping skills, resilience and physical fitness in drug addicts. Journal of Human Sport and Exercise. https://doi.org/10.14198/jhse.2020.152.11
- Fischetti, F., & Greco, G. (2017). Multilateral methods in Physical Education improve physical capacity and motor skills performance of the youth. Journal of Physical Education and Sport, 17(Suppl 4), 2161-2168. https://doi.org/10.7752/jpes.2017.s4223
- Fischetti, F., Latino, F., Cataldi, S., & Greco, G. (2019). Gender Differences in Body Image Dissatisfaction: The Role of Physical Education and Sport. Journal of Human Sport ond Exercise. https://doi.org/10.14198/jhse.2020.152.01
- Goldstein, S., & Brooks, R. (2006). Why study resilience? In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 3–16). New York: Springer.
- González, J. I. Á., Ortega, F. Z., Garófano, V. V., Martínez, A. M., Sánchez, S. G., & Díaz, M. E. (2016). Actividad física de adolescentes: implicación de sustancias nocivas, modalidad practicada y familia [Physical activity of adolescents: involvement of harmful substances, practiced modality and family]. 13Psicologia Escolar e Educacional, SP. Volume 20, Número 1, Janeiro/Abril de 2016: 13-22. http://dx.doi.org/10.1590/2175-3539/2015/0201908
- Greco, G., Cataldi, S., & Fischetti, F. (2019a). Effectiveness of a Short After-School Intervention on Physical Fitness in School-Aged Children. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 14(1), 143-164. doi: 10.6092/issn.1970-2221/9217
- Greco, G., Cataldi, S., & Fischetti, F. (2019b). Karate as anti-bullying strategy by improvement resilience and self-efficacy in school-age youth. Journal of Physical Education and Sport, 19(Suppl 5), 1863-1870. https://doi.org/10.7752/jpes.2019.s5276
- Haff, G. G., & Triplett, N. T. (Eds.). (2016). Essentials of strength training and conditioning 4th edition. Champaign, IL: Human kinetics.
- Hand, K. E. (2016). Creating a Bully-free Environment in Physical Education. Journal of Physical Education, Recreation & Dance, 87(7), 55-57.
- Hartmann, D. (2003). Theorizing sport as social intervention: A view from the grassroots. Quest, 55, 118-140.
- Healy, S. (2014). Preventing bullying in inclusive physical education practical strategies for teachers. Palestra 28, 42–46.
- Holt, N. L. (Ed.). (2016). Positive youth development through sport. New York, NY: Routledge.
- Kaplan, H. (2006). Understanding the concept of resilience. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 39–48). New York: Springer.
- Krug, E.G., Mercy, J.A., Dahlberg, L.L., & Zwi, A.B. (2002). World report on violence and health. Lancet, 360(9339), 1083-88. http://dx.doi.org/10.1016/S0140-6736(02)11133-0
- Liebenberg, L., Ungar, M., & Van de Vijver, F. (2012). Validation of the child and youth resilience measure-28 (CYRM-28) among Canadian youth. Research on Social Work Practice, 22(2), 219–226.
- Lines, D. (2008). The bullies: Understanding bullies and bullying. London: Jessica Kingsley.
- Lisboa, C., & Killer, S. (2008). Coping with peer bullying and resilience promotion: Data from Brazilian at-risk children. International Journal of Psychology, 43, 711.
- López-Castedo, A., Álvarez, D., Domínguez, J., & Álvarez, E. (2018). Expressions of school violence in adolescence. Psicothema, 30(4), 395-400.
- Ludwig, K. B., & Pittman, J. F. (1999). Adolescent prosocial values and self-efficacy in relation to delinquency, risky sexual behavior, and drug use. Youth & Society, 30(4), 461-482.
- Macarie, I., & Roberts, R. (2010). Martial arts and mental health. Contemporary Psychotherapy, 2, 1–4.
- Minter, A., & Pritzker, S. (2017). Measuring adolescent social and academic self-efficacy: cross-ethnic validity of the SEQ-C. Research on Social Work Practice, 27(7), 818-826.
- Moore, B., & Woodcock, S. (2017a). Resilience to bullying: Towards an alternative to the anti-bullying approach. Educational Psychology in Practice, 33(1), 65–80.
- Moore, B., & Woodcock, S. (2017b). Resilience, bullying, and mental health: Factors associated with improved outcomes. Psychology in the Schools, 54(7), 689-702.
- Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and behavioral Assessment, 23(3), 145-149.
- Naglieri, J., & LeBuffe, P. (2006). Measuring resilience in children. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 107–123). New York: Springer.
- Olweus, D. (1993). Bullying at school. Oxford: Blackwell.
- Pellegrini, A. (2004). Bullying during the middle school years. In C. Saunders & G. Pyne (Eds.), Bullying: Implications for the classroom (pp. 177–202). New York: Elsevier Academic Press.
- Portolés, A., & González, J. (2015). Rendimiento académico y correspondencias con indicadores de salud física y psicológica [Academic performance and correspondence with indicators of physical and psychological health]. Sportis, 1, 164–181. doi: 10.17979/sportis.2015.1.2.1409
- Prince-Embury, S. (2007). Resilience scales for children and adolescents: A profile of personal strengths. Minneapolis: Pearson.
- Rigby, K. (2002). A meta-evaluation of methods and approaches to reducing bullying in pre-schools and early primary school in Australia. Canberra: Commonwealth Attorney-General’s Department.
- Rigby, K. (2008). Children and bullying: How parents and educators can reduce bullying at schools. Carlton, Victoria: Blackwell.
- Rivers, I., & Cowie, H. (2006). Bullying and homophobia in UK schools: A perspective on factors affecting resilience and recovery. Journal of Gay & Lesbian Issues in Education, 3(4), 11–43.
- Sapouna, M., & Wolke, D. (2013). Resilience to bullying victimization: The role of individual, family and peer characteristics. Child Abuse and Neglect, 37(11), 997–1006.
- Schiraldi, G.R. (2011). The Complete Guide to Resilience. Ashburn, VA: Resilience Training International.
- Suldo, S. M., & Shaffer, E. J. (2007). Evaluation of the self-efficacy questionnaire for children in two samples of American adolescents. Journal of Psychoeducational Assessment, 25(4), 341-355.
- Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Methods Research, 5(2), 126-149.
- Zhou, Q., Hofer, C., Eisenberg, N., Reiser, M., Spinrad, T. L., & Fabes, R. A. (2007). The developmental trajectories of attention focusing, attentional and behavioral persistence, and externalizing problems during school-age years. Developmental Psychology, 43, 369–385. http://dx.doi.org/10.1037/0012-1649.43.2.369.