Internationally, very little research has been done into peer aggression and victimization in sports clubs. For this exploratory study, 98 coaches from various sports were interviewed in depth about their views on peer aggression and victimization and their ways of handling these issues. To put the coaches’ views and practices in perspective, they were contrasted with those of a reference group of 96 elementary school teachers and analyzed qualitatively. The interviews demonstrated that sports coaches currently were unaware of the construct of peer aggression, were unable to estimate the actual extent of peer aggression and victimization at their clubs, and were likely to overestimate their own impact, control, and effectiveness in handling the issue. This study underlines the need for coaches to develop their skills in recognizing and handling peer aggression and victimization and the need to develop sports-club-specific observation instruments and peer aggression programs.
Paul Baar and Theo Wubbels
Paul Baar and Theo Wubbels
The majority of research on children’s peer aggression has focused exclusively on the school context. Very few studies have investigated peer aggression in sports clubs. The prevalence and stability of peer aggression, prosocial behavior, and resource control strategies for children participating in three types of sports (martial arts, contact, and noncontact sports) were examined in two contexts: the sports club and the elementary school. We distinguished aggressive children with (i.e., Machiavellians) and without prosocial tendencies (i.e., coercive-aggressive children). Self-reports about experiences in the two contexts where gathered from 1,425 Dutch elementary school students (717 boys and 708 girls, fourth to sixth grade, mean age 11.25 years) who were participating in a sports club. We found roles for resource control strategies to be rather stable across contexts. The findings did not provide support for the “enhancement” assumption in these contexts with regard to martial arts participants.
Steffen Greve, Kira Elena Weber, Björn Brandes, and Jessica Maier
and/or calm voice, respectful language, cooperation and/or sharing) Negative climate Negative affect (irritability, anger, harsh voice, peer aggression, disconnected or escalating negativity), punitive control (yelling, threats, physical control, harsh punishment), sarcasm/disrespect (sarcastic voice
Mengyi Wei and Kim C. Graber
who are not siblings or dating partners. Most scholars have widely applied this particular definition, but others argue that due to the importance of social contexts in which bullying frequently occurs, peer aggression that occurs even once should also be included ( Hellström et al., 2021 ). Bullying