Keywords
Bullying
Aggressiveness
Resilience
Adolescents
How to Cite
Copyright © | All rights reserved.
The journal holds the exclusive copyright for the publication of this article under the terms of Brazilian law 9610/98.
Partial reproduction
The use of parts of the texts, figures and questionnaire of the article is free, being mandatory the citation of the authors and journal.
Total reproduction
It is expressly prohibited and must be authorized by the journal.
Abstract
Objective: To analyze the relationship between karate practice and levels of aggressiveness and resilience in adolescents, evaluating its potential as a strategy for preventing school bullying. Methods: This is a cross-sectional, descriptive, and comparative study conducted with male and female adolescents enrolled in public schools in Campo Grande, Brazil. A convenience sample was divided into two groups: karate practitioners (blue belt or higher) and students with no martial arts experience. Participants answered the Buss and Perry Aggression Questionnaire (BPAQ) and the Child and Youth Resilience Measure (CYRM-19-Br), after providing informed consent. Data were analyzed using R software (version 3.6.0), with descriptive statistics, Pearson's correlation, and Student’s t-test. Results: The results did not show statistically significant differences between groups regarding aggressiveness and resilience scores. Conclusion: Although statistical significance was not observed, karate practice may have positive effects on the psychosocial development of adolescents. Methodological and cultural factors may have influenced the findings. Further studies with larger samples and longitudinal designs are recommended.
References
ALLANSON P, et al. Bullying in schools: a review of the literature. Universal JournalofEducationalResearch, 2015; 3(5): 357–60.
BRASIL. Conselho Nacional de Saúde. Resolução nº 510, de 7 de abril de 2016. Dispõe sobre as normas aplicáveis a pesquisas em Ciências Humanas e Sociais. Brasília: Diário Oficial da União, 2016. Disponível em: https://conselho.saude.gov.br/resolucoes/2016/Reso510.pdf. Acesso em: 18 ago. 2025.
BRASIL. Lei nº 13.185, de 6 de novembro de 2015. Institui o Programa de Combate à Intimidação Sistemática (Bullying). Brasília: Diário Oficial da União, 2015. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13185.htm. Acesso em: 18 ago. 2025.
BUSS AH, PERRY M. The aggression questionnaire. Journal of Personality and Social Psychology, 1992; 63(3): 452–9.
COELHO VAS. Educação e desigualdades no Brasil: desafios para a escola contemporânea. Revista Brasileira de Educação, 2016; 21(66): 759–82.
COSTA ROSA A, VAISBERG T. Artes marciais como espaço de ressignificação da agressividade em adolescentes. Psicologia em Estudo, 2002; 7(1): 45–53.
DE SOUZA A, MARQUES R. Caratê e desenvolvimento emocional em adolescentes. Revista de Educação Física, 2017; 28(2): 189–96.
FERREIRA VR, et al. Adaptação transcultural e validação da Childand Youth ResilienceMeasure (CYRM-19) para o contexto brasileiro. Psicologia: Teoria e Pesquisa, 2022; 38: e202238.
GORNER K, et al. Martial arts practice and socioemotional skills in youth: a systematic review. International Journal of Sport Psychology, 2021; 52(3): 245–62.
GOUVEIA VV, et al. Questionário de Agressividade de Buss-Perry (BPAQ): evidências de validade fatorial e consistência interna. Psicologia: Reflexão e Crítica, 2008; 21(3): 484–92.
GRECO PJ, DE RONZI R. O fracasso das políticas públicas contra o bullying: desafios e perspectivas. Saúde e Sociedade, 2019; 28(3): 145–58.
INSTITUTO BRASILEIRO DE GEOGRAFIA E ESTATÍSTICA (IBGE). Pesquisa Nacional de Saúde do Escolar: 2019. Rio de Janeiro: IBGE, 2021; 140p.
KÄRNÄ A, et al. A large-scale evaluation of the KiVa antibullying program: grades 4–6. ChildDevelopment, 2011; 82(1): 311–30.
KOSTORZ J, SAS-NOWOSIELSKI K. The pedagogical value of karate practice in adolescent development. Journalof Martial ArtsResearch, 2021a; 7(2): 87–99.
KOSTORZ J, SAS-NOWOSIELSKI K. Martial arts and youth development: evidence from cross-cultural perspectives. Physical Culture and Sport StudiesandResearch, 2021b; 92(1): 56–70.
KOSTORZ K, SAS-NOWOSIELSKI K. Motivation and aggression in martial arts. PhysicalEducationand Sport, 2021; 81(1): 24–33.
MARQUES BOTTÓS R, et al. Experiências de professores no reconhecimento do bullying escolar: estudo transversal. Revista Psicologia Escolar e Educacional, 2021; 25: e202501.
MARTINS J, THEÓPHILO CR. Metodologia da investigação científica para ciências sociais aplicadas. 3ª ed. São Paulo: Atlas, 2016; 210p.
MOORE B, et al. Does bullying really exist in schools? Clarifying the construct of bullying from the perspective of teachers. EducationalPsychology Review, 2019; 31(3): 601–26.
MOORE SE, et al. Consequences of bullying victimization in childhood and adolescence: a systematic review and meta-analysis. World JournalofPsychiatry, 2017; 7(1): 60–76.
OLWEUS D, LIMBER SP. The Olweus Bullying Prevention Program: effectiveness, limitations, and directions for future research. Psychology, Crime & Law, 2010; 16(5): 409–21.
PINTO-ESCALONA F, et al. Martial arts and adolescent behavior: a longitudinal approach. JournalofAdolescence, 2021; 89: 102–11.
ROSA L, SANTIAGO J. Artes marciais e comportamento agressivo. Psicologia: Teoria e Prática, 2003; 5(1): 93–104.
SENA LM, et al. Bullying escolar como problema de saúde pública: revisão integrativa. Revista Eletrônica Acervo Saúde, 2020; 12(7): e3857.
SENA R, et al. Intimidação sistemática: reflexos no desenvolvimento emocional e social. Revista Brasileira de Educação e Saúde, 2020; 10(2): 34–41.
SIMÕES A, et al. Artes marciais e habilidades socioemocionais: impactos em escolares brasileiros. Revista Brasileira de Ciências do Esporte, 2024; 46(1): e2035.
UNGAR M, et al. The International Resilience Project: a mixed methods approach to the study of resilience across cultures. JournalofMixedMethodsResearch, 2008; 2(2): 112–33.
UNESCO. School violence and bullying: global status report. Paris: UNESCO, 2019; 160p.
VERTONGHEN J, THEEBOOM M. The social-psychological outcomes of martial arts practice among youth: a review. Journalof Sports Science and Medicine, 2010; 9: 528–37.
VVEINHARDT J, KASPARE R. The role of martial arts in psychosocial development of children and adolescents. Childrenand Youth Services Review, 2024; 155: 107–35.
WOLKE D, LEREYA ST. Long-term effects of bullying. Archives of Disease in Childhood, 2015; 100(9): 879–85.
XU L, et al. Effects of karate training on emotional regulation in adolescents: a randomized controlled trial. Frontiers in Psychology, 2023; 14: 1145–57.
YOSEP I, et al. Family resilience and bullying behavior in adolescents: a cross-sectional study. BMC Psychiatry, 2022; 22(1): 167.
YOSEP I, et al. School bullying and mental health problems among Indonesian adolescents. BMC Public Health, 2022; 22: 436.