The mediating role of peer relationships between the physical education course competitive climate and peer bullying

Abstract

This research examines how positive and negative competitive climates perceived by students in physical education classes affect physical, verbal and emotional bullying behaviours through peer relationships (cohesion and conflict) within the framework of a multidimensional model. In the study, two scales (PE-BULLY-3D and PCCPES) were developed within the scope of the data collection process carried out with three different secondary school groups and the mediating relationships were tested using structural equation modelling (SEM). The findings indicate that a negative competitive climate has a direct and indirect positive effect on all types of bullying. A positive competitive climate, on the other hand, while not directly effective, indirectly decreases bullying by increasing peer cohesion. While peer cohesion functions as a buffer to prevent bullying, peer conflict stands out as a social threat element that feeds bullying. The results point to the decisive role of classroom climate and student interactions on behavioural outcomes in courses with high social interaction, such as physical education. In this context, teachers' structuring their classroom management strategies in a way that encourages positive social relationships may constitute an effective intervention area in the fight against bullying. The study provides original findings that can contribute to the fight against bullying at both theoretical and practical levels.