Individualization in the upbringing of an anti-victim personality through physical education and sports

Tatyana Petrovna Budyakova

doi:10.22633/rpge.v25i2.15184

Autores/as

Tatyana Petrovna Budyakova Bunin Yelets State University (BYSU), Yelets https://orcid.org/0000-0003-1739-837X

DOI:

https://doi.org/10.22633/rpge.v25i2.15184

Palabras clave:

Individualización, Educación de la personalidad, Personalidad antivíctima, Educación física, Deportes

Resumen

Este artículo aborda la cuestión de la individualización de la educación en el contexto del concepto de personalidad antivíctima. El aspecto menos desarrollado de la individualización de la educación es la cuestión del uso de la educación física y el deporte como herramientas en la educación de la personalidad antivíctima. El estudio utilizó entrevistas estructuradas junto con un análisis victimológico. El tratamiento estadístico del material se realizó mediante el criterio no paramétrico χ2 de Pearson. Se identificaron cuatro grupos de participantes en el estudio según su nivel de conciencia de la importancia del desarrollo físico. Sólo los deportistas "activos" tenían actitudes antivíctimas hacia las dificultades y los fracasos en la educación física y las actividades deportivas. Esto demuestra que una de las formas de formar una personalidad antivíctima en el deporte es superar conscientemente las dificultades y aumentar los niveles de autoestima.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Tatyana Petrovna Budyakova, Bunin Yelets State University (BYSU), Yelets

Research Associate of the Department of Psychology and Psychophysiology. PhD in Psychology.

Citas

AGUIAR, V. C. F.; SOARES, S. L.; LEITÃO, H. V. Physical education and its health training process. Revista on line de Política e Gestão Educacional, Araraquara, v. 23, n. 2, p. 428-440, 2019. DOI: https://doi.org/10.22633/rpge.v23i2.12649

BOBROVA, O. M.; BOBROVA, E. V.; EREMENSKAYA, L. I. Increased mobility and functionality using general and professional applied physical training of university students. Science Prospects, Tambov, v. 2, n. 101, p. 93-97, 2018.

BUDYAKOVA, T. P. Characteristics of visual contacts in the process of taking hostages. Voprosy Psikhologii, Moscow, n. 3, p. 96-104, 2014.

BUDYAKOVA, T. P. The formation of anti-victim personality in the context of sports. Propósitos y Representaciones, Lima, v. 8, n. esp. 3, e703, Sep. 2020. DOI: http://dx.doi.org/10.20511/pyr2020.v8nSPE3.703

CHAN, V. et al. Making sense of individualized education programs and neuropsychiatric assessments: practical tools to support children and families in school and during transition to higher education. Journal of the American Academy of Child & Adolescent Psychiatry, v. 57, n. 10, Suppl., p. 330, Oct. 2018. DOI: https://doi.org/10.1016/j.jaac.2018.07.834

GAFFAR, V.; YUNIAWATI, Y.; RIDWANUDIN, O. A study of outdoor recreation motivation and activity preferences. Journal of Southwest Jiaotong University, Chengdu, v. 54, n. 3, June 2019. DOI: https://doi.org/10.35741/issn.0258-2724.54.3.23

HECKMAN, C. J.; CLAY, D. L. Hardiness, history of abuse and women's health. Journal of Health Psychology, v. 10, n. 6, p. 767-777, Dec. 2005. DOI: https://doi.org/10.1177/1359105305057312

IGE, O. A. What we do on social media! Social representations of schoolchildren's activities on electronic communication platforms. Heliyon, v. 6, n. 8, e04584, Aug. 2020. DOI: https://doi.org/10.1016/j.heliyon.2020.e04584

KLAPERSKI, S. et al. Does the level of physical exercise affect physiological and psychological responses to psychosocial stress in women? Psychology of Sport and Exercise, v. 14, n. 2, p. 266-274, Mar. 2013. DOI: https://doi.org/10.1016/j.psychsport.2012.11.003

KNAUDER, H.; KOSCHMIEDER, C. Individualized student support in primary school teaching: A review of influencing factors using the Theory of Planned Behavior (TPB). Teaching and Teacher Education, v. 77, p. 66-76, Jan. 2019. DOI: https://doi.org/10.1016/j.tate.2018.09.012

KOVALENKO, N. Problems faced by athletes in elite sports. Science in Olympic Sport, Kyiv, n. 1, p. 71-83, 2015.

KRATOCHVÍLOVÁ, J.; HAVEL, J. Application of individualization and differentiation in Czech primary schools - one of the characteristic features of inclusion. Procedia - Social and Behavioral Sciences, v. 93, p. 1521-1525, Oct. 2013. DOI: https://doi.org/10.1016/j.sbspro.2013.10.075

MEEHAN, A. J. et al. Developing an individualized risk calculator for psychopathology among young people victimized during childhood: a population-representative cohort study. Journal of Affective Disorders, v. 262, p. 90-98, Feb. 2020. DOI: https://doi.org/10.1016/j.jad.2019.10.034

POPKOVA, N. V. Individualization of the process of physical education of older preschool children based on taking into account the characteristics of the physique. Theory and Practice of Physical Culture, n. 5, p. 36-38, 2010.

SANDVIK, A. M. et al. Physical fitness and psychological hardiness as predictors of parasympathetic control in response to stress: a Norwegian police simulator training study. Journal of Police and Criminal Psychology, v. 35, n. 4, p. 504-517, Mar. 2019. DOI: https://doi.org/10.1007/s11896-019-09323-8

SAVITSKAYA, N. V. The main directions of social and pedagogical prevention of deviant behavior in children and adolescents. Social Relationships, Moscow, v. 2, n. 29, p. 83-90, 2019.

SHAW, R. J. et al. Do social support and eating family meals together play a role in promoting resilience to bullying and cyberbullying in Scottish schoolchildren? SSM - Population Health, v. 9, 100485, Dec. 2019. DOI: https://doi.org/10.1016/j.ssmph.2019.100485

SIMONOVA, I.; POULOVA, P. Plug-in reflecting student's characteristics of individualized learning. Procedia - Social and Behavioral Sciences, v. 171, p. 1235-1244, Jan. 2015. DOI: https://doi.org/10.1016/j.sbspro.2015.01.237

SINGH, S. P. et al. Relationship between participation in competitive wheelchair sports and the level of independence with activities of daily living: a pilot study. PM&R, v. 5, n. 9, p. 195-196, Sep. 2013. DOI: https://doi.org/10.1016/j.pmrj.2013.08.266

STOYANOV, D. et al. (Eds.). International perspectives in values-based mental health practice. Case studies and commentaries. Cham: Springer, 2021.

TAKAHASHI, K.; OZAWA, E.; HARIZUKA, S. Impact of corporal punishment on victims’ future violent behavior in extracurricular sports. Heliyon, v. 6, n. 9, e04903, Sep. 2020. DOI: https://doi.org/10.1016/j.heliyon.2020.e04903

TASHCHEVA, A. I. The first impressions of psychological problems in Beslan. Russian Psychological Journal, Rostov-on-Don, v. 2, n. 1, 83, Mar. 2005. DOI: https://doi.org/10.21702/rpj.2005.1.8

TEIXEIRA, F. C. F. et al. Experience report: reflections on the role of physical education professional in the field of multiple deficiencies. Revista on line de Política e Gestão Educacional, Araraquara, v. 22, n. 1, p. 453-464, Jan. 2018. DOI: https://doi.org/10.22633/rpge.v22.n.1.2018.10204

VOLOSACH, I. V.; TERTYCHNY, A. V. Differentiation and individualization of training in the system of physical education. Almanac of Modern Science and Education, Tambov, n. v. 4, n. 11, p. 54-57, 2008.