Abstract
The aim of this study was to classify a randomized sample of adolescents according to their violent and sportsmanship attitudes to determine the influence of personal and social responsibility levels on each cluster. The sample comprised of 595 adolescents, aged between 12 and 15 years old (M ± SD = 13.9 ± 2.3 yr). Participants completed the Multidimensional Orientations Towards Sports Scale, the California School Climate and Safety Survey and the Personal and Social Responsibility Questionnaire. Cluster analysis was conducted to classify adolescent’ profiles according to the violence and sportsmanship scores. Discriminant analysis, Pearson correlation and ANOVA tests were performed to identify the relationships between personal and social responsibility levels on each cluster. Cluster analysis identified three well-defined profiles: cluster 1 (sportsmanlike and nonviolent), cluster 2 (sportsmanlike and violent) and cluster 3 (unsportsmanlike and nonviolent). Results confirmed a negative impact of aggressiveness on obedience and pro-social behaviours during school stages, but sportsmanship mitigated this negative influence. The sportsmanlike and nonviolent profile obtained the highest personal and social responsibility level. The lowest personal responsibility scores came from sportsmanlike and violent adolescents. This study emphasizes the potential of positive attitude towards sport and physical education to magnify (or mitigate) adolescents’ responsibility according to specific profiles. To reduce violent behaviour and improve sportsmanship attitudes would contribute to a better development of personal and social responsibility in adolescents. The current findings may serve to orientate professionals dealing with adolescents in the role of sportsmanship development as an educational tool to mitigate violent behaviour.
Highlights
The school environment largely determines adults’ attitude to face life, during developmental stages like the adolescence [1]
Commitment to doing sport Social conventions Respect towards rules and judges Respect towards opponent Negative sportsmanship Violence Violence experienced Violence observed
Function 1 was characterized by commitment to doing sport (r = -.649), social conventions (r = -.279), respect towards rules and judges (r = -.251), and respect towards opponent (r = .174)
Summary
The school environment largely determines adults’ attitude to face life, during developmental stages like the adolescence [1]. Aggressiveness in schools has been associated with negative social and personal outcomes, health and mental risk factors, and early bad habits that stay in older age [2]. In light of this impact, there is a necessity to carry out school-based interventions as a pedagogical instrument to dismiss violence and encourage students’ integral development [3,4]. Increments in sportsmanship and fair play appear to be effective in preventing aggression in terms of active participation and passive encouragement [7,8] In this context, some studies pointed out how personal and social responsibility development improves sportsmanship, self-control and fair play [9,10,11] and decreases aggressiveness [12] and both observed and suffered violence [13]. Education in personal and social responsibility appears to be an effective tool to decrease violent behaviour
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
