PEER BULLYİNG İN PHYSİCAL EDUCATİON AND SPORT CLASSES: A META-SYNTHESİS STUDY

Öz

This meta-synthesis aims to holistically synthesize the findings from studies examining peer bullying in school-based Physical Education (PE) classes. A multilingual search, reported according to PRISMA guidelines, was conducted in Web of Science, Scopus, ERIC, SPORTDiscus, PsycINFO, PubMed, TR Dizin, and Google Scholar for the 2010–August 2025 period. Eighteen studies meeting the inclusion criteria were selected. The review included only qualitative studies and the qualitative components of mixed-methods studies; research on school bullying outside the PE context and purely quantitative designs were excluded. Inductive thematic analysis, based on Braun and Clarke, was adopted for data analysis. The analyses indicated that bullying in PE classes manifests in many different forms, with ridicule related to students' bodies or performance being particularly common. These behaviors lead to serious psychosocial consequences, creating shame, anger, and a loss of motivation in victims, which causes them to withdraw from the class and social environments. The teacher factor plays a key role in this context; while some teacher attitudes or competitive class climates can foster bullying, positive approaches can prevent it. Bullying was found to be exacerbated by the competitive structure of the lesson, gender norms (e.g., masculinity), and the intersection of disadvantages, particularly disability. The synthesis findings indicate that bullying in PE classes is more than an interpersonal problem, but rather a context-sensitive and multidimensional phenomenon. It is deeply linked with teacher attitudes, the competitive structure of the lesson, and social norms. Effective prevention requires a holistic approach that combines instructional design, school policies, and sustainable professional development.

Anahtar Kelimeler

• Peer bullying
• Physical education
• Qualitative meta-synthesis
• Thematic analysis

Beden Eğitimi ve Spor Derslerinde Akran Zorbalığı: Bir Metasentez Çalışması

Öz

Bu metasentez, okul temelli Beden Eğitimi ve Spor (BES) derslerinde akran zorbalığını inceleyen araştırmaların bulgularını bütüncül biçimde sentezlemeyi amaçlamaktadır. 2010–2025 (Ağustos) döneminde Web of Science, Scopus, ERIC, SPORTDiscus, PsycINFO, PubMed, TR Dizin ve Google Scholar’da yürütülen çok dilli tarama PRISMA kılavuzuna göre raporlanmış; dahil etme ölçütlerini karşılayan 18 çalışma seçilmiştir. İncelemeye yalnızca nitel çalışmalar ile karma desenli çalışmaların nitel bileşenleri dahil edilmiş, BES bağlamı dışındaki okul zorbalığı araştırmaları ve yalnız nicel tasarımlar hariç tutulmuştur. Verilerin çözümlemesinde Braun ve Clarke temelli tümevarımsal tematik analiz benimsenmiştir. Analizler, BES derslerindeki zorbalığın birçok farklı şekilde ortaya çıktığını, özellikle öğrencilerin bedeni veya performansıyla alay edilmesinin yaygın olduğunu göstermiştir. Bu davranışlar, mağdurlarda utanç, öfke ve motivasyon kaybı yaratarak onları dersten ve sosyal çevreden uzaklaştıran ciddi psikososyal sonuçlar doğurmaktadır. Öğretmen faktörü, bu noktada kilit bir rol oynamaktadır; bazı öğretmen tutumları veya rekabetçi ders iklimleri zorbalığa zemin hazırlarken, olumlu yaklaşımlar bunu önleyebilmektedir. Zorbalığın, dersin rekabetçi yapısı, toplumsal cinsiyet (örn. maskülenlik) normları ve özellikle engellilik gibi dezavantajların kesişmesiyle daha da arttığı tespit edilmiştir. Sentez bulguları, BES derslerindeki zorbalığın bireyler arası bir sorundan öte, bağlama duyarlı ve çok boyutlu bir olgu olduğunu göstermektedir. Zorbalık, öğretmen tutumları, dersin rekabetçi yapısı ve toplumsal normlarla derinden ilişkilidir. Etkili önleme, öğretimsel tasarımı, okul politikalarını ve sürdürülebilir mesleki gelişimi birleştiren bütüncül bir yaklaşımı zorunlu kılmaktadır.

Anahtar Kelimeler

• Akran zorbalığı
• Beden eğitimi ve spor
• Nitel metasentez
• Tematik analiz

Kaynakça

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