The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included.

Regular physical activity (PA) improves the psychological well-being of those who practice it. However, female university students are a risk group due to their low level of PA. Based on the transtheoretical model of behavioural change, the main aim of this study was to examine whether the relationship between PA and subjective vitality was mediated by cognitive-emotional variables such as decisional balance (perceived benefits and barriers) and enjoyment associated with PA in a group of female university students. Participants were asked to complete self-administered questionnaires, which were available for one month via a Google Form. The results showed the existence of a statistically significant, relative, and indirect effect between the stage of change and subjective vitality via both mediating variables. Compared to females in the pre-contemplation stage, those in the action and maintenance stages achieved higher subjective vitality scores as a result of the effect of being in a more advanced stage on decisional balance and enjoyment of PA. It is concluded that female university students who reported regular PA found the activity to be more revitalising, stimulating, and exciting; all positive feelings and cognitions that translated into a more energetic and vital perception of themselves.

The aim of the present study was to analyze the association of bullying and cyberbullying with the level of Internet, cell phone, and video game use in children and adolescents. In total, 677 Spanish students (53.03% girls) aged 10 to 16 years (13.81 ± 1.56) participated. The association between variables and risk of exposure was carried out by analysis of covariance (ANCOVA) and binary logistic regression (odds ratio = OR), respectively. The effects of both victimization and perpetration in bullying and cyberbullying were analyzed separately to identify differences by role. All analyses were performed separately for boys and girls and adjusted for age, body mass index, mother’s education, and average weekly physical activity. The results showed that both victims and perpetrators of bullying and cyberbullying present a significant increase in and risk of abusive and inappropriate use of the Internet, cell phones, and video games. Girls involved in bullying/cyberbullying behaviors reached the highest levels of inappropriate use of the Internet, cell phones, and video games with respect to peers not affected by bullying behaviors. In all cases, girls, both victims and perpetrators of bullying and cyberbullying, multiplied the risk of harmful use of these devices by at least 3 times. It is suggested to implement educational policies to prevent situations, especially cyberbullying, in both victims and perpetrators, prioritizing student safety.

El objetivo del presente estudio fue analizar la asociación de la práctica de actividad física (AF) con el bullying y ciberbullying. Participaron 1152 estudiantes españoles (50.9% chicas) entre 10 y 16 años (13.24 ± 1.78). La asociación entre variables se realizó mediante análisis de covarianza (ANCOVA). Este análisis se desarrolló por separado para chicos y chicas y se ajustaron por edad, índice de masa corporal, estudios de la madre y repetición de curso académico. Los resultados mostraron que no existen diferencias estadísticamente significativas en la victimización de bullying en los adolescentes respecto a su nivel de práctica semanal de AF (p>.05). Sin embargo, los chicos físicamente activos (al menos una hora de MVPA ≥ cinco días/semana) tenían un nivel mayor de agresión por bullying en comparación con los inactivos (p=.012; d = 0.218). En cuanto al ciberbullying, los resultados de victimización y agresión en función del nivel de AF semanal parece que no afecta en las chicas (todos p > .05), sin embargo, los estudiantes físicamente activos presentaron tanto menores niveles de victimización (p=.017; d=0.217) como de agresión (p=.060; d=0.468). Los resultados sugieren la necesidad de diseñar intervenciones educativas multifacéticas que promuevan tanto la práctica de AF, como protección de la victimización en ciberbullying e intervención psicológica dirigida a la reeducación de los efectos de agresión asociados a su práctica. Palabras Clave: Actividad física, ejercicio físico, bullying, ciberbullying, victimización, agresión. The aim of the present study was to analyze the association between physical activity (PA) and bullying and cyberbullying. A total of 1152 Spanish students (50.9% girls) between 10 and 16 years of age (13.24 ± 1.78) participated. The association between variables was performed by analysis of covariance (ANCOVA). This analysis was performed separately for boys and girls and adjusted for age, body mass index, mother's education and repetition of academic year. The results showed that there were no statistically significant differences in bullying victimization in adolescents with respect to their level of weekly PA practice (p>.05). However, physically active boys (at least one hour of MVPA ≥ five days/week) had a higher level of bullying aggression compared to inactive ones (p=.012; d=0.218). Regarding cyberbullying, victimization and aggression scores as a function of weekly PA level appeared to be unaffected in girls (all p > .05), however, physically active students had both lower levels of victimization (p=.017; d=0.217) and aggression (p=.060; d=0.468). The results suggest the need to design multifaceted educational interventions that promote both PA practice, as protection from cyberbullying victimization, and psychological intervention aimed at the re-education of the aggression effects associated with its practice. Keywords: Physical activity, physical exercise, bullying, cyberbullying, victimization, aggression.

Background/Objectives: Active gamification, which incorporates game elements with physical interaction, is presented as an innovative strategy to address anxiety problems and sleep quality in children. This study aimed to evaluate the impact of an active gamification program on the aforementioned variables in children in primary education. Methods: This study utilized a randomized, controlled trial with 120 children between 8 and 11 years of age, divided into an experimental group, which participated in a 12-week gamified program, and a control group, which continued with traditional physical education classes. Results: The main findings indicate that the intervention had a significant impact on reducing anxiety, with improvements in most of the subscales evaluated except for the obsessive-compulsive disorder subscale. Significant improvements were also found in sleep quality, with reductions in bedtime resistance, nighttime awakenings, parasomnias, and sleep-disordered breathing, although no significant changes were noted in sleep-onset delay, sleep duration, sleep anxiety, and daytime sleepiness. Conclusions: The gamification intervention in physical exercise showed positive effects in reducing anxiety and improving sleep quality in primary school children, highlighting its potential as an intervention strategy in primary education classrooms.