Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Spain.
Department of Plastic, Musical and Dynamic Expression, Faculty of Education, University of Murcia, Spain.
PLoS One. 2019 Feb 7;14(2):e0211933. doi: 10.1371/journal.pone.0211933. eCollection 2019.
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.
本研究的目的是根据青少年的暴力和运动精神态度对随机样本进行分类，以确定个人和社会责任水平对每个群体的影响。该样本包括 595 名年龄在 12 至 15 岁之间的青少年（M ± SD = 13.9 ± 2.3 岁）。参与者完成了多维运动态度量表、加利福尼亚学校氛围和安全调查以及个人和社会责任问卷。聚类分析用于根据暴力和运动精神得分对青少年的特征进行分类。进行判别分析、皮尔逊相关和 ANOVA 检验，以确定个人和社会责任水平与每个群体之间的关系。聚类分析确定了三个定义明确的特征：特征 1（运动精神和非暴力）、特征 2（运动精神和暴力）和特征 3（无运动精神和非暴力）。结果证实，在学校阶段，攻击性对服从性和亲社会行为有负面影响，但运动精神减轻了这种负面影响。运动精神和非暴力特征组获得了最高的个人和社会责任水平。运动精神和暴力青少年的个人责任感得分最低。本研究强调了对运动和体育教育的积极态度的潜力，可以根据特定特征放大（或减轻）青少年的责任感。减少暴力行为和提高运动精神态度将有助于青少年更好地发展个人和社会责任。目前的研究结果可能有助于指导从事青少年工作的专业人员将运动精神发展作为一种教育工具，以减轻暴力行为。
