Key points are not available for this paper at this time.
Background School bullying is a pervasive global concern that profoundly affects teenagers’ development and mental health. This study examines the influence of physical exercise on bystander intervention in bullying, analyzing the psychological mechanisms that underpin this relationship through the frameworks of embodied cognition and mind–body interaction theories. Objective The study aims to determine if physical exercise facilitates bystander intervention in school bullying by improving physical self-efficacy and a sense of justice. Methods In 2024, a cross-sectional survey was administered with 954 middle school students (566 males, 388 females; mean age 13.85 years) in Jiangxi, China. Participants completed validated instruments measuring physical exercise, self-efficacy, sense of justice, and bystander intervention behavior. Data were analyzed utilizing SPSS and AMOS structural equation modeling (SEM) to evaluate the correlation between physical exercise and bystander conduct, along with the mediating effects of physical self-efficacy and sense of justice. A duration of 8 weeks involving martial arts with 51 male pupils was employed to investigate potential causal links. A Repeated-Measures ANOVA was performed to assess the impact of the intervention. Results Structural equation modeling indicated that physical exercise strongly predicts bystander intervention behavior ( β = 0.124, p 0.01), with physical self-efficacy ( β = 0. 118, p 0.01) and sense of justice ( β = 0.095, p 0.01) acting as mediators. The intervention outcomes indicated enhancements in physical self-efficacy and sense of justice, resulting in a rise in bystander intervention. Conclusion These findings indicate that physical exercise can significantly facilitate the transition of bystanders from passive viewers to proactive helpers, providing essential insights for the mitigation and prevention of school bullying.
Zhou et al. (2026) studied this question.