The contribution of team sports to the sciences of physical and sports education in the prevention and treatment of juvenile violence (Towards a psychosocial model)

Abstract

Physical education and sports sessions, and the various activities of team sports, offer not only individuals opportunities to develop their physical abilities and skills, but also to acquire a good understanding of themselves.
The aggressive behavior that characterizes violent adolescents continues to concern the attention of various social actors (parents, teachers, and researchers), prompting them to develop learning programs aimed at managing, preventing, and treating this type of disorder and enabling adolescents to acquire the appropriate social skills to manage conflict situations. But this cannot be achieved without a powerful theoretical framework that allows us to
translate the various theoretical concepts into real operational objectives. This is what Bandura's theory of social learning provides, where it attempts to explain human behavior
in terms of continuous interactions between cognitive, behavioral, and environmental determinants. Social learning theory emphasizes the particularly important role played by vicarious, symbolic, and self-regulating processes in psychological functioning.

From this perspective, we suggest in this article illustrating the role that this process can play in the field of sport for the prevention of youth violence.