Teachers’ Strategies For Reducing Bullying in Physical Education Classes at Elementary Schools in Todanan District, Blora Regency

Abstract

Physical Education (PE) classes have the potential to become environments where bullying occurs due to the nature of physical activities, competitive situations, and direct social interactions among students. These conditions may increase the likelihood of intimidation, particularly toward students with lower physical abilities. Therefore, effective strategies are required to prevent and reduce bullying within PE learning contexts. This study aims to examine the strategies implemented by PE teachers to reduce bullying in elementary schools located in Todanan District, Blora Regency. This research employed a descriptive qualitative approach involving 90 participants from 30 elementary schools, consisting of PE teachers, school principals, and students. Data were collected through questionnaires, in-depth interviews, observations, and documentation. The data analysis process followed the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing to generate comprehensive findings. The results revealed four main categories of strategies applied by PE teachers. First, preventive strategies, including modification of learning activities, promotion of sportsmanship values, fair treatment, and cooperative games. Second, responsive strategies, such as providing warnings, supporting victims, implementing graduated sanctions, and facilitating reconciliation. Third, collaboration with stakeholders, including school principals, parents, and external institutions. Fourth, continuous reflection and adaptation of teaching practices based on classroom dynamics. In conclusion, bullying reduction in PE classes requires integrated and context-based strategies that combine preventive, responsive, collaborative, and reflective approaches. Schools are encouraged to systematically incorporate these strategies into PE learning programs to create safe, inclusive, and supportive educational environments.