Physical Culture and Sport, Studies and Research | 2026
Authors: Temiz C.N.; Ersoy K.; Szekeres D.; Gál A.; Soós I.
DOI: 10.2478/pcssr-2026-0007
Journal: Physical Culture and Sport, Studies and Research
Year: 2026
Publisher: data collection and analysis
Document Type: 20812221
Open Access: Yes
Cited by: 0
Physical education classes may carry a higher risk of bullying than other classes due to students perceived freedom, competitive environment, limited teacher supervision, and visible physical differences. Despite these risks, research on how teachers intervene is limited, yet this study sheds light on intervention methods perceived by future teachers who are in a critical period of professional development. Therefore, this study aimed to translate, adapt, and validate The Handling Bullying Questionnaire (HBQ) among physical education teacher candidates (PETC) in Hungary. A total 170 PETC completed the HBQ that measures the likelihood of using the strategies in a hypothetical bullying scenario. Linguistic adaptation was carried out using the back-translation technique. Exploratory factor analysis, confirmatory factor analysis, and reliability analysis are used to examine the structure of the scale. Based on exploratory and confirmatory factor analysis, a construct with 22 items and 5 factors replicated the same measurement results with the previous studies. The scale explains 58.82% of the total variance. Cronbach alpha values ranged from 0.692 to 0.750. The results indicate that PETCs are not in favor of ignoring bullying but are more inclined toward authority-based strategies and involve others in the incident, while tending to work less with victim. It was determined that the strategies varied according to gender, age, and year of study. Findings indicate that Hungarian version of HBQ is a valid and reliable measurement tool for PETCS. © 2026 the author(s)
Anti bullying; Handling bullying questionnaire; Intervention strategies; Teacher training