Rough-and-tumble play to cope with physical aggression in primary school

Background Despite peer conflict and aggressive behaviours in school-age children and adolescents have received long-standing attention, the research of strategies to reduce tension and aggressiveness still represents a crucial question. Rough-and-tumble play (R&T) seems to provide a functional-adaptive account to cope with aggressive and violent behaviours (Scott & Panksepp, 2003; Carraro, Mauro & Ventura, 2006). The present study aimed to compare the effects of traditional physical education (PE) classes with R&T play on primary school children’ physical aggression. Method Participants were 21 boys and 21 girls from 4th and 5th grades of primary school (10-11 years old), they filled in the short version of the Buss & Perry Aggression Questionnaire (AQ-12; Bryant & Smith, 2001). Moreover, we asked classroom teachers to indicate by means of a 7-item questionnaire, based on DSM criteria, the frequency of pupils aggressive behaviours. The AQ-12 was completed at three different times (t0, t1 and t2), three weeks away from each other. Children participated in traditional PE classes between t0 and t1 and in R&T between t1 and t2. Six pupils (all boys) were indicated by teachers with high frequency of aggressive behaviours, they were also monitored by a researcher in the breaks during the school day using a structured observation grid. Results No significant differences by gender were observed. Whereas no significant differences were observed in the whole group between t1 and t2, a significant reduction in self-perceived physical aggression was observed between t2 and t3 (-9.2%, p = .026). Reduction was greater in the six most aggressive pupils (-29.5%, p = .006) and was confirmed by the observation of physical aggression behaviours during breaks (-53%, p = .030). Conclusion Results seem to sustain the effectiveness of R&T in reducing children physical aggression. Teachers should consider the possibility to include R&T in their curricular activities.