Article

Body esteem and eating behaviours in female physical education students

Psychology Department, University of Otago, Dunedin, New Zealand.
Eating and weight disorders: EWD (Impact Factor: 0.68). 07/2006; 11(2):e57-60. DOI: 10.1007/BF03327761
Source: PubMed

ABSTRACT Certain university majors appear to be at greater risk of body dissatisfaction and disordered eating. The present study sought to examine self esteem, body satisfaction, and disordered eating in a sample of year one and year three female physical education students, and to compare them to a matched sample of non-physical education females. Year three, but not year one physical education females, reported greater rates of disorder eating, but lower global self esteem, than non-physical education females. Dissatisfaction with sexual attractiveness, physical condition, and weight, were significantly related to disordered eating behaviours. Further research needs to be conducted with university majors that place a high premium on physical form and ability.

2 Followers
 · 
117 Views
  • Source
    Jornal brasileiro de psiquiatria 01/2008; 57(1). DOI:10.1590/S0047-20852008000100006
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The aim was to investigate and compare body image, body dissatisfaction, dieting, disordered eating, exercise and eating disorders among trainee health education/physical education (H&PE) and non-H&PE teachers. Participants were 502 trainee teachers randomly selected from class groups at three Australian universities who completed the questionnaire. H&PE males and females had significantly poorer body image and higher levels of body dissatisfaction, dieting and disordered eating behaviors than non-H&PE participants. H&PE teachers were more likely to over-exercise and have exercise disorders, but very few self-identified problems with objectively assessed excessive exercise behaviors. Lifetime prevalence of eating disorders was 12.5% in H&PE males, 0% in non-H&PE males, 7.7% in H&PE females and 6% in non-H&PE females. Few participants had received any past or current treatment. Of particular concern is the likelihood of the teachers' inappropriate and dangerous attitudes and behaviors being intentionally or unintentionally conveyed to their school students. Those planning school health education, nutrition education and school-based obesity prevention programs should provide suitable training for the teachers involved. Screening and treatment services among teachers may also be helpful in order to detect, treat and educate young teachers about body image, dieting, disordered eating and physical activity practices.
    Health Education Research 10/2008; 24(3):472-82. DOI:10.1093/her/cyn044 · 1.66 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study examined the impact of two interventions on body image, eating disorder risk and excessive exercise among 170 (65% female) trainee health education and physical education (HE&PE) teachers of mean (standard deviation) age 21.6 (2.3) who were considered an 'at-risk' population for poor body image and eating disorders. In the first year of the study, the control group cohort (n = 49 females, 20 males) received the regular didactic health education curriculum; in the second year of the study, the Intervention 1 cohort (n = 31 females, 21 males) received a self-esteem and media literacy health education program and in the third year of the study, the Intervention 2 cohort (n = 30 females, 19 males) received a combined self-esteem, media literacy and dissonance program using online and computer-based activities. Intervention 2 produced the best results, with males improving significantly in self-esteem, body image and drive for muscularity. Intervention 2 females improved significantly on Eating Disorders Inventory Drive for Thinness, Eating Disorder Examination and excessive exercise. The improvements were consistent at 6-month follow-up for females. It is feasible to promote body image, reduce body dissatisfaction and reduce excessive exercise among trainee HE&PE teachers via a health education curriculum.
    Health Education Research 10/2010; 25(5):841-52. DOI:10.1093/her/cyq036 · 1.66 Impact Factor