Article

A Comparison of Physical Self-Concept between Physical Education and Non- Physical Education University Students

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Abstract

The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ) and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84). We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05) higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05) higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts.

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... A person's concept of himself physically will determine participation in physical activities and sports. This means that someone who has a positive physical self-concept will be more physically active and those who involve in physical activity will have a high physical self-concept (Arazi & Hosseini, 2013). Shavelson et al. (1976) initially conceptualized a hierarchical and multidimensional model of self-concept, which set the stage for sport and exercise psychology researchers to systematically investigate physical self-concept. ...
... With a mean of 3.51, the students have shown a high level of physical activity. It is reported that physical education students and athletes had invested heavily in their sports performance (Arazi & Hosseini, 2013). This is due to the fact that students who major in physical education are provided more physical activities through their curriculum than students who do not take physical education as their major (Balsalobre et al., 2014). ...
... Increasing overall self-worth through a positive change in physical self-concept does not automatically result from participation in physical activity programs but such programs can be utilized to incrementally improve the physical self-concept perceptions of the individual (Arazi & Hosseini, 2013). In this sense, a link between the physical education major college students' greater physical endurance, coordination, and reflexes could in turn generalize to a higher level of physical self-concept than students who are non-physical education majors. ...
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The study was designed to examine differences in physical self-concept and physical activity between physical education major and non-physical education major college students. Physical self-description and physical activity questionnaires were administered to 161 students. The Physical Self-Description Questionnaire (PSDQ) has 11 factors namely, action, appearance, body fat, coordination, endurance, flexibility, health, sport, strength, global physical, and global esteem. In the main effect, it was found that physical education major and non-physical education major students vary in the levels of their physical self-concept. Physical education majors were found to have higher physical self-concept in terms of action, coordination, endurance, sport, strength, and global esteem. Similarly, the physical education major and non-physical education major students differ in the levels of their physical activity. Among the 11 factors of physical self-concept, sport best predicts the level of physical activity of the students.
... Other studies show that males are indicated to have higher level of physical self-perception than female on college students (Hagger, Biddle, & Wang, 2005;Hayes, Crocker, & Kowalski, 2008). In addition,non-physical education and female physical self-concept is lower than that male physical education students that may reflect that male and physical major education students, who usually spend more time on sport training and physical activity,are better in fitness and skill oriented self-concept than their counterparts (Arazi & Hosseini, 2013). ...
... In addition, the significant differences between male and female participants were found in the seven subscales including coordination, physically active, sport competence, appearance, strength, flexibility, and endurance. This is in line with the findings of previous studies conducted by (Arazi & Hosseini, 2013;Hagger et al., 2005;Moreno-Murcia et al., 2012) who found that male participants tended to have higher physical self-concept than female participants. Arazi & Hosseini (2013) found that male students gained higher significant level of the health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem scales, while (Hagger et al., 2005)found that boys' scores on all subscales were significantly higher than girls. ...
... This is in line with the findings of previous studies conducted by (Arazi & Hosseini, 2013;Hagger et al., 2005;Moreno-Murcia et al., 2012) who found that male participants tended to have higher physical self-concept than female participants. Arazi & Hosseini (2013) found that male students gained higher significant level of the health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem scales, while (Hagger et al., 2005)found that boys' scores on all subscales were significantly higher than girls. Despite the existence of significant differences in the physical self-concept differences, the result of the previous studies depicted the similar findings that female participant gained less favorable physical self-concept than male. ...
... Abaya, Hijab), adopted widely by Qatari females in public places [49]. Additionally, Arab females report poorer sport, physical, and strength components of physical self-concept compared to their male counterparts [50]; important as physical self-concept is positively associated with PA engagement [51] and motor skill development [52]. However, no data currently exists examining gender differences in both objective physical fitness and physical selfconcept within the Qatari population. ...
... On average males likely had 'moderately' higher physical self-concept for coordination and endurance, (Table 5). Similarly, male Iranian university students scored significantly higher for coordination, but also for health, body fat, global physical and global esteem physical self-concept components compared to females [50]. As shown in our data higher physical self-concept is associated with greater engagement in PA [51], and enhanced motor skill development [52]. ...
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Background Physical inactivity is high within the Qatari population, particularly within females, and school-based environments, contributing to increased morbidity and mortality. Schoolbased physical activity (PA) outcomes may be mediated by physical self-concept. Low physical self-concept may negatively impact PA engagement, compromising childhood and adolescent physical fitness, which may translate into adulthood. Normative physical fitness data for the Qatari population is unavailable. Stratifying normative physical fitness appears prudent, to not only allow comparisons to be made worldwide, but enable informed decisions for public health policy and future interventions in the Qatari population. Purpose To establish the physical fitness of young adults in Qatar, and examine differences between males and females for physical self-concept, and engagement in school-based and extracurricular PA. Method 186 (females n = 85) healthy participants [median (minimum—maximum) age: males = 21 (18–26), females = 21 (18–24) y; height: males = 1.74 (1.57–1.99), females = 1.61 (1.46– 1.76) m; body mass: males = 71.9 (49.3–145.0), females = 56.8 (35.7–96.4) kg] completed the ALPHA-FIT test battery for adults (one leg stand, figure of eight run, handgrip strength, jump and reach, modified push-up, dynamic sit-up and 2 km walk), physical self-description questionnaire (measuring physical self-concept), and were asked to answer ‘yes’ or ‘no’ to whether they participated in school-based and extra-curricular PA. Results Data is reported as effect size; ±90% confidence limit. Males compared to females most likely performed better for dynamic sit-up (2.2; ±0.76), very likely better for the figure of eight run (0.86; ±0.42) and likely better for handgrip strength (2.1; ±0.75). Males likely had higher physical self-concept for coordination (0.78; ±0.37) and endurance (0.66; ±0.27) compared to females. There were no differences for school-based PA (p � 0.78) or for extra-curricular PA for males (p � 0.26) or females (p � 0.21). Conclusion The data suggests that the young Qatari adult population has variable, yet generally low, physical fitness traits compared to individuals worldwide, likely due to their low PA. The precise aetiology for this is not well documented, yet such data may be prudent to evidenceinform strategies to improve physical fitness through increased PA (synergistic relationship), given the strong association between physical activity/fitness and morbidity/mortality.
... Abaya, Hijab), adopted widely by Qatari females in public places [49]. Additionally, Arab females report poorer sport, physical, and strength components of physical self-concept compared to their male counterparts [50]; important as physical self-concept is positively associated with PA engagement [51] and motor skill development [52]. However, no data currently exists examining gender differences in both objective physical fitness and physical selfconcept within the Qatari population. ...
... On average males likely had 'moderately' higher physical self-concept for coordination and endurance, (Table 5). Similarly, male Iranian university students scored significantly higher for coordination, but also for health, body fat, global physical and global esteem physical self-concept components compared to females [50]. As shown in our data higher physical self-concept is associated with greater engagement in PA [51], and enhanced motor skill development [52]. ...
Article
Full-text available
Background Physical inactivity is high within the Qatari population, particularly within females, and school-based environments, contributing to increased morbidity and mortality. School-based physical activity (PA) outcomes may be mediated by physical self-concept. Low physical self-concept may negatively impact PA engagement, compromising childhood and adolescent physical fitness, which may translate into adulthood. Normative physical fitness data for the Qatari population is unavailable. Stratifying normative physical fitness appears prudent, to not only allow comparisons to be made worldwide, but enable informed decisions for public health policy and future interventions in the Qatari population. Purpose To establish the physical fitness of young adults in Qatar, and examine differences between males and females for physical self-concept, and engagement in school-based and extra-curricular PA. Method 186 (females n = 85) healthy participants [median (minimum—maximum) age: males = 21 (18–26), females = 21 (18–24) y; height: males = 1.74 (1.57–1.99), females = 1.61 (1.46–1.76) m; body mass: males = 71.9 (49.3–145.0), females = 56.8 (35.7–96.4) kg] completed the ALPHA-FIT test battery for adults (one leg stand, figure of eight run, handgrip strength, jump and reach, modified push-up, dynamic sit-up and 2 km walk), physical self-description questionnaire (measuring physical self-concept), and were asked to answer ‘yes’ or ‘no’ to whether they participated in school-based and extra-curricular PA. Results Data is reported as effect size; ±90% confidence limit. Males compared to females most likely performed better for dynamic sit-up (2.2; ±0.76), very likely better for the figure of eight run (0.86; ±0.42) and likely better for handgrip strength (2.1; ±0.75). Males likely had higher physical self-concept for coordination (0.78; ±0.37) and endurance (0.66; ±0.27) compared to females. There were no differences for school-based PA (p ≥ 0.78) or for extra-curricular PA for males (p ≥ 0.26) or females (p ≥ 0.21). Conclusion The data suggests that the young Qatari adult population has variable, yet generally low, physical fitness traits compared to individuals worldwide, likely due to their low PA. The precise aetiology for this is not well documented, yet such data may be prudent to evidence-inform strategies to improve physical fitness through increased PA (synergistic relationship), given the strong association between physical activity/fitness and morbidity/mortality.
... Involvement in physical and sports activities to improve the physical self-concept must be initiated as a prospective student teacher. Some studies suggest that students who take courses in physical education and sports have a better physical self-concept than other courses (Arazi and Hosseini, 2013;Medina, 2016). This is certainly because students of physical education programs and sports spend more time involved in physical activity compared to other students. ...
... Based on these results, it is clear that involvement in sports extracurricular activities has an important role in improving the physical selfconcept. Several other studies have shown that physical self-concept sports students are better than non-sports (Arazi and Hosseini, 2013;Medina, 2016). Participation in all types of extracurricular activities is closely related to social and higher academic self-concept, compared to those that are not participating ...
... Physical self-concept refers to the individual's perception of their appearance and physical ability (Gorospe & Ferrer, 2022). Studies supported the relationship between PA and physical self-concept suggested that PA improves the physical perception and body satisfaction (Arazi & Hosseini, 2013;Fernandez-Bustos et al., 2019;Gorospe & Ferrer, 2022;Ruiz--Montero et al., 2020). That is, physically active individuals may consider themselves as having better physical fitness (e.g., better exercise performance or sport ability) (Ruiz-Montero et al., 2020). ...
Article
Background and aims: The World Health Organization recently announced an action plan to increase global physical activity (PA) levels due to individuals' increasingly inactive lifestyle. Perceived weight stigma (PWS) is a psychosocial factor that may reduce individuals' PA, and PA avoidance may be involved in this association. Therefore, the present study conducted a cross-sectional survey to investigate the mediating effect of tendency to avoid PA in the association between PWS and PA among Chinese university physical education (PE) students and non-PE students. Methods: Responses from non-PE (n = 2877) and PE (n = 2286) students were collected via an online survey comprising the Perceived Weight Stigma Scale, Tendency to Avoid Physical Activity and Sport Scale, and International Physical Activity Questionnaire Short Form. Results: Results of moderated atemporal mediation analysis showed a significant association between PWS and PA mediated by tendency to avoid PA among the two groups (B[SE] = 0.94[0.08], p < .001). In addition, compared to non-PE students, PE students were significantly less affected by tendency to avoid PA (B[SE] =-2.61 [0.29], p < .001). However, when affected, PE students showed a larger reduction in moderate PA levels than non-PE students (B[SE] = − 9.14[4.51], p = .043). Conclusion: The present study's findings showed that PWS negatively affected PA via the atemporal mediation of tendency to avoid PA among university PE and non-PE students. Additionally, compared to non-PE students, PE students showed a larger reduction in moderate PA levels when affected by the tendency to avoid PA. Strategies
... En población adulta, con base a las propuestas anteriormente enunciadas, algunos trabajos han identificado en universitarios diferencias entre aquellos practicantes y no practicantes de deportes (Espinoza et al., 2011), entre estudiantes universitarios de educación física y otros programas académicos, encontrando diferencias significativas a favor de los estudiantes de educación física, aunque esta investigación no indica específicamente de qué áreas del conocimiento pertenecían los universitarios de este segundo grupo (Arazi & Hosseini, 2013). Esnaola (2008) por su parte, realiza comparaciones en sujetos de diferentes edades (adolescentes hasta adultos mayores), concluyendo que existe una reducción significativa de las puntuaciones en las dimensiones de habilidad y condición física a medida que avanza la edad, tanto en hombres como en mujeres y, por el contrario, se observa un incremento en las dimensiones de atractivo físico y autoconcepto físico general en las mujeres. ...
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Los objetivos del presente estudio fueron i) analizar y comparar el autoconcepto físico en estudiantes universitarios considerando posibles diferencias entre sexos y asociaciones con el estrato socioeconómico y la edad, y ii) generar perfiles de los estudiantes utilizando algoritmos de aprendizaje automático no supervisado. Un total de 230 estudiantes colombianos entre los 18 y 38 años pertenecientes a programas académicos de Educación Física (n = 118) y Psicología (n = 112) participaron en este estudio transversal. Se aplicó el cuestionario de autoconcepto físico (PSQ). Se hallaron diferencias significativas entre hombres y mujeres. No se encontraron diferencias en el autoconcepto físico entre los hombres de los programas académicos; sin embargo, los valores de las mujeres fueron significativamente diferentes entre los dos programas (p< .05). Se evidenció una asociación inversa baja entre el autoconcepto físico y el estrato socioeconómico y la edad. Luego del análisis de agrupación jerárquica sobre componentes principales, se identificaron dos perfiles estadísticamente diferentes con tamaño del efecto grande para el autoconcepto físico y todos sus dominios (Perfil 1 [n = 138] versus Perfil 2 [n = 92]; p< .05; η2< .45). Aunque el autoconcepto físico contribuyó en mayor medida al compo-nente principal, con valores mayores para el perfil 2, el ≈73% de las mujeres (n = 101) se agruparon en el perfil 1 y hubo una mayor cantidad de estudiantes de Psicología (85/112) que de Educación Física (27/118) en el perfil 2. Los resultados muestran comportamientos diferentes del autoconcepto físico entre hombres y mujeres de los dos programas académicos. Los perfiles generados podrían ayudar a universidades, orientadores y profesores a planear intervenciones dentro de las instituciones para favorecer el desarrollo del autoconcepto físico a la vez que se evalúan otras asociaciones potenciales.
... Additionally, the results of this study show that the direct effect between gender and physical self-concept (0.04) is weak and slightly higher for women, just as observed in previous studies carried out [49,59,60] and contrary to the data provided by other published studies [30,[61][62][63]. In contrast, the indirect effect is much stronger and favors the men's group, which is in line with various studies [64][65][66][67][68][69]. ...
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(1) Background: Despite the benefits of physical activity being well documented in university students, some do not follow the international recommendations. This period of life is a vital stage in adhering to healthy habits in adult life. The objective of the study was to analyze university students’ scores of their physical self-concept and its relationship with gender, physical condition, and level of self-perceived competence. (2) Methods: The sample comprised of 1289 Bizkaia University students (42.12% men and 57.87% women), between 18 and 46.5 years old (M = 20.4; SD = 2.2 years). Physical self-concept, physical condition, number of hours per week of physical activity, and perceived fitness level were analyzed. (3) Results: We found significant differences between women and men in their physical self-concept, but it seemed to be mainly an indirect effect through the mediation of hours of exercise and physical condition. (4) Conclusions: To understand the variance of the level of physical self-concept between genders in university students, the effect of certain variables (physical condition, number of hours per week, and perceived fitness level) must be considered, as well as the mediating role of some of these variables.
... Physical self-concept has a key role in developing a level of physical fitness that allows or cannot allow the realization of certain types of activities within a certain timeframe and which can increase the positive influence that will occur on one's health (Amesberger, 2011 Copyright © 2018 by SCITEPRESS -Science and Technology Publications, Lda. All rights reserved Individuals who have positive physical selfconcept will be more physically active, and those involved in physical activity will have a high physical self-concept (Arazi and Hosseini, 2013). Thus, the involvement in physical activity and physical self-concept are closely related to each other. ...
... Physical self-concept has a key role in developing a level of physical fitness that can allow or not to allow the realization of certain types of activities within a certain timeframe and which can increase the positive influence that will occur on one's health. Individuals who have positive physical selfconcept will be more physically active, and those involved in physical activity will have a high physical self-concept (Arazi and Hosseini, 2013). Thus, the involvement in physical activity and physical selfconcept are closely related to each other. ...
... With regard to nonacademic dimensions, the most repeated information in various studies using a wide variety of questionnaires is that females have a worse physical self-concept than males (Arazi & Hosseini, 2013;Esnaola, 2009;Findlay & Bowker, 2009). These less favorable self-perceptions for girls have been found with regard to specific physical self-concept domains including perceived physical appearance and physical abilities (Avsec, 2006;Gentile et al., 2009;Ingl es et al., 2009;Kling et al., 1999;Kuzucu et al., 2013;Marsh, 1989;Marsh et al., 2005;Pastor et al., 2003;Wilgenbusch & Merrell, 1999;Young & Mroczek, 2003). ...
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The purpose of this research was to analyze the development of self‐concept during adolescence. Participants included 484 teenagers (226 boys and 258 girls) from middle‐class families in the Basque Country region of Spain (Mage = 14.99, SD = 1.81 in Time 1 and Mage = 15.64, SD = 1.80 in Time 2). Longitudinal analysis found differences in the general school dimension. Six dimensions (math, verbal, general school, physical abilities, parent relationships and same‐sex relationships) reported a linear trend with a decreasing monotonic pattern; self‐esteem fit a cubic trend and physical appearance a quadratic trend line. Males showed higher means in self‐esteem, math, physical abilities, physical appearance, emotional stability and parent relationships; and females had higher values in verbal and general school.
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Objectives. High exercise intensity may be associated with reduced adherence to exercise programmes, possibly because it is perceived as aversive. However, several authors have suggested that an intensity as high as 60% or 70% of maximal aerobic capacity (VO 2max ) is necessary for exercise to elicit positive affective changes. To elucidate this discrepancy, the affective responses to increasing levels of exercise intensity were examined. Design. In total, 30 volunteers rated their affect every minute as they ran on a treadmill while the speed and grade were progressively increased. Method. The methodology was unique in three respects: (1) affect was assessed in terms of the dimensions of the circumplex model instead of distinct affective states, (2) affect was assessed repeatedly before, during, and after exercise, not only before and after, and (3) exercise intensity was standardized across participants in terms of metabolically comparable phases (beginning, ventilatory threshold, VO 2max ) instead of percentages of maximal capacity. Results. Pre‐to‐post‐exercise comparisons indicated affective benefits in the form of increased energetic arousal and decreased tense arousal. During exercise, however, affective valence deteriorated beyond the ventilatory threshold and until VO 2max , a trend that reversed itself instantaneously during cool‐down. Conclusions. Exercise intensity that requires a transition to anaerobic metabolism can have a transient but substantial negative impact on affect and this may, in turn, reduce adherence to exercise programmes.
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The Rosenberg Self‐Esteem Scale (RSE) is a widely used measure of global self‐esteem. Although its psychometric properties have found considerable support, its relationship to a multidimensional scale of self‐concept has yet to be investigated. The sample for this study consisted of 150 adolescents randomly drawn in equal numbers and equated by gender from grades 8 to 12. Along with the RSE, Harter's Self‐Perception Profile for Adolescents was administered to assess the adolescents' self‐concept in nine separate domains. Correlational and cross‐validation multiple regression analyses found that the RSE total score and both its factor scores were strongly related to Global Self‐Worth, supporting Rosenberg's conclusions that his scale is a measure of global self‐esteem and that its two identified factors are essentially measuring one rather than two different constructs. Other findings include a gender difference, with females reporting significantly lower RSE scores, and modest correlational support for a grade level rise found in the literature.
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This study was undertaken to examine the stability of adolescents' physical self-perceptions across short (4 days) and longer (6 and 12 months) periods of time. Boys and girls (N = 195) from 12 to 13 years of age completed the Children's Physical Self-Perception Profile for 4 consecutive days; follow-up measurements were performed 6 and 12 months later. Results for the short term revealed relatively high stability of physical self-perceptions for the group, although most individuals showed fluctuations in self-perceptions over the 4 days. As expected, adolescents' self-perceptions were less stable when follow-up measurements were administered.
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A sample of 18 students (8 women, 10 men) enrolled in a semester-long adventure-education class and 32 (17 women, 15 men) enrolled in a general health class were administered the Tennessee Self-concept Scale to assess the effect of participation in adventure-based activities on self-concept. Using analysis of covariance, with the pretest scores as the covariate, significant differences were found between the two groups on total self-concept and on subscale scores of Physical self, Social self, and Behavior subscales for men, with the scores of the adventure-education class being significantly higher than those of the control group. Significantly higher scores were found for women in the adventure-education class on total self-concept and on subscale scores than on the Physical self and Personal self scales.
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The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14–15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject-specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement.
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This study measured the effects of gender, age and their interaction on global selfesteem and physical self-perceptions (physical self-worth, PSW; physical condition, PC; physical strength, PS; attractive body, AB; sport competence, SC) of French adolescents. Global self-esteem (GSE) and physical self-perceptions were measured by the Physical Self Inventory. Participants were 605 adolescents assigned to groups on the basis of gender (males vs females) and age (from 11 to 16 years). Significant age, gender and interaction differences in the ratings were analysed using a two-way MANOVA design. An age effect was found on the GSE, PSW and AB scales and a gender effect was found on GSE and all physical self-perception scales. We found no interaction (age gender) effect. We discuss the separate effects of gender and age on GSE and physical self-perceptions in adolescents, as well as the lack of interaction effect.
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Beliefs about gender appropriateness and conceptions of ability have been identified as powerful influences on beliefs about competence. The purpose of this study was to investigate the interaction of those two factors on competence beliefs in physical activity. Participants completed a survey about the sport of hockey, watched a video of a specific hockey skill, and then responded to questions about the skill. Males expressed more confidence in their ability to learn hockey than females, but females who perceived the activity to be gender neutral were more confident in their ability to learn hockey than females who believed the activity was predominantly for males. Participants' explanations of their beliefs about gender appropriateness and confidence shed light on how competence beliefs are affected by perceptions of gender appropriateness and conceptions of ability.
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Assessed the structure and validity of the Physical Self-Perception Profile (PSPP) when used with adults in their middle and later years. 149 females and 111 males (aged 31–66 yrs) completed the 4 subdomain scales (sport competence, physical condition, attractive body, strength), the more general domain scale of physical self-worth, and a global self-esteem scale. PSPP scales manifested strong internal consistency, validly separated exercisers from nonexercisers, and predicted a degree of exercise involvement. Principal-component analyses revealed scale overlap for the scales for physical self-worth and attractive body. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The differential effects of a competitive and a cooperative fitness program for 137 Australian girls (aged 11–14 yrs) were examined in terms of physical fitness and multidimensional self-concepts. Consistent with the content specificity of self-concept, physical fitness was significantly correlated with self-concept of physical ability but not with any of the other 10 self-concept scales used. Both the competitive and cooperative programs significantly enhanced physical fitness compared with a randomly assigned control group; the cooperative program also enhanced physical ability self-concept and, to a lesser extent, physical appearance self-concept whereas the competitive program lowered them. Results demonstrate the benefits of cooperatively oriented physical fitness programs for girls and the content specificity of multiple dimensions of self-concept. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Age and gender effects in 10 physical self-concept scales for elite athletes and nonathletes were based on responses from 899 participants in 4 age cohorts (grades 7–10 in high school) who completed the same instrument 4 times during a 2-year period. A multicohort-multioccasion design provides a stronger basis for assessing developmental differences than a cross-sectional comparison collected on a single occasion or a longitudinal comparison based on responses by a single age cohort collected on multiple occasions. Across all 10 physical self-concepts there were substantial differences due to group (athletes > nonathletes), gender (males > females), and gender × group interactions (athletes 
Article
Evaluated the construct validity of 3 measures of physical self-concept. 315 adolescents (aged 12–18 yrs) completed the Physical Self-Description Questionnaire (PSDQ), the Physical Self-Concept Scale (PSCS), and the Physical Self-Perception Profile (PSPP). A cross-validation sample of 395 adolescents (aged 12–28 yrs) completed only the PSDQ. Estimates of reliability were systematically lower for the PSPP than for the other instruments. The PSCS successfully provided a quick, reliable measure of a limited number of components of physical self-concept that were widely applicable across gender and age ranges. Support was found for the construct validity of responses to the PSDQ. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Examined relations between women's involvement in sports and 3 psychological constructs (role conflict, sex-role identification, and multidimensional self-concepts) using 3 groups: 30 17–41 yr old female powerlifters competing in a national championship, 46 high school female athletes, and 46 high school female nonathletes. Role conflict was not substantial except for a few specific areas related to conflicting expectations of appropriate female and athlete behavior. Both athletic groups scored substantially higher on masculinity and on self-concept of physical ability than the nonathletic group, but there were no group differences on femininity and few substantial differences in other areas of self-concept. Results provide support for the construct validity of androgyny and the multidimensionality of self-concept. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
Objectives: The Children and Youth Physical Self-Perception Profile (CY-PSPP) is widely used to study children’s physical self-perceptions and potential influences on physical activity and other psychosocial constructs. Previous studies have supported the overall utility of the CY-PSPP with adolescent children but the validity and utility of the instrument has not been established for younger children. The purpose of this study was to test the proposed hierarchical relationships of the CY-PSPP among a large sample of young children. A secondary purpose was to examine the construct and predictive validity of the CY-PSPP subdomains.Design: Cross-sectional.Methods: Children (n=754) completed the CY-PSPP instrument and the Physical Activity Questionnaire for Children (PAQ-C) during physical education class. Health-related fitness measures were obtained from the FITNESSGRAM test battery. Structural equation modeling was conducted to assess the factor structure of the measurement model and the relationships among the CY-PSPP domains. Sequential multigroup covariance analyses was used to examine gender equivalence of the instrument and correlation analyses were used to examine construct and predictive validity.Results: CFA supported the factorial validity of the CY-PSPP model and revealed no invariance between genders. Correlations between CY-PSPP domains and measures of fitness were moderate and exhibited the expected pattern of relationships. Each of the CY-PSPP domains was also significantly correlated with physical activity.Conclusions: The CY-PSPP provides a useful way to study the nature and impact of physical self-perception in young children.
Article
ObjectiveThe study was intended to investigate the construct validity of two well accepted physical self-instruments -PSPP and PSDQ- for non-English speaking university students.Method217 volunteered (98 males; Mage=22.7±2.12 and 119 females; Mage=21.6±1.42) university students completed The Physical Self-Perception Profile (PSPP) (Fox, K.R., & Corbin, C.B. (1989). The physical self-perception profile: Development and preliminary validation. Journal of Sport and Exercise Psychology, 11, 408–430), Physical Self-Description Questionnaire (PSDQ) (Marsh, H.W., Richards, G.E., Johnson, S., Roche, L. & Tremayne, P. (1994). Physical Self-Description Questionnaire: Psychometric properties and an multitrait-multimethod analysis of relations to existing instruments. Journal of Sport and Exercise Psychology, 16, 270–305), and Physical Activity Assessment Questionnaire (Karaca, A., Ergen, E. & Koruç, Z. (2000). The reliability and validity of Physical Activity Assessment Questionnaire (PAAQ). Hacettepe Journal of Sport Sciences,11 17–28). Body composition, cardiovascular endurance, muscular endurance, muscular strength and flexibility were assessed as physical fitness measures in this study. Zero order and partial correlation analyses were used to examine the construct validity.ResultsPSPP and PSDQ scales were correlated with corresponding physical fitness measures. The correlations were moderate and supported the expected pattern.ConclusionThe obtained results provide the initial evidence for the construct validity of PSPP and PSDQ for non-English speaking Turkish university students.
Article
The purpose of this research was to investigate the reliability and validity of a Flemish version of the Physical Self-Perception Profile (PSPP). Males (n=146) and females (n=154) completed the PSPP and the Rosenberg Self-Esteem Inventory, and their scores were compared to those of 217 Flemish psychiatric patients (83 males, 134 females). Confirmatory factor analysis supported a three-component structure, due to the merging of the original sports competence and physical condition subscales (CFI=0.91 in males; CFI=0.90 in females). Partial correlation analysis supported the hierarchical structure of the PSPP. The new PSPP scales manifested strong internal consistency, and discriminated between normal adults and psychiatric patients (canonical r=0.44 for males, r=0.55 for females). It was concluded that the three-component PSPP can be considered as a reliable and valid instrument for measuring physical self-perceptions in normal Flemish adults and patients with mood disorders.
Article
Self-evaluations in the physical domain are important contributors to self-esteem and are influential in choice and persistence in behaviours such as exercise participation. Recently, within the context of contemporary self-esteem theory, Fox and Corbin (1989; Journal of Sport and Exercise Psychology, 11, 408–430) developed instrumentation to measure physical self-perceptions. The five subscale Physical Self-Perception Profile (PSPP) has since been used to demonstrate the multidimensionality and hierarchical organization of self-perceptions in the physical domain. However, the instrument was developed with American subjects and the possibility of cultural differences in self-perceptions needs to be addressed. The purpose of this study was to evaluate the psychometric properties and validity of the PSPP using British college subjects (N = 249). Strong evidence emerged from two samples for the instrument's original factor structure and internal reliability (alpha = 0.81 to 0.91). Zero-order and partial correlation supported the proposed hierarchical organization of constructs. Stepwise discriminant analysis showed that the PSPP could correctly classify 74.1% of subjects as low and 83.3% as high in physical activity. These British data replicate the psychometric integrity of the PSPP previously reported with an American population. The profile provides a valid and reliable tool for further research into the nature of physical self-perceptions, their development and their behavioural consequences.
Article
This investigation is concerned with the analysis of interaction preferences among secondary school children in physical education. 6.263 secondary school children participated in this study and completed the Social Participation in Learning Scale (GR). Psychometric properties were re-evaluated and it was analyzed gender differences in the four dimensions of this scale: Cooperative dimension, Competitive dimension, Affiliative dimension and Individualistic dimension. The results showed that, in general, secondary school children think that they are cooperative, in reference to gender; boys got higher scores in the competitive and individualistic dimensions and girls in the cooperative and affiliative dimensions of the scale. The signification of these results is analyzed. El presente estudio analiza las preferencias participativas de los chicos y chicas de la ESO en Educación Física. Participaron 6.263 escolares españoles en esta investigación a los que se les aplicó la Escala GR de Participación Social en el aprendizaje, con lo que se revalidó la utilidad y permitió establecer las diferencias de género. El análisis de las propiedades de medida de la escala ratifico su estructura compuesta de cuatro dimensiones: Competitiva, Cooperativa, Afiliativa e Individualista. Los resultados mostraron que globalmente fue la dimensión cooperativa la predominante entre los estudiantes participantes en este estudio. En cuanto a las diferencias de sexo, éstas fueron significativas en las cuatro dimensiones, siendo las puntuaciones más elevadas en las dimensiones cooperativa y afiliativa para las chicas, y mayores en las dimensiones competitivas e individualistas para los chicos. Se analiza el significado de estos resultados.
Article
The Physical Self-Description Questionnaire (PSDQ) is a multidimensional, physical self-concept instrument designed to measure 11 scales: Strength, Body Fat, Activity, Endurance/Fitness, Sports Competence, Coordination, Health, Appearance, Flexibility, Global Physical Self-concept, and Global Esteem. High school students completed the PSDQ on four occasions over a 14-month period. Across the 11 PSDQ scales, the internal consistency at each occasion was good (median alpha = .92) and the stability over time varied from median r = .83 for a 3-month period to median r = .69 for the 14-month period. The data were used to demonstrate the application of confirmatory factor-analysis models of multitrait-multimethod (MTMM) data (with occasions as the multiple methods), which supported the discriminant validity of the PSDQ scales. Augmented MTMM models that included two field tests of cardiovascular endurance provided additional support for the construct validity of PSDQ responses and interpretation of the MTMM models. These results contribute to the growing body of support for the construct validity of physical-self-concept responses and illustrate the application of CFA MTMM models.
Article
The purpose of this study was to examine the effects of a physical activity intervention package on the self-esteem of pre-adolescent and adolescent females. The package involved three components: physical activity, education and self-report. Subjects (N = 181) were pre-, early-, and middle-adolescent girls ranging in age from 9 to 16 who were enrolled in an independent school. An experimental pre-test/post-test design which involved two independent variables (intervention package and age group), each with three levels, was used. Self-esteem was measured with the Self Description Questionnaire I and II (Marsh, 1988). Results indicated that low self-esteem individuals benefitted from the intervention. However, statistically significant results were limited to the younger age group.
Article
Physical education classes given to a group of 46 pupils (27 boys and 19 girls) over a 6-mo. term differed from the usual program (control group of 29 pupils) in identifying individual goals, promoting participative and noncompetitive games, and praising students every chance possible during the classes. The enhancement of self-concept, particularly the physical self-concept, was significant for the experimental group as measured by the Self-description Questionnaire and the Child and Youth Physical Self-perception Profile.
Article
Scientific evidence is accumulating on physical activity as a means for the primary prevention of cancer. Nearly 170 observational epidemiologic studies of physical activity and cancer risk at a number of specific cancer sites have been conducted. The evidence for decreased risk with increased physical activity is classified as convincing for breast and colon cancers, probable for prostate cancer, possible for lung and endometrial cancers and insufficient for cancers at all other sites. Despite the large number of studies conducted on physical activity and cancer, most have been hampered by incomplete assessment of physical activity and a lack of full examination of effect modification and confounding. Several plausible hypothesized biological mechanisms exist for the association between physical activity and cancer, including changes in endogenous sexual and metabolic hormone levels and growth factors, decreased obesity and central adiposity and possibly changes in immune function. Weight control may play a particularly important role because links between excess weight and increased cancer risk have been established for several sites, and central adiposity has been particularly implicated in promoting metabolic conditions amenable to carcinogenesis. Based on existing evidence, some public health organizations have issued physical activity guidelines for cancer prevention, generally recommending at least 30 min of moderate-to-vigorous intensity physical activity on > or =5 d/wk. Although most research has focused on the efficacy of physical activity in cancer prevention, evidence is increasing that exercise also influences other aspects of the cancer experience, including cancer detection, coping, rehabilitation and survival after diagnosis.
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Osteoporosis is a common medical problem. Lifestyle measures to prevent or help treat existing osteoporosis often only receive lip service. The evidence for the role of exercise in the prevention and treatment of osteoporosis is reviewed.
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KIRSKA, A. Can a physically active lifestyle prevent type 2 diabetes? Exerc. Sport Sci. Rev., Vol. 31, No. 3, pp. 132–137, 2003. Recent clinical trials demonstrated that physical activity plays an important role in type 2 diabetes prevention. Their activity goals resembled public health recommendations: 150 min weekly of moderate intensity physical activity (brisk walking). The flexibility of this goal will make it easier to adopt by individuals of all ages and backgrounds and has the potential for being maintained over time.
Article
This article examines factors associated with adolescent self-concept and the impact of adolescent self-concept on psychological and physical health and health behaviour in young adulthood. The data are from the household cross-sectional (1994/95) and longitudinal (1994/95 to 2000/01) components of Statistics Canada's National Population Health Survey. Scores on self-concept indicators in 1994/95 were compared between the sexes and age groups (12 to 15 versus 16 to 19). Multivariate analyses were used to examine cross-sectional and longitudinal associations between adolescent self-concept and depression, self-perceived health, physical activity and obesity, controlling for other possible confounders. Self-concept tends to be low among girls compared with boys. Cross-sectionally, adolescent self-concept was associated with household income and emotional support. For girls and for young adolescents, a weak self-concept in 1994/95 was related to the incidence of depression over the next six years; it was also predictive of physical inactivity among boys, and obesity among both sexes. A strong self-concept had a positive long-term effect on girls' self-perceived health.
Article
Psychological and behavioural problems in children and adolescents are common, and improving self-esteem may help to prevent the development of such problems. There is strong evidence for the positive physical health outcomes of exercise, but the evidence of exercise on mental health is scarce. To determine if exercise alone or exercise as part of a comprehensive intervention can improve self-esteem among children and young people. Computerised searches in MEDLINE, EMBASE, The Cochrane Controlled Trials Register (CENTRAL), CINAHL, PsycINFO and ERIC were undertaken and reference lists from relevant articles were scanned. Relevant studies were also traced by contacting authors. Dates of most recent searches: May 2003 in (CENTRAL), all others: January 2002. Randomised controlled trials where the study population consisted of children and young people aged from 3 to 20 years, in which one intervention arm was gross motor activity for more than four weeks and the outcome measure was self-esteem. Two reviewers independently selected trials for inclusion, assessed the validity of included trials and extracted data. Investigators were contacted to collect missing data or for clarification when necessary. Twenty-three trials with a total of 1821 children and young people were included. Generally, the trials were small, and only one was assessed to have a low risk of bias. Thirteen trials compared exercise alone with no intervention. Eight were included in the meta-analysis, and overall the results were heteregeneous. One study with a low risk of bias showed a standardised mean difference (SMD) of 1.33 (95% CI 0.43 to 2.23), while the SMD's for the three studies with a moderate risk of bias and the four studies with a high risk of bias was 0.21 (95% CI -0.17 to 0.59) and 0.57 (95% CI 0.11 to 1.04), respectively. Twelve trials compared exercise as part of a comprehensive programme with no intervention. Only four provided data sufficient to calculate overall effects, and the results indicate a moderate short-term difference in self-esteem in favour of the intervention [SMD 0.51 (95% CI 0.15 to 0.88)]. The results indicate that exercise has positive short-term effects on self-esteem in children and young people. Since there are no known negative effects of exercise and many positive effects on physical health, exercise may be an important measure in improving children's self-esteem. These conclusions are based on several small low-quality trials.
Article
Little is known about how physical activity (PA), sedentary behavior, and various adolescent health risk behaviors are associated. The objective of this study was to examine relationships between PA and sedentary behavior patterns and an array of risk behaviors, including leading causes of adolescent morbidity/mortality. Nationally representative self-reported data were collected (National Longitudinal Study of Adolescent Health; wave I: 1994-1995; II: 1996; N = 11957). Previously developed and validated cluster analyses identified 7 homogeneous groups of adolescents sharing PA and sedentary behaviors. Poisson regression predicted the relative risk of health risk behaviors, other weekly activities, and self-esteem across the 7 PA/sedentary behavior clusters controlling for demographics and socioeconomic status. Main outcome measures were adolescent risk behaviors (eg, truancy, cigarette smoking, sexual intercourse, delinquency), other weekly activities (eg, work, academic performance, sleep), self-esteem. Relative to high television (TV) and video viewers, adolescents in clusters characterized by skating and video gaming, high overall sports and sports participation with parents, using neighborhood recreation center, strict parental control of TV, reporting few activities overall, and being active in school were less likely to participate in a range of risky behaviors, ranging from an adjusted risk ratio (ARR) of 0.42 (outcome: illegal drug use, cluster: strict parental control of TV) to 0.88 (outcome: violence, cluster: sports with parents). Active teens were less likely to have low self-esteem (eg, adolescents engaging in sports with parents, ARR: 0.73) and more likely to have higher grades (eg, active in school, ARR: 1.20). Participation in a range of PA-related behaviors, particularly those characterized by high parental sports/exercise involvement, was associated with favorable adolescent risk profiles. Adolescents with high TV/video viewership were less likely to have positive risk behavior outcomes. Enhancing opportunities for PA and sport may have a beneficial effect on leading adolescent risk behaviors.
Article
PROBLEM: Physical activity has been promoted as a means of enhancing self-concept, yet the evidence for this connection is far from compelling. In particular, experimental research investigating this association during adolescence, a period during which many youth struggle to maintain a positive self-image, is noticeably lacking. This study investigates the impact on self-concept of a 9-month physical activity intervention among sedentary adolescent females. METHOD: Female adolescents who were sedentary at baseline were assigned either to an exercise intervention or a comparison group as part of the controlled trial. The intervention was school-based, and assignment to groups was based on school attended. Intervention participants engaged in supervised activity 4 times per week and received didactic instruction promoting activity outside of school 1 day per week. Self-concept, physical activity participation, and cardiovascular fitness were assessed before, mid-way through, and after the 9-month intervention. RESULTS: The intervention had a significant positive impact on participation in vigorous activity and cardiovascular fitness. The intervention did not significantly influence any of the self-concept dimensions overall. There was, however, a three-way interaction such that there was an increase in global physical self-concept among those intervention participants who increased cardiovascular fitness. CONCLUSIONS: These findings indicate that a physical activity intervention among sedentary adolescent females enhanced global physical self-concept for a subset of intervention participants who manifested positive changes in fitness.
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