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Physical self-concept between PE major and non-PE major students in Hong Kong
... In other words, the Chinese students who major in PE know the concepts, mechanisms, and benefits of PA very well, and are more likely to engage in exercise and sport compared to non-PE students given the area they have chosen to specialize in academically. It has been reported that students who major in physical education (i.e., PE students) have higher PA levels than those who major in general subjects (i.e., non-PE students) (Chung, 2003;Gorospe & Ferrer, 2022), because they spend more time engaging in PA and sport training (Chung, 2003). Moreover, the common barriers of PA, such as lack of motivation, equipment, time, and support (Kelly et al., 2016), are rarely reported among PE students. ...
... In other words, the Chinese students who major in PE know the concepts, mechanisms, and benefits of PA very well, and are more likely to engage in exercise and sport compared to non-PE students given the area they have chosen to specialize in academically. It has been reported that students who major in physical education (i.e., PE students) have higher PA levels than those who major in general subjects (i.e., non-PE students) (Chung, 2003;Gorospe & Ferrer, 2022), because they spend more time engaging in PA and sport training (Chung, 2003). Moreover, the common barriers of PA, such as lack of motivation, equipment, time, and support (Kelly et al., 2016), are rarely reported among PE students. ...
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
... After-school sport and physical activity programs are prominent settings to enhance children's personal and social capacities and reduce risk factors. Hellison's (2011;2003)Teaching Personal and Social Responsibility (TPSR) is a holistic approach which integrates core values of responsibility with physical activity and has the potential to counter the ill-effects of growing up in under-resourced communities. ...
... Physical education (PE) tends to promote hegemonic paradigms such as competition, individualism, elitism, and scientism (Fernandez-Balboa & Muros, 2008). Physical education specialists tend to have had positive experiences in PE and possess higher physical self-images than generalists (Chung, 2003). Such specialists often enroll in kinesiology programs that espouse an epistemological hierarchy that privileges such paradigms (Andrews, 2008), which tends to exclude and marginalize many students who do not excel at athletics. ...
... Thus, there may be differences in the physical self-concept of students when the number of physical education courses they take is considered. In fact, Chung (2003) has found out that physical education major students, who usually spend more time on physical activity and sports training, tend to have better fitness and skill-oriented self-concept than their counterparts. Moreover, Vincent (2013) has also found in her study that physical education major participants in high school competitive athletic programs were found to have significantly higher self-concept than all other groups who are non-physical education majors. ...
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.
... Further research has expressed that sexual orientation is a powerful factor as it's demonstrated that standard physical action is taken part more in guys than females along these lines affecting their mental well-being [106]. Comparable discoveries have been the reliably connected ender with selfrecognition; a significant part of the writing on self-observation and sexual orientation contrasts has led to guys having a higher by and large self-view of themselves than females do [107][108][109][110]. ...
A direct relation between physical and mental health was already observed in ancient times. This is evident from the principle of Hippocrates saying: "Healthy body in a healthy mind" [1]. Lasker, Weiss, and Miller mentioned that a one-of-a-kind favorable position of coordinated effort could be acknowledged when the organization is overall more noteworthy than its parts. For instance, training and exercise, nutrition and brain science are progressively converging to comprehend health in an all-encompassing manner. For approximately 20 years, the investigation of well-being has been merging several approaches to portray a broader methodology that would help understand self-improvement and personal satisfaction better [2]. The motivation behind this exploration is to gain thorough knowledge of the impact of physical activity (PA) and the effects it has on psychological well-being (PWB). |For instance, how being physically active impacts mental well-being or the effects of being physically inactive and what would be the results of such behavior. A passive way of living has turned into a medical problem of extraordinary worry throughout recent years [3]. Nowadays there are unquestionably more open doors for stationary options in contrast to active ways of life in comparison to any time in recent memory [4]. Research has even shown that passive life is related to more unfortunate emotional well-being scores [5]. During the last three decades physical activity has ascended to a notable extent as both an open issue and as a research intrigue. It tends to be ascribed to conceivably three factors. The first refers to the inactive way of living mentioned previously. The second denotes the results of Abstract The aim of this study is to give a meaningful analysis of physical activity consolidating to its advantages on mental health and prosperity undertakings. Aspects of mental prosperity analyzed in the context of general prosperity with specific reference to self-recognition have enabled us to highlight the connection between physical activity, mental prosperity, well-being and self-discernment. We have also looked at the alternation between physical activity and self-observation: we outline their strong association. Finally, segment factors, namely age, sex and socioeconomic status, are contemplated to reveal how they impact on prosperity when these are looked at together with physical exercise. We analyse the effect these factors may have on one's self discernment as well as the utilization of physical exercise as an applied intercession to forestall negative mental prosperity. Last but not least, given the importance of good mental health for young people too, we stress its importance for them and how it can be maintained through physical activity; for mental health should be addressed in the educational curriculum, should be monitored by specialists in our educational communities and should be taken into consideration when students sit important summative assessments.
... This can be compared to the standard result of differences between the sexes on the means of physical self-description scales, with men reporting higher values (e.g. Caglar, 2009, but see also the exception of Lau et al., 2008;Chung, 2003;Moore, 2003). In other words, it seems that although the absolute levels are different, the structure of the phenomena are pretty much the same between the sexes, i.e. the PSDQ can be said to be invariant in structure across sexes in the available data, although means differ. ...
Invariance of surveys across different groups means that the respondents interpret the items in the same way, as reflected in similar factor loadings, for example. Invariance can be assessed using various statistical procedures, such as Multi-Group Confirmatory Factor Analysis. However, these analyses require access to raw data. Here, we introduce a meta-analytic method that requires only the factor correlation matrices of samples as input. It compares the structures of intercorrelations of factors by correlating these values across two samples, yielding a value of overall similarity for how the factors intercorrelate in different samples. This method was tested in three different ways. We conclude that the method yields useful results and can assess invariance when raw data are not available.
... Typically, research in this area often uses a variable-centered approach that compares the structure of physical self-concept across elite athletes and physical education students (e.g., Marsh et al. 1997), age and sex effects (e.g., MaÔano et al. 2004), and PE major and non PE major students (e.g., Chung 2003). Recently, Marsh et al. (2009) propose the use of a latent profile analysis (LPA) to explore a person-centered approach to the study of multi-dimensional aspects of academic self-concept. ...
The purposes of this study were to validate the Physical Self-Description Questionnaire (PSDQ-S) and examine the physical self-description profiles using Latent Profile Analysis with a Chinese sample. A total of 744 secondary school students in China took part in the study. While the results provided support for internal reliability and discriminant validity of the PSDQ-S, they indicated convergent validity required further testing. In addition, three distinct profiles were identified with unique physical self-concept and different levels of physical activity participation. The study showed the PDSQ-S is useful in differentiating groups of adolescents with different levels of physical self-concept.
... In this sense, investigations conducted by Sonstroem et al [15] Page et al [16] and Asçi [17] [20] also found that males had higher self-concept in physical ability and appearance whereas; Rahmani-Nia et al [31] indicated that males scored higher on perceived physical performance capacity than females. Chung [26] also obtained similar findings-males scored higher than females on perceived physical appearance and perceived athletic competence. ...
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.
The purpose of this study was to evaluate associations between Self-perceived and measured physical fitness of male college students. The target population consisted entirely of male students of University of Guilan, Iran. Among them non- athlete male with mean age of 21.83±1.17 years, height 173.6±6.4 cm, weight 70.66±11.8 kg and body mass index 22.38±3. kg/m 2, volunteered to participate in this study, respectively. The participants (n = 150) completed a five item self-reported questionnaire to estimate their physical fitness levels. Self-perceived fitness (SPF) was assessed using a five-component questionnaire in which subjects indicated on a 13-point rating scale their perceived endurance, flexibility, strength, body composition and overall fitness. Results show that there were significant correlations between self-perceived of endurance and 1500-m running time (r = -.17); but, the correlation between self-perceived of strength and composite strength scores (handgrip dynamometry, hand-grip tests) (r =.09); self-perceived of flexibility and sit and reach scores (r =-.033) and self-perceived of body composition (r =.042) was not significant. The collected data was analyzed by descriptive (mean and standard deviation) and deductive statistical used to relations between variables were described by using Pearson correlation coefficient. In all subject, self perceived scores higher than actual fitness scores. The results clearly indicated that non-athlete male student's did not sufficient skills to competently undertake self-perceived of their fitness.
Adolescence represents an important period in the life cycle characterized by a variety of developmental changes that are crucial for the physical self-concept formation. The latter occupies a unique postion in the self-system because the body through its appearance, attributes and abilities provides substantive interface between the individual and the environment. Th e aim of the study was to examine the psychometric properties of the Slovenian version of the Physical-Self Description Questionnaire (PSDQ) on a sample of elementary school students aged between 13 and 15. The questionnaire has proved to be a reliable and valid measurement tool for studying the physical self-perceptions of adolescents. The results of confirmatory factor analysis have largely confi rmed the 11-factor structure of the PSDQ. Gender differences in multidimensional physical self-concept were also found: boys showed a more favorable physical self in almost all of the PSDQ components comparedwith girls. The findings of the study may contribute to better understanding and appropriate study of physical self among Slovenian adolescents.
Objectives
This study aims at providing meta-analytically derived information on the reliability of test scores obtained with the Physical Self-Description Questionnaire (PSDQ). The following research questions are addressed: (1) What is the mean internal consistency reliability (coefficient Alpha) of PSDQ scores across studies to date? (2) Which factors influence the reliability estimates?DesignWe conduct an extensive literature search for studies using the PSDQ in relevant databases. Overall, 49 studies using either the whole PSDQ or a selection of PSDQ subscales are analyzed.Methods
We use the technique of reliability generalization (RG) to pool internal consistency estimates from extant applications of the PSDQ. Moderator analyses are carried out to identify the impact of selected study variables on the reliability estimates. We use a total of six moderator categories (original vs. translated version, complete test vs. selected subscale(s), gender composition of the sample, age group, sample size, and year of publication).Results54.4% of the studies analyzed report reliability data for the sample at hand. Mean reliability estimates within all subscales are above α = .8, with the subscale Health presenting the lowest mean reliability estimate at α = .823 and the subscale Body fat the highest at α = .943. The moderator analyses reveal influences of moderators on distinct PSDQ scales.Conclusion
Overall, the PSDQ accomplishes good internal consistency based on the extant empirical evidence. Most importantly, however, the moderator analyses show clear evidence of a reduction in the reliability coefficients due to using a translated questionnaire version.
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