Physical Fitness Level and Its Relationship with Self-Concept in School Children (original) (raw)
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Procedia - Social and Behavioral Sciences, 2012
The main purpose of the present study was to analyze the relationship between physical self-concept and health-related physical fitness in Spanish children. A sample of 72 Spanish primary education students (boys, n=39; girls, n=33; aged 10-12) participated in the study. All students were evaluated in the same week during the Physical Education classes. Physical Self-Description Questionnaire and EUROFIT test battery were applied to measure the variables (physical self-concept and physical fitness, respectively). Pearson´s correlation analysis showed that physical self-concept and physical fitness are positively related (r=.55; p<.001). Physical self-concept and health-related physical fitness are positively associated in Spanish children.
Relationships between Physical Self-Concept and Physical Fitness in Italian Adolescents
Perceptual and Motor Skills, 2010
Physical self-concept exerts a central role in adolescence. In this phase of life, individuals experience many physical, mental, and emotional changes, and sex differences become evident. The purpose of this study was to examine the relationships between physical self-concept and actual indicators of physical fitness among youth in early adolescence. A total of 103 Italian boys and girls, ages 12 to 15 years ( M = 13.2, SD = 0.7) were studied. Physical self-concept was assessed using the Physical Self-Description Questionnaire, EUROFIT tests were used to measure physical fitness, and BMI was calculated based on height and weight measurements. Results showed several significant correlations between the variables, revealed some sex differences on physical self-concept and fitness, and indicated significant correlations between EUROFIT scores and physical self-concept variables.
Scandinavian Journal of Medicine and Science in Sports, 2005
scale and examined the relation between physical self-Perception and daily physical activity as well as the relationship between physical self-perception and body mass index (BMI) among Swedish school children. Methods: Forty-eight children aged 11-12 years completed the CY-PSPP twice with 2 weeks in between. Test-retest reliability, concurrent and content validity were calculated. Five hundred and one children, aged 10-14 years, were measured for height and weight and perceived physical self-perception. Activity levels were analyzed using pedometers for 4 consecutive days. Results: Good validity concerning concurrent and content validity was found. Test-retest reliability over a 2-week period was acceptable. In boys a fair and in girls a poor correlation between the sub-domains of the CY-PSPP and physical activity were found and a fair negative correlation between the sub-domains and BMI except for Physical Strength. Conclusion: The CY-PSPP distinguishes between children with low and high physical selfperception. The information is of importance when designing physical activity programs reachable for children with low physical self-esteem. According to the findings it is important to form physical activity programs that support and develop Sport Competence, Physical Condition and sense of Body Attractiveness among children.
The relationship between actual and self-perceived physical fitness in adolescence
Kinesiology, 2021
The purpose of this study was to assess the relationship between physical self-concept and actual indicators of physical fitness in early and mid-adolescence. Physical self-concept plays a significant role in adolescence, as this phase of life is characterised by many physical, mental, and emotional changes. A total of 427 Slovenian boys and girls from two age groups (early and middle adolescence) were studied. Physical self-concept was assessed with the Slovenian version of Physical Self-Description Questionnaire, while the Sports-educational Chart was used to measure physical fitness. The results showed that the older group scored better on all measures of physical fitness, except for general endurance. In terms of age-related differences in physical self-concept, older adolescents showed poorer physical perceptions of their strength and flexibility and higher global self-esteem compared to their younger peers. Correlation analysis showed that physical self-concept and actual indi...
The relationship between motor competence, physical fitness and self-perception in children
Child: Care, Health and Development, 2012
Aim The aim of the current research was to explore the relationship between motor competence, physical fitness and self-perception, and to study to which extent this relationship may vary by gender. Methods A sample of 67 children (mean age 11.46 years, SD 0.27) completed Harter's Self-Perception Profile for Children (SPPC), the Movement Assessment Battery for Children (MABC) and the Test of Physical Fitness (TPF) to assess self-perception, motor competence and physical fitness. Results The SPPC was stronger related to total score on TPF than to total score on MABC. However, when looking at boys and girls separately, this result was found for the boys only. In the group in general, total scores on both TPF and MABC correlated significantly with three of the domains of SPPC (social acceptance, athletic competence and physical appearance) and general self-worth. This relationship varied by gender. Interestingly, TPF was highest correlated with perception of athletic competence in boys but with perception of social acceptance in girls. A high and significant correlation was found between physical fitness and motor competence for both genders. Conclusion The results indicated a strong relationship between physical fitness, motor competence and self-perception in children that varied by gender. This implies that all these factors are essential contributions in order to facilitate participation in physical activity in children.
Physical self-concept in primary education. A proposal for a measurement tool
European Journal of Human Movement, 2016
This research has two main goals: (a) setting up a valid and reliable tool under the form of a questionnaire to measure physical self-concept; and (b) checking the factor structure of that questionnaire "Physical Self on Primary Students" (PSPS) through a factor analysis. Accordingly, we drew up a tool consisting of 20 items that was delivered to 330 students during an initial pilot stage, and to 692 students during a second stage, all of them being 5th and 6th primary grade students. The results reveal the existence of a four dimensional mode, since the indexes found in the confirmatory factorial analysis show a reasonably suitable adjustment of the model. Thus, the GFI index provides values of .827 and .773 for the AGFI. At the same time, the c2 provides a value of 1043.64 (P = .000) with 104 degrees of freedom. The value of the IFC is .862, close to the subjective cutoff point to consider it a model of fair representation of the observed data. PSP-PS showed as a valid and reliable tool, easy to apply to primary students. It could contribute to detect, prevent and/or intervene in students with low self-esteem.
Self-Concept as the Determinant of Physical Activity of Preadolescents in Physical Education Classes
Facta universitatis. Series physical education and sport, 2018
The aim of this research was twofold: a) the examination of the relations between the construct of self-concept (sport competence and physical self) and the criterion (volume of physical activity and intensity of physical activity) in physical education classes for preadolescents and b) the examination of the contribution of the variables of self-concept to the predictions of the variance criterion, thus the partial influence of predictor variables in the prediction of physical activities of students in late childhood. The following instruments were used on the relevant sample of participants from Valjevo (N=212) whose average age was 12.5 years: self-perception of the selfconcept questionnaire (SPPC), pedometer (CoachGear) and heart rate monitor (Suunto memory belt) for measuring the volume and intensity of the physical activity. The results of the regression equation indicated that the independent variable Sport Competence explained the variance in the Volume of physical activity and the Intensity of physical activity variables with preadolescents (β=.32, β=.30) in a statistically significant manner, while the variable Physical self was not a statistically significant partial predictor of any of the criteria. The obtained empirical findings are in accordance with the results of the previous studies.
Physical Education and Sport …, 2009
Background: It is widely reported that adolescence is a critical period in the development of the self. Indeed many studies identify that physical self-perceptions formed at this period are able to determine engagement in and levels of physical activity. Although the investigation of physical self-perceptions in British adolescents has been undertaken in previous studies, a comparison of different school types, and differing learning environments that each affords, requires examination. Purpose: To investigate the physical self-perceptions of adolescents in order to identify if significant differences in levels of Global Self-Esteem (GSE), Physical Self-Worth (PSW) and their subordinate physical self-perceptions are apparent in these potentially different physical education environments. Participants and setting: Some 605 participants (327 male and 278 female pupils) aged 12–15 studying in Years 8, 9 and 10 at one independent school, two comprehensive schools and two specialist sports colleges in West Yorkshire, England. Intervention: Two questionnaires were administered to each participant: the Children and Youth Physical Self-Perception Profile (CY-PSPP) and the Children and Youth Perceived Importance Profile (CY-PIP). Research design: A cross-sectional, quantitative survey. Data collection and analysis: In order to ensure pupils had been exposed to the particular physical education learning environment for a period of time, data collection took place in the penultimate month of the school year. Questionnaires were administered during physical education (PE) and games lessons to keep disruption of other areas of their timetable to a minimum with the questionnaires administered by the lead author or by a trained member of the PE department. A three-way MANOVA was employed to determine gender/year group/school type interactions. Findings: Significant differences on SPORT, CONDITION, STRENGTH and PSW (p , 0.05) were reported. Males scored significantly higher than females on all physical self-perceptions and PSW (p , 0.05). There were year differences on all physical self-perceptions (p , 0.05). Males in independent and sports colleges scored significantly higher than males in the comprehensive schools on CONDITION, BODY, STRENGTH and PSW (p , 0.05). Females in state comprehensive schools also scored significantly higher than males in state comprehensive schools on CONDITION (p , 0.05). Conclusions: The findings tend to support the widely held view that the physical selfperceptions of males are significantly higher than females, although the picture becomes increasingly complex when school type effects are taken into account. Longitudinal studies from the year of entry to the different school environments are required to identify any possible causal relationships between school type and subsequent development of GSE, PSW and its sub-domains in adolescents. It is suggested that alternative, constructivist curriculum models may have a positive effect upon the physical self-perceptions and levels of engagement within adolescence; a greater understanding of such models is particularly pertinent in light of the current QCA Review.
Timisoara Physical Education and Rehabilitation Journal, 2013
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...
Pediatric exercise science, 2013
The aim of this study was to investigate if physical fitness (strength/power, endurance, flexibility and coordination) mediates the cross-sectional relationship between physical activity and physical self-perception (athletic competence and physical appearance) in a sample of 15-year old adolescents. We wanted to investigate the relative strength of each indirect effect. The present data are taken from two waves of a larger data collection for the project "Youth in Balance", and was collected in the autumn of 2005 (N = 1207) and 2008 (N = 632). A total of 1839 students (889 girls and 950 boys) from 12 schools in Kristiansand took part. A bias-corrected bootstrapping technique was used to examine indirect effects. Results revealed that cardiovascular endurance, lower-body strength/power, and upper-body strength stood out as unique mediators in the relationship between physical activity and athletic competence in both genders. Furthermore, there was an indirect effect of phy...