The Comparison of Physical Self-Concept Among Sex & Active/Inactive Students (original) (raw)
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International Journal of Pharmaceutical Investigation, 2019
Background: Self-concept is one of the important aspect of our personality. Physical self-concept defined as person's perception of themselves in relation to his/her physical skills and outwards appearance. Objectives: The objective of this study was to compare and explore the association of physical activity to physical self-concept of undergraduate students at different levels of Body Mass Index (BMI). Methods: A group of 140 undergraduate students M age 19 ±0.70 years randomly categorized into underweight <18.5 kg/m 2 [n= 37: 26.4%]; normal-weight 18.5-24.9 kg/m 2 [n= 31: 22.1%]; obese ≥30.00 kg/m 2 [n= 37: 26.4%] and obese class III ≥40.00 kg/ m 2 [n= 35: 25%]. Physical self-concept measured using PSDQ-S. Physical activity on the basis of duration per week. Results: ANOVA revealed highly significant difference among BMI categories on all the factors of perceived physical self-concept except, health factor (p =0.589). The post hoc comparison showed that obese participants had significantly lower scores on coordination (p < 0.001), physical activity (p < 0.05), sports competence (p < 0.01), appearance (p < 0.001), flexibility (p < 0.001), endurance (p < 0.001), global self-esteem (p < 0.001) and global physical self-concept (p < 0.001). Underweight participants reported significantly lower scores on physical activity (p < 0.001), sports competence (p < 0.05) and strength (p < 0.05). Conclusion: Obese category students were having poor self-concept. Normal-weight students perceived higher physical self-concept and global self-esteem than obese and underweight students. Physical activity has strong association with sports competence, strength, appearance and self-esteem. Students engaged more time in physical activity had better physical self-concept.
Technium Social Sciences Journal
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 ...
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...
Comparison of physical self-concept among physical education, management and engineering students
The study was designed to investigate differences of physical self-conception among physical education, engineering and management students. Physical self-description questionnaire (PSDQ, Marsh et al., 1994) was administrated among 53 students studying in different colleges. The Physical Self-Description Questionnaire (PSDQ) is a multidimensional, physical self-concept instrument designed to measure 11 scales: Strength (ST), Body Fat (BF), Activity (AC), Endurance/Fitness (EN), Sports Competence (SP), Coordination (CO), Health (HE), Appearance (AP), Flexibility (FL), Global Physical Self-concept (GP), and Global Esteem (GE). One way Multivariate Analysis of Variance (MAOVA) revealed significant differences in the various factors of physical self-concept among students of different disciplines. The calculated Wilks' lambda value 0.28, F value 3.18, (p<0.05), were found to be significant at .05 level of significance. In order to determine, the sub-scales in which the vocational groups differed from each other, one way Analysis of Variance (ANOVA) was calculated. Factors in which there was a significant difference found among the groups, the posthoc tests were conducted to determine the groups varying significantly from each other.
Physical Self-Concept of High School Students
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The study aimed to investigate physical selfconcept differences based on gender and extracurricular involvement. Two hundred and three students, 112 were male and 91 females, 76 non-involvement extracurricular, 31 sports extracurricular and 96 other extracurricular involvement were completed: Physical Self-Description Questionnaire (PSDQ). Independent sample t-test was calculated to determine gender differences on physical self-concept, and One-Way ANOVA was calculated to determine based on extracurricular involvement. Significant differences were found on physical self-concept based on gender (p < .000), and based on extracurricular involvement (p < .000). In addition, results showed that gender and extracurricular involvement influences toward physical selfconcepts. Students who are involved in extracurricular have better physical self-concept than those who do not. This finding implies that student involvement in extracurricular activities is very important. Keywords—physic...
Impact of physical activity on the Body Mass Index and self-esteem of adolescents
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The object of this study was to analyse the impact of the practice of physical activity on the body mass index (BMI) and self-esteem of adolescents. The samples included 1,011 adolescents, aged between 14 and 18 years. First the BMI was calculated, then the adolescents filled in the Rosenberg Self-esteem Scale (RSS) questionnaire and the International Physical Activity Questionnaire (IPAQ). Student's t-test and the chi-squared test were used for statistical analysis. The Odds Ratio and the Confidence Interval (95%) were also calculated. Female adolescents who are physically active have a 22.4% lower probability of developing overweight/obesity (OR=0.776, CI 95% 0.741-0.813) and 34.4% lower probability of presenting low self-esteem (OR=0.656, CI 95% 0.616-0.698). Participation in physical education classes reduces the probability that male adolescents will present low self-esteem by 88% (OR=0.120 CI 95% 0.043-0.339). In female adolescents, the practice of physical activity at sch...
Self-concept, sport, and physical activity practice in university students
Journal of Human Sport and Exercise, 2016
The purpose of this study was to investigate the relationship between being physically active and participating in sport (or not) and self-concept in Spanish university students. The sample consisted of 372 female university students. The instruments used were the Autoconcepto Forma 5 questionnaire and an ad hoc questionnaire to collect demographic data and data related to physical activity. The results showed that the groups of university students who are physically active and/or participate in sport had higher levels of physical and emotional self-concept compared to the groups of university students who were not physically active and did not participate in sport. It is concluded that college students who exercise or practice sport have better physical and emotional self-concept than those who do not.
Journal of Applied Sciences, 2006
Regular physical activities can produce physical as w ell as psychological benefits. While its physical effects have been acknowledged, the psychological benefits of regular physical need to be assessed through careful and systematic investigations. Psychological benefits including well being, positive mood e nhancement, stress reduction, and self-efficacy, and self-concept improvement are among some of the most important results of engaging in regular physical activities. Self-concept is generally defined as one's knowledge about his/her characteristics and personal limitations and a way in which one looks at such characteristics as different from or similar to others. It is one of the important aspects of social development that is formed through social experiences and interpersonal relationships. Scales have been purposed to assess self-concept PSDQ has been successfully used to study self-concept. The purpose of the present investigation was to examine the effect of participation physical activity in regular on body-image in the adult population. The subjects for this study included 120 adults (60 males 60 females) between 25-65 years who were randomly selected and then divided into two active and inactive groups through the Median Split Technique based on the Physical Activity Index scores. 2 x 2 MANCOVA (gender x group) with covariates of body for percent and BMI was used to analysis the data. The result on somatotype showed that, inactive group has higher score on endomorphy and mesomorphy but lower score on ectomorphy than active group.
Positive self-esteem helps people to feel good about themselves and gives them confidence to do things and confront social challenges. Positive self-esteem is improved by certain factors including increased physical activity. This can be utilized in the university age group, especially when considering medical and health sciences colleges where higher stress levels are recorded. Aim: To assess the relationship between physical activity and self-esteem among medical and health sciences students. Methods: an online questionnaire-based cross sectional study involved 198 students from RAK Medical and Health Sciences University was conducted to identify the level of physical activity and self-esteem score. Results were tabulated and analyzed using SPSS. Results: there was significant positive correlation between physical activity and self-esteem (r = 0.604). However, the correlation was higher for female students with no significant difference. Correlation among colleges did not show significant differences.