跳至主要内容

Physical Fitness Level and Its Relationship with Self-Concept in School Children

Read full paper at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=51697#.VHVkCGfHRK0

Objectives: The purpose of this study was to analyze the relationship between general self-concept and health-related physical fitness in primary school children. Design: Cross-sectional design and descriptive court. Method: A total of 216 schoolchildren (9.26 ± 1.26 years) participated in the measurement of the speed-agility, muscle strength and aerobic capacity as physical fitness components. Six dimensions of self-concept (intellectual, behavioral, physical, lack of anxiety, social and life satisfaction) were assessed by the Self-Concept Scale Piers-Harris. Results: No significant differences were found among the self-concept dimensions between men and women. Males showed higher scores on the test of 4 × 10 m (p < 0.05), manual dynamometry (p < 0.005) and Course-Navette (p < 0.005). An increased fitness level was positively and significantly related with higher values of overall self-concept (p < 0.005) in both genres. Conclusion: The results of this study suggest that those students with a higher overall fitness level show higher levels of general self-concept. More investigation is needed to know which physical fitness parameters are more related with the self-concept.
Cite this paper
García, P. , Marcos, L. , Guillamón, A. , García-Cantó, E. , Pérez-Soto, J. , Casas, A. & Lopez, P. (2014). Physical Fitness Level and Its Relationship with Self-Concept in School Children. Psychology, 5, 2009-2017. doi: 10.4236/psych.2014.518204. 
 

[1] Asci, F. H. (2003). The Effects of Physical Fitness Training on Trait Anxiety and Physical Self-Concept of Female University Students. Psychology of Sport and Exercise, 4, 255-264.
http://dx.doi.org/10.1016/S1469-0292(02)00009-2
[2] Agarwal, S., Bhall a, P., Kaur, S., & Babbar, R. (2013). Effect of Body Mass Index on Physical Self Concept, Cognition & Academic Performance of First Year Medical Students. Indian Journal of Medical Research, 138, 515-522.
[3] Aktop, A. (2010). Socioeconomic Status, Physical Fitness, Self-Concept, Attitude toward Physical Education, and Academic Achievement of Children. Perceptual and Motor Skills, 110, 531-546.
http://dx.doi.org/10.2466/pms.110.2.531-546
[4] Altintas, A., & Asci, F. H. (2008). Physical Self-Esteem of Adolescents with Regard to Physical Activity and Pubertal Status. Pediatric Exercise Science, 20, 142-156.
[5] Beets, M. W., Beighle, A., Erwin, H. E., & Huberty, J. (2009). After-School Program Impact on Physical Activity and Fitness: A Meta-Analysis. American Journal of Preventive Medicine, 36, 527-537.
http://dx.doi.org/10.1016/j.amepre.2009.01.033
[6] Cardenal, V., & Fierro, A. (2003). Componentes y correlatos del autoconcepto en la escala de Piers-Harris. Estudios de Psicologia, 24, 101-111.
http://dx.doi.org/10.1174/021093903321329094
[7] Carraro, A., Scarpa, S., & Ventura, L. (2010). Relationships between Physical Self-Concept and Physical Fitness in Italian Adolescents. Perceptual and Motor Skills, 110, 522-530.
http://dx.doi.org/10.2466/pms.110.2.522-530
[8] Castro-Pinero, J., Ortega, F. B., Artero, E. G., Girela-Rejon, M. J., Mora, J., Sjostrom, M., & Ruiz, J. R. (2010). Assessing Muscular Strength in Youth: Usefulness of Standing Long Jump as a General Index of Muscular Fitness. Journal of Strength and Conditioning Research, 24, 1810-1817.
http://dx.doi.org/10.1519/JSC.0b013e3181ddb03d
[9] Cumming, S., Standage, M., Loney, T., Gammon, C., Neville, H., Sherar, L. B., & Malina, R. M. (2011). The Mediating Role of Physical Self-Concept on Relations between Biological Maturity Status and Physical Activity in Adolescent Females. Journal of Adolescence, 34, 465-473.
http://dx.doi.org/10.1016/j.adolescence.2010.06.006
[10] Contreras, O. R., Fernández, J. G., Garcia, L. M., Palou, P., & Ponseti, J. (2010). El autoconcepto fisico y su relacion con la práctica deportiva en estudiantes adolescentes. Revista de Psicologia del Deporte, 19, 23-39.
[11] Cooke, R., Trebaczyk, H., Harris, P., & Wright, A. J. (2014). Self-Affirmation Promotes Physical Activity. Journal of Sport & Exercise Psychology, 36, 217-223.
http://dx.doi.org/10.1123/jsep.2013-0041
[12] Demo, D. H., & Savin-Williams, R. C. (1992). Self-Concept Stability and Change during Adolescence. In R. P. Lipka, & T. M. Brinthaupt (Eds.), Self-Perspectives across the Life Span (pp. 116-150). Albany: State University of Nueva York Press.
[13] Esnaola, I., Goni, A., & Madariaga, J. M. (2008). El autoconcepto: Perspectivas de investigacion. Revista de Psicodidáctica, 13, 179-194.
[14] Espana-Romero, V., Ortega, F. B., Vicente-Rodriguez, G., Artero, E. G., Rey, J. P., & Ruiz, J. R. (2010). Elbow Position Affects Handgrip Strength in Adolescents: Validity and Reliability of Jamar, Dynex, and Tkk Dynamometers. Journal of Strength and Conditioning Research, 24, 272-277.
http://dx.doi.org/10.1519/JSC.0b013e3181b296a5
[15] Folsom-Meek, S. L. (1991). Relationships among Attributes, Physical Fitness, and Self-Concept Development of Elementary School Children. Perceptual and Motor Skills, 73, 379-383.
http://dx.doi.org/10.2466/pms.1991.73.2.379
[16] Garcia-Sánchez, A., Burgueno-Menjibar, R., Lopez-Blanco, D., & Ortega, F. B. (2013). Condicion fisica, adiposidad y autoconcepto en adolescentes. Estudio piloto. Revista de Psicologia del Deporte, 22, 453-461.
[17] Goni, A., & Zulaika, L. M. (2000). La participacion en el deporte escolar y el autoconcepto en escolares de 10 a 11 anos en la provincia de Guipuzcoa. Apunts, 59, 6-10.
[18] Guillén, F., & Ramirez, F. (2011). Relacion entre el autoconcepto y la condicion fisica en alumnos del Tercer Ciclo de Primaria. Revista de Psicologia del Deporte, 20, 45-49.
[19] Harter, S. (1999). The Construction of the Self. A Developmental Perspective. New York: Guilford Press.
[20] Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve. Child Development, 73, 509-527.
http://dx.doi.org/10.1111/1467-8624.00421
[21] Leger, L. A., Mercier, D., Gadoury, C., & Lambert, J. (1988). The Multistage 20 Meters Shuttle Run Test for Aerobic Fitness. Journal of Sports Sciences, 6, 93-101.
http://dx.doi.org/10.1080/02640418808729800
[22] Madariaga, J., & Goni, A. (2009). El desarrollo psicosocial. Revista de Psicodidáctica, 14, 93-118.
[23] Mayorga-Vega, D., Viciana, J., Cocca, A., & De Rueda, B. (2012). Effect of a Physical Fitness Program on Physical Self-Concept and Physical Fitness Elements in Primary School Students. Perceptual and Motor Skills, 115, 984-996.
http://dx.doi.org/10.2466/06.10.25.PMS.115.6.984-996
[24] Mitchell, N. G., Moore, J. B., Bibeau, W. S., & Rudasill, K. M. (2012). Cardiovascular Fitness Moderates the Relations between Estimates of Obesity and Physical Self-Perceptions in Rural Elementary School Students. Journal of Physical Activity y Health, 9, 288-294.
[25] Moore, J. B., Mitchell, N. G., Bibeau, W. S., & Bartholomew, J. B. (2011). Effects of a 12-Week Resistance Exercise Program on Physical Self-Perceptions in College Students. Research Quarterly Exercise Sport, 82, 291-301.
http://dx.doi.org/10.1080/02701367.2011.10599757
[26] Moreno, J. A., & Cervello, E. (2005). Physical Self-Perception in Spanish Adolescents: Effects of Gender and Involvent in Physical Activity. Journal of Human Movement Studies, 48, 291-311.
[27] Moreno, J. A., Moreno, R., & Cervello, E. (2007). El autoconcepto fisico como predictor de la intencion de ser fisicamente activo. Revista de Psicodidáctica y Salud, 17, 261-267.
[28] Ortega, F. B., Ruiz, J. R., Castillo, M. J., & Sjostrom, M. (2005). Physical Fitness in Childhood and Adolescence: A Powerful Marker of Health. International Journal of Obesity, 32, 1-11.
http://dx.doi.org/10.1038/sj.ijo.0803774
[29] Overbay, J. D., & Purath, J. (1997). Self-Concept and Health Status in Elementary-School-Aged Children. Issues in Comprehensive Pediatric Nursing, 20, 89-101.
http://dx.doi.org/10.3109/01460869709026880
[30] Piers, E. V. (1984). Revised Manual for the Piers-Harris Children’ Self-Concept Scale (2nd ed.). Los Angeles, CA: Western Psychological Services.
[31] Planinsec, J., & Fosnaric, S. (2005). Relationship of Perceived Physical Self-Concept and Physical Activity Level and Sex among Young Children. Perceptual and Motor Skills, 100, 349-353.
http://dx.doi.org/10.2466/pms.100.2.349-353
[32] Ruiz, J. R., Espana Romero, V., Castro Pinero, J., Artero, E. G., Ortega, F. B., Cuenca Garcia, M. et al. (2011). Bateria ALPHA-Fitness: Test de campo para la evaluacion de la condicion fisica relacionada con la salud en ninos y adolescentes, Nutricion Hospitalaria, 26, 1210-1214.
[33] Shavelson, R. J., Hubner, J. J., & Stanton, J. C. (1976). Self Concept: Validation of Construct Interpretations. Review of Educational Research, 46, 407-441.
http://dx.doi.org/10.3102/00346543046003407
[34] Slutzky, C. B., & Simpkins, S. D. (2009). The Link between Children’s Sport Participation and Self-Esteem: Exploring the Mediating Role of Sport Self-Concept. Psychology of Sport and Exercise, 10, 381-389.
http://dx.doi.org/10.1016/j.psychsport.2008.09.006
[35] Thomas, S., Reading, J., & Shephard, R. J. (1992). Revision of the Physical-Activity Readiness Questionnaire (PAR-Q). Canadian Journal of Sport Sciences-Revue Canadienne Des Sciences Du Sport, 17, 338-345.
[36] Vedul-Kjelsas, V., Sigmundsson, H., Stensdotter, K., & Haga, M. (2012). The Relationship between Motor Competence, Physical Fitness and Self-Perception in Children. Child: Care, Health and Development, 38, 394-402.
http://dx.doi.org/10.1111/j.1365-2214.2011.01275.x
[37] Vicente-Rodriguez, G., Rey-Lopez, J. P., Mesana, M. I., Poortvliet, E., Ortega, F. B., Polito, A., & Moreno, L. A. (2012). Reliability and Intermethod Agreement for Body Fat Assessment among Two Field and Two Laboratory Methods in Adolescents. Obesity, 20, 221-228.
http://dx.doi.org/10.1038/oby.2011.272
[38] Videra-Garcia, A., & Reigal-Garrido, R. (2013). Autoconcepto fisico, percepcion de salud y satisfaccion vital en una muestra de adolescentes. Analytical Psychology, 29, 141-147.
[39] Weiss, M. R., Mcauley, E., Ebbeck, V., & Wiese, D. M. (1990). Self-Esteem and Causal Attributions for Children’s Physical and Social Competence in Sport. Journal of Sport and Exercise Psychology, 12, 21-36.
[40] Willows, N. D., Ridley, D., Raine, K. D., & Maximova, K. (2013). High Adiposity Is Associated Cross-Sectionally with Low Self-Concept and Body Size Dissatisfaction among Indigenous Cree Schoolchildren in Canada. BMC Pediatrics, 12, 118.
http://dx.doi.org/10.1186/1471-2431-13-118
[41] Zulaika, L. M., & Goni, A. (2000). La participacion en el deporte escolar y el autoconcepto en escolares de 10 a 11 anos de la provincia de Guipuzcoa. Apunts: Educacion fisica y deportes, 59, 6-10.               eww141126lx
标签：

评论

发表评论

此博客中的热门博文

Does Immigration Promote the Investment of the Monopolistic Firm?

In the present paper, we examine the effect of increasing uncertainty of immigrants’ growth on the optimal timing of investment of a firm that has a monopolistic power over the labor market. It is revealed that when the uncertainty of immigrants’ growth is more than a threshold level, increasing uncertainty of immigrants’ growth accelerates the optimal timing of firms’ investment and enhances the economic growth, even if the uncertainty of immigrants’ growth is formulated by the geometric Brownian motion, which is in sharp contrast to the standard result that an increase in the uncertainty postpones the optimal timing. With an increase in the immigrants over the past ten years, workforces in the host countries have been growing significantly to the extent that the immigrants represent 70% of the increase in the workforce in Europe, and 47% in the United States as OECD indicates. In the present paper, we attempted to investigate the effect of increased uncertainty caused by the growi...
发表评论
阅读全文

Education Policy Implementation: A Mechanism for Enhancing Primary Education Development in Zanzibar

Education is one of the fundamental rights of individuals; therefore, the government of a country needs to develop and strengthen educational policy and quality as well as to ensure that everyone has equal access to basic education. The improvement of access and quality of education in the world is becoming as an essential factor in development, whereas the basic education (primary school), is acknowledged as a foundation of the higher educational development for every country. To fulfill this goal, governments introduce several policies and procedures; however, it requires some reforms and participation from the politician, policymakers, and other stakeholders to re-examine educational policy so that it can lead to multiplication and betterment of the reforms. Educational reforms actually focus on accountability. A positive educational development and reform is very challenging and needs more effort and strategy on how to use and utilize the resources effectively as such it can achie...
发表评论
阅读全文