The purpose of the study was to assess changes in multidimensional physical self-concept (PSC) over time of novice obese female runners participating in a 10-week running intervention. Multidimensional Physical Self-Concept was assessed at pre- and postintervention times and 3 months postintervention. A repeated measures MANOVA was significant, F (2, 7) = 8.82, p < .05. Follow-up tests indicated that 4 of the 9 PSCs significantly changed from Time 1 to Time 2 (p < .05) in the expected directions for physical activity (t = -2.45; h2 = 1.0), body fat (t = Ò3.21; h2 = 0.78), endurance (t = -3.75; h2 = 0.90), and general physical (t = -2.36; h2 = 0.99) self-concepts and these positive changes were maintained 3 months later at Time 3. We found that a 10-week running program appeared to produce positive changes in physical self-concept. Importantly, these positive changes were sustained for 3 months past the end of the intervention. These findings suggest that women running programs may be a viable way to increase physical self-concept, and sustain such positive changes in months following.
Brigid Byrd, Tamara Hew-Butler and Jeffrey J. Martin
Herbert W. Marsh
The effects of participation in sport during the last 2 years of high school were examined by use of the nationally (United States) representative High School and Beyond data collected between 1980 and 1984. After background variables and outcomes collected during the sophomore year of high school were controlled for, sport participation positively affected 14 of 22 senior and postsecondary outcomes (e.g., social and academic self-concept, educational aspirations, course work selection, homework, reduced absenteeism, and subsequent college attendance) and had no negative effects on the remaining 8 variables. These positive effects were robust, generalizing across individual characteristics (race, socioeconomic status, sex, and ability level), school size, and school climates (academic, social, and sport). The positive effects of sport participation were mediated by academic self-concept and educational aspirations, supporting the proposal that sport participation enhances identification with the school.
Timothy Jon Curry and Jeffrey S. Weaner
The social psychological concept of identity has been recognized as an important approach to the study of role-related behavior, including sports behavior. Identity has been linked theoretically to the self-concept via the notion of a salience hierarchy, and the salience of an identity in turn has been shown to be associated with time spent in role and other measures of role performance. In this article we present some measurement procedures for the study of the sport identity, and we demonstrate the utility of these procedures by testing hypotheses derived from Stryker and Serpe’s (1982) research on religious role behavior. The sample used to test these hypotheses is a purposive sample of 220 male college students and athletes.
Longitudinal data from a nationally representative sample of 10th graders (National Educational Longitudinal Study of 1988 First Follow-Up) were used to assess the net effect of athletic participation on student outcomes after controlling for student background and 8th-grade measures of the dependent variables. The analyses show positive effects of sport participation on grades, self-concept, locus of control, and educational aspirations, and a negative effect on discipline problems. Analysis also shows that athletic participation is unequally distributed across gender and socioeconomic groups: Males, students from higher socioeconomic levels, students attending private and smaller schools, and those with previous experience in school and private sport teams are more engaged in high school competitive sport.
Ruth Ference and K. Denise Muth
The purpose of the study was to investigate how involvement in exercise and participation in team sports were related to the multidimension self-perceptions of middle school females. The study was conducted in 2 middle schools with 181 8th-grade females. Instruments used were the Physical Activity Survey and Harter’s Self-Perception Profile for Children. Results show that participation in team sports was related to four domains of self-perception: social acceptance, athletic competence, scholastic competence, and global self-worth. Informal exercise was related to social acceptance and global self-worth of middle school females. Therefore, it appears that both team sports and exercise may be important in enhancing self-concept in middle school females. Results also show that over half of middle school females in this study participated in three or more team sports during middle school. However, almost half of these students report exercising informally less than three times a week. These results support the increased opportunities of team sports for middle school females.
This study develops a decision-making process model for participant sport consumption that integrates self-participant image congruency (SIC), attitude, and intentions. SIC is the degree of congruency between one's self-concept and her/his participant's stereotypical image in a given context of sport or exercise involvement. Attitudes toward participation refer to an overall utilitarian evaluation of the behavior whereas intentions reflect decisions (Fishbein, 1980). A structural model is developed that incorporates SIC (as image-based evaluations) and attitudes (as utilitarian evaluations) as antecedents of intentions (as decisions) using LISREL8. Structural equation modeling analyses revealed that (a) both SIC and attitudes influence one's decision to initiate sport or exercise participation in the consumption context but attitudes have greater impact than SIC, and (b) both actual and ideal self-concepts are relevant in image-based decision-making processes.
Orlagh Farmer, Donna Duffy, Kevin Cahill, Diarmuid Lester, Sarahjane Belton and Wesley O’Brien
context, as girls are less active than boys. Several studies indicate that OYS is positively associated with increased PA, FMS, and areas of health, including fitness, healthy body composition, and self-concept ( Hendrix, Prins, & Dekkers, 2014 ). By the time children reach 10 years of age, they should
Leticia Oseguera, Dan Merson, C. Keith Harrison and Sue Rankin
psychological disturbances. The findings were tied to student performance, where grades were lower for students with poor self-concept. These students were asked to report times they felt down, were depressed, felt prejudice, or were treated differently because of race, sex, or background. A positive
Susan Lagaert, Mieke Van Houtte and Henk Roose
). Review of the status of learning in research on sport education: Future research and practice . Journal of Sports Science & Medicine, 13 ( 4 ), 846 – 858 . PubMed ID: 25435778 Athenstaedt , U. ( 2002 ). Gender role self-concept, gender role attitudes and the participation in gender
Kari Roethlisberger, Vista Beasley, Jeffrey Martin, Brigid Byrd, Krista Munroe-Chandler and Irene Muir
.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 ( 3 ), 381 – 389 . doi: 10.1016/j.psychsport.2008.09.006 Taliaferro , L.A. , Rienzo , B.A. , Miller , M.D. , Pigg