Relation of physical education to self-concept

Area of Science:

• Child Development
• Educational Psychology
• Kinesiology

Background:

• Self-concept is crucial for children's overall development and academic success.
• The role of physical education in fostering positive self-concept in elementary students is an area of ongoing research.
• Previous studies have yielded mixed results regarding the impact of physical activity on children's self-perception.

Purpose of the Study:

• To investigate the relationship between an elementary school physical education program and the self-concepts of children in Grades 1 to 4.
• To determine if participation in a structured physical education curriculum influences children's self-perception over an academic year.
• To identify grade-level specific effects of physical education on self-concept.

Main Methods:

• A quasi-experimental design comparing two parochial schools: one with a physical education program (n=126) and one without (n=86).
• The Martinek-Zaichkowsky Self-concept Scale was administered as a pretest (September) and posttest (April).
• A 2 (pre-posttest) x 2 (group) x 4 (grade) mixed-design ANOVA was employed for data analysis, with post hoc tests for significant findings.

Main Results:

• Overall, the physical education program did not lead to significant improvements in self-concept across all grades.
• A significant positive effect of the physical education program on self-concept was observed specifically in second-grade students.
• No significant differences in self-concept changes were found for students in grades 1, 3, or 4.

Conclusions:

• Elementary school physical education programs may not universally enhance children's self-concept.
• The findings suggest a potential grade-specific benefit, with second graders showing improved self-concept.
• Further research is needed to explore the mechanisms and conditions under which physical education positively impacts self-concept in different age groups.