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Physical Self-perceptions of Adolescents in Years 8, 9, and 10 in Independent Schools, State Comprehensive Schools and Specialist Sport Colleges in England.

Jones, Ruan and Polman, R.C.J. and Peters, D.M. (2009) Physical Self-perceptions of Adolescents in Years 8, 9, and 10 in Independent Schools, State Comprehensive Schools and Specialist Sport Colleges in England. Physical Education and Sport Pedagogy, 14 (2). pp. 109-124. ISSN Print: 1740-8989 Electronic 1742-5786

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Abstract

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 self-perceptions 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.

Item Type: Article
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Uncontrolled Keywords: self-esteem, physical self-perceptions, specialist sports colleges
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Academic Departments > Institute of Sport and Exercise Science
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Depositing User: Janet Davidson
Date Deposited: 28 Oct 2010 13:20
Last Modified: 12 Jul 2013 05:01
URI: https://eprints.worc.ac.uk/id/eprint/1025

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