Promoting a functional physical self-concept in physical education

Promoting a functional physical self-concept in physical education

Promoting a functional physical self-concept in physical education

The EUPEA board meeting in Basel, Switzerland started with the presentation of Mirko Schmidt of the Institut für Sportwissenschaft in Bern. You can find an abstract here:

    Schmidt, M., Valkanover, S., Roebers, C., & Conzelmann, A. (accepted for publication, 26.6.2012). Promoting a functional physical self-concept in physical education: Evaluation of a ten-week intervention. European Physical Education Review.

Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase school children's self-concept without taking the veridicality of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead to an increase not only in the general level of self-concept of endurance and self-concept of strength but also in its veridicality in those who had previously under- or overestimated their abilities. A total of 464 primary school children (246 boys, 218 girls, Mage = 11.9) either participated in the intervention or served as controls. The intervention group received an endurance and strength training during physical education lessons carried out with a consistent individualized teacher frame of reference (iTFR). Results showed that this specific intervention was associated with increases not only in the general level of self-concept but also in its veridicality in under- and overestimators. Results are discussed in terms of didactic methods to promote functional self-concepts in physical education.