Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to increase schoolchildren’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 schoolchildren (246 boys, 218 girls, Mage= 11.9) either participated in the intervention or served as controls. The intervention group received 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.

The Bernese Program against Victimization in Kindergarten and Elementary School was designed to be adaptable to the very different situations and needs encountered by teachers in kindergarten and elementary school. The basic principle of the program is to enhance teachers' ability to address bullying. The program consists of six modules, each corresponding to a specific topic. Teachers are urged to implement the tasks discussed during the meetings in their own classes during the time between the meetings. The program has been evaluated using a prevention-control pre- and posttest design. The informants were teachers as well as children. There was a significant interaction between time (pre- and posttest) and group (prevention and control) as to victimization. Changes in teachers' attitudes toward bullying and their ability to cope with such problems were also significant and in the expected direction.

Objectives: One important issue in sport and exercise psychology is to determine to what 1 extent sports and exercise can help to increase self-esteem, and what the underlying 2 mechanism might be. Based on the exercise and self-esteem model (EXSEM) and on findings 3 from the sociometer theory, the mediating effect of physical self-concept and perceived social 4 acceptance on the longitudinal relationship between motor ability and self-esteem was 5 investigated. Design: Longitudinal study with three waves of data collection at intervals of ten 6 weeks each. Method: 428 adolescents (46.3 % girls, Mage = 11.9, SD = .55) participated in the 7 study, in which they performed three motor ability tests and completed paper-and-pencil 8 questionnaires for physical self-concept and perceived social acceptance, as well as for self-9 esteem, at all three measuring points. Results: Using structural equation modelling 10 procedures, the multiple mediation model revealed both physical self-concept and perceived 11 social acceptance to be mediators between motor ability and self-esteem in the case of boys. 12In girls, on the other hand, the mediation between motor ability and self-esteem only takes 13 place via physical self-concept. Conclusions: Gender differences in the relationship between 14 motor ability and self-esteem suggest gender-specific interventions aimed at promoting self-15 concept. 16Key-words: sport competence, self-perceptions, adolescents, gender, structural 17 Global self-esteem is traditionally seen as a central indicator for mental health and an 22 explanatory variable for human behaviour (Rosenberg, 1965). People with high self-esteem 23 are more emotionally stable, less prone to experiencing depression and display higher 24 academic achievements (Marsh & O'Mara, 2008). From a multidimensional perspective on 25 the self, which is now widely accepted in many psychological disciplines, global self-esteem 26 marks the apex of the hierarchically organized and multidimensionally structured self-concept 27 (Shavelson, Hubner, & Stanton, 1976). Moving from the top to the bottom, the term 'self-28 concept' is reserved for evaluations in discrete domains such as academic, social, emotional 29 and physical domains, and thus refers to domain-specific self-perceptions or self-conceptions 30 (Harter, 2012). In recent years, various scientific disciplines (e.g. educational, sport or 31 developmental psychology) have adopted a multidimensional perspective by the fact that 32 domain-specific self-perceptions are more suitable for predicting specific behaviour (Marsh & 33 O'Mara, 2008), that it is easier to influence specific facets through interventions (Schmidt, 34Valkanover, Roebers, & Conzelmann, 2013), and that they are more strongly related to 35 corresponding external criteria (Möller, Pohlmann, Köller, & Marsh, 2009). In addition, a 36 multidimensional perspective of the self allows the relationship between domain-specific self-37 perceptions and global self-esteem to be examined, as well as their inter...

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