Actividad física, condición física y autoconcepto en escolares de 8 a 12 años (Physical activity, physical fitness and self-concept in schoolchildren aged between 8 to 12 years old)

Abstract

Este artículo analizó la relación entre actividad física, condición física y autoconcepto. Un total de 103 escolares (8-12 años) participaron en la evaluación de dichas variables. La condición física se valoró mediante diversas pruebas de la Batería ALPHA-Fitness, el nivel de actividad física se calculó a través del cuestionario PACE y el autoconcepto se midió utilizando la Escala de Autoconcepto de Piers-Harris. Las pruebas estadísticas fueron: T-student, U de Mann-Whitney y Krustal-Wallis. Aquellos físicamente activos tuvieron mejores registros en las dimensiones conductual, intelectual, falta de ansiedad y global. Aquellos con mayor condición física mostraron un mejor autoconcepto físico (p = .013), social (p = .003) y global (p = .085). Aquellos físicamente activos y con mayor condición física tuvieron un mejor autoconcepto intelectual (p = .007), social (p = .010) y global (p = .010). Ser físicamente activo y tener un mayor nivel de condición física podría predecir un autoconcepto más positivo en escolares de la Región de Murcia.Abstract. This article analized the relationship between physical activity, physical condition and self-concept. A total of 103 schoolchildren (8-12 years old) participated in the assessment of these variables. Physical fitness was assessed through various tests from the ALPHA-Fitness Battery, level of physical activity was calculated through the PACE questionnaire, and self-concept was measured using the Piers-Harris Self-concept Scale. T-student, Mann-Whitney U, and Krustal-Wallis were employed for statistical analysis. Those who were physically active had better values in behavioral and intellectual domains of self-concept, as well as in lack of anxiety, and global self-concept. Those with greater physical fitness showed a better physical (p = .013), social (p = .003) and global (p = .085) self-concept. Those physically active with greater physical fitness had a better intellectual (p = .007), social (p = .010) and global (p = .010) self-concept. Being physically active and having a higher level of fitness could predict a more positive self-concept in schoolchildren of Murcia (Spain).

Effect of the hybridization of social and personal responsibility model and sport education model on physical fitness status and physical activity practice

“…Interestingly, better results in control group when applying physical fitness motor tests were also found in previous investigations ( Rosa et al, 2019 ; Carriedo et al, 2022 ). There the control group students got better quantitative results in standing long jump, speed-agility and cardiorespiratory endurance tests as it happens in our study.…”

“…The consistency of our results with the findings of Rosa et al (2019) led us to reconsider and relativize our first hypothesis to explain them. Initially, the non-significant results in the experimental group were attributed to the public health crisis caused by COVID-19 pandemic.…”

Physical Self-Concept and Physical Activity Levels in University Students during the COVID-19 Pandemic: A Cluster Analysis

“…As for the A+ group, they are those who carry out the most physical activity (intense, moderate, and low), and also stand out as those who dedicate the most minutes per day to intense, moderate, and walking activities, along the same lines as the findings of the works of Dieppa et al [ 48 ] and Contreras et al [ 49 ]. Notably for this group, which also reported higher levels of physical self-concept than a pre-pandemic study, a positive correlation was found between this aspect and higher levels of physical activity [ 28 ] and along the same lines as concluded by Guillamón, García, and Carrillo [ 50 ]. Finally, group A−, stands out for being the least active (intense, moderate, and low), this group is the one in which the highest number of individuals did not perform any physical activity in the last 7 days, as well as the group that walked the least minutes and days per week, which may be associated with the scenario of the COVID-19 pandemic during the year 2020 and the social isolation and/or quarantine that had a significant impact on the levels of physical activity and exercise [ 51 , 52 ].…”

Relationship of Parental Support on Healthy Habits, School Motivations and Academic Performance in Adolescents

“…Adolescence is a decisive age period for the generation and consolidation of a healthy lifestyle, which inevitably needs a PA practice on a regular basis [19], being aware that positive habits consolidated at an early age have an impact on the adulthood [20]. Some of the benefits of PA practice include the prevention or improvement in certain diseases such as cardiovascular diseases, the improvement of physical condition [21], benefits at the psychosocial level such as the promotion of self-esteem, reduction of depression and stress [22], cognitive development [23,24], socialization and academic performance [25,26]. However, at present, PA practice does not comply with the recommendations established for adolescents [27], due to, among other reasons, the increasing use of new technologies and display devices [28,29].…”