Die Messung des physischen Selbstkonzepts (PSK)

Stiller, Jeannine; Würth, Sabine; Alfermann, Dorothee

doi:10.1024/0170-1789.25.4.239

Cited by 74 publications

(30 citation statements)

References 14 publications

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“…The items of each factor were aggregated by computing a mean value for each factor. Reliability and validity of the German version have been demonstrated previously [21].…”

Section: Methodsmentioning

confidence: 96%

“…Physical self-concept was assessed using a German adaptation of the Physical Self-Description Questionnaire (PSDQ; [20]). For the self-description of physical competencies, the German version (PSK; [21]) contains five subscales: coordination (e.g. "I find it easy to control my movements"; α = 0.86), strength (e.g.…”

Section: Methodsmentioning

confidence: 99%

“…"Other people think that I am good in sports"; α = 0.85). It should be mentioned, that Stiller, Würth, and Alfermann [21] did not develop this subscale for the assessment of self-esteem. However, the subscale contains many items with a strong evaluative connotation (e.g., "I am good in most sport activities", "I am better in sports than most of my friends"), which per definition (see introduction) relates to self-esteem rather than self-concept.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

The Presence of an Exercise Instructor or Group Members Affects Physical Self-Concept and Physical Self-Esteem: An Experimental Study in the Elderly

Kleinert¹,

Pels²,

Podlog³

2014

Health

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Background: Physical self-concept and physical self-esteem are important sources of general selfesteem and overall health. Evidence indicates that exercise leads to an enhancement in physical self-concept and physical self-esteem. Until now however, it remained unclear whether the beneficial effects of exercise were impacted by different types of exercise environments. Thus, the purpose of this study was to experimentally investigate, whether the presence or absence of an instructor or other group members influenced elder adults' physical self-concept and esteem. Method: Participants were 46 women and 20 men (Mean age 65.4, SD = 4.36) who were randomly assigned to one of four experimental groups differing across two factors-group versus no-group and instructor versus no-instructor. Participants took part in an 8-week-walking program with a comparable number of training sessions across the four experimental groups. Physical self-concept and physical self-esteem were assessed both pre and post exercise intervention. Results: Descriptively, the highest improvement in physical self-concept and esteem were observed in the instructor/no-group and the no-instructor/group condition. Between these two conditions, no significant difference of change was observed. Moreover, no improvement was observed when both instructor and group were present. Conclusion: Effects of either instructor presence or group presence may be explained by mechanisms of social integration and social support. An unexpected absence of effects on self-concept and esteem under the instructor/group condition are explained with reference to an individual's cognitive dissonance caused by the need to adapt to different exercise oriented goals or attitudes of the instructor and the group members which might hinder the positive development of the self. J. Kleinert et al.1617

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“…The items of each factor were aggregated by computing a mean value for each factor. Reliability and validity of the German version have been demonstrated previously [21].…”

Section: Methodsmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The Presence of an Exercise Instructor or Group Members Affects Physical Self-Concept and Physical Self-Esteem: An Experimental Study in the Elderly

Kleinert¹,

Pels²,

Podlog³

2014

Health

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“…Items of published and validated scales selected with respect to item analysis during the pilot study will be used for the assessment of general self-efficacy [45], self-efficacy towards physical activity [46], physical self-concept for general physical capacity and physical attractiveness [47,48], enjoyment of physical activity PACES (Physical Activity Enjoyment Scale) [49], sensation seeking [50] as well as physical and psychological well-being [51]. The enjoyment of screen-based and non-screen-based sedentary behaviors will be assessed with four adapted items of the PACES [49] (non-screen-based sedentary behavior: r = .59).…”

Section: Methodsmentioning

confidence: 99%

“läuft.” - a school-based multi-component program to establish a physically active lifestyle in adolescence: study protocol for a cluster-randomized controlled trial

Suchert

Isensee

Hansen

et al. 2013

Trials

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BackgroundPhysical activity during childhood and adolescence is associated with substantial health benefits and tracks into adulthood. Nevertheless, only 22.7% of German adolescents are sufficiently physically active. Thus, the promotion of an active lifestyle in youth is an essential issue of public health.This study will evaluate the implementation and efficacy of the “läuft.” program to enhance physical activity in adolescence. “läuft.” is a multicomponent school-based program developed on the basis of effective strategies for health interventions and behavioral change.Methods/designThe “läuft.” physical activity program targets four different levels. (a) Each student receives a pedometer and documents his/her steps over 12 weeks using an interactive user account on the “läuft.” homepage. (b) For classes there will be different competitions, with achieving the most steps in selected weeks, the highest increases of steps and developing the most inventive ideas to promote physical activity in school. Besides, the intervention includes four educational lessons. (c) The headmasters and teaching staff of the participating schools will get information material with suggestions and encouragement to enhance physical activity in school. Participating teachers will be invited to an introductory seminar. (d) Parents will be provided with informational material about the program and will be invited to a parent-teacher conference about the benefits of being physically active and how they can support their children in engaging in a physically active lifestyle.To evaluate the efficacy of the “läuft.” physical activity program, a two-arm cluster randomized controlled trial will be conducted in three waves: (1) baseline assessment, January/February 2014, (2) post assessment, June/July 2014 and (3) 12-month follow-up assessment, June/July 2015. Data collection will include physical and medical testing, self-administered questionnaires, group discussions and document analyses.Discussion“läuft.” aims at fostering a physically active lifestyle in adolescence while a considerable decline of physical activity is present. Physical activity programs based in the school setting and following a multicomponent approach have been proven to be most successful. Furthermore, the use of pedometers is promising to enhance physical activity during the entire day and targets a wide range of adolescents regarding fitness and weight.Trial registrationCurrent Controlled Trials ISRCTN49482118.

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“…Aus den Ergebnissen der Effektevaluation wird hier beispielhaft auf den Aspekt des physischen Selbstkonzepts eingegangen [16]. Auf der Grundlage vorliegender Studien [18,17] Tab. 7 Veränderungen über die 3 Messzeitpunkte (1 = trifft nicht zu, 2 = trifft eher nicht zu, 3 = trifft eher zu, 4 = trifft zu).…”

Section: Ergebnisse Aus Der Effektevaluationunclassified

Eine Initiative zur Gesundheitsförderung: FugS – Fit und gesund im Schullandheim. Wer schlau is(s)t, bewegt sich!

Brehm¹,

Meier²,

Single³

2012

B & G

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Fit und gesund im Schullandheimunterstützt und ergänzt Schule darin und ermöglicht im Sinne einer umfassenden und multidisziplinären Gesundheitsprävention Gesundheitsbildung am schulergänzenden Lernort Schullandheim. Ausgangspunkt ist dabei die Überlegung zur Gesundheitsförderung von Kindern auch schulergänzende und außerschulische Lernräume zu erschließen und zu nutzen. Im Rahmen der Initiative FugS bieten dazu 6 bayerische Schullandheime mit ihren hausspezifischen Konzepten allen bayerischen Schulklassen der Jahrgangsstufen 4-6 eine fünftägige Gesundheitserziehungswoche als Klassenfahrt an. Ziele der Initiative FugS sind: Entwicklung von Wissen zum Gesundheitsmanagement, Stärkung des Selbstwertgefühls, Anstöße zur Veränderung des Gesundheitsverhaltens bei den Kindern, Impulse zur Veränderung der Gesundheitsverhältnisse in der Schule und in der Familie sowie die Initiierung eines Lernens mit "Kopf, Herz und Hand" (Pestalozzi). Die Initiative FugS wurde über 2 Jahre wissenschaftlich begleitet und evaluiert. Neben einer prospektiven Evaluation wurde eine Prozess-und Effektevaluation durchgeführt. Erste Ergebnisse deuten ein vielschichtiges, grundsätzlich positives Bild an. Großen Einfluss auf das Angebot und seine Qualität hat vor allem die hausspezifische Umsetzung der Inhalte vor Ort in den Schullandheimen und damit verbunden die Qualifikation der Fachkräfte, insbesondere ihre methodisch-didaktische Qualifikation und ihre Erfahrungen mit der Zielgruppe. Für die Zukunft sollen sog. FugS-Standards sowohl die Qualifikation der Fachkräfte als auch die Qualität des angebotenen FugS-Konzepts in den Schullandheimen sichern. Dazu wurden vorausgesetzte Qualitäten zu einem Kriterienkatalog (in Anlehnung an [7]) zusammengestellt, der erfüllt sein muss, will ein Schullandheim FugS angehören und anbieten.

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Die Messung des physischen Selbstkonzepts (PSK)

Cited by 74 publications

References 14 publications

The Presence of an Exercise Instructor or Group Members Affects Physical Self-Concept and Physical Self-Esteem: An Experimental Study in the Elderly

The Presence of an Exercise Instructor or Group Members Affects Physical Self-Concept and Physical Self-Esteem: An Experimental Study in the Elderly

“läuft.” - a school-based multi-component program to establish a physically active lifestyle in adolescence: study protocol for a cluster-randomized controlled trial

Eine Initiative zur Gesundheitsförderung: FugS – Fit und gesund im Schullandheim. Wer schlau is(s)t, bewegt sich!

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