Motivation and Physical Self-Concept in Physical Education: Differences by Gender

Abstract

This paper examines the relationship between dispositional goal orientations, the perception of different motivational climates and physical self-concept in physical education classes. An additional purpose was to examine the nature of these relationships among boys and girls. Eight hundred and eighty-four students from a large Spanish metropolitan school district were participants in this study and completed questionnaires assessing the above mentioned variables. Results revealed that sport competence and physical condition were the domains of physical self-concept that had a greater connection with goal orientations and motivational climates. Gender differences were also identified for all variables except for task orientation. In addition, the task-involving motivational climate was the main predictor in the sport competence and physical condition subscales in the case of the girls, while ego and task orientation were, respectively, the strongest predictors for the same physical self-concept subscales in the case of the boys. In order to provide more inclusive teaching, especially for students with low self-concept, this study suggests the need to create classroom participation that favours task-involving motivational environments.

Gender and Physical Self-Concept Differences among College Students

“…In addition, the significant differences between male and female participants were found in the seven subscales including coordination, physically active, sport competence, appearance, strength, flexibility, and endurance. This is in line with the findings of previous studies conducted by (Arazi & Hosseini, 2013;Hagger et al, 2005;Moreno-Murcia et al, 2012) who found that male participants tended to have higher physical self-concept than female participants. Arazi & Hosseini (2013) found that male students gained higher significant level of the health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem scales, while (Hagger et al, 2005)found that boys' scores on all subscales were significantly higher than girls.…”

“…Since self-concept scales tend to tap constructs qualities that are typically viewed as "masculine" characteristics,such as assertiveness andconfidence, boysare to be expected to report higher levels of physical self-concept (Hagger et al, 2005). Furthermore, the physical self-concept level was associated with the goal orientation and how the participants perceived the class environment, such as the expectations created by teachers and group pressures, which could affect the image that boys and girls have (Moreno-Murcia et al, 2012). It made female participants underestimate their physical competence (Moreno-Murcia et al, 2012).…”

“…Maïano, Ninot, & Bilard(2004) argue that the gender effect was found on all physical self-perception scales and global self-esteem in adolescents. Moreover, Moreno-Murcia et al(2012) found that gender differences, except for task orientation, were also identified for all variables in their study. Other studies show that males are indicated to have higher level of physical self-perception than female on college students (Hagger, Biddle, & Wang, 2005;Hayes, Crocker, & Kowalski, 2008).…”

Predictive Effect of Motivational Climate on Adolescents’ Physical Self-Perception in Physical Education

“…With regard to the previous work supported link between the perception of a task-involving climate and physical self-concept (Newton et. al, 2004, Moreno-Murcia et al, 2012, it was hypothesized that performance approach and avoidance climates in PE lesson had negative impact on students' different dimensions of self-perceptions.…”

Beden eğitimi dersinde problem çözme becerisi ve sınıf iklimi: ikinci kademe ilköğretim öğrencileri üzerine bir çalışma

“…Her madde 1 (Hiçbir zaman böyle davranmam) ile 5 (Her zaman böyle davranırım) arasında değişen beşli değerlendirme basamağına sahiptir. Geliştirilen 24 maddelik ölçüm aracına ilişkin yapılan yapı analizi sonuçlarına göre, envanterin toplam varyansın % 42 26…”