Self-Concept in Physical Education for Post-Pandemic School Health Improvement

Authors

DOI: https://doi.org/10.6018/reifop.581361
Keywords: Self-esteem, Adolescence, Physical education, COVID-19, mental health

Abstract

Self-concept is one of the key aspects of personality development. It is relevant because it affects how a person sees him/herself and how he/she relates to others. During adolescence, self-perception tends to be highly variable due to the inherent changes of this stage, being a critical period in which to foster a healthy and confident personality. Add to this the critical circumstances experienced during the pandemic and it becomes a bombshell. Physical education classes, can promote the self-concept and improve school health. The aim of the study was to analyse self-concept in Spanish adolescents of physical education by sex, school location, age, educational level and body mass index (BMI) after the pandemic. A cross-sectional study of 961 students’ physical education classes in public schools in Extremadura (Spain) was obtained and administered the Self-Concept Questionnaire version 5 (AF-5). The results showed that there is an association between AF-5 and sex, where adolescent girls have lower self-concept; there is a slight inverse relationship between AF-5 with age and BMI and there is no significant association between AF-5 and school location. In conclusion, knowing the relevant factors of self-concept after covid allows the educational community to implement tools for the optimal development of self-concept in Physical Education students, thus performance of adolescents.

Downloads

Download data is not yet available.

References

Alsaker, F. D., & Kroger, J. (2020). Self-concept, self-esteem, and identity. In Handbook of adolescent development (pp. 90-117): Psychology Press.

Arens, A. K., & Hasselhorn, M. (2014). Age and sex differences in the relation between self-concept facets and self-esteem. The journal of early adolescence, 34(6), 760-791.

Babic, M. J., Morgan, P. J., Plotnikoff, R. C., Lonsdale, C., White, R. L., & Lubans, D. R. (2014). Physical activity and physical self-concept in youth: Systematic review and meta-analysis. Sports Medicine, 44, 1589-1601.

Bandrés, E., & Azón, V. (2021). La despoblación de la España interior: Funcas Madrid.

Boraita, R. J., Alsina, D. A., Ibort, E. G., & Torres, J. M. D. (2022). Hábitos y calidad de vida relacionada con la salud: diferencias entre adolescentes de entornos rurales y urbanos. Paper presented at the Anales de Pediatría.

Cachón-Zagalaz, J., Sanabrias-Moreno, D., Sánchez-Zafra, M., Zagalaz-Sánchez, M. L., & Lara-Sánchez, A. J. (2020). Use of the Smartphone and Self-Concept in University Students According to the Sex Variable. Int J Environ Res Public Health, 17(12). doi:10.3390/ijerph17124184

Cava Caballero, M. J., Murgui Pérez, S., & Musitu Ochoa, G. (2008). Diferencias en factores de protección del consumo de sustancias en la adolescencia temprana y media. Psicothema.

Curran, T., & Standage, M. (2017). Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. Journal of teaching in physical education, 36(3), 262-276.

De Gracia, M., Marcó, M., Fernández, M., & Juan, J. (1999). Autoconcepto físico, modelo estético e imagen corporal en una muestra de adolescentes. Psiquis, 20(1), 15-26.

Dusek, J. B., Flaherty, J. F., & Hill, J. P. (1981). The development of the self-concept during the adolescent years. Monographs of the society for research in child development, 1-67.

Fernández-Bustos, J.-G., González-Martí, I., Contreras, O., & Cuevas, R. (2015). Relación entre imagen corporal y autoconcepto físico en mujeres adolescentes. Revista Latinoamericana de Psicología, 47(1), 25-33. doi:https://doi.org/10.1016/S0120-0534(15)30003-0

Fernández-Bustos, J. G., Infantes-Paniagua, Á., Cuevas, R., & Contreras, O. R. (2019). Effect of physical activity on self-concept: Theoretical model on the mediation of body image and physical self-concept in adolescents. Frontiers in psychology, 10, 1537.

Fernández, O. G. (2005). Estructura multidimensional del autoconcepto físico. Revista de Psicodidáctica, 10(1), 121-129.

Galindo-Domínguez, H. (2019). Estandarización por curso y género de la Escala de Autoconcepto AF-5 en Educación Primaria. Psicología Educativa. Revista de los Psicólogos de la Educación, 25(2), 117-125.

García, F., & Musitu, G. (1999). Autoconcepto forma 5: Madrid: Tea.

Gonzales, D. L. (2019). Autoconcepto, una revisión del constructo. Scientia et Fide, 1(1), 29-33.

González-Pienda, J. A., Pérez, J. C. N., Pumariega, S. G.-., & García, M. S. G. (1997). Autoconcepto, autoestima y aprendizaje escolar. Psicothema, 271-289.

Guillamón, A. R., Cantó, E. G., & López, P. J. C. (2019). Adiposidad, estatus de peso y autoconcepto en escolares y adolescentes: Revisión sistemática. EmásF: Revista digital de educación física(56), 75-91.

Hamachek, D. E. (1988). Evaluating self‐concept and ego development within Erikson's psychosocial framework: A formulation. Journal of Counseling Development, 66(8), 354-360.

Haquin, C., Larraguibel, M., & Cabezas, J. (2004). Factores protectores y de riesgo en salud mental en niños y adolescentes de la ciudad de Calama. Rev Chil Pediatr, 75(5), 425-433.

Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept, personality and emotional intelligence in primary education. Analysis by sex and cultural group. Frontiers in psychology, 10, 3075.

Inglés, C. J., Pastor, Y., Torregrosa, M. S., Redondo, J., & García-Fernández, J. M. (2009). Diferencias en función del género y el curso académico en dimensiones del autoconcepto: estudio con una muestra de adolescentes españoles. Anuario de psicología, 40(2), 271-288.

Koc, H. C., Xiao, J., Liu, W., Li, Y., & Chen, G. (2022). Long COVID and its Management. International Journal of Biological Sciences, 18(12), 4768-4780. doi:10.7150/ijbs.75056

Lamoutte, E. M. C. (1993). El desarrollo del concepto de sí mismo en la teoría fenomenológica de la personalidad de Carl Rogers. Revista de psicología general y aplicada: Revista de la Federación Española de Asociaciones de Psicología, 46(2), 177-186.

López, E. E., Olaizola, J. H., Ferrer, B. M., & Ochoa, G. M. (2006). Aggressive and nonaggressive rejected students: An analysis of their differences. Psychology in the Schools, 43(3), 387-400.

Lubans, D. R., Plotnikoff, R. C., & Lubans, N. J. (2012). A systematic review of the impact of physical activity programmes on social and emotional well‐being in at‐risk youth. Child adolescent mental health, 17(1), 2-13.

Mallette, C. J. A. (2021). Self-concept in professional interpersonal relationships. Arnold Boggs's Interpersonal Relationships-E-Book: Professional Communication Skills for Canadian Nurses, 171.

Mann, L., Harmoni, R., & Power, C. (1989). Adolescent decision-making: The development of competence. Journal of adolescence, 12(3), 265-278.

Mann, M., Hosman, C. M., Schaalma, H. P., & De Vries, N. K. J. H. e. r. (2004). Self-esteem in a broad-spectrum approach for mental health promotion. 19(4), 357-372.

Martins, J., Costa, J., Sarmento, H., Marques, A., Farias, C., Onofre, M., . . . Health, P. (2021). Adolescents’ perspectives on the barriers and facilitators of physical activity: an updated systematic review of qualitative studies. International journal of environmental research, 18(9), 4954.

Mato Medina, O. E., Ambris Sandoval, J., Llergo Young, M., & Mato Martínez, Y. (2020). Autoconcepto en adolescentes considerando el género y el rendimiento académico en Educación Física. Revista Universidad y Sociedad, 12(6), 22-30.

McConnell, A. R. (2011). The multiple self-aspects framework: Self-concept representation and its implications. Personality social psychology review, 15(1), 3-27.

McCullough, G., Huebner, E. S., & Laughlin, J. E. (2000). Life events, self‐concept, and adolescents' positive subjective well‐being. Psychology in the Schools, 37(3), 281-290.

Méndez, J. V. B. (2022). Análisis del autoconcepto de adolescentes en relación al género. Ciencia Latina Revista Científica Multidisciplinar, 6(1), 1810-1820.

Muñoz García, J., Navas Collado, E., & Graña Gómez, J. (2005). Factores psicológicos de riesgo y protección para la conducta antisocial en adolescentes. Actas españolas de psiquiatría, 33(6).

Palenzuela-Luis, N., Duarte-Clíments, G., Gómez-Salgado, J., Rodríguez-Gómez, J. Á., & Sánchez-Gómez, M. B. (2022). International Comparison of Self-Concept, Self-Perception and Lifestyle in Adolescents: A Systematic Review. International Journal of Public Health, 67, 1604954.

Palenzuela-Luis, N., Duarte-Clíments, G., Gómez-Salgado, J., Rodríguez-Gómez, J. Á., & Sánchez-Gómez, M. B. (2022). Questionnaires Assessing Adolescents’ Self-Concept, Self-Perception, Physical Activity and Lifestyle: A Systematic Review. Children, 9(1), 91.

Paluska, S. A., & Schwenk, T. L. (2000). Physical activity and mental health: current concepts. Sports Medicine, 29, 167-180.

Paules, C. I., Marston, H. D., & Fauci, A. S. (2020). Coronavirus Infections—More Than Just the Common Cold. JAMA, 323(8), 707. doi:10.1001/jama.2020.0757

Pinel Martínez, C., Pérez Fuentes, M. d. C., & Carrión Martínez, J. J. (2019). Relación entre género, resiliencia y autoconcepto académico y social en la adolescencia. Revista de psicología y educación.

Pupo-González, L., Nogueras-Reyes, Y., de-Prada-Justel, M. E., & Labrada-Pupo, D. (2018). Salud mental infanto juvenil, características de una problemática actual. Revista Electrónica Dr. Zoilo E. Marinello Vidaurreta, 43(6 Especial).

Ramirez-Granizo, I. A., Sánchez-Zafra, M., Zurita-Ortega, F., Puertas-Molero, P., González-Valero, G., & Ubago-Jiménez, J. L. (2020). Multidimensional Self-Concept Depending on Levels of Resilience and the Motivational Climate Directed towards Sport in Schoolchildren. Int J Environ Res Public Health, 17(2). doi:10.3390/ijerph17020534

Roa García, A. (2013). La educación emocional, el autoconcepto, la autoestima y su importancia en la infancia. Edetania(44), 241-257.

Rodríguez Álvarez, J. M., Navarro, R., & Yubero Jiménez, S. (2022). Bullying/cyberbullying en quinto y sexto curso de educación primaria: diferencias entre contextos rurales y urbanos. Psicología educativa: revista de los psicólogos de la educación.

Rosenberg, M. (2017). The self-concept: Social product and social force. In Social psychology (pp. 593-624): Routledge.

Sepúlveda, R. Y., Gómez, F. B., & Matsudo, S. M. (2016). Actividad física, rendimiento académico y autoconcepto físico en adolescentes de Quintero, Chile. Educación Física y Ciencia, 18(2), 1-10.

Sonstroem, R. J. (1984). Exercise and self-esteem. Exercise sport sciences reviews, 12(1), 123-156.

Teixeira, P. J., Carraça, E. V., Markland, D., Silva, M. N., & Ryan, R. M. (2012). Exercise, physical activity, and self-determination theory: a systematic review. International journal of behavioral nutrition physical activity, 9(1), 1-30.

Vicent, M., Lagos-San Martín, N., Gonzálvez, C., Inglés, C. J., García-Fernández, J. M., & Gomis, N. (2015). Diferencias de género y edad en autoconcepto en estudiantes adolescentes chilenos. Revista de Psicología, 24(1). doi:10.5354/0719-0581.2015.36752

Wenz-Gross, M., Siperstein, G. N., Untch, A. S., & Widaman, K. F. (1997). Stress, social support, and adjustment of adolescents in middle school. The journal of early adolescence, 17(2), 129-151.

Published
22-04-2024
How to Cite
Galán-Arroyo, C., Batista Da Silva, M. A., & Rojo-Ramos, J. (2024). Self-Concept in Physical Education for Post-Pandemic School Health Improvement. Interuniversity Electronic Journal of Teacher Formation, 27(2), 123–137. https://doi.org/10.6018/reifop.581361