Multidimensional self-concept in elementary education: sport practice and gender

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Multidimensional self-concept in elementary education: sport practice and gender

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Title: Multidimensional self-concept in elementary education: sport practice and gender
Author: Amado Alonso, Diana; Mendo Lázaro, Santiago; León del Barco, Benito; Mirabel Alviz, Mario; Iglesias Gallego, Damián
Abstract: ANTECEDENTES: El propósito de este estudio fue analizar la relación entre el número de horas de práctica deportiva organizada y el autoconcepto, considerado desde un enfoque multidimensional (autoconcepto físico, emocional, académico, social y familiar). También se investigó la relación entre estas variables en función del género. MÉTODOS: Utilizamos una muestra de 840 estudiantes de quinto y sexto grado de educación primaria (494 niños y 346 niñas), de 9 a 12 años, de España. Para evaluar el autoconcepto de los estudiantes, utilizamos el cuestionario AF-5 Self-Concept Form 5. Resultados: Los resultados muestran que los niños que practican deporte organizado, presentan un mejor autoconcepto físico (0 ha día [h / d]: M = 5.20, SD = 1.82; 1 h / d: M = 5.90, SD = 1.82; 2 h / d: M = 5.99, SD = 1.56; 3 h / d: M = 6.00, SD = 1.42). Los niños presentan un autoconcepto emocional más elevado que las niñas (p <0.05). Además, la práctica deportiva de los niños es beneficiosa para el autoconcepto académico y familiar, pero en el caso de las niñas, una gran cantidad de horas de práctica diaria puede estar disminuyendo estos beneficios potenciales. CONCLUSIONES: Los hallazgos sugieren que la práctica deportiva organizada podría tener un efecto positivo en el autoconcepto. Subrayamos la importancia de alentar a los niños a practicar deporte y prestar especial atención a las diferencias de género en el desarrollo del autoconcepto emocional durante la educación primaria.BACKGROUND: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. METHODS: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students’ self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. RESULTS: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82; 1 h/d: M = 5.90, SD = 1.82; 2 h/d: M = 5.99, SD = 1.56; 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p < 0.05). Moreover, children’s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. CONCLUSIONS: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education.
URI: http://hdl.handle.net/10662/9879
Date: 2018


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