1.

The aim of the study is to inspect the reciprocal relationship among motor abilities and
physical activity and the intervention effects of physical self-concept in this relationship
using longitudinal data. Information was obtained from the Motorik-Modul Longitudinal
Study in which there were 335 boys and 363 girls aged between 11-17 years at Baseline
were examined twice in a period of six years. Physical activity was screened by the
MoMo Physical Activity Questionnaire for adolescents, physical self-concept by Physical
Self-Description Questionnaire and motor abilities by MoMo Motor Test which contains
the proportions of strength, endurance, coordination and flexibility. Manifold regression
analyses were used to analyse the direct and indirect effects. The outcomes of the
analyses depict that the effects of motor abilities on physical activity were not direct for
the dimensions strength, coordination, and flexibility. For the endurance, neither direct
nor indirect effects were obtained, whatsoever. In the opposite direction, the effects of
physical activity on motor abilities were partly mediated by the self-concept of strength.
For the dimensions of the endurance, coordination and flexibility, indirect were
noteworthy. The outcomes of the study support the hypothesis that the relationship
between motor abilities and physical activity is mediated by physical self-concept in both
directions.

Jekauc D, Wagner MO, Herrmann C, Hegazy K, Woll A. (2017). Does Physical Self-
Concept Mediate the Relationship between Motor Abilities and Physical Activity in
Adolescents and Young Adults? PLoS One. 2017; 12(1).
2. When finding out adolescent development, it's vital to contemplate two key areas that are
salient for teens that are self-concept and peer relations. A secondary analysis of the
National Institute of Health and Human Development Study of Early kid Care and Youth
Development was conducted to look at the potential two-way associations between self-
concept and peer relations. To date, however social development loosely and peer
relations especially (e.g., relative aggression and victimization) have an effect on self-
concept domains isn't totally understood. employing a massive sample (N = 1063; 532
girls; M = 11.14 years; sd = .59) with multiple informants, the current study examined
whether or not fifth grade relative aggression and sixth grade relational victimization was
related to adolescent self-concept in 3 key domains (i.e., academic, sports, physical
appearance). a major direct result emerged, specified relative aggression in middle
childhood was related to decreases in educational self-concept and will increase in sports
self-concept in adolescence. Analyses additionally disclosed that having higher levels of
domain specific self-concept led to decreases in relative aggression across the transition
to adolescence.

Blakely-McClure SJ, Ostrov JM. (2016). Relational Aggression, Victimization and Self-
Concept: Testing Pathways from Middle Childhood to Adolescence. J Youth Adolesc;
45(2):376-90.

3. Evidence idealizes that physical self-concept is linked with physical activity in kids and
teens, but no methodical review of the literature has been assessed. The major motto of
the review and meta-analysis is to establish the strength of associations between physical
activity and physical self-concept in kids and teens. The inferior motto was to study
potential moderators of link among physical activity and physical self-concept. Arbitrary
effects meta-analyses with correction for measurement were used. The link among
physical activity and general physical self-concept and sub-domains were studied. A bias
assessment was carried out by reviewers. A significant link has been constantly seen
among physical activity and physical self-concept and its various sub-domains in kids
and teens. Age and gender are key of the link between physical activity and physical self-
concept.

Babic MJ, Morgan PJ, Plotnikoff RC, Lonsdale C, White RL, Lubans DR. (2014).
Physical activity and physical self-concept in youth: systematic review and meta-
analysis. Sports Med; 44(11):1589-601.
4. The present study tests the link among individual differences in evaluative self-
organization and mental toughness in sport, idealizing that motivation and emotional
resiliency stem from differences in core self. A cross-sectional assessment of 105 athletes
competing at a range of performance levels took part in an online study including
measures of self-reported mental toughness (Sport Mental Toughness Questionnaire;
Sheard, M., Golby, J., & van Wersch, A. (2009). Progress towards construct validation of
the Sports Mental Toughness Questionnaire (SMTQ). European Journal of Psychological
Assessment, 25(3), 186-193. doi:10.1027/1015-5759.25.3.186) and self-organisation
(self-descriptive attribute task; Showers, C. J. (2002). Integration and
compartmentalisation: A model of self-structure and self-change. In D. Cervone & W.
Mischel (Eds.), Advances in personality science (pp. 271-291). New York, NY: Guilford
Press). As predicted, global mental toughness was associated with self-concept positivity,
which was particularly high in individuals with positive-integrative self-organisation
(individuals who distribute positive and negative self-attributes evenly across multiple
selves). Specifically, positive integration was associated with constancy (commitment to
goal achievement despite obstacles and the potential for failure), which extends
presumably from positive integratives' emotional stability and drive to resolve negative
self-beliefs.

Meggs J, Ditzfeld C, Golby J. (2014). Self-concept organization and mental toughness in

sport. J Sports Sci; 32(2):101-9.

5. The purpose of this study was to test for reciprocal relations between physical self-
concept (PSC) and participation in physical activity (PA). We hypothesized specific
bidirectional relations between PSC dimensions (i.e., perceived endurance, sport
competence, and strength and body attractiveness) and participation in corresponding
types of PA (i.e., aerobic exercise, team or individual sports, and strength training). Data
were gathered from a questionnaire administered to 386 college students on two
occasions (3-month interval) to assess PSC and participation in PA. These results suggest
that strategies that contribute to reinforce PSC are primordial and should be targeted as
key components for designing effective PA behavior change interventions among college
students.

Lemoyne J, Valois P, Guay F. Physical self-concept and participation in physical activity

in college students. Med Sci Sports Exerc; 47(1):142-50.
6. The paper focuses on long-term changes in parameters of self-perception (ie, physical
self-concept, self-esteem, and self-efficacy), physical activity, and its relationship to
physical fitness of healthy and active old adults. The sample of 22 physically active and
healthy elderly (age Mt1 = 66.00) originates in an earlier skiing intervention study
following a longitudinal study design with four time points of measurement over a period
of 6 years. Self-reports on physical self-concept (PSK), general self-esteem and self-
efficacy, and an activity index were assessed and compared to physical fitness data
(VO2max and muscle strength). Significant time effects (over 6 years) were obtained
with respect to global physical self-concept, endurance (PSK), and VO2max . Muscle
strength turned out to be stable over time. The positive correlations between VO2max
and the corresponding self-concept evaluation of endurance abilities diminished across
the 6 years. Self-esteem correlated with the PSK scales and VO2max . In contrast to our
expectation, self-esteem, self-efficacy, and activity level hardly predicted changes in the
PSK scales, VO2max , and physical strength. Although VO2max and some parameters of
the physical self-concept declined over the 6 years, results indicate that physical self-
concept, self-esteem, self-efficacy, physical fitness, and physical activity display a
complex pattern. The decrease in self-perception measured by the correlation of PSK and
physical fitness suggests that self-concept of old adults are not sensitive to changes in
physical fitness.

Amesberger G, Finkenzeller T, Müller E, Würth S. (2019). Aging-related changes in the

relationship between the physical self-concept and the physical fitness in elderly
individuals. Scand J Med Sci Sports; 1(1):26-34.

7. This study analyzes, in a sample of Mexican students, the factor structure of the Physical
Self-Concept Questionnaire of Goñi, Ruiz de Azúa, and Rodríguez (2006), which
assesses physical ability, physical fitness, attractiveness, strength, general physical self-
concept, and global self-concept. A representative sample of 1,466 Mexican university
physical education students was selected (754 men, 712 women; M age=20.6 yr.,
SD=2.0). Confirmatory factor analysis showed a two-factor structure (motor competency
and physical attractiveness). The two-factor structure, regarding statistical and
substantive criteria, had good fit indices. Results of the factor analyses carried out with
the sub-samples indicated a strong stability and evidence for the factor structure obtained.
The findings support the use of this questionnaire to measure physical self-concept in
Mexican university students. Future studies should replicate these findings in other
populations.

Blanco JR, Blanco H, Viciana J, Zueck C. Psychol Rep. (2015). Psychometric properties
of the Physical Self-Concept Questionnaire with Mexican university students.
116(2):422-37.
8. Individuals affected by Muscle Dysmorphia (MD; body image disorder based on the sub
estimation of muscle size), practice weightlifting in order to alleviate their muscular
dissatisfaction. Although physical activity is associated with increased physical self-
perception, we assume that this was not reproduced in full in people with MD. The study
sample consisted of 734 weightlifters and bodybuilders, 562 men and 172 women, who
completed the Escala de Satisfacción Muscular, the Physical Self-Concept Questionnaire,
and from whom measures of body fat and Fat -Free Mass Index (FFMI) were obtained.
The results showed that people suffering from MD symptoms, overall, have poorer
physical self-concept perceptions (F = 18.46 - 34.77, p < .01).

González-Martí I, Fernández Bustos JG, Hernández-Martínez A, Contreras Jordán OR.

(2014). Physical perceptions and self-concept in athletes with muscle dysmorphia
symptoms. Span J Psychol; 17:43.

9. A positive self-concept is valued as a desirable outcome in many disciplines of

psychology as well as an important mediator to other outcomes. The present review
examines support for the reciprocal effects model (REM) that posits academic self-
concept (ASC) and achievement are mutually reinforcing, each leading to gains in the
other - and its extension to other achievement domains. We review theoretical,
methodological, and empirical support for the REM. Critical features in this research are
a theoretical emphasis on multidimensional perspectives that focus on specific
components of self-concept and a methodological focus on a construct validity approach
to evaluating the REM. This research is important in demonstrating that increases in ASC
lead to increases in subsequent academic achievement and other desirable educational
outcomes. Findings confirm that not only is self-concept an important outcome variable
in itself, it also plays a central role in affecting other desirable educational outcomes.
Implications for educational practice are discussed.

Marsh HW, Martin AJ. (2011). Academic self-concept and academic achievement:
relations and causal ordering. Br J Educ Psychol; 81(1):59-77.
10. The authors tested whether physical self-concept and self-esteem would mediate cross-
sectional relations of physical activity and sport participation with depression symptoms
among 1,250 girls in 12th grade. There was a strong positive relation between global
physical self-concept and self-esteem and a moderate inverse relation between self-
esteem and depression symptoms. Physical activity and sport participation each had an
indirect, positive relation with global physical self-concept that was independent of
objective measures of cardiorespiratory fitness and body fatness. These correlational
findings provide initial evidence suggesting that physical activity and sport participation
might reduce depression risk among adolescent girls by unique, positive influences on
physical self-concept that operate independently of fitness, body mass index, and
perceptions of sports competence, body fat, and appearance.

Dishman RK, Hales DP, Pfeiffer KA, Felton GA, Saunders R, Ward DS, Dowda M, Pate
RR. (2006). Physical self-concept and self-esteem mediate cross-sectional relations of
physical activity and sport participation with depression symptoms among adolescent
girls. Health Psychol; 25(3):396-407.

11. The current study explored specific aspects of sports and individuals on 4 domains of the
self-system (physical competence and physical appearance self-concept, global physical
and general self-esteem). Participants were 351 adolescents (M (age) = 13.45, SD = 1.25
years, males n = 132) recruited from elite sports and regular school classrooms.
Participants were separated into groups based on sports participation (elite athletes, n =
171, competitive athletes, n = 71; and non-athletes, n = 145). The intensity of the activity
(strenuous, moderate, and mild), the level of athleticism (competitive, elite, non-athlete),
gender, and sport orientation (win, goal, competitive) were examined. The level of
athleticism (elite, competitive, and non-athlete) was found to be positively related to
physical competence and appearance self-concept as well as global physical and general
self-esteem. Analyses revealed a significant difference between the non-athletes and both
the competitive and elite groups (with a difference between the latter two for physical
competence only). Sport orientation was found to moderate the relation between
athleticism and general self-esteem; non-athletes who had a greater win orientation or
lower competitive orientation were also lower in self-esteem. Thus, the fit between the
level of competition and self-concept may depend on characteristics of the individual
such as her/her sport orientation.

Findlay LC, Bowker A. (2009). The link between competitive sport participation and
self-concept in early adolescence: a consideration of gender and sport orientation. J Youth
Adolesc; 38(1):29-40.
12. The relationship between Australian adolescents' participation in extracurricular activities
and their self-concepts was investigated. A total of 1489 adolescents (56% female; mean
age 13.8 years) completed measures of social self-concept, academic self-concept, and
general self-worth, and reported on their extracurricular activity participation. In general,
participation in any type of extracurricular activity was associated with a higher social
and academic self-concept, and general self-worth, compared to no participation.
Adolescents who participated in both sports and non-sports also reported a more positive
social self-concept and general self-worth, compared to those who only participated in
one of the activity types. This research provides support for extracurricular activities as a
context facilitative of positive self-concept, and demonstrates the importance of a mixed
participation profile for an adolescent's self-concept.

Blomfield CJ, Barber BL. (2009). Brief report: Performing on the stage, the field, or
both? Australian adolescent extracurricular activity participation and self-concept. J
Adolesc; 32(3):733-9.

13. Elite athletes and non athletes (N = 1,268) attending the same selective sport high school
(4 high school age cohorts, grades 7-10, mean ages varying from 10.9 to 14.1) completed
the same physical self-concept instrument 4 times over a 2-year period (multiple waves).
We introduce a latent cohort-sequence analysis that provides a stronger basis for
assessing developmental stability/change than either cross-sectional (multicohort, single
occasion) or longitudinal (single-cohort, multiple occasion) designs, allowing us to
evaluate latent means across 10 waves spanning a 5-year period (grades 7-11), although
each participant contributed data for only 4 waves, spanning 2 of the 5 years. Consistent
with the frame-of-reference effects embodied in the big-fish-little-pond effect (BFLPE),
physical self-concepts at the start of high school were much higher for elite athletes than
for nonathlete classmates, but the differences declined over time so that by the end of
high school there were no differences in the 2 groups. Gender differences in favor of
males had a negative linear and quadratic trajectory over time, but the consistently
smaller gender differences for athletes than for non athletes did not vary with time.

Marsh HW, Morin AJ, Parker PD. (2015). Physical self-concept changes in a selective
sport high school: a longitudinal cohort-sequence analysis of the big-fish-little-pond
effect. J Sport Exerc Psychol; 37(2):150-63.
14. A sample of 120 children (69 boys and 51 girls), ranging in age from 9 to 14 yr., was
administered the Harter Self-perception Profile for Children before and after a 5-wk.
program of swimming instruction. It is predicted that children who improve most in
swimming will also have the largest gains in athletic self-concept. The data supported the
prediction for an association between gains in swimming skill and self-concept for certain
skill groups.

Miller R. (1989). Effects of sports instruction on children's self-concept. Percept Mot

Skills; 68(1):239-42.

15. This study investigated the relationship between improvement in Total Positive Self-
concept scores and increase in sports skills before and after training of 10 weeks for 45
minutes daily by 12- to 14-yr.-old junior high school and 16- to 18-yr.-old senior high
school boys and girls. The 288 subjects were selected using a stratified (intact class)
random technique. Subjects were randomly assigned to different sports, 96 to field-
hockey and 96 to athletics (32 to discuss, 32 to long jump, and 32 to sprints). 96 control
subjects were randomly selected from one class of each age bracket. Analysis of
covariance showed that the trained subjects scored significantly higher in total positive
self. A positive correlation between gain in sports skill and increase in self-concept scores
was noted for both boys and girls within each age group. Age and sex had no effect on
this pattern. The result supports inclusion of success-oriented sports in the high school
curriculum.

Salokun SO. (1994). Positive change in self-concept as a function of improved

performance in sports. Percept Mot Skills; 78(3-1):752-4.
16. The purposes of this investigation were first to predict reported PA (physical activity)
behavior and self-esteem using a multidimensional physical self-concept model and
second to describe perceptions of multidimensional physical self-concept (e.g., strength,
endurance, sport competence) among athletes with physical disabilities. Athletes (N = 36,
M age = 16.11, SD age = 2.8) completed the Physical Self-Description Questionnaire.
Participants reported mostly positive perceptions of self-esteem, global physical self-
concept, endurance, body fat, sport competence, strength, flexibility, and physical activity
(Ms ranging from 3.9 to 5.6 out of 6). Correlations indicated a number of significant
relationships among self-esteem and reported PA and various dimensions of physical
self-concept. Using physical self-concept, strength, endurance, and flexibility in the first
regression equation and sport competence and endurance simultaneously in the second
equation, 47 and 31% of the variance was accounted for in self-esteem and reported PA,
respectively. The findings support the value of examining multidimensional physical self-
concept as different aspects of the physical self appear to have different influences on
reported PA engagement versus self-esteem.

Shapiro DR, Martin JJ. (2010). Multidimensional physical self-concept of athletes with
physical disabilities. Adapt Phys Activ Q; 27(4):294-307.

17. The present study investigates variations of physical well-being and physical self-concept
during sport therapy in rehabilitation of patients with heart diseases. Additionally,
interrelationships between physical self-concept and physical well-being were assumed.
In a sample of 43 heart disease patients (aged 44-86), physical self-concept (PSK-scale)
was assessed before and after a 3-week physical exercise treatment. Actual physical well-
being was assessed with the Perceived Physical State adjective list (WKV) at 3
measuring points (beginning, mid, and end of sport therapy). Enhancements of physical
self-concept and actual physical well-being could be found. Furthermore, relationships
between both constructs could be revealed: The progression of one construct depends on
the initial state of the respective other. Low initial states facilitate positive progression.
These results are discussed both as a ceiling effect and as the consequence of a physical
stimulation below threshold.

Kleinert J, Tietjens M. (2014). Do actual body experiences affect physical self-concept?

A longitudinal study with patients with cardiac disease during sport therapy. Psychother
Psychosom Med Psychol; 64(7):275-83.
18. The current study examined the influence of social identity for individual perceptions of
self-worth, commitment, and effort in school-based youth athletes. Using a prospective
research design, 303 athletes (Mage = 14.89, SD = 1.77; 133 female) from 27 sport teams
completed questionnaires at 2 time points (T1 - demographics, social identity; T2 - self-
worth, commitment, effort) during an athletic season. Multilevel analyses indicated that
at the individual level, the social identity dimension of in-group ties (IGT) predicted
commitment (b = 0.12, P = .006) and perceived effort (b = 0.14, P = .008), whereas in-
group affect (IGA) predicted commitment (b = 0.25, P = .001) and self-worth (b = 2.62, P
= .006). At the team level, means for IGT predicted commitment (b = 0.31, P < .001) and
self-worth (b = 4.76, P = .024). Overall, social identity accounted for variance at both
levels, ranging from 4% (self-worth) to 15% (commitment). Identifying with a group to a
greater extent was found to predict athlete perceptions of self-worth, commitment, and
effort. More specifically, at the individual level, IGT predicted commitment and effort,
and IGA predicted commitment and self-worth. At the team level, IGT predicted
commitment and self-worth.

Martin LJ, Balderson D, Hawkins M, Wilson K, Bruner MW. (2018). The influence of
social identity on self-worth, commitment, and effort in school-based youth sport. J
Sports Sci; 36(3):326-332.

19. A large body of research in support of the reciprocal effects model of causal ordering
demonstrates that prior academic self-concept predicts subsequent academic achievement
beyond what can be explained in terms of prior achievement. Here we evaluate the
generalizability of this support for the reciprocal effects model to a physical activity
context in which achievement is reflected in gymnastics skills on a standardized
gymnastics performance test evaluated by expert judges. Based on the responses of 376
adolescents collected at the start (T1) and end (T2) of a gymnastics training programme,
there is support for a reciprocal effects model in which there are significant paths leading
from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics
skills to T2 self-concept. Although there were gender and age effects (girls and older
participants had better gymnastics skills, boys had higher self-concepts), multiple group
structural equation models indicated that support for the reciprocal effects model
generalized over responses by boys and girls. In summary, self-concept and performance
are both determinants and consequences of each other.

Marsh HW, Chanal JP, Sarrazin PG. (2006). Self-belief does make a difference: a
reciprocal effects model of the causal ordering of physical self-concept and gymnastics
performance. J Sports Sci; 24(1):101-11.
20. 20 third grade children participating in a community athletic program of gymnastics were
not significantly different on either academic or movement related self-concept measures
from 15 children who did not participate in an athletic program. Academic and movement
self-concepts were related but were more situationally specific than general.

Maul T, Thomas JR. (1975). Self-concept and participation in children's gymnastics.

Percept Mot Skills; 41(3):701-2.