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  3. Comparison of 8 weeks of physical fitness training on the physical self-concept of late and early inactive adolescent girls

Comparison of 8 weeks of physical fitness training on the physical self-concept of late and early inactive adolescent girls

Number of pages: 131 File Format: word File Code: 31603
Year: 2013 University Degree: Master's degree Category: Physical Education - Sports
Tags/Keywords: A sedentary teenager - Age of onset of menstruation - Movement behavior - Physical activity level - physical fitness - Physical self-concept - Physical self-description - sports activity - swelling
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  • Summary of Comparison of 8 weeks of physical fitness training on the physical self-concept of late and early inactive adolescent girls

    Master's thesis in the field of physical education and sports science

    (Tendency of movement behavior)

    Abstract

           The purpose of this research is to compare 8 weeks of physical fitness training on the physical self-concept of late and precocious adolescent girls. For this purpose, 80 inactive adolescent girls aged 13-15 years were selected in two early and late groups based on the age of onset of menstruation, and each group was randomly divided into two experimental and control groups and participated in a two-factor research project. The level of physical activity and physical self-concept of each were measured with the International Physical Activity Questionnaire for Children and Adolescents and the short form of the Physical Self-Description Questionnaire (PSDQ-S). The experimental groups did physical fitness exercises for 8 weeks, 3 sessions per week and 60 minutes per session. The results of covariance analysis of 2 (exercise) in 2 (growth) of the 8-week physical fitness program on the physical self-description of late and early inactive teenage girls showed a significant increase, and this increasing effect was different in them, in such a way that the effect of exercises on the physical self-description of early inactive teenage girls was greater. These results show the need for intervention programs to increase physical self-concept by considering obesity.  

    Key words: height, physical self-description, level of physical activity, age of onset of menstruation

    Introduction

    Nowadays, the mobility and sports activity of teenagers has declined compared to the past, so lack of movement and overweight are one of the major problems of students. The participation of young people in sports activities, in addition to strengthening physical strength, is also effective in increasing self-confidence and improving other aspects of mental health. Identifying the biological, environmental, social and psychological factors affecting physical activity is the basic idea to promote physical activity in teenagers (40). Lack of movement is the cause of many life-threatening diseases such as obesity, weakness of cardiovascular and respiratory systems, and directly and indirectly endangers mental health. One of the major problems of teenagers is dependence and addiction to television and similar technologies, which causes more inactivity, but considering physical activity programs can be an effective strategy to combat these problems. Because sports and physical activity form an important part of the school curriculum and the process of raising children, teenagers and young people (10 and 15).

    Adolescence is an important period of life when self-perception changes profoundly. Studies show that this period is an important period for the "self" and its supporting neural structures (35). One of the dimensions of "self" is self-concept [1], self-concept is personal awareness of limitations, personal characteristics and characteristics in which a person may be similar or different from others. In fact, self-concept is the perception that a person has of himself without judgment or fleeting personal comparison with others (51).

    According to the opinion of Weinberg and Gould (1999), self-concept should not be considered as a general term, but it should be separated into elements such as social self-concept, academic self-concept, and physical self-concept (51). Physical self-concept includes both the way a person views himself and the way a person perceives his body and shows the person's attitude towards his physical dimensions, abilities and skills (78). On the other hand, arrogance plays a significant role in shaping a person's self-concept (51). Adolescents enter adolescence at various ages and reach adulthood. Inflating is defined as a process of inflating or progressing to an inflated state. Therefore, in a group of children with the same gender and chronological age, there is dispersion in the biological age or the level of biological maturity obtained (65). The development of self-concept is a dominant aspect in childhood and adolescence and is often influenced by the level of maturity (for example, delay or progress in maturity).. In these ages, on the one hand, there is social, personal and emotional growth, and on the other hand, there is a temporal shift in growth (delay or progress), which can affect the development of a person's self-concept (51).

    Also, the participation of young people in sports activities, in addition to strengthening physical strength, is also effective in increasing self-confidence and promoting other aspects of mental health, and it is one of the dimensions that physical activity, especially physical fitness, can have a great impact on. It is self-concept (51).

    In this regard, this research intends to investigate and compare the effect of a physical fitness training course on the physical self-concept of late and early inactive adolescent girls. 

    1-2 statement of the problem

    Human health has different dimensions, including physical, mental, emotional and social, which need to be paid attention to. One of the important topics that are raised about mental health is self-esteem and a person's perception of himself. A person's self-perception is influenced by various factors, of which physical activity and participation in organized sports are one of these factors (34). A negative self-concept can have destructive effects on all aspects of a person's life. Educators and parents should determine how to use the movement activities of children and adolescents that lead to the formation of positive and stable self-concepts (51).

    Physical self-concept includes the way a person views himself and also includes the way a person perceives his body and shows the person's attitude towards his physical dimensions, abilities and skills. On the other hand, arrogance plays a significant role in shaping a person's self-concept (51 and 78). Adolescents enter the stage of adolescence at various ages and reach adulthood. Inflating is defined as a process of inflating or progressing to an inflated state. Therefore, in a group of children with the same gender and chronological age, there is dispersion in the biological age or the level of biological maturity obtained (65). The development of self-concept is a dominant aspect in childhood and adolescence and is often influenced by the level of maturity (for example, delay or progress in maturity). At these ages, on the one hand, there is social, personal and emotional development, and on the other hand, there is a temporal displacement of growth (delay or progress), which can affect the development of the child's self-concept (51). body decreases. Therefore, physical changes during puberty and premature puberty of teenage girls may directly affect the ability of girls to participate in physical activity. For example, breast growth may directly reduce participation in spontaneous physical activity due to the need for appropriate clothing.

    On the other hand, adolescence is known as a period of risk for decreasing physical activity, especially among precocious adolescent girls [2], and this decrease in activity also results in a decrease in physical self-esteem (54). Change in motivation, attitude towards performance and change in body image during adolescence may be one of the factors affecting the decrease in activity (78).

    Many sources have identified this decrease in adolescent girls and have shown that the percentage of participation in physical activity decreases from 58% at the age of 11-12 years to 41% at the age of 13-15 years, this decrease in physical activity coincides with puberty, which usually occurs at the age of puberty. It happens at the age of 12-13 years (26).

    Studies show that exercise, both in the long and short term, brings mental strengthening and improvement of neurological changes in the cortex of children, teenagers, adults and even the elderly. On the other hand, physical fitness is a simple, low-cost and accessible tool for everyone, including teenagers (34). Mobility and physical activity are important facilitators for positive self-concept (69, 90 and 98).

  • Contents & References of Comparison of 8 weeks of physical fitness training on the physical self-concept of late and early inactive adolescent girls

    List:

    The first chapter: Research plan - Introduction - 2 - Statement of the problem - 3 - Necessity - 5 - Importance - 6 - Research objectives - 6 - Research hypotheses - 7 - Research scope and limitations - 8 - Key words - 8 Theoretical foundations and research generalities

    2-1 Introduction-11

    2-2-1 Concept of self-11

    2-2-2 Self-concept-11

    2-2-3 Structural models of self-concept-14

    2-2-4 Division of self-concept-15

    2-2-5 Self-concept Physical- 16

    2-2-6 multiple self-concept tools- 17

    2-2-7 factors affecting physical self-concept- 19

    2-2-7-1 Self-esteem and physical self-concept- 19

    2-2-7-2 Physical activity and physical self-concept- 24

    2-2-7-2-1 models The effect of physical activity on physical self-concept-26

    2-2-7-3 Body mass index and physical self-concept-31

    2-2-7-4 Socio-economic status and physical self-concept-31

    2-3 Research background-33

    2-3-1 Research related to the relationship between physical activity and physical self-concept-33

    2-3-2 Research related to self-esteem and physical self-concept-39

    2-3-3 Conclusion-42

    Chapter three: Methodology

    3-1 Introduction-44

    3-2 Research method and design-44

    3-3 Statistical population-44

    3-4 Statistical sample, sampling method and sample size-44

    3-5 Research variables-45

    3-6 Research tools-45

    3-6-1 Demographic questionnaire- 45

    3-6-2 short form of physical self-description questionnaire- 45

    3-6-3 international physical activity questionnaire for children and adolescents- 47

    3-6-4 physical exercise- 48

    3-7 implementation method- 48

    3-6 statistical analysis method- 49

    Chapter four: Research findings

    4-1 Introduction- 51

    4-2 Description of subjects' characteristics-51

    4-3 Review of presuppositions-54

    4-4 Analysis of covariance related to the variable of self-concept of physical appearance-56

    4-4-1 Descriptive statistics-56

    4-4-2 Review of presuppositions- 58

    4-4-3 Results of effects tests between participants- 59

    4-4-4 Examination of the first, second and third hypotheses- 62

    4-5 Analysis of covariance related to the physical ability self-concept variable- 64

    4-5-1 Descriptive statistics- 64

    4-5-2 Examination of defaults- 65

    4-5-3 Results of effects tests between participants-66

    4-5-4 Examination of the fourth, fifth and sixth hypotheses-70

    4-6 Analysis of covariance related to physical self-description variable-71

    4-6-1 Descriptive statistics-72

    4-6-2 Examination of defaults-73

    4-6-3 The results of tests of effects between the subjects-74

    4-6-4 Examination of the seventh, eighth and ninth hypotheses-77

    Chapter five: Discussion and conclusion

    5-1 Introduction-80

    5-2 Research summary-80

    5-2-1 Summary of research findings-80

    5-3 Discussion-81

    5-3-1 Discussion of the first hypothesis-81

    5-3-2 Discussion of the second hypothesis-81

    5-3-3 Discussion The third hypothesis-82

    5-3-4 Discussion of the fourth hypothesis-84

    5-3-5 Discussion of the fifth hypothesis-84

    5-3-6 Discussion of the sixth hypothesis-85

    5-3-7 Discussion of the seventh hypothesis-86

    5-3-8 Discussion of the eighth hypothesis-86

    5-3-9 Discussion The ninth hypothesis- 87

    4-5 Conclusion- 89

    5-5 Suggestions- 90

    List of sources- 91

    Appendices- 98

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Comparison of 8 weeks of physical fitness training on the physical self-concept of late and early inactive adolescent girls
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