SavedAdd your journal

Journals / Türk Spor ve Egzersiz Dergisi / 2014 / Cilt: 16 - Sayı: 2

Influence of physical activity on students’ physical selfconcept and satisfaction with life: Physical and nonphysical education students’ perspective

Vali MEHDINEZHAD
Masoumeh GOLSANAMLOU
Pages
77–83
Publication Date
2014-11-13
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that there was significance difference between non-physical and physical education students about physical self-concept in overall and nine dimensions, except factors of coordination and sport.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to find out the physical and non-physical education students' physical self-concept and satisfaction with life. 470 students were selected randomly as two sample groups (physical and non-physical education students).
📊
Key Findings & Data:The valid sample of study was 449.
💡
Conclusion & Impact:The results showed that there was significance difference between non-physical and physical education students about physical self-concept in overall and nine dimensions, except factors of coordination and sport.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Physical activity · physical self-concept · satisfaction with life

Abstract

The purpose of this study was to find out the physical and non-physical education students' physical self-concept and satisfaction with life. 470 students were selected randomly as two sample groups (physical and non-physical education students). The valid sample of study was 449. The two questionnaires employed here were the Physical Self-Description Questionnaire (PSDQ-S) and the Satisfaction with Life Scale. SPSS 20 was used to produce the Mean; Standard Deviations; Pearson's Product Moment Correlation (r); One-Sample and Independent t-test; and One-Way Analysis of Variance. The results showed that there was significance difference between non-physical and physical education students about physical self-concept in overall and nine dimensions, except factors of coordination and sport. Physical education students have a positive understanding of their body in comparison with non-physical education students. The results also showed, there was no significance difference between non-physical education and physical education students about satisfaction with life. There was also relatively low positive correlation between physical self-concept in overall and nine dimensions with life satisfaction except factors of body Fat and health. Based on the research findings, it is recommended that universities should pay more attention to physical activity.

🔖

Cite This Article

MEHDINEZHAD, V., GOLSANAMLOU, M. (2014). Influence of physical activity on students’ physical selfconcept and satisfaction with life: Physical and nonphysical education students’ perspective. Türk Spor ve Egzersiz Dergisi, Cilt: 16 - Sayı: 2, 77–83. https://ajindex.com/articles/724641

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Arazi H, Rastegar, H. A comparison of physical self-concept between physical education and non- physical education university students. Timisoara Physical Education and Rehabilitation Journal, 2013; 5(10): 6–13.
  2. Avsaroglu S, Deniz ME, Kahraman A. Examining life satisfaction, work satisfaction and occupational burnout levels. S. U. Social Sciences Institute Journal, 2005; 14(1): 115-129.
  3. Bouchard C, Shephard RJ, Stephens T. (Eds.) Physical Activity, Fitness, and Health: International Proceedings and Consensus Statement. Champaign, IL: Human Kinetics Publishers, 1994.
  4. Brown BA, Frankel BG. Articles Activity through the Years: Leisure, Leisure Satisfaction, and Life Satisfaction. Sociology of Sport Journal, 1993; 10(1); 1-17.
  5. Brown T, Summerbell C; Systematic review of school-based interventions that focus on changing dietary intake and physical activity levels to prevent childhood obesity: an update to the obesity guidance produced by the National Institute for Health and Clinical Excellence. Obes Rev, 2009; 10(1): 110-41.
  6. Chae-Hee P, Steriani E, Kyo-Man K. Factors influencing physical activity in older adults. J Exerc Rehabil, 2014; 10(1): 45-52. Cribb A. Quality of life-a response to K C Calman. J Med Ethics, 1985; 11(3): 142-45.
  7. Crocker PE, Eklund RC, Kowalski KC. Children's physical activity and physical self-perceptions. Journal of Sport Sciences, 2000; 18(6): 383-394.
  8. Deci EL, Ryan RM. The "what" and "why" of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 2000; 11(4): 227-268.
  9. Diener E, Emmons RA, Larsen R, Griffin S. The Satisfaction with Life Scale. Journal of Personality Assessment, 1985; 49(1): 71-75.
  10. Dishman RK, Saunders RP, Felton G, Ward DS, Dowda M, Pate R. Goals and intentions mediate efficacy beliefs and declining physical activity in high school girls. American Journal of Preventive Medicine, 2006; 31(6): 475-483.
  11. Dolan P, Peasgood T, White MP. Review of research on the influences on personal wellbeing and application to policy. London: Defra, 2006. Elavsky S. Physical activity enhances long-term quality of life in older adults: efficacy, esteem, and affective influences. Ann Behav Med, 2005; 30(2): 138–145.
  12. Eyre H, Kahn R, Robertson RM, Clark NG, Doyle C, Hong Y, Gansler T, Glynn T, Smith RA, Taubert K, Thun MJ. Preventing cancer, cardiovascular diseases, and diabetes: A common agenda for the American Cancer Society, the American Diabetes Association, and the American Heart Association. Circulation, 20