Effect of a Sports Camp Experience on the Multidimensional Self-Concepts of Boys

Abstract

15 boys, ages 6 to 9 yr., participated in a summer sports day camp under the supervision of counselors trained in ways to enhance self-concept. An attempt was made to implement strategies in the program so that campers would experience persistent success during sports-skills learning and performance and develop positive peer relations. Subjects were pre- and post-tested on a self-concept scale which measured self-knowledge and self-esteem for physical maturity, peer relations, academic success, school adaptiveness, and sports-skills ability. It was thought that a positive experience through developing skills in sport and peer relations might improve at least the area of self-concept related to sports skills as opposed to the other dimensions. This hypothesis was supported. Only the aspects of self-concept related to sport were significantly enhanced after the camp experience. The findings support past research indicating that personal self-concept is situation-specific.

Investigation of Stressful Experiences, Self-Evaluations, and Self-Standards as Predictors of Sexual Activity During Early Adolescence

“…Mediational linkages could be particularly important for stressful experiences and self-evaluations and standards that pertain to similar developmental contexts. This would be consistent with context-specific patterns of mediation observed in research on outcomes other than sexual activity (Anshel, Muller, & Owens, 1986;Connell, Spencer, & Aber, 1994;DuBois, Felner, Brand, Phillips, & Lease, 1996;Vallerand, Pelletier, & Gagne, 1991).…”

Effects of therapeutic intervention on self-concepts of children with learning disabilities

“…This is consistent with earlier research finding rapid change in selfconcept and self-esteem in specialized programs (Anshel, Muller, & Owens, 1986;Rawson & McIntosh, 1991). The areas in which change were significant were total self-concept and the subscales of competency and affect.…”

“…The children in these classrooms have lower self-concepts (Vaughn et al, 1992), and their self-concepts increase in response to therapy (Anshel, Muller, & Owens, 1986;Rawson & McIntosh, 1991). Implementing enhancement programs in LD classrooms should lead to similar results.…”

Physical self-perceptions of adolescents in Years 8, 9 and 10 in independent schools, state comprehensive schools and specialist sport colleges in England

“…There is evidence to support the view that exercise is an effective medium for developing self-esteem within the child and adolescent population (Anshell, Muller, and Owens 1986;Blackman et al 1988;Brown et al 1992;Gruber 1986); moreover a differentiated, taskcentred environment or self-determined PE climate can enhance physical self-perceptions in adolescents (Biddle and John Wang 2003;Fox et al 1994;John Wang et al 2002;Kavussanu and Hamisch 2000;Ntoumanis 2001b). Whitehead and Corbin (1997) argue that if a 'preferable' motivational climate can be brought about within the PE lesson, the conditions are ideal for fostering positive self-perceptions in students.…”