Physical Education Students’ Physical Self-Concept

Jajat Jajat

1,2

, Kuston Sultoni

, Cep Ubad Abdullah

and Adang Suherman

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Galuh Ciamis, Jl. R. E. Martadinatha No. 150, Ciamis, Indonesia

jajat_kurdul@upi.edu

Keywords: Physical Education, Physical Self-Concept, Physical Fitness, Physical Activities, Sports Extracurricular.

Abstract: According to some studies, physical self-concept has an important role in developing one’s physical fitness.

Students of physical education program, as prospective educators, are expected to have a good physical self-

concept, because they will serve as motivators for their students in increasing physical activity. The study of

physical self-concept in the prospective physical education teachers in Indonesia is still relatively rare.

Therefore, this study aims to examine the physical self-concept of physical education students in terms of

their involvement in sports extracurricular activities. The method used was causal comparative. The sample

is a student of physical education program from PJKR program of Galuh Ciamis University as many as 103

people, in which 69 people are involved in extracurricular sport and 34 people are not involved. The

instrument was personal self-description questionnaire (PSDQ). The results showed that there was a

significant difference between physical self-concept of physical education program students involved in

extracurricular sports with those who are not involved (p = 0.006).The students of physical education

programs that engage extracurricular sports have higher average physical self-concept than those who are

not involved in extracurricular activities. These results indicate that, the involvement of prospective teacher

candidates in extracurricular sports has an important role in improving the physical self-concept.

1 INTRODUCTION

In the last few decades, research on the effects of

physical activity on promoting health and preventing

non-infectious diseases is becoming a trend in some

countries including Indonesia. Involvement in

physical activity is believed to prevent many adverse

risks to health conditions (Lee, 2012), preventing

impaired cognitive function (Laurin, 2015) and

positively correlated with psychological conditions

(Parfitt et al., 2009).

Despite its many benefits, but the involvement in

physical activity in Indonesia is still relatively low

(Badan Penelitian dan Pengembangan Kesehatan,

2013). The understanding of the importance of

fitness-related health also turns out not to be

positively correlated with physically active lifestyle

behaviors (Sultoni et al., 2016). The low

involvement in physical activity is caused by various

obstacles. In general, the barriers faced by teenagers

(students) in Indonesia are relatively similar, the

only difference lies in the factor of "social influence

and lack of willpower" (Jajat et al., 2016).

When talking about the importance of

developing an active lifestyle and increasing

participation rates in physical activity among

adolescents, there are many psychological factors

involved and should be considered. One of the

psychological factors associated with active lifestyle

behavior and physical activity is the physical self-

concept. Physical self-concept components are

believed to have a positive relationship with physical

activity and sport-related behavior (Dishman, 2006)

Physical self-concept is considered an important

sub-domain of the overall self-concept component

consisting of general self-evaluation and weight

evaluation, athletic ability perception, to body

assessment (Shriver, 2012). Physical self-concept

has an important role in adolescence, which at that

age there are many changes in their bodies (Dolenc,

2015). Maintaining physical self-concept during

adolescence can have a positive impact on their

mental health and well-being (Maïano et al., 2004).

Physical self-concept also plays an important role in

improving self-concept globally, especially in

individuals who have a low self-concept (Knapen,

282

Jajat, J., Sultoni, K., Abdullah, C. and Suherman, A.

Physical Education Students’ Physical Self-Concept.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 282-285

ISBN: 978-989-758-317-9

2005). In particular, the important role of physical

self-concept, especially in the areas of physical

activity and sport, which are predictors of motor

learning and involvement in sports, or are the result

of physical exercise (Marsh et al., 2006).

The formation of self-concept is influenced by

various factors; the data of one's physical structure,

psychological views, also interact closely with the

social context (Cash et al., 2004). Physical self-

concept is also influenced by genetic fitness levels

(Dunton, 2006) and gender (Klomsten et al., 2004;

Hagger et al., 2005; Dolenc, 2015).

A number of studies have suggested that

exercising regularly is likely to have better physical

self-concept and psychological health (Martín-Albo,

2012). Teenagers who are actively involved in

various physical and sports activities have better

physical self-concept averages. Individuals who do

physical activity and exercise regularly can improve

their physical fitness, and there is a close

relationship between physical fitness and BMI with

physical self-concept (Aktop, 2010; Carraro et al.,

2010; Amesberger, 2011; Balsalobre et al., 2014).

In order to better develop the physical self-

concept of youth, physical education teachers must

provide an interesting learning program through a

positive climate relevant to individual needs. This

condition can not be done by the teachers of physical

education if they have never experienced the same

thing. Involvement in physical and sports activities

to improve the physical self-concept must be

initiated as a prospective student teacher. Some

studies suggest that students who take courses in

physical education and sports have a better physical

self-concept than other courses (Arazi and Hosseini,

2013; Medina, 2016). This is certainly because

students of physical education programs and sports

spend more time involved in physical activity

compared to other students. In Indonesia, research

on the physical perception of teenagers is relatively

small, especially with regard to physical self-concept

especially related to involvement in sports

extracurricular. Therefore, the purpose of this study

was to examine physical self-concept of physical

education students, among those involved in

extracurricular sports with those not involved.

2 METHOD

2.1 Participant

The study was carried out to Physical Education

Program students FKIP Universitas Galuh Ciamis.

As many as 103 students (69 students are actively

participating in sports UKM and the other 34 are

not) voluntarily voluntarily fill out the instrument of

involvement in the student activity unit and the

PSDQ presented through an internet based

questionnaire (google form).

2.2 Procedure

The participants were asked to fill out an internet-

based questionnaire on a voluntary basis. Based on

the results of the questionnaire, it is known that a

number of 69 students are active in sport

extracurricular and 34 people are not active. The

researchers then compared the mean value of the

results of the PSDQ questionnaires between the two

groups.

2.3 Instrument

To find out the involvement in sports extracurricular

or not, an open questionnaire is used through

identity filling in google form. Extracurricular types,

duration of involvement and intensity of activities

carried out are also revealed in this section.

Physical self-concept was assessed using the

Indonesian version of Physical Self-Description

Questionnaire (PSDQ). The original PSDQ

Questioner (Marsh et al., 1994) is an instrument

used to measure self-concept, ie nine specific

components (Appearance, Body Fat, Physical

Activity, Strength, Coordination, Flexibility,

Endurance, Sports Competence, Health) and two the

general component (Global Physical Self and Self-

Esteem).

3 RESULTS AND DISCUSSION

Table 1 shows the descriptive statistics and the

difference in the average of physical self-concept

between students involved in sports extracurricular

and those who are not involved. The mean score and

standard deviation of physical self-concept students

who were active in sports extracurricular programs

(M = 257.20; SD = 35.45) were greater than those of

non-active extracurricular sports (M = 236.76; SD =

32.31).

Table 1: The Students score.

Physical Self-Concept Score

Sports Extracurricular

257,20

35,45

Non Extracurricular

236,76

32,31

Physical Education Students’ Physical Self-Concept

283

The t-test results show in table 2 that there is a

difference of physical self-concept between the

active students with the inactive extracurricular with

t = 2.831, p = .006.

Table 2: The difference test result of t test.

Physical Self-

Concept

Sig.

2.831

101

.006

Based on the means, there is a difference

between students who are active in extracurricular

sports with those inactive in the extracurricular

sports. This means that involvement in sports

extracurricular activities has a significant effect on

the physical self-concept.

Based on these results, it is clear that

involvement in sports extracurricular activities has

an important role in improving the physical self-

concept. Several other studies have shown that

physical self-concept sports students are better than

non-sports (Arazi and Hosseini, 2013; Medina,

2016). Participation in all types of extracurricular

activities is closely related to social and higher

academic self-concept, compared to those that are

not participating

Other studies are also aligned and show that

teenagers' involvement in extracurricular activities

has a positive relationship with variables such as

academic aspirations and positive attitudes toward

schools (Darling, 2005). This means that

involvement in extracurricular activities will have a

positive impact on the physical self-concept of

prospective Physical education teachers as an effort

to promote an active lifestyle.

4 CONCLUSIONS

The result showed that there is a significant physical

self-concept difference between physical education

students between those participating in

extracurricular and those who did not participate.

The involvement in extracurricular sports

activities can help increase confidence in physical

self-concept. Students will feel confident when

confronted in activities that are physical, so it is

expected to become their skill when later became a

physical education teacher. However, this study still

has some weaknesses. As for instance, for how long

the involvement of students in sports extracurricular

activities is one factor that has not been the attention

of the research. Therefore, more research is needed

to pay more attention to various other factors.

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