Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation

This study examined relations of primary school children’s perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children’s physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences.

Cardiorespiratory Fitness and Health-Related Quality of Life in Secondary School Children Aged 14 to 18 Years: A Cross-Sectional Study

The main aim of this study is to examine age and gender differences in cardiorespiratory fitness (CRF) among Serbian secondary school children. The secondary aim is to explore the association between CRF and quality of life in Serbian adolescents. The sample consisted of 579 adolescents (285 males), aged from 14 to 18 years old. To evaluate their anthropometric measurements, body height and body weight were examined, the 20 m shuttle run test was used to access CRF, and the standardized global measure of wellbeing KIDSCREEN was used to access the wellbeing of adolescents. The results show that the boys possessed higher CRF compared to the girls, as well as higher scores on variable distance, but there were no significant differences according to age. CRF was positively associated with physical wellbeing, psychological wellbeing, total score HRQL, body height and body weight, and negatively correlated with BMI. Conversely, physical wellbeing showed positive correlation with the other subscales of KIDSCREEN (psychological wellbeing, autonomy and parents, peers and social support, and school environment), and total score of (Health–Related Quality of Life) HRQL. The results showed that better CRF would be beneficial for quality of life among Serbian adolescents, especially among girls. Moreover, the relationship between CRF and BMI shows that adolescents with regular values of BMI have better physical fitness and wellbeing.

Dimensional structure, psychometric properties, and sex invariance of a Bahasa Malaysia (Malay) translation of the Multidimensional Body-Self Relations Questionnaire-Appearance Scales (MBSRQ-AS) in Malaysian Malay adults

The 34-item Multidimensional Body-Self Relations Questionnaire-Appearance Scales (MBSRQ-AS) is a widely-used measure of multidimensional body image. Here, we examined the psychometric properties of a Bahasa Malaysia (Malay) translation of the MBSRQ-AS. A sample of 629 Malaysian Malays (women n = 315) completed the MBSRQ-AS, as well as measures of body appreciation, psychological well-being, perceptions of appearance ideals, and internalisation of appearance ideals. Exploratory factor analysis indicated that the MBSRQ-AS items reduced to four dimensions, although one factor had less-than-adequate internal consistency. Omitting this factor resulted in a 23-item 3-factor solution, which we tested for fit using confirmatory factor analysis (CFA) alongside the parent 5-factor model. CFA indicated that both models had good fit on some indices, but less-than-ideal fit on other indices, with the 3-factor model showing comparatively better fit. Multi-group CFA indicated that it was not possible to achieve scalar invariance across sex, but internal consistency coefficients were adequate. Evidence of construct validity, as assessed through correlations between MBSRQ-AS scores and additional measures, was mixed. We discuss reasons that complicate interpretation of the dimensionality of MBSRQ-AS scores in this and previous studies, and call for further research on this issue.

Body Dissatisfaction, Perceptions of Competence, and Lesson Content in Physical Education

BACKGROUND

Significant proportions of young people experience body dissatisfaction, which has implications for psychological and physical well-being. Lesson content and perceived competence may be important variables for the experience of body dissatisfaction, yet these have been underexplored in physical education. The aim of this cross-sectional study is to identify the relationships between body dissatisfaction and perceptions of competence, and to explore whether body dissatisfaction depends on lesson content.

METHODS

A paper-and-pencil questionnaire was completed by 446 (210 boys, 236 girls) 13- to 14-year-old pupils from 37 physical education classes. The questionnaire assessed body dissatisfaction and perceived competence in physical education. Lesson content was also recorded. Twenty-nine of the classes were engaged in team activities, eg, ball games. Eight classes were engaged in individual activities, eg, fitness.

RESULTS

Multilevel analysis identified a significant negative association between body dissatisfaction and perceptions of competence in physical education. Lesson content did not significantly predict variations in body dissatisfaction scores.

CONCLUSIONS

Teachers should focus on enhancing pupils' perceptions of competence in physical education to support the development of body satisfaction.

Exploring the Appearance Culture in Early Adolescence

Despite the heightened awareness of body image concerns in early adolescence, there has been little research in Ireland regarding young people’s own perspectives on associated factors. Eight focus groups with young adolescents were conducted to explore common perceptions and influential processes occurring within the current Irish appearance culture. Three main themes emerged reflecting (a) appearance-related norms and processes operating in young adolescents’ immediate environment, (b) means by which more distal levels of sociocultural influences are transmitted, and (c) individual characteristics that shape the experience of the appearance culture. On the whole, the appearance-related values and behaviors of significant others were highly influential, especially those of peers. Cultural norms were evident in the young adolescents’ conceptions of the ideal body, and these appeared to be further negotiated and reinforced in proximal contexts. The collective interaction in the focus group discussions allowed alternative perspectives to be considered and generated new insights and perceptions. Outcomes indicate that the transmission of processes from distal and proximal environments are often interrelated and highlight the need to place greater emphasis on the interactive nature of sociocultural influences and the multiple processes by which appearance-related messages are transmitted.