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Sustainability 2018, 10(8), 2805;

Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender

Centre for Sport Studies, Physical Education Area, Rey Juan Carlos University, Alcorcón, 28922 Madrid, Spain
Department of Psychology and Anthropology, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain
Department of Didactic of Musical, Plastic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain
Authors to whom correspondence should be addressed.
Received: 3 July 2018 / Revised: 30 July 2018 / Accepted: 3 August 2018 / Published: 8 August 2018
(This article belongs to the Special Issue Physical Activity as a Means of Culture, Leisure and Free Time)
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Background: The purpose of this study was to analyse the relation between the number of hours of organized sports practice and self-concept, considered from a multidimensional approach (physical, emotional, academic, social and family self-concept). The relation between these variables as a function of gender was also investigated. Methods: We used a sample of 840 students from fifth and sixth grade of Elementary Education (494 boys and 346 girls), aged 9 to 12 years, from Spain. To assess the students’ self-concept, we used the AF-5 Self-Concept Form 5 questionnaire. Results: The results show that children who practice organized sport, present a better physical self-concept (0 h a day [h/d]: M = 5.20, SD = 1.82; 1 h/d: M = 5.90, SD = 1.82; 2 h/d: M = 5.99, SD = 1.56; 3 h/d: M = 6.00, SD = 1.42). Boys present a higher emotional self-concept than girls (p < 0.05). Moreover, children’s sports practice is beneficial for the academic and family self-concept but in the case of girls, a high number of hours of daily practice may be decreasing these potential benefits. Conclusions: The findings suggest that organized sports practice could have a positive effect on self-concept. We underline the importance of encourage children to practice sport and paying particular attention to gender differences in the development of the emotional self-concept during elementary education. View Full-Text
Keywords: sport practice; self-concept; childhood; gender sport practice; self-concept; childhood; gender
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Amado-Alonso, D.; Mendo-Lázaro, S.; León-del-Barco, B.; Mirabel-Alviz, M.; Iglesias-Gallego, D. Multidimensional Self-Concept in Elementary Education: Sport Practice and Gender. Sustainability 2018, 10, 2805.

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