Title: Differences in Body Image, Academic Performance, and Anxiety among 6th Grade Girls who participate in Individual vs. Team Sports within Physical Education.
1Differences in Body Image, Academic Performance,
and Anxiety among 6th Grade Girls who participate
in Individual vs. Team Sports within Physical
Education.
- Anonymous
- Sports Administration
- July 27, 2004
2Purpose
- To research the differences in body image,
anxiety and academic achievement among 6th grade
girls in their first year of middle school and
their participation in different types of
Physical Education.
3Background
- Much research has been performed regarding the
correlation between higher self-esteem and higher
academic performance and participation in sports. - Research suggests that participation in sports
will lower anxiety levels in children. - but does participation in Physical Education
with male counterparts increase anxiety? - Does participation in individual sport or
all-female team sport provide a greater benefit? -
4Why is it worth studying?
- In addition to researching the physical health
benefits from sports, it is also important to
better understand the aspects of social health
and self-esteem within sports. - Body Image, Academic Performance
- and Anxiety are valuable indicators of
- social health and self-esteem.
5Hypotheses
- H1 There will be a significant difference in
body image score between the control group
(regular PE) and 6th grade girls who participate
in either individual sports or team sports. The 2
experimental groups will score higher on the body
image scale (more positive perception of BMI)
than the control group. - H2 6th grade girls who participate in individual
sports PE will score higher on the body image
scale than 6th grade girls who participate in
team sports.
6Hypotheses Cont
- H3 6th grade girls who participate in individual
sports PE will show higher academic performance
than 6th grade girls who participate in team
sports PE. - H4 6th grade girls who participate in team
sports PE will score lower on the anxiety scale
(less anxiety) than girls who participate in
individual sports.
7Methods
- Identify population of 6th grade girls (before
school year starts). Arrange to randomly select
from this population. - With random selection, separate sample into 3
groups, individual sport type PE (girls only),
team sport type PE (girls only), regular PE
(fitness, mixed sport, co-ed). - Identify regulation for defining individual
sport and team sport.
- Sports in PE classes must be similar in fitness
level. - 3 sports for individual, 3 sports for team.
- Try to identify extreme types of sports that
would skew results.
8Methods Cont
- Chose individual sports Tennis, Swimming,
Gymnastics. - Chose team sports Basketball, Soccer,
Softball. - Chose to dismiss Golf, Football for possible
extreme results. - Arrange for parental approval, description of
types of Physical Education the girls will be
assigned to.
9Methods Cont
- Next- arrange for Pre-Test (Body Image Scale and
Anxiety Scale MASC ) for all 6th grade girl
participants. Will occur at new student
orientation/health test. Will give lesson to
girls on what to expect in middle-school,
challenges, self-esteem, etc. - Collect data for academic achievement.
- Subjects will begin their selected course at the
beginning of school semester.
10SCALES
- Body Image Scale
- Test BMI for all subjects.
- Subjects to choose from 7 body shapes that which
best represents their own. - Scaled to compare actual BMI and perceived BMI.
- Anxiety Scale
- MASC (multidimensional anxiety scale for
children). - 39 4-pt Likert scale questionnaire
11Methods Cont
Post-Intervention
- Subjects will receive slightly different version
of Body Image scale but the same (MASC) Anxiety
test in Physical Education at the end of the
semester. - Collect data for end of the semester grades.
- Compare results for 3 groups.
- Additionally, provide survey for subjects to rate
their first semester in middle school
quantitative and qualitative data.
12Academic Achievement
Body Image
Anxiety
Pre Post Pre Post Pre Post
Team Sport
No Sport - Control Group
Individual Sport
13Variables
- Independent Variables
- 6th Grade Girls
- Type of Sport
- Individual
- Team
- Control (no sport)
-
- Dependent Variables
- Pre/Post test score
- Body Image
- Anxiety
- Academic Achievement/GPA
14Statistics
- Calculate Scores of Pre/Post Test for Body Image
and Anxiety. - Determine academic achievement with 100-point
scale. - Pre/Post test analysis
- Correlation Spearmans method
- Determine Effect Size
15Effect Size
- Power 1 ß
- Chose 2 Body Image scores control group mean
.83 /- .03, and individual sport mean .85 /-
.04. - Effect size 0.571. At power 0.8, require n
50 subjects per group assignment.
16Limitations
- Confounding Variables
- Attrition
- Maturation
- Testing
- Access
- Style of instruction
- Previous experience in sport wanted to control
for, but very difficult.
17Anticipated Findings
- There will be some benefits to all-female
physical education classes. - Females who participate in regular co-ed physical
education will tend to show less accurate
perception of BMI. - Outside of study, females who participate in
individual-sport physical education will exhibit
traits of healthy adjustment and autonomy.
18More Findings
- Females who participate in team-sport physical
education will be better equipped in teamwork and
compromise. - Overall, subjects who participated in all-female
physical education classes will report a more
successful first semester of middle school.
19References
Mugno, et., al. Sport Activity in Children and
Adolescents Temperament and Emotional Traits.
Minerva Pediatrics. 2004, Feb 56 (1) 109-13.
Sports Lifts Esteem in Young Athletes.
Online Source. 1996. APA online.
www.apa.org. Zander, A. Team Spirit vs.
Individual Achiever. Psychology Today, pp.
64-68. (1974, Nov.).
20Zimmerman. Raising Athletic Daughters. Main
Street Books, (October, 1999).
21END