Self-Concept, Motivation, and Well-Being Chapter 8

Introduction Positive self-concept development is important goal in adapted physical activity Physical self-perceptions are linked to mental well-being, motivational states, and goal achievement in exercise and sport

Self-Concept Theory Dynamic, multidimensional, interactive, and nonlinear system Includes cognitive, affective, and behavioral domains in constant interaction Self-perception influences beliefs, attitudes, and feelings; this in turn affects motivation and action Carl Rogers - father of self-concept theory

Terminology and Assessment Approaches Cognitive - beliefs about self Affective - attitudes, feelings, and emotions that are associated with evaluation by self or others Behavior - thoughts and actions that reflect intention Self-concept - observable or measurable knowledge that a person holds about the self

Identity Self-knowledge about who one is, what one can do, and selves or roles most central in one’s life Each self implies different competencies and responsibilities More complex identify for persons with disabilities because of ways that the disability interacts with other dimensions of self, experience, and society

Identity Two approaches to the creation of a self-identity People choose self-identity as they act through their bodies upon the world, and people experience and comprehend the world through their bodies Identities only exist as opposites, are multiple and temporal, and designed to propagate difference Identity as a physically active and healthy person Disability becomes part of the everyday experience, it is normal and just a fact of life

Level of Aspiration Self-state, specific goal that is set after a first performance of a task Stating level of aspiration typically improves performance Individuals with disabilities tend to overestimate or underestimate their abilities Can be assessed using the “show me” approach

Self-Efficacy Judgment of one’s capability to accomplish a certain level of performance Level of confidence or certainty of success Models who have overcome similar problems and barriers can help increase efficacy and feelings of confidence

Affective Dimensions of Self Self-esteem Perceived competence Self-perception

Self-Esteem Positive self-regard, self-worth, or overall good feelings about the self Global self - measurement of overall feelings Total self - total of all the specific self-perception subscales of an instrument Influenced by exercise and increased fitness

Perceived Competence Domain-specific self-esteem that relates to ability or skill to perform specific tasks Harter - perceptions of competence in domain of importance and perceptions of social support impact one’s level of self-worth Self-perception ratings are the best predictors of global self-worth Mastery motivational climate

Self-Perception Denotes all kinds of attributes, from global to situation-specific Practical relevance as teachers and coaches design effective intervention in exercise, sport, and the increasing problem of weight loss and management Self-perceptions of physical competence are related to favorable life adjustment

Behavioral Domain and Achievement All theories seek to link cognitive and affective aspects of self to motivation and/or achievement behaviors Cluster of behaviors that relate to initiating and sustaining skill practice and fitness activity can be assessed

Achievement Goal Perspectives Personality orientations that motivate individuals to demonstrate competence and effort in specific contexts Task orientation - defining success in terms of achieving personal best Ego orientation - defining success by verifying that one is as good as or better than others

Success and Failure Success is closely associated with feeling good about oneself, one’s team, one’s supports, or specific products and processes Identify student’s definition of success and failure relative to her or his own goal perspective

Assessment Issues Instruments not normed for individuals with disabilities Cross-check data from instruments with observations, interviews and diaries or journals Accurate estimates of feelings by 4 or 5 years Determination of appropriate instruments

Assessment Protocol Identification early in the year Multimedia and journals What can you do in the present? What do you want to do in the future? Identify problems that physical education can help resolve Confidentiality - no right or wrong answers and responses are confidential

Description of Major Instruments Harter Self-Perception Instruments Includes inventory for LD ages 8 to 13 Structured alternative-response format Global self-worth Multidimensional Self-Concept Scale Children and youth ages 10 to 18 Global self-concept and six context-dependent self-concept domains

Description of Major Instruments Physical Self-Description Questionnaire Measures eleven components for individuals ages 12 and over Utilizes a Likert response format Physical Self-Perception Profile Measurement of global physical self-worth, which contributes to global self-esteem Four-choice, structured, alternative-response scales

Disability, Self-Concept, Self-Esteem Type of disability Age at onset of disability Severity of disability Gender Number of years since onset of disability Support systems Social status Peer acceptance Attitudes Expectations of significant others

Congenital Disabilities Consistently report lower self-concepts when disability is congenital Children with LD discount domains in which they experience difficulty Affects on parenting and family relations Patterns of sport socilization

Acquired Disabilities Age of onset of disability most important factor Four years post injury not significantly different from AB peers Growth through adversity phenomenon Variability in self-esteem among persons with disabilities parallels that of AB peers

Athletes With Disabilities Self-measures equal to or higher than those of individuals without disabilities Higher than nonathletes with disabilities Gains occur during participation and in the motivation that prompts participation Sport offers positive enhancement opportunities

Individuals With Movement Difficulties Need for addressing self-esteem as well as motor difficulties Introversion, anxiousness, lower perceived physical competence and social acceptance Less time in positive social interactions, less time spent in vigorous activity, play less often on large playground equipment Females lower physical self-perceptions than males 50% of children remain clumsy in adolescence

Development of Self-Concept Formed at home until second grade when school and other interactions begin to exert major influence Appearance different from peers More stable and resistant to change as persons grow older Life stage changes affect self-concept

General Principles of Self-Concept Enhancement Principle of reflected appraisals Principle of self-attribution Principle of mastery challenge or perceived competence Principle of social comparison Principle of personal meaning

Writing Goals and Objectives for the IEP Problems with self-concept should be addressed in the IEP Indicators of self-concept can be written as objectives Videotapes, observation checklists, personal charting, student journals, or portfolios can be used to assess effectiveness of instruction

A Self-Perception Model to Guide Pedagogy Utilize self-perception model to write objectives and plan activities Variables needing to be addressed Enjoyment - strong predictor of sport commitment Personal investment - discounting Anxiety - both trait and state anxiety need to be addressed Self-confidence and self-esteem

Pedagogy in Relation to Low Self-Concept Conceptualize individual and small-group counseling as an integral part of physical education instruction Teach students to care about each other and to show that they care Emphasize cooperation and social interaction rather than individual performance Stress the importance of genuineness and honesty in praise

Pedagogy in Relation to Low Self-Concept Build in success through the use of task and activity analysis Increase perceived competence in relation to motor skill and fitness Convey that you like and respect students as human beings, for themselves as whole persons, not just for their motor skills and fitness

Pedagogy in Relation to Low Self-Concept Stress movement education and motor creativity rather than sports competition in the early stages of learning Enhance self-concept by leisure counseling directed toward achieving desired leisure lifestyle Help students to feel that they are in control of many aspects of their lives

Games to Enhance Self-Concept Work well as “icebreakers” Do not force participation beyond comfort level Participate as reflective observer Self-concept is a developmental process Mirroring Snowballs

Motivation Theories and Pedagogy Motivation - forces that cause behaviors or the internal state that focuses behaviors toward goal achievement Belief that one can actually perform the task or behavior Motivation to take part in a behavior will not occur in the absence of self-efficacy

Competence Motivation Theory Desire to engage in achievement-oriented activities in which one’s competence can be demonstrated Persons engage in activity because they feel intrinsically oriented in that area and see themselves as having control Individuals act in ways that are consistent with their perceived competence, perceived control, and motivation orientations

Teacher Expectancy Theory Persons will perform as they think others expect them to perform Persons will expect of themselves what others expect of them Self-fulfilling prophecy Rosenthal effect

Attribution Theory and Training Relationships between event outcomes, beliefs about causes, and subsequent emotions and behaviors Explaining success and failure outcomes Ability, effort, task difficulty, and luck Persons with disabilities use different attributions to explain success and failure

Stress and Coping Theory Stress - negative responses to harm, threat, or challenge that occur when perceived demands exceed perceived resources Coping - cognitive appraisal of demands and resources, decision making about needed changes, and assertiveness in making these changes