Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects.

Abstract

The systematic analysis of factors that promote or impede physical activity in children is an urgent task for educational researchers. The present study investigated the reciprocal relationship between physical self-concept, teacher-assigned grades in physical education classes, and free-time physical activity, and analyzed positive and negative consequences of being in a class with high class-average physical ability. Data from a large, representative sample of 1,095 preadolescents from 66 classrooms were examined within a longitudinal framework. Multilevel analyses showed that membership in a class with high class-average physical ability was associated with lower physical self-concept and free-time physical activity and highlighted the significant role of teacher-assigned grades in the development of physical self-concept and physical activity. Furthermore, as predicted, there were positive reciprocal effects between physical self-concept and physical activity levels.