1 مدرس دانشگاه تربیت دبیر شهید رجایی تهران
2 دانشیار دانشگاه تربیت معلم تهران
3 دانشیار دانشگاه اراک
عنوان مقاله [English]
The purpose of this study was to examine the effects of gender and activity level on student’s physical- self concept. 408 boy and girl students in secondary school aged 11 to 14 years (204 girl students (12/86 1/10) and 204 boy students (13/05 have been selected in randomly clustering form. Students completed personal questionnaire and physical self - description questionnaire (PSDQ), which consisted of nine specific components of physical self-concept (Activity, Appearance, Body Fat, Coordination, Endurance, Flexibility, Health, Sport competence, Strength), and two global scales (global physical self-concept and global esteem) (Marsh, 1994). Related study covered comparing casualy type or after occurance .in this research, A 2 ( gender ) × 2 (activity level)UNIVARIATE were used for determine the effect of gender and activity level on Physical Self-Concept and sub-scales. Finding of univariate test indicated that the main effects of gender and interaction activity level and gender weren’t significant 05/0<Р)) but the main effect activity level was significant.. Finding of univariate test also indicated that girl students showed greater Physical Self-Concept than boy students in appearance sub-scale (P≤0/05 ), in contrast, the effect of activity level on Activity, Appearance, Coordination, Endurance, Flexibility, , Sport competence, Strength sub-scales were significant(P≤0/01 ), in order words, Activity students showed greater Physical Self- Concept in above sub-scales. In accordance with previous researches, the results showed students participation in physical activity lead to increase in physical, appearance and psychological factors that lead to increase in physical self- concept. Therefore it suggested that education chiefs and physical education teachers provide all- encompassing participation of students in physical activity in order to enhance physical self- concept.