Variations in multi-dimensional physical self-concept linked to physical education and physical activity clubs in underserved urban high school students

Traditional models of self-esteem that only assess global self-esteem are limited in their ability to detect variations in physical self-concept dimensions. The purpose of this study was to examine for differences in multi-dimensional physical self-concept among underserved high school students living in an urban inner city. We hypothesized that students in both physical education (PE) and physical activity clubs (PAC) would have higher physical self-concepts compared to students in PAC or PE only, who in turn, would have higher physical self-concepts relative to a comparison group (COM) of students who did not participate in PE or PAC. A multivariate analysis of variance was significant as were 9 of 11 univariate follow-up tests. Students who participated in both the PE and PAC group had significantly (p < .001) stronger global physical self-concept, endurance, sport, strength and coordination self-concepts compared to all 3 of the other groups. All 4 groups were significantly (p < .012) different from each other on physical activity self-concept with the strongest to weakest physical activity self-concepts being reported in the following order: PE and PAC, PAC, PE, and COM. The PE and PAC combined group and the PAC group both had stronger flexibility self-concepts compared to the PE and COM groups. Effect sizes suggested differences were meaningful and our results provide valuable information about the potential physical self-concept antecedents and outcomes of participating in PE and PAC.