Self-Concept & Self-Esteem
Self-concept
plays a significant role in the opportunity and access individuals have in
sport and physical activity. Defined as the image people have about themselves
as a whole; self-concept involves the consideration of an individual’s physical
attributes, abilities, personality, preferences and personal experiences (Kiss
et al, 2010; Sinero, 2012). Heavily interconnected, self-esteem is modelled by
the evaluation of one’s self-concept, creating a person’s sense of self-worth
and is simply, an individual’s feelings of themselves (Amezdroz et al, 2010;
Kiss et al, 2010). Figure 4 (below) highlights the impacts of both positive and
negative self-esteems on a person’s self-concept and how that influences sport participation.
![Picture](/uploads/3/0/2/4/30246883/2166043_orig.jpg)
Figure 4: Showing that an individual can have an “unfavourable” self-concept generally, considered for the participation of physical activity. However, if they are happy with this image of themselves they are likely to have positive feelings of their self-concept, developing a high self-esteem and thus, creating positive influences on individuals behaviours, increasing the likelihood of their participation in physical activity (Kiss et al, 2010).
Self-concept
and self-esteem in and about physical activity has additionally influenced the
individual who has been the focus of this subject matter. This has been evident where the individual
has developed a positive self-concept and high self-esteem in and about dance,
further enhancing his future participation in dance. This is further supported by primary data gathered which indicated that 50% of current grade twelves (males and females) stated they would be likely to take up dance after secondary schooling in addition with, 66.67% of students surveyed considered themselves as having a high self-esteem. The two key elements in
developing one's self-concept and self-esteem (including the male individual's) are, genetic makeup and personal
beliefs, values and attributes (Kiss et al, 2010).
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