Academic Achievement in Physical Education: Academic versus Physical Activity aspects

Physical Education, that is a subject where physical activity and sports dominate, has become to be considered as non-academic subject. It might easily be inferred from this that high academic grades can be achieved just by practicing sports while other factors, such as the student’s interest and ef...

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Detalhes bibliográficos
Autores: Carriedo, Alejandro, González, Carmen
Formato: artículo
Fecha de publicación:2019
País:España
Recursos:Universidad Católica San Antonio de Murcia (UCAM)
Repositorio:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
OAI Identifier:oai:repositorio.ucam.edu:10952/5989
Acesso em linha:http://hdl.handle.net/10952/5989
https://doi.org/10.12800/ccd.v14i42.1335
Access Level:acceso abierto
Palavra-chave:Academic self-concept
Autoconcepto académico
Persistencia-esfuerzo
Extracurricular sport
Persistence-effort
Physical self-concept
Autoconcepto físico
Deporte extraescolar
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spelling Academic Achievement in Physical Education: Academic versus Physical Activity aspectsRendimiento Académico en Educación Física: Aspectos Académicos versus Físico-DeportivosCarriedo, AlejandroGonzález, CarmenAcademic self-conceptAutoconcepto académicoPersistencia-esfuerzoExtracurricular sportPersistence-effortPhysical self-conceptAutoconcepto físicoDeporte extraescolarPhysical Education, that is a subject where physical activity and sports dominate, has become to be considered as non-academic subject. It might easily be inferred from this that high academic grades can be achieved just by practicing sports while other factors, such as the student’s interest and effort, would be irrelevant. Therefore, the present study examined the relationship between the academic achievement in physical education, persistence-effort, extracurricular sports and the academic and physical self-concept of students enrolled in the last courses of primary education. A sample of 224 students (aged 10-13; M = 10.98, SD = 0.71) participated in the study. Multiple regression analysis showed hat academic achievement in physical education was better explained by academic self-concept, followed by extracurricular sport and physical self-concept, F(3, 216) = 12.341, p < .000, R2= .15. Differences were found in these results according to gender, V = .064, F(4, 213) = 3.643, p = .007, η2p = .064, and academic achievement, V = .093, F(4, 213) = 5.492, p < .001, η2p = .093. Male students manifested higher levels of extracurricular sport and physical self-concept. On the other hand, students with high academic achievement showed higher levels in all variables except extracurricular sport. These findings suggest that, likewise happens in other subjects, the academic variables plays an important role in predicting academic achievement in physical education.La Educación Física escolar, donde prevalecen las ac-tividades lúdicas y físico-deportivas, ha llegado a ser clasificada como una asignatura no académica. De ahí podría inferirse que es posible conseguir un elevado rendimiento académico con solo practicar deportes independientemente del interés o esfuerzo que los estudiantes dediquen a la asignatura. En este estudio se examinaron las relaciones entre el rendimiento aca-démico en educación física, la persistencia-esfuerzo, la práctica deportiva extraescolar, el autoconcepto aca-démico y el autoconcepto físico en 224 escolares con edades que oscilaban entre los 10 y los 13 años (M = 10.98, DE = 0.71). El análisis de regresión reveló que el rendimiento académico estaba principalmente explica-do por el autoconcepto académico, seguido por el de-porte extraescolar y el autoconcepto físico, F(3, 216) = 12.341, p < .000, R2 = .15. Asimismo, debe destacarse que se observó una correlación positiva moderada entre el autoconcepto académico y la persistencia-esfuerzo (r= 0.49, p < .01). Los varones manifestaron mayores nive-les de práctica deportiva y de autoconcepto académico que las mujeres, V = .064, F(4, 213) = 3.643, p = .007, η2p = .064; y los escolares con mayor rendimiento académico mostraron mayores puntuaciones en todas las variables excepto en la práctica deportiva, V = .093, F(4, 213) = 5.492, p < .001, η2p = .093. Estos resultados sugieren que, como ocurre en las áreas consideradas académicas, el rendimiento académico en educación física se explica principalmente por variables académicas en lugar de por variables físico-deportivas.Actividad Física y Deporte2019info:eu-repo/semantics/articlehttp://hdl.handle.net/10952/5989https://doi.org/10.12800/ccd.v14i42.1335reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murciainstname:Universidad Católica San Antonio de Murcia (UCAM)Españolinfo:eu-repo/semantics/openAccessoai:repositorio.ucam.edu:10952/59892026-06-07T18:35:21Z
dc.title.none.fl_str_mv Academic Achievement in Physical Education: Academic versus Physical Activity aspects
Rendimiento Académico en Educación Física: Aspectos Académicos versus Físico-Deportivos
title Academic Achievement in Physical Education: Academic versus Physical Activity aspects
spellingShingle Academic Achievement in Physical Education: Academic versus Physical Activity aspects
Carriedo, Alejandro
Academic self-concept
Autoconcepto académico
Persistencia-esfuerzo
Extracurricular sport
Persistence-effort
Physical self-concept
Autoconcepto físico
Deporte extraescolar
title_short Academic Achievement in Physical Education: Academic versus Physical Activity aspects
title_full Academic Achievement in Physical Education: Academic versus Physical Activity aspects
title_fullStr Academic Achievement in Physical Education: Academic versus Physical Activity aspects
title_full_unstemmed Academic Achievement in Physical Education: Academic versus Physical Activity aspects
title_sort Academic Achievement in Physical Education: Academic versus Physical Activity aspects
dc.creator.none.fl_str_mv Carriedo, Alejandro
González, Carmen
author Carriedo, Alejandro
author_facet Carriedo, Alejandro
González, Carmen
author_role author
author2 González, Carmen
author2_role author
dc.subject.none.fl_str_mv Academic self-concept
Autoconcepto académico
Persistencia-esfuerzo
Extracurricular sport
Persistence-effort
Physical self-concept
Autoconcepto físico
Deporte extraescolar
topic Academic self-concept
Autoconcepto académico
Persistencia-esfuerzo
Extracurricular sport
Persistence-effort
Physical self-concept
Autoconcepto físico
Deporte extraescolar
description Physical Education, that is a subject where physical activity and sports dominate, has become to be considered as non-academic subject. It might easily be inferred from this that high academic grades can be achieved just by practicing sports while other factors, such as the student’s interest and effort, would be irrelevant. Therefore, the present study examined the relationship between the academic achievement in physical education, persistence-effort, extracurricular sports and the academic and physical self-concept of students enrolled in the last courses of primary education. A sample of 224 students (aged 10-13; M = 10.98, SD = 0.71) participated in the study. Multiple regression analysis showed hat academic achievement in physical education was better explained by academic self-concept, followed by extracurricular sport and physical self-concept, F(3, 216) = 12.341, p < .000, R2= .15. Differences were found in these results according to gender, V = .064, F(4, 213) = 3.643, p = .007, η2p = .064, and academic achievement, V = .093, F(4, 213) = 5.492, p < .001, η2p = .093. Male students manifested higher levels of extracurricular sport and physical self-concept. On the other hand, students with high academic achievement showed higher levels in all variables except extracurricular sport. These findings suggest that, likewise happens in other subjects, the academic variables plays an important role in predicting academic achievement in physical education.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10952/5989
https://doi.org/10.12800/ccd.v14i42.1335
url http://hdl.handle.net/10952/5989
https://doi.org/10.12800/ccd.v14i42.1335
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.source.none.fl_str_mv reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
instname:Universidad Católica San Antonio de Murcia (UCAM)
instname_str Universidad Católica San Antonio de Murcia (UCAM)
reponame_str RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
collection RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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