Pre-Service University Training, Body Expression and Self-Concept
Abstract
:1. Introduction
1.1. Body Expression: Motor Expression
1.2. BE: Inhibition and Its Potential Factors in PASS Students
1.3. Positive Effects of BE Practice
1.4. Model of Reciprocal Effects
1.5. Self-Concept, Multidimensionality
1.6. COVID-19 Pandemic and PA Practice
- To analyze the influence of a BE program on university PASS students’ SC, and to reveal which SC dimensions are more strongly affected and how.
- To study SC changes depending on gender.
- To examine the effect the COVID-19 pandemic may have had on SC in a specific university context.
2. Materials and Methods
2.1. Design
2.2. Population
2.3. Instruments
- (1)
- A = Physical appearance, referred to physical attractiveness regarding beauty or body structure, among others (items 1, 5, 13, 20 and 26);
- (2)
- C = Body expression/communication skills, BE-specific skills and contents (items 3, 6, 15, 21 and 28);
- (3)
- E = Emotional, emotional control aspects: anxiety, nervousness, optimism, depression, tension and level of concern about things (items 2, 8, 9, 22 and 25);
- (4)
- P = Problem-solving, individual’s creativity to combine ideas, enjoy and be interested in inventing new ways of solving problems, pleasure in imagination and originality (items 16, 18, 23, 24 and 29);
- (5)
- S = Relationships with people of the same sex, ability to establish relationships with people of the same sex (items 4, 7, 10, 12 and 19); and
- (6)
- O = Relationships with people of the opposite sex, ability to establish appropriate relationships with people of the opposite sex (items 11, 14, 17 and 27). The reverse items were: 2, 5, 8, 9, 11, 12, 17 and 26.
2.4. Intervention Program
2.5. Variables
2.6. Procedure
2.7. Data Analysis
- Circles: they represent every group of analysis determined by the variables. The centre is the mean (M) and the radius is the level of confidence estimated through a univariate test (SD).
- Vectors: they represent the variables (questionnaire dimensions); the arrowhead points in the direction of the maximum value. The angle defined between vectors is directly proportional to the correlation between variables. The vectors not only indicate the directions of maximum separation between groups, but also provide an estimation of the group mean values. Thus, groups (circles) located in the vector direction (the arrow pointing at positive variable values) present higher mean values than those groups that are close to the origin or even on the negative vector values.
- Distance between circles: the greater the distance between circles, the larger the difference between the groups they represent.
- Significant differences between groups: to calculate them, two circles are projected over the continuation of a specific variable (vector). If the circles do not overlap, this means that there are significant differences between the two groups in that variable.
3. Results
3.1. One-Way Analysis
3.2. Two-Way Analysis
- (1)
- The distance between the men pre-measurement and the men post-measurement (quadrants 1 and 2) was greater than between the women pre-measurement and the women post-measurement (quadrants 3 and 4).
- (2)
- The post-measurement values were significantly higher both in the men and women.
- (3)
- Consequently, the men’s post-measurement group presented the highest values.
- (4)
- The distance between the men and women was smaller in the post-measurement than in the pre-measurement.
- (5)
- In the pre-measurement, the largest difference in SC between the men and women was in dimension 4 (Problem-solving) (Figure 6a), where the women presented higher values (as already seen in the one-way analysis). However, this difference completely disappeared in the post-measurement. By contrast, differences were found in the rest of the dimensions (Figure 6b), where they had not been observed before, with the men showing higher values.
4. Discussion
4.1. Summary of the Results
4.2. Aim 1: SC Evolution
4.3. Aim 2: Improvements Depending on Gender and Their Causes
4.4. Aim 3: Pandemic
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Year | Academic Year | Affected by the Pandemic | Participants | ||||
---|---|---|---|---|---|---|---|
% Women | Average Age | % Men | Average Age | N | |||
1 | 16–17 | no | 23.5 | 20.3 | 76.5 | 19.3 | 51 |
2 | 17–18 | no | 28.6 | 20.5 | 71.4 | 20.3 | 56 |
3 | 18–19 | no | 16.4 | 20.3 | 83.6 | 19.3 | 61 |
4 | 19–20 | yes | 25.4 | 20.0 | 74.6 | 19.6 | 63 |
5 | 20–21 | yes | 23.9 | 20.7 | 76.1 | 19.9 | 67 |
6 | 21–22 | yes | 26.5 | 20.1 | 73.5 | 20.0 | 68 |
TOTAL | 24 | 76 | 366 |
Dimension | Intervention Program Aspects |
---|---|
A = Physical appearance, referred to physical attractiveness regarding beauty or body structure, among other aspects. | A specific BE aspect is addressed in the theoretical lessons: body models and own body image acceptance. With regard to the content block ‘Static body’, form composition is analyzed and self-perception and acceptance of one’s own body are introduced; a question which is one of the methodological lines of the course. |
C = Body expression/communication skills, BE-specific skills and contents. | Developed through all learning activities. |
E = Emotional, emotional control aspects: anxiety, nervousness, optimism, depression, tension and level of concern about things. | One content block is feelings and sensitivity. We work on basic emotions that are represented (acting) and felt (own feelings). |
P = Problem-solving, individual’s creativity to combine ideas, enjoy and be interested in inventing new ways of solving problems, pleasure in imagination and originality. | Preparing sequences and performances, both in groups and individually. Use of learning situations through discovery methodologies during practical lessons. |
S = Relationships with people of the same sex, ability to establish relationships with people of the same sex | Given the low number of women and the different types of groups used in class, women are more likely to work with people of the opposite sex than men. In the sessions, the groups should be mixed to try to adjust the imbalance between the numbers of both sexes. |
O = Relationships with people of the opposite sex, ability to establish appropriate relationships with people of the opposite sex. |
Dimension | Gender | Measurement | Mean | SD | Standard Error | Confidence Interval at 95% | |
---|---|---|---|---|---|---|---|
Lower Limit | Upper Limit | ||||||
D1 | Men | Pre | 5.412 | 0.542 | 0.033 | 5.348 | 5.476 |
Post | 5.586 | 0.546 | 0.033 | 5.522 | 5.650 | ||
Women | Pre | 5.296 | 0.580 | 0.058 | 5.183 | 5.410 | |
Post | 5.594 | 0.503 | 0.058 | 5.480 | 5.708 | ||
D2 | Men | Pre | 5.415 | 0.568 | 0.034 | 5.349 | 5.482 |
Post | 5.589 | 0.568 | 0.034 | 5.523 | 5.656 | ||
Women | Pre | 5.343 | 0.599 | 0.060 | 5.225 | 5.461 | |
Post | 5.644 | 0.500 | 0.060 | 5.526 | 5.762 | ||
D3 | Men | Pre | 5.484 | 0.582 | 0.035 | 5.415 | 5.554 |
Post | 5.674 | 0.593 | 0.035 | 5.605 | 5.743 | ||
Women | Pre | 5.362 | 0.633 | 0.063 | 5.239 | 5.485 | |
Post | 5.678 | 0.540 | 0.063 | 5.555 | 5.801 | ||
D4 | Men | Pre | 5.302 | 0.649 | 0.038 | 5.226 | 5.377 |
Post | 5.457 | 0.643 | 0.038 | 5.381 | 5.532 | ||
Women | Pre | 5.264 | 0.683 | 0.068 | 5.130 | 5.398 | |
Post | 5.593 | 0.560 | 0.068 | 5.459 | 5.727 | ||
D5 | Men | Pre | 5.744 | 0.573 | 0.035 | 5.675 | 5.813 |
Post | 5.883 | 0.597 | 0.035 | 5.814 | 5.952 | ||
Women | Pre | 5.595 | 0.614 | 0.063 | 5.473 | 5.718 | |
Post | 5.861 | 0.570 | 0.063 | 5.738 | 5.984 | ||
D6 | Men | Pre | 5.361 | 0.602 | 0.037 | 5.289 | 5.433 |
Post | 5.808 | 0.618 | 0.037 | 5.736 | 5.880 | ||
Women | Pre | 5.324 | 0.649 | 0.065 | 5.196 | 5.452 | |
Post | 5.796 | 0.582 | 0.065 | 5.668 | 5.924 |
Effect | F | Hypothesis df | Error df | Sig. | |
---|---|---|---|---|---|
Measurement | 43.644 | 6.000 | 723.000 | 0.000 | 0.266 |
Gender | 6.121 | 6.000 | 723.000 | 0.000 | 0.048 |
Measurement vs. Gender | 3.440 | 6.000 | 723.000 | 0.002 | 0.028 |
Dimension | COVID | Measurement | Mean | SD | Standard Error | Confidence Interval at 95% | |
---|---|---|---|---|---|---|---|
Lower Limit | Upper Limit | ||||||
D1 | Pre-pandemic | Pre | 5.417 | 0.5006 | 0.042 | 5.335 | 5.500 |
Post | 5.551 | 0.5395 | 0.042 | 5.469 | 5.634 | ||
Pandemic | Pre | 5.356 | 0.5927 | 0.039 | 5.280 | 5.432 | |
Post | 5.618 | 0.5309 | 0.039 | 5.543 | 5.694 | ||
D2 | Pre-pandemic | Pre | 5.420 | 0.5255 | 0.044 | 5.335 | 5.505 |
Post | 5.567 | 0.5551 | 0.044 | 5.482 | 5.653 | ||
Pandemic | Pre | 5.379 | 0.6150 | 0.040 | 5.301 | 5.458 | |
Post | 5.632 | 0.5499 | 0.040 | 5.553 | 5.711 | ||
D3 | Pre-pandemic | Pre | 5.489 | 0.5411 | 0.045 | 5.400 | 5.578 |
Post | 5.634 | 0.5856 | 0.045 | 5.545 | 5.723 | ||
Pandemic | Pre | 5.426 | 0.6393 | 0.042 | 5.344 | 5.508 | |
Post | 5.709 | 0.5748 | 0.042 | 5.627 | 5.791 | ||
D4 | Pre-pandemic | Pre | 5.284 | 0.6130 | 0.050 | 5.186 | 5.381 |
Post | 5.456 | 0.6399 | 0.050 | 5.359 | 5.553 | ||
Pandemic | Pre | 5.300 | 0.6924 | 0.046 | 5.211 | 5.390 | |
Post | 5.518 | 0.6141 | 0.046 | 5.429 | 5.608 | ||
D5 | Pre-pandemic | Pre | 5.743 | 0.5326 | 0.045 | 5.654 | 5.832 |
Post | 5.844 | 0.5908 | 0.045 | 5.755 | 5.933 | ||
Pandemic | Pre | 5.678 | 0.6277 | 0.042 | 5.596 | 5.760 | |
Post | 5.906 | 0.5890 | 0.042 | 5.824 | 5.988 | ||
D6 | Pre-pandemic | Pre | 5.351 | 0.5700 | 0.047 | 5.259 | 5.444 |
Post | 5.777 | 0.6155 | 0.047 | 5.684 | 5.870 | ||
Pandemic | Pre | 5.353 | 0.6482 | 0.043 | 5.267 | 5.438 | |
Post | 5.829 | 0.6030 | 0.043 | 5.744 | 5.914 |
Effect | F | Hypothesis df | Error df | Sig. | |
---|---|---|---|---|---|
Pandemic | 0.834 | 6.000 | 723.000 | 0.544 | 0.007 |
Measurement | 73.307 | 6.000 | 723.000 | 0.000 | 0.378 |
Pandemic vs. Measurement | 1.884 | 6.000 | 723.000 | 0.081 | 0.015 |
Dimension | Pandemic | Gender | Mean | SD | Standard Error | Confidence Interval at 95% | |
---|---|---|---|---|---|---|---|
Lower Limit | Upper Limit | ||||||
D1 | Pre-pandemic | Men | 5.473 | 0.5230 | 0.034 | 5.406 | 5.541 |
Women | 5.521 | 0.5289 | 0.063 | 5.397 | 5.646 | ||
Pandemic | Men | 5.521 | 0.5728 | 0.032 | 5.458 | 5.584 | |
Women | 5.387 | 0.5807 | 0.055 | 5.279 | 5.496 | ||
D2 | Pre-pandemic | Men | 5.466 | 0.5464 | 0.035 | 5.396 | 5.536 |
Women | 5.588 | 0.5316 | 0.066 | 5.459 | 5.717 | ||
Pandemic | Men | 5.534 | 0.5964 | 0.033 | 5.469 | 5.599 | |
Women | 5.422 | 0.5908 | 0.057 | 5.309 | 5.534 | ||
D3 | Pre-pandemic | Men | 5.549 | 0.5673 | 0.037 | 5.476 | 5.622 |
Women | 5.604 | 0.5705 | 0.069 | 5.469 | 5.738 | ||
Pandemic | Men | 5.605 | 0.6180 | 0.035 | 5.537 | 5.673 | |
Women | 5.457 | 0.6295 | 0.060 | 5.339 | 5.574 | ||
D4 | Pre-pandemic | Men | 5.332 | 0.6330 | 0.040 | 5.253 | 5.411 |
Women | 5.499 | 0.6131 | 0.074 | 5.353 | 5.645 | ||
Pandemic | Men | 5.421 | 0.6627 | 0.038 | 5.347 | 5.495 | |
Women | 5.375 | 0.6648 | 0.065 | 5.248 | 5.502 | ||
D5 | Pre-pandemic | Men | 5.785 | 0.5576 | 0.037 | 5.713 | 5.857 |
Women | 5.824 | 0.5878 | 0.068 | 5.691 | 5.958 | ||
Pandemic | Men | 5.838 | 0.6150 | 0.034 | 5.771 | 5.906 | |
Women | 5.655 | 0.6112 | 0.059 | 5.539 | 5.771 | ||
D6 | Pre-pandemic | Men | 5.545 | 0.6222 | 0.040 | 5.466 | 5.624 |
Women | 5.629 | 0.6538 | 0.075 | 5.483 | 5.776 | ||
Pandemic | Men | 5.619 | 0.6709 | 0.038 | 5.545 | 5.693 | |
Women | 5.507 | 0.6603 | 0.065 | 5.380 | 5.635 |
Effect | F | Hypothesis df | Error df | Sig. | |
---|---|---|---|---|---|
Género | 6.368 | 6.000 | 723.000 | 0.000 | 0.050 |
Pandemic | 1.008 | 6.000 | 723.000 | 0.419 | 0.008 |
Género vs. Pandemic | 2.631 | 6.000 | 723.000 | 0.016 | 0.021 |
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Romero-Martín, M.R.; Caballero-Julia, D. Pre-Service University Training, Body Expression and Self-Concept. Int. J. Environ. Res. Public Health 2022, 19, 16218. https://doi.org/10.3390/ijerph192316218
Romero-Martín MR, Caballero-Julia D. Pre-Service University Training, Body Expression and Self-Concept. International Journal of Environmental Research and Public Health. 2022; 19(23):16218. https://doi.org/10.3390/ijerph192316218
Chicago/Turabian StyleRomero-Martín, Maria Rosario, and Daniel Caballero-Julia. 2022. "Pre-Service University Training, Body Expression and Self-Concept" International Journal of Environmental Research and Public Health 19, no. 23: 16218. https://doi.org/10.3390/ijerph192316218
APA StyleRomero-Martín, M. R., & Caballero-Julia, D. (2022). Pre-Service University Training, Body Expression and Self-Concept. International Journal of Environmental Research and Public Health, 19(23), 16218. https://doi.org/10.3390/ijerph192316218