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COPYRIGHT 2006 University of South Alabama
Physical activity participation and perceived competence in physical activity has been credited for a number of positive developmental outcomes such as leadership, altruism, and independence (Larson, 2000). Furthermore, self-concept has been recognized as an important element in positive human development for decades. Physical self-concept is a construct that focuses on perceptions of self within the physical activity domain. Investigations of physical self-concept are important in order to better understand the psychological benefits that participation in physical activity yields. The Physical Self Description Questionnaire (PSDQ)(Marsh, 1994), which measures physical self-concept independent of other domains, is an important research tool is this process. This study used the PSDQ to examine differences in each domain of physical self-concept for girls and boys participating in gender-typed sports (i.e., sports deemed socially appropriate for their gender), cross-gendered sports (i.e., sports deemed socially appropriate for the opposite gender).
Physical Self-Concept and Gender
Research focused on physical self-concept has indicated consistent gender differences. Boys tend to have higher self-concept than girls within the physical activity and sport arena (Klomsten, Skaalvik, & Espnes, 2004). Gender, as Bem (1981) contended, exists on a continuum of masculine and feminine. Because of its aggressive and highly competitive nature, sport falls on the masculine end of the scale (Deaux, 1985). Given the social construction of gender and the characteristics associated with "acceptable" gender behavior, the consistent finding that boys have higher physical self-concept than girls is not surprising.
As outlined by Marsh (1994), physical self-concept is not a unidimensional construct, but consists of several domains or dimensions including coordination, physical activity, body fat, sports competence, global physical self, physical appearance, strength, flexibility, and endurance. Some physical self-concept dimensions are stereotypically masculine traits (e.g., sports competence, endurance) while others are stereotypically feminine traits (e.g., flexibility, physical appearance). Klomsten et al. (2004) examined gender differences in the domains of physical self-concept. The researchers expected boys to have higher scores on sport competence, endurance, and strength dimensions (e.g., stereotypical masculine characteristics) and girls to score higher on the flexibility dimension (e.g., a stereotypical feminine characteristic) as assessed by the PSDQ. Interestingly, this was not the case. Boys had higher self-concept than girls in every dimension of the PSDQ with the exception of flexibility, where there was no difference between the sexes. Other studies also have demonstrated relationships between possession of masculine traits and participation in masculine sports and dimensions of physical self-concept such as global self-worth and self-esteem (Bowker, Gadbois, & Comock, 2003; Rose & Montemayer, 1994).
Investigations of gender differences in physical self-concept have failed to assess the gender stereotype of the sport in which individuals participate. For example, the sample population Klomsten et al. (2004) examined included competitive and recreational sport participants from an array of sports (such as basketball, handball, dance, gymnastics, horseback riding, baseball, and football). The authors indicate that boys participated more in some sports, and girls in others, but the tests failed to take the effects of gender sport stereotypes and social expectation into consideration in regard to participants' physical self-concept. Despite efforts toward equality in sport opportunities and participation, gender stereotypes in sports persist (Riemer & Visio, 2003).
Steele and Aronson (1995) contended that peoples' behavior and performance is affected by social stereotypes. Because of gender stereotypes in sports, it stands to reason that girls' and boys' physical self-concept would differ depending on the sport in which they participate. Moreover, the salience of social stereotyping in sport and the degree to which masculinity plays a part (i.e., sports are a domain in which boys and men are encouraged to practice, display, and even develop masculinity), the few boys who participate in cross-gendered sports (i.e., stereotypically girls' sports) will likely have a well-developed and high sense of self because they need to have confidence to go against the norm (Connell, 2002; Messner, 2002). The phenomenon also should be true of girls, as by participating in boys' sports they too are going against the expected norm of society. The differences may be more apparent for boys because it is more common and socially acceptable for girls to participate in cross-gendered sports than for boys to participate in cross-gendered sports.
The purpose of this study was to examine the physical self-concept of boys and girls in gender-typed and cross-gendered sports. Analyses were conducted separately for boys and girls given noted gender differences in physical self-concept. Differences in each domain of physical self-concept were assessed for those who participated in gender-typed sports vs. those who participated in gender-typed and cross-gendered sports. Based on stereotype theory (Steele & Aronson, 1995) and previous findings of the effects of gender-typing on sport and physical activity participation, it was hypothesized that children who participate in gender-typed and cross-gendered sports would have higher physical self-concept than their counterparts who participated only in gender-typed sports.
Method
Participants
Participants included 202 middle school girls (n=93) and boys (n=108) ranging in age from eleven...
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