Physical self-concept as an important outcome in physical education classes : evaluation of the usefulness in physical education of three physical self concept measures utilising a database of Australian and Israeli students

Whereas educational researchers emphasise the importance of Academic self-concept as an outcome in traditional academic school subjects, the role of physical self-concept has not received adequate attention as an outcome in physical educational classes. Historically, most self-concept instruments either ignored physical self-concept or treated it as a unidimensional domain incorporating diverse characteristics (such as fitness, health, appearance, grooming, sporting competence, body image, sexuality, and physical activity) into a single score. Whereas researchers now argue for a multidimensional perspective of self-concept and specific components of academic self-concept, less attention has been given to the physical domain. Here we evaluate, using a construct validity approach, responses of students to three multidimensional physical self-concept instruments that are broadly consistent with the multidimensional, hierarchical model of self-concept that has been so influential in educational psychology research. Applying structural equation modeling and new approaches to the multitrait-multimethod paradigm, we compare/contrast relations among physical self-concept factors from the three instruments based on responses by Australian and Israeli students and evaluation there utility and scope of possible uses in physical education. Overall, the results provided good support for the convergent and discriminant validity of all three instruments and illustrated different, but useful qualities when responded to by Australian and Israeli students.