Promoting the veridicality of physical self-concept through self-assessment: an intervention study in primary school physical education
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Background Fostering children's physical self-concept (PSC) – understood as the perception of their own physical abilities – is a key objective in physical education (PE), as PSC is associated with physical activity, fitness, and well-being. However, recent research suggests that not only the level of PSC but also its accuracy – referred to as veridicality of the PSC – is important. Children, particularly in primary school, often overestimate their physical abilities. Self-assessment methods have been shown to foster self-regulated learning and shape PSC. However, little is known about their effects on PSC, fitness, and PSC veridicality in primary school PE.Purpose This study examined the effects of learning journals as a form of self-assessment on PSC, physical fitness, and PSC veridicality in primary school PE. Additionally, the study investigated whether improvements in veridicality were driven by changes in PSC, physical fitness, or both.Methods A quasi-experimental design was used with 198 third- and fourth-grade students from rural schools (intervention group: n = 106; control group: n = 92). The intervention consisted of an eight-lesson track and field unit. The intervention group used learning journals to monitor their progress and reflect on their performance, while the control group received the same content without self-assessment. PSC was measured using a validated questionnaire, and fitness was assessed with standardized motor tests (e.g. endurance, speed, strength, coordination, flexibility). PSC veridicality was calculated as the difference between PSC and performance. Data were analyzed using linear mixed models.Results and Discussion There was no evidence of an intervention effect on dimensions of PSC, except for coordination, where the intervention group caught up with the control group due to lower pre-test values. Both groups improved their fitness, likely reflecting practice effects, but the intervention group showed significantly greater gains in coordination, strength and speed. PSC veridicality improved in strength and speed for the intervention group among overestimators. These improvements resulted from both reduced PSC and greater fitness gains, with the latter having a stronger influence. The results suggest that learning journals fostered self-reflection and individual progress monitoring, likely enhancing students' motivation and effort during practice. This explains the stronger fitness improvements in the intervention group. For overestimators, self-assessment may have triggered a desire to align perceived and actual fitness, leading to greater physical improvement and more realistic self-perceptions.Conclusion Integrating self-assessment into PE has the potential to improve both fitness and veridicality in primary school children. The results also provide a strong argument for the inclusion of cognitive phases – such as structured reflection and self-assessment – in PE lessons, as they appear to complement physical practice and enhance learning processes. Future research should explore the motivational processes underlying these effects and examine the applicability of self-assessment across various PE content areas.
Authors: Michael Braksiek, Iris Pahmeier
Institution: University of Vechta
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4413720067