L'objet de la présente thèse était d'examiner les relations entre les perceptions de soi, la motivation d'accomplissement et la pratique d'activité physique des personnes âgées. Une première étude menée dans une perspective dynamique (Ninot et al., 2004) a montré que l'estime de soi et les perceptions du soi physique chez les sujets âgés, présentaient un niveau plus bas, une instabilité plus importante, comparées aux perceptions de soi de jeunes adultes, mais aussi une non-stationnarité des séries temporelles. Le caractère labile de ces perceptions de soi étant démontré, une seconde étude a mis en évidence qu'une prise en charge en APA de sujets institutionnalisés très âgés entraînait des changements positifs de leur estime globale de soi et de leurs perceptions de valeur physique, d'apparence physique et de compétence sportive. Compte tenu de la mise en jeu de l'estime de soi dans les buts d'accomplissement (e.g., Wolfe & Crocker, 2002), les deux études suivantes ont consisté à valider un Questionnaire Français des Buts d'Accomplissement pour le Sport et l'Exercice Physique (QFBASEP ; Riou et al., 2012) prenant en compte les évolutions conceptuelles récentes du modèle en quatre buts d'Elliot et Murayama (2008). L'instrument ainsi créé nous a permis, dans une cinquième étude, de démontrer qu'une prise en charge en APA, pratiquée dans un climat motivationnel de maitrise entraînait une réduction de l'implication des personnes âgées institutionnalisées dans les buts de maîtrise-évitement habituellement considérés comme des réponses mal-adaptatives à la menace que constitue la confrontation au déclin de ses propres capacités (Elliot, 2005). Enfin, une sixième étude a permis de montrer qu'une combinaison de propriétés relatives aux buts d'accomplissement identifiées par Gernigon et collaborateurs (Gernigon, 2013 ; Gernigon et al., 2012) prédisait la participation à des activités physiques des personnes âgées. En conclusion, l'étude des facteurs psycho-sociaux de la pratique d'activités physiques a permis de déterminer les rôles respectifs de l'estime de soi et des perceptions du soi physique d'une part, et de la motivation d'accomplissement d'autre part, dans l'engagement des personnes âgées dans des comportements actifs physiquement. Nous avons démontré que des pratiques d'APA encadrées ouvrent la perspective d'un processus de réengagement dans des comportements actifs et peuvent constituer le point de départ de l'inversion du processus de déconditionnement (Préfaut & Ninot, 2009). / The aim of this doctoral research was to examine the relationships between self-perceptions, achievement motivation and physical activity in aging. A first study, that was conducted according to a dynamical perspective (Ninot et al., 2004), showed that elderly person's self-esteem and physical self perceptions displayed lower levels, higher instability than young adults', but a non-stationary time series. The lability of self perceptions being so evidenced, a second study showed that an intervention based on adapted physical activities conducted in institutes for elderly persons entailed among these people positive changes in their global self-esteem as well as in their perceptions of physical value, physical appearance, and sport competency. Given that self-esteem is contingent on the extent to which one achieves specific goals (e.g., Wolfe & Crocker, 2002), the next two studies consisted of validating a French Achievement Goal Questionnaire for Sport and Exercise (FAGQSE; Riou et al., 2012) that takes into account the Elliot and Murayama's (2008) recent conceptual evolvements of the four-goal framework. The creation of this instrument then enabled, in a fifth study, the demonstration that carrying out an intervention based on a mastery motivational climate entails a reduction of the institutionalized elderly persons' involvement in mastery-avoidance goals, a kind of goal that is considered a maladaptive response to the threat that people perceive when facing up to their own capabilities decline (Elliot, 2005). Finally, a sixth study showed that a combination of specific properties of achievement goals that were identified by Gernigon and his collaborators (Gernigon, 2013; Gernigon et al., 2012) predicted elderly persons' involvement in physical activities. To conclude, this examination of the social-psychological factors of involvement in physical activities led to the identification of the respective roles of self-esteem, physical self perceptions, and achievement motivation in elderly persons' involvement in physically active behaviors. We showed that the supervised practice of adapted physical activities may activate a process of re-engagement in active behaviors and may be the starting point of a reversal in deconditioning (Préfaut & Ninot, 2009).

Cette thèse porte sur l’évaluation et la prise en charge par l’activité physique d’adolescent(e)s obèses. Deux études ont quantifié leurs réponses psychophysiologiques à un test de course intermittent en 15-15 (Rossi et al., 2009), progressif et maximal. Comparé au test navette de 20m (Léger et al., 1988), la pertinence du test 15-15 pour cette population réside dans la production de réponses physiologiques maximales similaires tout en conduisant à des vitesses supérieures et à une meilleure condition physique perçue. Deux autres études ont évalué les effets d’un programme de 5 semaines d’exercices intermittents d’intensité vigoureuse (VIT) sur la composition corporelle et les conditions physiques objective et perçue d’adolescents obèses. Le programme comprenait 3 séances hebdomadaires de types de VIT différant en durée et en activités physiques et sportives. Des améliorations de la composition corporelle, des capacités fonctionnelles, notamment chez les garçons, et de la plupart des échelles de capacités physiques perçues sont obtenues. Le VIT de longue durée engendre des améliorations rapides et régulières des échelles de capacités physiques perçues / This thesis fits the assessment and follow-up by physical activity of obese adolescents. Two studies measured their psychophysiological responses to an intermittent progressive and maximal running test in 15-15 (Rossi et al., 2009). Compared to the 20 m shuttle run test (Léger et al., 1988), the 15-15 test is considered as relevant for such population as it leads to similar maximal physiological responses, but also to higher speeds and better perceived physical condition of the participants. Two other studies evaluated the effects of a 5 week program of intermittent exercises at vigorous intensity (VIT) on body composition, objective and perceived physical conditions of obese adolescents. The program included 3 weekly VIT sessions that differed in the type and duration of the included sport and physical activities. Improvements were obtained in body composition, functional capacities, particularly among boys, and in most of the scales of perceived physical capacities. The longest VIT sessions led to rapid and regular improvements of all scales of perceived physical capacities

The main objective of this thesis is to verify the relationship of the contextually specific motivation in sport to a global self-esteem and possible mediation effects of the physical self-perceptions in this relationship. To achieve this objective six individual studies were conducted. First, we focused on the translation of diagnostic instruments: the Sport Motivation Scale (SMS; Pelletier et al., 1995) and the Social Physique Anxiety Scale (SPAS; Hart, Leary, Rejeski, 1989) into the Czech language. Next, the validity and reliability of the scores obtained by Czech versions of the instruments were examined. Based on the results of the structural equation modeling and using a known-difference evidence validity approach we concluded that both translated instruments may be useful as a valid and reliable diagnostic tools for measuring different kinds of motivation in sport (SMS) and negative physical self-perception (social physical anxiety - SPAS). Using structural equation modeling, we also concluded that different types of motivation in sport (which vary in degree of relative autonomy of the subject) affect specific self-esteem associated with the body, as well as the evaluation of one's self at the global level. Relationship of the sport motivation and the global self-esteem was largely mediated...

Syftet med studien var att studera relationen mellan motionoch global självkänslaoch undersöka om relationen medierasav fysisk förmåga och fysiskt självvärde.Frågeställningen som skapades var följande:Visar relationen mellan motion och global självkänsla på indirekta effekter genom fysisk förmåga och fysiskt självvärde?Frågeställningenundersöktes genomentillämpning av detteoretiska ramverketThe Exercise and Self-esteem model(EXSEM). De två primära mediatorerna i genomförandet av testet var fysisk förmåga (M1)och fysiskt självvärde (M2). Syftet i detta varatt få inblickom mediatorernavisarpåindirekta effekter i relationenmellan motion och global självkänsla bland individer som motionerar.Genom att använda EXSEM som teoretiskt ramverk skapades en medieringsmodell(figur2).I studien deltog 104 individerdär antalet kvinnor var46och antalet män var58.Deltagarna var bosatta i Sverige, där50 styckenav deltagarnarekryterades på tre olika motionsinstitut varav tvåbelägna i Göteborg och ett i Borås. Resterande deltagarerekryterades online viatvå Facebook-grupper. Data för undersökningen samlades invia enkäter därdeltagarna fick skatta sig självaisinrelation till deras motionsutövande. Varje individs motionsutövandemättes genom ett frågeformulär som strukturerades i enlighet med Godin Leisure-Time exercise questionnaire. Global självkänsla mättes genom självrapporteringsinstrumentet Rosenberg Self-esteem Scale. Slutligen mättes fysiskt självvärde och fysisk förmåga genomsjälvbegrepps-instrumentet Physical Self-Perception Profile.Resultatetvisadeattmotion hade enpositiv statistisksignifikant indirekt effekt på global självkänsla genom mediatorerna fysisk förmåga tillsammans med fysiskt självvärde. / The purpose of the study wastoinvestigate the relation between exercise and global self-esteemand examine whether the relationship is mediated by physical ability and physical self-worth.The hypothesis that was created was the following: Does the relationship between exercise and global self-esteem show indirect effects through physical ability and physical self-worth?.This was implemented bytestingthe Exercise and Self-esteem model (EXSEM). The implementation of the test was to examine the following mediators: Physical ability (M1) and Physical self-esteem (M2), with the aim of finding if the mediators show indirect effects in the relationship between exercise and global self-esteem among individuals who exercise. Using EXSEM as a theoretical framework, a mediation model was created (Figure 2). The study involved 104 individuals where the number of women consisted of 46 and the number of men consisted of 58where all the participants lived in Sweden.There were 50 participants recruited at three different gyms, two of which were located in Gothenburg and one in Borås. The remaining participants were recruited online via two Facebookgroups. The data ofthe survey were collected via questionnaires that the participants had to rate themselves in their relation to their exercise.Each individual's exercise was measured through a questionnaire that was structured in accordance with the Godin Leisure-Time exercise questionnaire. Global self-esteem was measured through the Rosenberg Self-esteem Scale. Finally, physical self-valueand physical ability were measured through the self-concept instrument Physical Self-Perception Profile. The results showed that exercise had a positive statistic significantindirect effect on global self-esteem through the mediators physical abilityalong with physical self-value.

I tidigare forskning går det att läsa att individers fysisk självuppfattning kan påverka deras beteende, attityder, upplevelser och känslor i förhållande till kroppen. Den fysiska självuppfattningen kan variera beroende på vilken situation personen befinner sig i. Det finns även en koppling mellan personers fysiska yttre och självuppfattningen som grundas i de västerländska normer som finns kring utseende och kroppsideal. Syftet med uppsatsen är att undersöka kvinnliga elevers fysiska självuppfattning och hur de upplever att den påverkar deras deltagande och syn på idrott och hälsa. En semistrukturerad intervjumetod användes för undersökningen och sex kvinnliga gymnasieelever deltog. Resultatet visar att respondenternas fysiska självuppfattning varierar beroende på vilken situation eleverna befinner sig i. Den teoretiska undervisningen framstår problematisk då läraren pratat om hälsa på ett vilseledande sätt utan att ta hänsyn till elever med bland annat ätstörningar. Samtliga respondenter anser att undervisningen om fysisk självuppfattning kan bli mycket bättre och att det är ett arbete för hela skolan. Då begreppet hälsa har många definitioner finns det goda möjligheter att vidga undervisningen om hälsa. Samhället överöser oss dagligen med hur vi kan uppnå hälsa genom att konstant förändra oss själva. Hälsa-undervisningen borde fokusera mer på att lära elever om självkärlek. / Previous research shows that an individual’s physical self-perception can affect their behaviour, attitudes, experiences, and emotions in relation to their body. The physical self-perception can vary, depending on the social situation that a person is in. There is also a connection between a person’s physical appearance and their self-perception that is based upon western norms connected to appearance and body ideal. The purpose of this study is to examine female students’ physical body-perception, and how they feel that this perception affects their participation and view in the subject physical education. Six female high school students participated in the semi-structured interviews that were used as a method in this study. The results show that the respondents’ physical sel-perception varied depending on which situation the students are in. Parts of the theoretical education appears problematic when the teacher misleadingly talking about health without taking into consideration that there might be students present, suffering from, for example, eating disorders. All the respondents believe that education on physical self-perception could improve and that this is something that concerns all parts of the school/education. The conception of health has many definitions and there are good possibilities for the health-education/ education on health to widen. Daily, the society provides us with information on how to become healthier by constantly changing ourselves. Education on health should focus more on teaching the students about self-love, than anything else.

Annotation: The work deals with the relationship between physical self-concept and experience of the search terms sensation seeking. It contains theoretical research of these areas, their position in the discourse of fitness and also presents a starting points for comparison. The research was conducted on a group of gym-goers and analyzed the relationship of concepts Physical Self Perception Profile and Sensation Seeking Scale version V including individual subscales. Comparison showed a weak relationship between SST and PSPP and even between individual subscales. Keywords: Body image, Sensation Seeking Tendency, Physical Self Perception Profile, gym

The main objective of this thesis is to verify the relationship of the contextually specific motivation in sport to a global self-esteem and possible mediation effects of the physical self-perceptions in this relationship. To achieve this objective six individual studies were conducted. First, we focused on the translation of diagnostic instruments: the Sport Motivation Scale (SMS; Pelletier et al., 1995) and the Social Physique Anxiety Scale (SPAS; Hart, Leary, Rejeski, 1989) into the Czech language. Next, the validity and reliability of the scores obtained by Czech versions of the instruments were examined. Based on the results of the structural equation modeling and using a known-difference evidence validity approach we concluded that both translated instruments may be useful as a valid and reliable diagnostic tools for measuring different kinds of motivation in sport (SMS) and negative physical self-perception (social physical anxiety - SPAS). Using structural equation modeling, we also concluded that different types of motivation in sport (which vary in degree of relative autonomy of the subject) affect specific self-esteem associated with the body, as well as the evaluation of one's self at the global level. Relationship of the sport motivation and the global self-esteem was largely mediated...

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)

Syfte och frågeställningar Min avsikt med studien var att undersöka yngre elevers (8-10 år) attityder och upplevelser av fysisk aktivitet, samt vilken roll barnen tilldelar fysisk förmåga och upplevd fysisk självkänsla vid spel och lekar tillsammans med andra barn. Metod Urvalet bestod av 12 elever, 8-10 år med vilka en semistrukturerad intervju genomfördes. Vid intervjun användes bilder som föreställde barn i olika situationer. Utöver Intervjun genomfördes en föräldraenkät för att få en bakgrundsinformation om föräldrarnas syn på barnens fysiska aktivitet och deras egna motionsvanor. Intervjusvaren bearbetades utifrån frågeställningarna, analyserades och tolkades med utgångspunkt från ett interaktionistiskt perspektiv. Resultat Eleverna beskriver den egna fysiska självkänslan i termer av god idrottslig motorisk kompetens. Då respondenterna resonerar kring andras goda kompetenser beskrivs dessa i termer av fysisk styrka och kondition. De fysiskt aktiva (föreningsbundna) eleverna tenderar att vara tydligare i sina motiveringar till varför de är duktiga på idrott eller är sportiga. Majoriteten av respondenterna väljer umgänge och gemensam aktivitet baserat på rörelsekompetens och sportighet. Samtliga respondenter beskriver en positiv upplevelse av ämnet idrott och hälsa. Det förekommer dock i intervjusvaren berättelser om kamrater som beskrivs som fysiskt inaktiva och ej roade av ämnet. De fysiskt aktiva (föreningsbundna) respondenterna har lättare att beskriva vad som är roligt i ämnet och de har en något tydligare bild av ämnets investeringsvärde. Dock legitimeras ämnet enligt ett investeringsvärde snarare än av ett egenvärde av samtliga respondenter. Slutsats Samtliga respondenter äger en hög grad av fysisk självkänsla, som beskrivs i termer av god idrottslig motorisk kompetens. Ur ett interaktionistiskt perspektiv verkar fysisk aktivitet, att vara sportig, ha en viss betydelse för yngre elever då det gäller val av umgänge och fria aktiviteter på exempelvis raster. Detta framträder som mer betydelsefullt för de fysiskt aktiva (föreningsbundna) eleverna och för de äldre eleverna. Dock verkar sportighet ej ha någon betydelse för social positionering eller företräda ett hierarkiskt värde för yngre elever. / Aim My aim was to exploreexperiences and attitudes towards physical activity among juniors (children aged 8 to 10 years), in particular the influence of physical activity and physical self-esteem when playing and interacting with others. Method Interviews with 12 randomly selected juniors from grades 2 to 4, i.e. aged 8 to 10 was carried out. Pictures presenting children in different situations were used during the interviews. The interviews were also supplemented with a questionnaire where the parents views on physical activity andexpectations on their children were displayed. The answers were categorized, compared and analyzed from an interactionist perspective. Results The respondents own physical self-esteem is described in terms of high athletic motor competence. When the respondents argue about others high competence, they use terms of physical power and cardiovascular health. Juniors with memberships in sport clubs tend to be more explicit when giving reasons why they are good at sports. The majority of the respondents choose company and activities based on physical competence and sports performance.  All respondents express favourable experiences from physical education (PE). Yet, the interviews include stories about friends who are physically inactive, and who does not seem to experience a pleasure in, or enjoy participating in PE. Membership in sports clubs is associated with a higher ability to describe what is stimulating in the subject and also associated with having a slightly more distinct picture of the investment value of the subject. However, the subject is justified by an investment value, rather than an intrinsic value by all respondents. Conclusion All of the respondents have a high level of physical self-esteem, which is described in terms of high athletic motor competence. From an interactionist perspective, physical activity, being sporty, seems to have certain significance to juniors concerning choice of company and free activities, e.g. in school breaks. This is even more obvious for pupils with membership in sport clubs, and also for the older pupils. However, being sporty does not seem to have any value of hierarchy, nor does social position seem to depend on being sporty.

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)