Changes in perceptions of competence and global self-worth in Year 11 and 12 dance and physical education students
Australian Council for Health Physical Education & Recreation Inc
Faculty of Computing, Health and Science
School of Biomedical and Sports Science
Although dance has been an integral component of the secondary school curriculum, little is known of the psychosocial outcomes. As part of a comprehensive investigation of the psychosocial and physiological outcomes of elective dance studies in upper secondary school, this article focuses on competence Motivation Theory. The self-perceptions of girls in Years 11 and 12 were investigated before and after 7 months of dance studies and compared with girls in physical education and girls not undertaking physical activity at school. All girls were tested using the Self-Perception Profile for Adolescents, to measure domain specific perceptions of competence and global self-worth. Participation in dance or physical education did not significantly alter the girls' responses during the 6 months. However, girls who chose dance and physical education in the first place had higher perceptions of athletic competence, physical appearance, romantic appeal, and global self-worth.