The Physical Education experience as a contributor to body image

Abstract

Body image perceptions impact adolescents’ confidence and physical comfort. PE is a subject that focuses on body and physical skills. During PE lessons, the body abilities are judged continuously and thoroughly examined with the prospect of social comparisons and peers’ body judgements. PE can intervene and successfully change one’s perceptions in relation to body image. The main aim of this study is to investigate the contribution of Physical Education (PE) in the development of Year 9 (Form 3) students’ body image perception. This study reviews the comparative knowledge between body image and PE. PE contribution to adolescents’ body image is taken into consideration to improve educative guidance interventions at schools. This study uses a mixed method approach involving both quantitative and qualitative. This was conducted with PE teachers and students aged 13-14 within four local Secondary Schools. Distinctively, data was collected through structured questionnaires that were completed by 179 students and reinforced by semi-structured interviews involving four teachers. Data analyses were contrasted to describe and illustrate the situation in the local context. This study shows that PE indicates a positive contribution to the students’ body image. However, the PE kit and peer pressure are perceived as barriers to the students’ confidence and body image. Although these barriers affect both genders, females are predominately affected. This study presented a set of recommendations instigating the central educational stakeholders, namely schools, PE teachers and the Ministry of Education to appraise the topic of body image and give it more prominence in PE towards enhancing the confidence of students, which is such an important quality for life. The results identify strategies that can reduce or eliminate negative perceptions of body image, while maximising strategies for perceptions that are positive.