Abstract des Autors

This study aimed to show that the physical fitness self-concept is not solely multidimensional in terms of domain specificity (e.g., strength, endurance) but also in regard to differentiable competence and affect components. The associations between competence and affect components and physical activity quantity and intensity are examined to derive implications for research and practice. 968 third-grade students aged 7–10 years participated in this study. The competence and affect components of the physical fitness self-concept, as well as physical activity quantity and intensity, were measured via questionnaires. Based on the self-concept theory, five different physical fitness self-concept models were juxtaposed to test which model reflects the structure best. Results demonstrate that a bifactor model with two global factors (G-factors), a competence and affect factor, which are interrelated, and six specific factors (S-factors; endurance, strength, flexibility, coordination, speed, and overall sportiness) provides a good model fit. The findings indicate that a differentiation into competence and affect components coexists with the differentiation into specific subdomains (e.g., strength). Physical activity quantity and intensity are related to the competence and affect components of the physical fitness self-concept with moderate effects. The results suggest that addressing both components of the physical fitness self-concept in physical activity interventions may be promising, especially for children with lower physical fitness. Future research should concentrate on the development of age-appropriate instruments and the investigation of reciprocal effects between both components and physical activity behavior longitudinally as well as in a broader context (e.g., persistence) to design interventions in a targeted manner.