slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin PowerPoint Presentation
Download Presentation
The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin

Loading in 2 Seconds...

play fullscreen
1 / 24

The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin - PowerPoint PPT Presentation


  • 548 Views
  • Uploaded on

The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin Laboratoire Sport et Environnement Social, Grenoble, France Herbert W. Marsh SELF Research Center and University of Western Sydney, Australia. MARC. PAUL.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin' - Solomon


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain

Julien Chanal , Philippe Sarrazin

Laboratoire Sport et Environnement Social, Grenoble, France

Herbert W. Marsh

SELF Research Center and University of Western Sydney, Australia

slide2

MARC

PAUL

What is the Big-Fish-Little-Pond Effect ?

slide3

Big-Fish-Little-Pond Effect and

Social Comparison Theory

A frame of reference model in educational settings

Classmates abilities are used to elaborate individuals self-concept

BFLPE occurs when equally able students have lower self-concepts when they compare themselves to more able students, and higher self-concepts when they compare themselves with less able students

slide4

Positive Effects

of Gymnastics

Skills on

Gymnastics

Individual

Individual

Self-concept

Gymnastics

Gymnastics

Self-concept

+ +

Skills

-

+ +

Negative Effects of

Class-Average

Class-Average

Gymnastics Skills on

Gymnastics

Gymnastics Self-

Skills

concept (BFLPE)

Theoritical predictions of BFLPE

slide5

Generalizability previous works

Marsh and Craven (2002)

The pivotal role of frames of reference in academic self-concept: The “big-fish-little-pond” effect

Marsh and Hau (2003)

Big-Fish-Little-Pond Effect on Academic Self-Concept

A Cross-Cultural (26 countries) Test of the Negative Effects of Academically Selective Schools

slide6

Few investigations on moderators of the BFLPE

No previous study in Physical Activity or Sport Domain

Generalizability

Empirical evidences for BFLPE generalizability

in different domains and different cultures

BUT

slide7

Potential moderator

Self-Determination Theory (e.g., Deci & Ryan, 2002)

« To be self-determined is to endorse one’s actions at the highest level of reflection. When self-determined, people experience a sense of freedom to do what is interesting, personally important, and vitalizing »

Self-determined individuals appeared less influenced by social comparison in situation where others perform a task near them

(Neighbours & Knee, 2003)

slide8

The study goals

First goal (1)

1 a) BFLPE Generalizability to Physical Education Classes

1 b) BFLPE Generalizability across gender and level of achievement

Second goal (2)

Self-determination as a moderator

slide9

The Study

Design

406 Students from 17 French Physical Education Classes

10 weeks Gymnastics Training-program

2 measurement times

slide10

The Study

Measures

Time 1

Gymnastics Self-concept and Gymnastics Skills

Self-determined motivation for Gymnastics Activity

Time 2

Gymnastics Self-concept

slide11

Time 1 Self-Concept

Generalizability to physical activity ?

.59

Individual

Individual

Gymnastics

Gymnastics

Self-concept

Skills

-.46

Class-Average

Gymnastics

Skills

slide12

Time 2 Self-Concept

Generalizability to physical activity ?

.61

Individual

Individual

Gymnastics

Gymnastics

Self-concept

Skills

-.68

Class-Average

Gymnastics

Skills

slide13

+ +

T1 Individual

T1 Individual

Gymnastics

Gymnastics

-

Self-concept

Skills

+ +

+ +

+

T1 Class-

T2 Individual

Average

Gymnastics

Gymnastics

Self-concept

-

Skills

Theoretical predictions for additional BFLPE from the start to the end of the program

slide14

Generalizability to physical activity ?

T1 Individual

T1 Individual

Gymnastics

Gymnastics

Self-concept

Skills

.72

.18

T1 Class-

T2 Individual

Average

Gymnastics

Gymnastics

Self-concept

-.35

Skills

slide15

Results (1a)

BFLPE appeared at Time 1 AND Time 2

BFLPE was more important at Time 2

BFLPE had effect on 10 week Self-concept change

slide17

Results (1b)

No BFLPE differences

among gender and level of achievement

on Time 1 and Time 2 self-concept

and on self-concept change

Results to appear in :

Chanal J., Marsh H., Sarrazin P., & Bois, J. (Accepted for publication).The Big-Fish-Little-Pond Effect on Gymnastics Self-concept: Generalizability of Social Comparison Effects to a Physical Setting. Journal of Sport and Exercise Psychology.

slide19

BFLPE moderation during the program ?

BFLPE moderation by student’s initial self-determined motivation on self-concept change

slide20

Results (2)

Self-determined people were less influenced by negative effect of class-average skills level (the BFLPE) during the 10 weeks gymnastics program

slide21

Implications

BFLPE can be generalized to physical activity domains

Implications for Elite Athletes Training Center and for National Teams

Implications for Educational practitioners

BFLPE moderation by Student’s self-determined motivation

Implications for future researches

Implications for Educational practitioners

slide22

Limitations

Some replications in elite sport contexts are needed to broad further conclusions

Statisticals analyses implies to consider a larger sample size considering moderators effects

slide24

The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain

Julien Chanal , Philippe Sarrazin

Laboratoire Sport et Environnement Social, Grenoble, France

Herbert W. Marsh

SELF Research Center and University of Western Sydney, Australia