Body dissatisfaction in physical education –Perspectives on relevance and didactical decisions

Body image is a multidimensional and subjective construct that integrates aspects of individual self-perceptions and attitudes towards one’s own body, particularly one’s own physical appearance (Cash & Pruzinsky, 2002).... [ view full abstract ]

Body image is a multidimensional and subjective construct that integrates aspects of individual self-perceptions and attitudes towards one’s own body, particularly one’s own physical appearance (Cash & Pruzinsky, 2002). Negative feelings and thoughts about the body can result in body dissatisfaction, that may already occur in (early) childhood. It is estimated that around 40 to 45% of children aged 8 to 14 are affected by body dissatisfaction (Dion et al., 2016). Furthermore, body dissatisfaction in childhood and adolescence is associated with different psycho-social developmental risks (Stice, 2002; Johnson & Wardle, 2005). Physical education (PE) can be considered as a particular context for the social construction of the body since the body, its shape and function are a specific pedagogical focus. To date, there is little research on body image and body dissatisfaction in relation to PE. Thus, researchers will discuss from a number of perspectives in this symposium if and how body dissatisfaction has an impact on pupils’ experiences of PE, and how PE should be tailored to counter negative body feelings and experiences.

Charlotte Kerner, Leen Haerens, and David Kirk will discuss in their quantitative study if and how PE lesson content in relation to competence perception can support or hinder the development of body satisfaction.

Elke Grimminger-Seidensticker, Johanna Korte, Aiko Möhwald, and Jörg Trojan, will focus in their quantitative study on children who are dissatisfied with their body and their fears in PE as well as their preferred didactical situations.

Johanna Korte, Aiko Möhwald, and Elke Grimminger-Seidensticker, will present results from an exploratory qualitative interview study with children and their views on body and appearance in PE.

Finally, based on a qualitative study, Cara Lamb, Kimberly Oliver, and David Kirk, will present illustrations of pedagogies of embodiment experienced by adolescent girls in PE within an activist approach.