The relationship of classroom achievement and movement coordination to the self-concept of children, in grade levels four through eight

The purpose of this study was to determine whether a relationship exists between the following variables: (1) self concept and motor ability, (2) classroom achievement and motor ability, and (3) self-concept and classroom achievement. The subjects for this study were the fourth through eighth grade students at St. Leo's Elementary School located in the Oakland School District. Firstly, all the subjects were tested by the SRA Achievement Series. Scores from each subject area, including the composite scores, were accumulated for correlative purposes. Secondly, all subjects were given self-concept inventories. The Piers-Harris Self-Concept Test and the Coopersmith Self-Esteem Inventory were used. Scores from each behavioral factor, including the composite scores, were accumulated. Lastly, movement and coordination were observed during physical education. The Champi Motor Survey, a motor skill inventory, was used to diagnose clumsiness. Scores were tabulated according to deviations noted within motor skill areas. All testing was completed within a two month period. A t-test was used to determine whether a relationship existed between self-concept and motor ability. A significant difference was established between the mean self-concept score for the motor deficient group and the mean self-concept score for the children without motor deficiencies. To determine whether motor ability and classroom. achievement were related, SRA scores for the children with gross motor deficiencies were tabulated. A t-test was used to determine whether a relationship existed between achievement and motor ability. In this test, as well as in the preceding test, grade level four had the greater number of subjects (7) with gross motor deficiencies; hence, only grade level four was used in the t-test. Results determined that there was no significant difference between the mean SRA composite scores for those children with motor deficiencies and the mean SRA composite scores for those children without motor deficiencies. A correlation matrix was used to determine whether a relationship existed between self-concept factors and SRA variables. Significant correlations existed between self-concept factors and SRA variables on grade levels five, six, and seven. Especially noteworthy was the significant correlation existing between the self-concept composite scores and the SRA composite scores within these grade levels. On the other hand, no correlation existed between any of the SRA or self-concept factors on grade levels four and eight. A t-test revealed that male SRA and/or self-concept composite scores were significantly lower than female composite scores in grade levels five, six, and seven. On the other hand, male SRA and self-concept composite scores on grade levels four and eight were not significantly different than female composite scores. Thus, it is this writer's belief that the aforementioned correlations existing in grades five, six, and seven were due to poor scholastic achievement by males, influencing low self-concept scores. Thus, low self-concept in males is a reflection of low achievement, whereas normal ability is not detrimental nor related to a child's healthy self-concept. In conclusion, when education understands the implications of poor motor and scholastic skills upon self-concept, then remediation of the deficiencies will contribute to a strong and independent self-image.