CHAPTER-I INTRODUCTION Physical Self-Concept is an important mediator in physical activity as well as being a valuable outcome in itself.

In a recent study involving 2,786 Greek students from 2 physical education classes at different levels of schooling, physical self!concept was found to improve levels of physical activity and skill development associated with physical education classes beyond what could be e"plained by prior measures of skill and activity #$arsh, %apaioannou & 'heodorakis, in press(. 'his highlights the importance the role of physical self concept as a facilitator of physical activity and the need for educators to improve both for the most positive outcomes. )urther, research involving competitive*cooperative aerobic interventions and high school aged females, highlights that if physical education interventions inadvertently undermine self!concept, any short or long!term gains in terms of physical skills development and fitness are unlikely to be maintained #$arsh & %eart, +,88( -ver since the +,, .s and to this day, the field of %sychology has paid considerable attention to the notion of physical self!concept #)o", +,,7/ Go0i, 2 8(. 'his is a direct result of the widely accepted, hierarchical and multidimensional view of self!concept that began in the 7 .s, and particularly, what 1havelson, 2ubner and 1tanton #+,76( proposed. %hysical self!concept, those authors believe, is one of the main domains of overall self!concept, together with the academic, personal and social domains. 3ccording to an early outline of this concept, it includes at least two sub!domains4 physical ability and physical appearance #$arsh & 1havelson, +,85(. 6owadays, there is general agreement that physical self!perceptions include many more than those two sub!domains and several new models have been created #-snaola, Go0i, & $adariaga, 2 8/ Infante & Go0i, 2 ,(/ they are described below. 'wo such models stand out in particular. 'he first, by $arsh, 7ichards, 8ohnson, 7oche and 7edmayne #+,,9(, was the basis for creating the Physical Self-Description Questionnaire PSDQ!, which consists of nine components4 strength, body fat, physical activity, endurance, sports competence, coordination, health, appearance and fle"ibility. 'he other, on which )o" and :orbin.s #+,8,( Physical SelfPerception Profile PSPP! is based, conceives of four sub!domains of physical self!concept4 sport competence, attractive body, strength and physical condition.
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Physical Self-Concept" Physical Acti#ity an$ Physical E$ucation Physical Self-Concept PSC! is an important mediator of outcomes in physical education. 7ecent research has demonstrated that %1: contributes to improving levels of physical activity and skill development associated with physical education classes beyond what can be e"plained by prior measures of skill and activity. 'he importance of physical self!concept rests in the relationship between the individual.s personal set of beliefs and their subse;uent behavior. 'he measurement of physical self efficacy has been utili<ed to establish relationships among one.s overall self!perceptions and their subse;uent participation in physical activities. 'o increase overall self!worth through a positive change in physical self!concept does not automatically result from participation in physical activity programs but such programs can be utili<ed to incrementally improve the physical self! concept perceptions of the individual #)o", 2 (. In this sense, investigations conducted by 5( have found that more favorable 1onstroem et al. #+,,2(, %age et al. #+,,=(, and 3s>i #2 physical activity. Physical self-concept affects achie#e%ent &ocusin' on Physical Self-Concept 2erbert $arsh argues for a focus on the specific domain of interest rather than on global self! concept #$arsh & :raven, +,,7(. $arsh #$arsh, +,,7/ $arsh & :raven, 2 6( and ?en )o" #)o", +,, , +,,8/ )o" & :orbin +,8,( have contributed substantially to our understanding of the physical self. @oth used the 1halverson model as a blueprint but found the physical self to be more comple" than that which can be captured with two subareas. In )o".s three!tier hierarchical model, global self!esteem is at the top. %hysical self!worth, at the ne"t level, is based on the four subdomains of sport competence, attractive body, physical strength, and physical condition. %hysical self!worth mediates the relationship between self!esteem and the four subdomains. 3lthough the hierarchical structure of self!concept is a pervasive perspective today, some research ;uestions it #e.g., ?owalski, :rocker, ?owalski, :had, & 2umbert, 2 =(.

perceptions of one.s physical capacity contribute to an increase in levels of participation in

)o" developed a measurement tool, the %hysical 1elf!%erception %rofile #%1%%(, for assessing the physical self. It includes the following subscales4
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Sport co%petence sport!( %erceptions of sport and athletic ability, ability to learn sport skills, and confidence in the sport environment

Physical con$ition con$ition!( %erceptions of physical condition, stamina, and fitness/ ability to maintain e"ercise/ and confidence in the e"ercise and fitness setting

)o$y attracti#eness *o$y!( %erceived attractiveness of figure or physi;ue, ability to maintain an attractive body, and confidence in appearance

Physical stren'th stren'th!( %erceived strength, muscle development, and confidence in situations re;uiring strength

Physical self-+orth PS,!( General feelings of happiness, satisfaction, pride, respect, and confidence in the physical self

'he inclusion of physical self!worth underscores that the physical subdomains cannot be summed to obtain the physical self!worth score. )o" and :orbin #+,8,( provided evidence for the sensitivity, reliability, and stability of the subscales/ confirmed the subscale factor structure/ and reported associations of the subscales with physical activity involvement to provide initial validity support. 1onstroem, 1peliotis, and )ava #+,,2( subse;uently found that the %1%% showed strong internal consistency, separated e"ercisers from none"ercisers, and predicted degree of e"ercise involvement among adults, and they recommended its continued use. $arsh #$arsh, +,,6/ $arsh, 7ichards, 8ohnson, 7oche, & 'remayne, +,,9( used psychometric techni;ues to develop the %hysical 1elf!Aescription Buestionnaire #%1AB(, a multidimensional physical self!concept measure with ++ scales4 strength, body fat, activity, endurance and fitness, sport competence, coordination, health, appearance, fle"ibility, global physical self!worth, and global esteem. $arsh and colleagues provided good psychometric support for the measure/ they confirmed its validity by correlating %1AB subscales with e"ternal criterion measures of body composition, physical activity, endurance, strength, and fle"ibility. :onsistent with the hierarchical models #e.g., 1havelson et al., +,76(, )o" and $arsh contend that the subdomains are further divided into more situation!specific areas. )or e"ample, sport competence can be divided into a facet #e.g., basketball ability(, a subfacet #e.g., shooting
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ability(, and self!efficacy or situation!specific confidence #e.g., CI can make this free throwC(. )urther, these more dynamic, lower!level self!perceptions affect their more stable, higher!order counterparts. 'hese lower!level self!perceptions #e.g., confidence and self!efficacy( are discussed later in the chapter. 1onstroem and $organ #+,8,( made the nature of the relationship among the higher! and lower! order self!perceptions more e"plicit in their model, similar to that of )o" #+,, ( and $arsh #+,, (. 'hey proposed the following4 +. %hysical fitness is more highly related to physical self!efficacy than to physical competence, physical acceptance, and global self!esteem. 2. %hysical self!efficacy is more highly related to physical competence than to physical acceptance or global self!esteem. =. %hysical competence is more highly related to global self!esteem than is physical self! efficacy or physical fitness. )urther developing the understanding of self!esteem, $arsh and colleagues #$arsh, :hanal, & 1arra<in, 2 6/ $arsh & :raven, 2 6( argue that achievement is influenced by both a domain! level self!worth #e.g., physical self!worth( and performance, which are mutually reinforcing. 'hus, physical performance influences physical self!worth and physical self!worth influences performance.

Physical Self-Concept( A Construct +ithin a Hierarchical" -ulti$i%ensional -o$el of SelfConcept 1elf!concept and self!esteem are terms often used interchangeably to describe how a person perceives and evaluates him or herself within the conte"t of their e"periences and the environment in which they live. #1havelson, 2ubner & 1tanton, +,76( Dp until recently, self!concept was considered to uni!dimensional E a product as much of the paucity of rigorous methodology surrounding self!concept research, as any theoretical foundation. 2owever, there is now a large body of work supporting a hierarchical, multidimensional model of self!concept and much of this work derives from the model of self
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concept proposed by 1havelson, 2ubner and 1tanton #+,76( and the theoretical development, measurement and empirical research that followed. 3ccording to 1havelson, 2ubner & 1tanton.s model, self!esteem or general self!concept is positioned at the ape" of a hierarchy of self!concepts. 'here are two second order factors E academic and non!academic, which are further divided into subFects such as $athematics and -nglish #academic(, and 1ocial, -motional and %hysical 1elf!:oncepts #non!academic(. 3ccording to 1havelson et al.s theory, self-concept *eco%es increasin'ly co%ple. %ultifacete$ an$ $ifferentiate$! as hu%ans $e#elop fro% chil$hoo$ to a$ulthoo$ . 2owever, each of the domains or factors were linked by the hierarchy and therefore related to one another. -"panding on 1havelson et al.s theoretical work, $arsh #+,,2/ $arsh & G.6eill, +,89/ $arsh, -llis, %arada, 7ichards & 2eubeck, 2 5( developed the 1elf Aescription Buestionnaires to 5(. $arsh.s research into academic self! measure the academic self concepts. 'hese instruments proved to be psychometrically robust #$arsh, +,,2/ $arsh & G.6eill, +,89/ $arsh et al, 2 concept provided support for the 1havelson et al model/ however, it also revealed that the domains or factors within the model are ;uite discreet from one another lending stronger support for the multidimensionality of the model rather than its hierarchical structure. 'hese findings gave rise to a revision of the model #$arsh & 1havelson, +,85/ $arsh, @yrne & 1havelson, +,88( and $arsh.s #+,, a, +,, b, +,,=a( recommendations that researchers should measure self!concepts specifically related to the issues under investigation, as well as general self! concept. 3ccordingly, $arsh has developed a raft of instruments to measure each of the domains encompassed within the multidimensional model self!concept, which includes the Physical Self Description Questionnaire $e#elope$ to %easure Physical Self-Concept/ -arsh" 0112! Physical Self-Description Questionnaire PSDQ! 'he %hysical description ;uestionnaire #%1AB( is a relatively new instrument that measures multidimensional, and hierarchical physical self!concept. It is a 7 !item scale designed to measure + facets of physical self!concept, along with general self!esteem. $ore specifically, the instrument is composed of ++ subscales, , of which are designed to tap perceptions of self
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related to specific areas of physical fitness and competence, + that measures self!perceptions of global physical competence, and + that measures global self!esteem. 'his scale measures nine specific components #1trength, @ody )at, 3ctivity, -ndurance*)itness, 1ports competence, :oordination, 2ealth, 3ppearance, )le"ibility(, as well as Global %hysical self!concept, and Global -steem. 'he %1AB was developed for adolescents however, research across a wide variety of 3ustralian samples confirms its appropriateness for wider application, for e"ample, the %1AB has been demonstrated as appropriate for adolescent elite and non!elite athletes #$arsh, +,,8 cited in $arsh, 2 2(, and in cross!cultural settings with adult subFects #$arsh, 3sci & 'omas, 2 2( 2/ $arsh, $arco & 3sci, in press cited in $arsh, 2

-ven though the %1AB is a relatively new instrument, it has already shown strong psychometric properties #$arsh et al. +,,9/ $arsh & 7edmayne, +,,9/ $arsh, +,88, +,8,, +,,=c, +,,6, +,,6a, +,,6b(. 'he psychometric properties of %1AB shows good reliability #$arsh, +,,6b/ $arsh et al.+,,9(, good test!retest stability over short!term and longer!term scores #$arsh, +,,6b(, a well defined, replicable factor structure as shown in confirmatory factor analysis #$arsh, +,,6b/ $arsh, 7ichards, et al., +,,9(, a factor structure that is invariant over gender as shown by multiple group :)3 #$arsh et al. +,,9(, convergent and discriminant validity as shown by a $'$$ study of responses to three %hysical 1elf!:oncept instruments #$arsh et al. +,,9(, and as shown by %1AB relations with e"ternal criteria #$arsh, +,,6a(, and is applicable for participants aged +2 to +8 #or older( and also applicable for elite athletes and non athletes. Ho+e#er" there is clearly nee$ for %ore research to further e#aluate the PSDQ responses" an$ it is i%portant to i$entify an$ esta*lish +hether this instru%ent is of 'oo$ 3uality/

RATIONA4E O& THE STUD5 Physical self-concept PSC! is an important mediator of outcomes in physical education. 7ecent research has demonstrated that %1: contributes to improving levels of physical activity and skill development associated with physical education classes beyond what can be e"plained by prior measures of skill and activity. 'he Physical Self-Description Questionnaire #%1AB( is relatively new instrument that measures multidimensional, and hierarchical physical self! concept. $ost %1AB research is carried out among children and young people in 3ustralia. 'herefore there is a nee$ for testin' the 'enerali6a*ility of the PSDQ, for e"ample by testing whether the %1AB instrument, which has already shown strong psychometric properties in 3ustralia, can also *e use$ in a $ifferent culture especially in In$ian Con$itions/ %1AB instrument is applicable for participants aged +2 to +8 #or older( and also applicable for elite athletes and nonathletes. Ho+e#er" there is clearly nee$ for %ore research to further e#aluate the PSDQ responses" an$ it is i%portant to i$entify an$ esta*lish +hether this instru%ent is of 'oo$ 3uality/ STATE-ENT O& THE STUD5 'he present study is titled as HIalidation of %hysical 1elf Aescription Buestionnaire #%1AB( for :ollege 1tudents. O)7ECTI8ES O& THE STUD5 'he following obFectives have been set for the study4! +. 'o establish the reliability of Physical Self Description Questionnaire PSDQ! and its sub!scales on college students. 2. 'o establish the validity of Physical Self Description Questionnaire PSDQ! and its sub! scales on college students. =. 'o compute a detailed descriptive statistics measures for the Physical Self Description Questionnaire PSDQ! on college students.
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DE4I-ITATIONS +. 'he study will be delimited to five hundred #6J5 different colleges in Aelhi.
2. 'he study will further be delimited to the validation of Physical Self Description

( college students studying in

Questionnaire PSDQ! developed by -arsh et al/" 0119.

4I-ITATIONS +( Buestionnaire research has its own limitations. 3s such any bias that might have had crept into the subFects. response on this aspect will be considered as a limitation of the study. 2( 'he test will be administrated at different points of time considering the availability of the subFects, their mood states which might have had influenced their response pattern on the selected scale, will another limitation imposed on the investigation inadvertently. DE&INITION AND E:P4AINATION O& TER-S 0/ PH5SICA4 SE4& DESCRIPTION QUESTIONNAIRE PSDQ! - %1AB #$arsh et al., +,,9( is a 7 !item scale designed to measure + facets of physical self!concept, along with general self!esteem. $ore specifically, the instrument is composed of ++ subscales, , of which are designed to tap perceptions of self related to specific areas of physical fitness and competence, + that measures self!perceptions of global physical competence, and + that measures global self!esteem. ;/ PH5SICA4 SE4&- CONCEPT: 1elf!concept may be defined as the totality of perceptions that each person has of themselves, and this self identity plays an important role in the psychological functioning of everyone. 'o date, however, there has been no investigation into the relationship that physical self!concept has with psychological well!being or psychological unwellness. </ STREN=TH > 'he ability of your bodyKs muscle to generate force in a short period of time. 2owever, the PSDQ defines and assess 1trength as Percei#e$ Physical Stren'th by an individual.
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9/ )OD5 &AT- @ody fat is a lipid #fat( produced in the body, and this may be influenced by diet, e"ercise and genetics. @ody fat percentage is that percentage of body mass that is not made up of bone, muscle, connective tissue and fluids/ that is, everything else. 2owever, the PSDQ defines and assess @ody )at as Percei#e$ *o$y fat by an individual. ?/ PH5SICA4 ACTI8IT5- %hysical activity is any bodily movement produced by skeletal muscle that results in energy e"penditure. 2owever, the PSDQ defines and assess %hysical activity as 4e#els of physical acti#ity in +hich one has en'a'e$ by an individual. 2/ ENDURANCE-'he ability of a muscle or group of muscles to sustain repeated contractions against a resistance for an e"tended period of time. 2owever, the PSDQ defines and assess -ndurance as Percei#e$ physical en$urance@fitness by an individual. A/ SPORTS CO-PETENCE- %erceptions of sport and athletic ability, ability to learn sport skills, and confidence in the sport environment. 2owever, the PSDQ defines and assess 1ports :ompetence as Perceptions of oneBs o+n sportin' a*ility by an individual. C/ COORDINATION- It is the ability to e"ecute smooth, accurate, controlled motor responses. 2owever, the PSDQ defines and assess :oordination as Percei#e$ physical coor$ination by an individual. 1/ HEA4TH- It is a state of complete physical, mental, and social well!being and not merely the absence of disease or infirmity/ 2owever, the PSDQ defines and assess 2ealth as Perceptions of oneBs o+n physical health by an individual. 0D/ APPEARANCE- It refers to the outward phenotype or look of human beings. 2owever, the PSDQ defines and assess 3ppearance as Perceptions of o+n physical appearance by an individual. 00/ &4E:I)I4IT5-%ersonKs ability to move their Foints through a full range of motion. 2owever, the PSDQ defines and assess )le"ibility as Percei#e$ physical fle.i*ility by an individual. 00/ SE4& CONCEPT- 'he totality of perceptions that each person has of themselves, and this self identity plays an important role in the psychological functioning of everyone.
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2owever, the PSDQ defines and assess 1elf :oncept as =lo*al physical self-concept by an individual. 0;/ SE4& ESTEE-! It is Ha self rating of how well the self is doingL or it describes how a person perceives and evaluates him or herself within the conte"t of their e"periences and the environment in which they live. 2owever, the PSDQ defines and assess 1elf -steem as =lo*al self-estee% by an individual.

SI=NI&ICANCE O& THE STUD5 'hus, the study is undertaken to validate and adapt Physical Self-Description Questionnaire #%1AB( for college students and it will be e"tremely useful in the following ways4 +. 'here is a great need for valid and reliable instrument to measure Physical Self Concept PSC! that can be used as an important psychological tool for self assessment of an individual which will be useful to assess one.s perception about his*her own Stren'th" )o$y &at" Physical Acti#ity" En$urance@&itness" Coor$ination" =eneral Physical Self Concept" Appearance" &le.i*ility" Health" Appearance an$ Self Estee%/ 2. 'he valid instrument of Physical Self Description#%1AB( will be e"tremely useful in developing an individual.s profile of %hysical 1elf Aescription and accordingly provide appropriate guidance and counseling to the individual.

CHAPTER-II RE8IE, O& RE4ATED 4ITERATURE

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3n attempt has been made by the scholar to locate literature related to the study. 'he relevant studies of specific importance are cited in this chapter -arsh et al/ ;D0D! conducted a study to intro$uce shorter #ersion of Physical Self Description Questionnaire PSDQ!/@ased on the #%1AB( normative archive #n J +,6 7 3ustralian adolescents(, 9 of 7 items were selected to construct a new short form #%1AB!1(. 'he %1AB!1 was evaluated in a new cross!validation sample of 7 8 3ustralian adolescents and four additional samples4 =9, 3ustralian elite!athlete adolescents, ,86 1panish adolescents, =,5 Israeli university students, 76 3ustralian older adults. 3cross these si" groups, the ++ %1AB!1 factors had consistently high reliabilities and invariant factor structures. 1tudy +, using a missing!by!design variation of multi group invariance tests, showed invariance across 9 %1AB! 1 items and 7 %1AB items. 1tudy 2 demonstrated factorial invariance over a +!year interval #test!retest correlations .57!., / $dn J .77(, and good convergent and discriminant validity in relation to time. 1tudy = showed good and nearly identical support for convergent and discriminant validity of %1AB and %1AB!1 responses in relation to two other physical self! concept instruments. Dish%an et al/ ;DD2! conducted a study to test the factorial #ali$ity an$ in#ariance of the Physical Self-Description Questionnaire PSDQ! a%on' )lacE an$ ,hite a$olescent 'irls/ In this study the factorial validity and invariance of the %hysical 1elf!Aescription Buestionnaire #%1AB( among @lack #n J 658( and Mhite #n J 97,( adolescent girls in the +2th grade was tested. :onstruct validity was e"amined by estimating correlations between %1AB subscales and e"ternal criteria #physical activity, physical fitness, body mass inde" N@$IO, and participation in sports(. 'he hypothesi<ed ++!factor model demonstrated ade;uate overall fit in both groups. :omparison of nested models supported the between!group invariance of the overall factor structure. 'he results indicated that a meaningful comparison of %1AB scores can be made between @lack and Mhite girls in the +2th grade and that valid inferences from %1AB scores can be made about specific aspects of physical self!concept. Aespite lower levels of physical activity, sport participation, and fitness and higher @$I, @lack girls had similar self!esteem and higher physical self!concept and perceived appearance compared to Mhite girls.
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&letcher et al/ ;DD9! con$ucte$ a study to e.a%ine the psycho%etric properties of the physical self-$escription 3uestionnaire usin' a polyto%ous ite% response %o$el/ 'his study proposed polytomous item response theory #I7'( as a method for item analysis of Pikert!type responses that are commonly used in sport and e"ercise psychology measures. 'he graded response I7' model #1ameFima, %sychometrika $onograph +7 #+,6,(( was fitted to the 7 !item %hysical 1elf!Aescription Buestionnaire #%1AB( and was administered to a large sample of 3ustralian adolescents enrolled in a metropolitan sports high school. @y analy<ing in greater detail the psychometric properties of items, the results show how polytomous I7' can provide new insight into item analysis that is not available in traditional classical test analyses. 'he %1AB was most discriminating among participants with lower estimates of physical self! concept. )urthermore, the study showed how choosing items to ma"imi<e reliability may not always be the optimal strategy. I7' models provide item*sample free calibration, local standard errors, and give more information at the item level by offering additional insights as to ;ualities of the items over and above those gleaned from the classical test theory models #:''(. &lorence et al/ ;DD<! conducted a study to construct #ali$ation of the Self-Description Questionnaire II +ith a &rench sa%ple/ )or this study 98 students completed the ;uestionnaire. 7eliability and confirmatory factor analyses were used to demonstrate support for the good psychometric properties, the well!defined ++ facets of the multidimensional self! concept, the two remarkably distinct higher order academic areas, and the weak hierarchical ordering. 'hird!order 2:)3 models resulted in a hierarchical general self!concept modestly related to most nonacademic self!concepts and rather weakly to academic self!concepts. 'he present research strongly supports the multifaceted nature of self!concept, but cannot supply clear evidence for the usefulness of hierarchical representations of adolescent self!concept. -arsh H, 0112! conducted a study on physical self $escription 3uestionnaire for its sta*ility an$ $iscri%inant #ali$ity/ )or this 2igh school students completed the %1AB on four occasions over a +9!month period. 3cross the ++ %1AB scales, the internal consistency at each occasion was good #median alpha J .,2( and the stability over time varied from median r J .8= for a =!month period to median r J .6, for the +9!month period. 'hese results of the study

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contribute to the growing body of support for the construct validity of physical!self!concept responses and illustrate the application of :)3 $'$$ models.

CHAPTER- III PROCEDURE AND -ETHODO4O=5 In this chapter selection of subFect, selection of ;uestionnaire, description of the ;uestionnaire & its rating scale and statistical techni;ues employed for analysis of data have been presented. SE4ECTION O& SU)7ECTS
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3 total of five hundred #6J5

( college going students will be randomly selected for the purpose

of study. 'he scholar will make an attempt to draw the samples from various colleges of Aelhi. 'his measure will be tested with a variety of larger samples comprising of a more balanced split of male and female college students. SE4ECTION O& QUESTIONNAIRE 'he Physical Self Description Questionnaire PSDQ! developed by -arsh et al/" 0119. PSDQ is a multidimensional, physical self!concept instrument#7 items , ++ sub scales( designed to measure 1trength, @ody )at, 3ctivity, -ndurance*)itness, 1ports :ompetence, :oordination, 2ealth, 3ppearance, )le"ibility, Global %hysical 1elf!concept, and Global -steem of an individual. 'he ++ sub scales as described in the ;uestionnaire are mentioned below4 &ACTOR Stren'th )o$y &at Physical Acti#ity En$urance@&itness Sport Co%petence Coor$ination Health Appearance &le.i*ility =eneral Physical Self-Concept Self-Estee% DESCRIPTION Percei#e$ physical stren'th Percei#e$ *o$y fat 4e#els of physical acti#ity in +hich one has en'a'e$ Percei#e$ physical en$urance@fitness Perceptions of oneBs o+n sportin' a*ility Percei#e$ physical coor$ination Perceptions of oneBs o+n physical health Perceptions of o+n physical appearance Percei#e$ physical fle.i*ility =lo*al physical self-concept =lo*al self-estee%

DESCRIPTION O& QUESTIONNAIRE AND ITS RATIN= SCA4E 'he Physical Self Description Questionnaire PSDQ! developed by -arsh et al/" 0119, is a multidimensional, physical self!concept instrument having 7 items and ++ sub scales. 'here are eight ;uestions in 2ealth 1ub!1cale whereas, there are si" ;uestions each in :o!ordination, %hysical 3ctivity, @ody )at, 1trength, -ndurance, 1elf -steem, 3ppearance, 1ports :ompetence and in General %hysical 1elf :oncept 1ub!1cale respectively. )urther there are twenty one
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;uestions to be scored in reverse direction. 3gainst each ;uestion, a response format ranging from +#)alse( to 6 #'rue( is provided. AD-INISTRATION O& THE QUESTIONNAIRE 'he subFects will be e"plained the purpose of the investigation and the importance of their contribution as a subFect in the study .)urther, the subFects will also be given information about the area being investigated i.e. the physical self description. 'he subFects will also be e"plained that due to non availability of any measure to assess the physical self description of an individual, the investigation under progress will be e"tremely beneficial for developing an instrument that could measure the physical self description of a college going student belonging to India. 3fter obtaining consent from the students in the consent form designed for the purpose, the physical self!description ;uestionnaire instrument #%1AB( will be administered which contains 7 ;uestions distributed under ++ sub scales. 3gainst each item, a response format ranging from +#)alse( to 6 #'rue( is provided. 1ubFects participating in the study will be asked to respond after reading the ;uestions without any delay. 1ubFects will be assured that their responses would be kept completely confidential, and that they are free not to participate in the study or withdraw at any point of time. 'hey will also be assured that the investigation has no effect on their personal development and hence their whole hearted cooperation will help in developing a sound ;uestionnaire for assessment of %hysical 1elf Aescription of college students.

STATISTICA4 ANA45SIS 3 detailed statistical evaluation will be computed after the collection of data from the subFects selected for the purpose of the study. 'hese statistical techni;ues include the calculation of detailed descriptive statistics i.e. mean, standard deviation, minimum and ma"imum scores on each subscale of the scale. 'he -ean or average is probably the most commonly used method of describing central tendency #estimate of the CcenterC of a distribution of values(
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Stan$ar$ De#iation is a measure of the dispersion of a set of data from its mean. 'he more spread apart the data, the higher the deviation. 1tandard deviation is calculated as the s;uare root of variance. -ini%u% an$ -a.i%u% Scores are the minimum and ma"imum scores obtained on a sub! scale of the ;uestionnaire by an individual. )or the purpose of establishing reliability of the ;uestionnaire so that it could be well utili<ed to obtain information for what Physical Self Description Questionnaire is designed to, 3lpha :o! efficient of reliability will be computed. )urther validation of the instrument will be established through e"perimentation by computing inde" of reliability. Iarious statistical methods as documented above will be computed with help of Statistical PacEa'e for Social Sciences SPSS!/

)I)4IO=RAPH5 )OOFS :arron, 3. I., 2ausenblaus, 2. 3. & -stabrooks, %. 3.#2 Activity.$cgraw!2ill 2igher -ducation =(. The Psychology of Physical

Gill, Aiana P and Milliams Pavon ;DDC! Psycholo'ical Dyna%ics of Sport an$ E.ercise-<r$ E$ition/ 2uman kinetics publication. $arsh, 2. M. #+,,7(. The %easure%ent of physical self-concept( A construct #ali$ation approach/ In ?. )o" #-d.(, The physical self: From motivation to well-being, #pp. 27!58(, :hampaign, IP4 2uman ?inetics 7OURNA4S AND PERIODICA4S
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$arsh, 2. M. and $artin 3ndrew #2 + (.Introducing a short version of the physical self description ;uestionnaire4 new strategies, short!form evaluative criteria, and applications of factor analyses. Journal of sport exercise psychology, Iolume4 =2, Issue4 9, %ages4 9=8!982 Aishman 7?, 2ales A% and 3lmeida $8 #2 6(. )actorial validity and invariance of the %hysical 1elf!Aescription Buestionnaire among black and white adolescent girls. Journal of Ethnicity and Disease ,1pring issue/ +6#2(455+!8. $arsh, 2. M. and -llis Pouise #2 9(.3 short version of the 1elf Aescription Buestionnaire II4 operationali<ing criteria for short!form evaluation with new applications of confirmatory factor analyses. sychological !ssessment "olume4 +7, Issue4 +, %ages4 8+!+ 2. GuQrin, )lorence/ $arsh, 2erbert M. and 8ean,%ierre #2 =(. :onstruct validation of the 1elf! Aescription Buestionnaire II with a )rench sample. European Journal of sychological !ssessment, Iolume4 +,#2(, %ages4 +92!+5 . $arsh, 2. M. #2 2(. 3 multidimensional physical self!concept4 3 construct validity approach to theory, measurement and research. sychology, ,#9(4 95,!9,=. $arsh, 2. M. #+,,6(. :onstruct validity of %hysical 1elf!Aescription Buestionnaire responses4 7elations to e"ternal criteria. Journal of #port and Exercise sychology, +8#2(4 +++!+=+. $arsh, 2. M. #+,,6(. %hysical 1elf!Aescription Buestionnaire4 1tability and discriminant validity. $esearch %uarterly for Exercise and #port, 674 29,!269/ -ISCE44ANEOUS +. http4**www.self.o".ac.uk*:onferences*2 2R:AR?lomsten.pdf

2. http4**www.self.o".ac.uk*Instruments*%1ABS2 %3:?3G-*%1ABRGutline.pdf

=. 2.http4**www.myfit.ca*archives*viewanarticle.aspT tableJglossary&IAJ+68&subFectJ$uscularU1trength 9. http4**weighttraining.about.com*od*glossaryofweighttraining*g*bodyfat.htm 5. http4**www.scribd.com*doc*6 8+2+ 6*9,*3%%-6AIV!:!%1AB!)3:'G71 6. http4**sportsmedicine.about.com*od*glossary*g*$uscle-ndurRdef.htm 7. http4**www.humankinetics.com*e"cerpts*e"cerpts*physical!self!concept!affects! achievement 8. http4**physioforcare.com*blog*TpageRidJ+2=
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,. https4**apps.who.int*aboutwho*en*definition.html + . http4**en.wikipedia.org*wiki*2umanRphysicalRappearance ++. http4**www.Fogging+ +.com*definition!of!fle"ibility!stretching.html +2. http4**www.bas;ueresearch.com +=. http4**www.scribd.com*doc*6 8+2+ 6*9,*3%%-6AIV!:!%1AB!)3:'G71 +9. http4**www.socialresearchmethods.net*kb*statdesc.php
15. http4**www.investopedia.com*terms*s*standarddeviation.asp

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