Fitness and Self Esteem For Our Daughters

Children and adolescents often have multiple motives for playing organized sports. "Having fun" rated as the most important motive for both boys and girls. Other primary reasons that children play organized sports typically include improving skills, being with friends, becoming physically fit, liking the challenges and experiencing success (Weiss & Petlichkoff, 1989). A recent diverse, nationwide survey of ten thousand boys and girls ages ten to 18 found that when asked about their reasons for playing their best school sport, girls rated “to have fun” first, followed by “to stay in shape,” “to get exercise” and “to improve skills” as their next most important reasons (Ewing & Seefeldt, 1989).

“The Wilson Report: Moms, Dads, Daughters and Sports” (1988) also found that girls who participate in sports most often report fun as their major motive, with physical, health and social factors frequently mentioned. The majority of motives cited, and certainly the most important motives, are intrinsic or internally-based, rather than extrinsic or externally-based. Only limited research is available on motives for exercise, as opposed to competitive sport involvement, in youngsters (Rowland, 1990), though one study of junior high-school students revealed that girls exercised primarily because they wanted to look better whereas boys wanted to have fun!

The primary reason girls engaged in physical activity was to have fun, followed by positive health benefits. Numerous studies have found a positive relationship between physical activity and self-esteem. Girls who felt most confident about themselves and their abilities were more likely to participate in physical activities at higher levels than girls who felt less confident. Younger girls derived positive self- esteem through challenge, achievement in sports, risk-taking experiences and skill development, while older girls cited these sources of self-esteem as well as gaining esteem from the approval of others and through a belief that girls are capable of playing sports well.

Exercise programs, particularly weight and strength training, can enhance the self-concepts of adolescent female participants as well (Gill, 1993). For example, Brown and Harrison (1986) found that participation in a 12-week program of weight training significantly enhanced self-concept in both younger and older girls and women.

Another study examined the use of competitive and cooperative physical fitness programs with high-school girls (Marsh & Peart, 1988). Both the competitive and cooperative programs resulted in enhanced physical fitness; however, the cooperative program enhanced physical ability self-concept and physical appearance self-concept, while the competitive program lowered them. The competitiveness of physical education programs was one of the more negative aspects of the experience for girls. Girls just want to have fun!