MEASUREMENT OF PHYSICAL
SELF-CONCEPT AND ITS RELATIONSHIP
WITH SPORTS PRACTICE IN UNIVERSITY
STUDENT-ATHLETES
MEDICIÓN DEL AUTOCONCEPTO FÍSICO Y SU
RELACIÓN CON LA PRÁCTICA DEPORTIVA EN
ESTUDIANTES-ATLETAS UNIVERSITARIOS
Daniela Burgueño Theurel
Universidad Veracruzana México
Judith Guadalupe Montero Mora
Universidad Veracruzana México
José Juan Muñoz León
Universidad Veracruzana México
pág. 15126
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20726
Measurement of Physical Self-Concept and Its Relationship with Sports
Practice in University Student-Athletes
Daniela Burgueño Theurel1
dburgueno@uv.mx
https://orcid.org/0009-0008-1389-736X
Universidad Veracruzana
México
Judith Guadalupe Montero Mora
jmontero@uv.mx
https://orcid.org/0000-0003-4855-3248
Universidad Veracruzana
México
José Juan Muñoz León
juanmunoz@uv.mx
https://orcid.org/0000-0003-3557-8251
Universidad Veracruzana
México
ABSTRACT
The aim of this study was to analyze the relationship between physical self-concept and variables
associated with sports practice, gender, and age in a sample of 86 university students-athletes from the
Universidad Veracruzana (Mexico). A mixed, cross-sectional, non-experimental design was used.
Physical self-concept levels were assessed using a standardized questionnaire and grouped into three
categories: low, moderate, and high. Chi-square tests of independence were used to determine
associations between variables, and a simple correspondence analysis (CA) was subsequently
developed to explore multivariate relationships. The results showed that high levels of physical self-
concept are associated with older age, male gender, and previous competitive experience, while low
levels are mainly related to young women without sporting achievements. The correspondence analysis
explained 78.4% of the total inertia, highlighting Dimension 1 (56.2%) as the axis of self-efficacy and
sports experience. The findings confirm the influence of the competitive context and personal
development on body perception and underscore the need to promote institutional programs aimed at
strengthening physical self-concept in the university population.
Keywords: physical self-concept, sports practice, correspondence analysis, university students, chi-
square
1 Autor principal
Correspondencia: dburgueno@uv.mx
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20726
Measurement of Physical Self-Concept and Its Relationship with Sports
Practice in University Student-Athletes
Daniela Burgueño Theurel1
dburgueno@uv.mx
https://orcid.org/0009-0008-1389-736X
Universidad Veracruzana
México
Judith Guadalupe Montero Mora
jmontero@uv.mx
https://orcid.org/0000-0003-4855-3248
Universidad Veracruzana
México
José Juan Muñoz León
juanmunoz@uv.mx
https://orcid.org/0000-0003-3557-8251
Universidad Veracruzana
México
ABSTRACT
The aim of this study was to analyze the relationship between physical self-concept and variables
associated with sports practice, gender, and age in a sample of 86 university students-athletes from the
Universidad Veracruzana (Mexico). A mixed, cross-sectional, non-experimental design was used.
Physical self-concept levels were assessed using a standardized questionnaire and grouped into three
categories: low, moderate, and high. Chi-square tests of independence were used to determine
associations between variables, and a simple correspondence analysis (CA) was subsequently
developed to explore multivariate relationships. The results showed that high levels of physical self-
concept are associated with older age, male gender, and previous competitive experience, while low
levels are mainly related to young women without sporting achievements. The correspondence analysis
explained 78.4% of the total inertia, highlighting Dimension 1 (56.2%) as the axis of self-efficacy and
sports experience. The findings confirm the influence of the competitive context and personal
development on body perception and underscore the need to promote institutional programs aimed at
strengthening physical self-concept in the university population.
Keywords: physical self-concept, sports practice, correspondence analysis, university students, chi-
square
1 Autor principal
Correspondencia: dburgueno@uv.mx
pág. 15127
Medición del Autoconcepto Físico y su Relación con la Práctica Deportiva
en Estudiantes-Atletas Universitarios
RESUMEN
El presente estudio tuvo como objetivo analizar la relación entre el autoconcepto físico y variables
asociadas a la práctica deportiva, el sexo y la edad en una muestra de 86 estudiantes deportistas
universitarios de la Universidad Veracruzana (México). Se aplicó un diseño mixto, transversal y no
experimental. Los niveles de autoconcepto físico se evaluaron mediante un cuestionario estandarizado
y se agruparon en tres categorías: bajo, regular y alto. Para determinar asociaciones entre variables se
utilizaron pruebas de Ji cuadrada de independencia, y posteriormente se desarrolló un análisis de
correspondencias simples (AC) para explorar las relaciones multivariadas. Los resultados evidenciaron
que los niveles altos de autoconcepto físico se asocian con mayor edad, sexo masculino y experiencia
competitiva previa, mientras que los niveles bajos se relacionan principalmente con mujeres jóvenes
sin logros deportivos. El análisis de correspondencias explicó un 78.4 % de la inercia total, destacando
la Dimensión 1 (56.2 %) como eje de autoeficacia y experiencia deportiva. Los hallazgos confirman la
influencia del contexto competitivo y del desarrollo personal en la percepción corporal, y subrayan la
necesidad de promover programas institucionales orientados al fortalecimiento del autoconcepto físico
en la población universitaria.
Palabras clave: autoconcepto físico, práctica deportiva, análisis de correspondencias, estudiantes
universitarios, Ji cuadrada
Artículo recibido 20 septiembre 2025
Aceptado para publicación: 29 octubre 2025
Medición del Autoconcepto Físico y su Relación con la Práctica Deportiva
en Estudiantes-Atletas Universitarios
RESUMEN
El presente estudio tuvo como objetivo analizar la relación entre el autoconcepto físico y variables
asociadas a la práctica deportiva, el sexo y la edad en una muestra de 86 estudiantes deportistas
universitarios de la Universidad Veracruzana (México). Se aplicó un diseño mixto, transversal y no
experimental. Los niveles de autoconcepto físico se evaluaron mediante un cuestionario estandarizado
y se agruparon en tres categorías: bajo, regular y alto. Para determinar asociaciones entre variables se
utilizaron pruebas de Ji cuadrada de independencia, y posteriormente se desarrolló un análisis de
correspondencias simples (AC) para explorar las relaciones multivariadas. Los resultados evidenciaron
que los niveles altos de autoconcepto físico se asocian con mayor edad, sexo masculino y experiencia
competitiva previa, mientras que los niveles bajos se relacionan principalmente con mujeres jóvenes
sin logros deportivos. El análisis de correspondencias explicó un 78.4 % de la inercia total, destacando
la Dimensión 1 (56.2 %) como eje de autoeficacia y experiencia deportiva. Los hallazgos confirman la
influencia del contexto competitivo y del desarrollo personal en la percepción corporal, y subrayan la
necesidad de promover programas institucionales orientados al fortalecimiento del autoconcepto físico
en la población universitaria.
Palabras clave: autoconcepto físico, práctica deportiva, análisis de correspondencias, estudiantes
universitarios, Ji cuadrada
Artículo recibido 20 septiembre 2025
Aceptado para publicación: 29 octubre 2025
pág. 15128
INTRODUCTION
Physical self-concept—understood as an individual's perception of their own physical abilities, body
appearance, strength, physical condition, body self-esteem, and motor competence—has been identified
in the literature as a key factor in promoting healthy lifestyles, particularly with regard to sports practice
(Fox & Corbin, 1989; Moreno, Moreno, & Cervelló, 2007). In university settings, where students
undergo cognitive, social, and lifestyle changes, the relationship between physical self-concept and
sports activity is of particular interest: on the one hand, because it can influence motivation, persistence,
and performance; on the other, because sports practice can positively reinforce that self-concept,
improving psychological well-being and overall health.
In Mexico, although studies have been conducted on physical self-concept in adolescents and young
people (e.g., psychometric studies of the Physical Self-Concept Questionnaire in university students;
Blanco et al., 2015), there is still little scientific evidence directly linking specific sports disciplines,
frequency or intensity of practice, and particular dimensions of physical self-concept within
representative samples of university students from different sports areas. This article aims to contribute
in this regard: it includes 86 records of students from a Mexican university, belonging to more than ten
different sports disciplines, and it includes a record indicating whether or not they have achieved
sporting success in competition, which allows us to explore how physical self-concept varies depending
on diversified sports practice and not only as general physical activity.
To collect data on physical self-concept, the Questionnaire for Measuring Physical Self-Concept was
used, taken from Moreno, J. A., Moreno, R., and Cervelló, E. (2007), which has been adapted into
Spanish and used in multiple studies in Spanish-speaking populations. This questionnaire defines
dimensions such as physical condition, physical appearance, motor skills, strength, and physical self-
esteem, providing evidence that physical self-concept predicts the intention to be physically active.
The overall objective of this study is to measure physical self-concept in university students who are
athletes in various disciplines and to analyze its relationship with variables related to sports practice,
such as gender, age, number of hours of training, and athletic achievement, among others.
INTRODUCTION
Physical self-concept—understood as an individual's perception of their own physical abilities, body
appearance, strength, physical condition, body self-esteem, and motor competence—has been identified
in the literature as a key factor in promoting healthy lifestyles, particularly with regard to sports practice
(Fox & Corbin, 1989; Moreno, Moreno, & Cervelló, 2007). In university settings, where students
undergo cognitive, social, and lifestyle changes, the relationship between physical self-concept and
sports activity is of particular interest: on the one hand, because it can influence motivation, persistence,
and performance; on the other, because sports practice can positively reinforce that self-concept,
improving psychological well-being and overall health.
In Mexico, although studies have been conducted on physical self-concept in adolescents and young
people (e.g., psychometric studies of the Physical Self-Concept Questionnaire in university students;
Blanco et al., 2015), there is still little scientific evidence directly linking specific sports disciplines,
frequency or intensity of practice, and particular dimensions of physical self-concept within
representative samples of university students from different sports areas. This article aims to contribute
in this regard: it includes 86 records of students from a Mexican university, belonging to more than ten
different sports disciplines, and it includes a record indicating whether or not they have achieved
sporting success in competition, which allows us to explore how physical self-concept varies depending
on diversified sports practice and not only as general physical activity.
To collect data on physical self-concept, the Questionnaire for Measuring Physical Self-Concept was
used, taken from Moreno, J. A., Moreno, R., and Cervelló, E. (2007), which has been adapted into
Spanish and used in multiple studies in Spanish-speaking populations. This questionnaire defines
dimensions such as physical condition, physical appearance, motor skills, strength, and physical self-
esteem, providing evidence that physical self-concept predicts the intention to be physically active.
The overall objective of this study is to measure physical self-concept in university students who are
athletes in various disciplines and to analyze its relationship with variables related to sports practice,
such as gender, age, number of hours of training, and athletic achievement, among others.
pág. 15129
In recent years, several studies have been conducted that address the relationship between physical self-
concept and physical or sports practice in young university students, as well as in nearby populations
(Burgueño et al., 2025), which allows us to frame the findings of the present work (Muñoz & Burgueño,
2025). For example, Estrada-Araoz, Quispe-Mamani, and Noblega-Reinoso (2024) conducted a cross-
sectional study with 222 university students from a public university, selected through probabilistic
sampling, to determine the relationship between physical self-concept and motivation toward physical
activity. These students were administered the Physical Self-Concept Questionnaire and the PALMS
scale, both of which have good metric properties. The results indicated that the level of physical self-
concept was average and motivation toward physical activity was moderate; they also found a high
Spearman correlation between the two variables (ρ = 0.816, p < 0.05). It was also observed that men
reported higher levels of both physical self-concept and motivation compared to women.
Another relevant study was that of the University of Murcia (Cardozo-Duarte & Cadena-Duarte, 2021),
which analyzed the perception of physical self-concept during COVID-19 lockdown by applying the
Physical Self Questionnaire to 499 university students in Bogotá, Colombia, selected through stratified
random sampling. The instrument showed high internal reliability (overall Cronbach's α = 0.943) and
also good values by dimension. It was found that men obtained higher scores than women overall and
by dimension; likewise, students from higher socioeconomic strata had lower scores than those from
lower strata, and older students had lower scores in self-esteem, muscle strength, physical condition,
and perceived competence.
In Chile and Spain, Gatica-Simpson et al (2024) conducted a study with 671 university students from
the Valparaíso region (Chile) to analyze differences in physical self-concept according to gender. Using
the short version of the Physical Self Description Questionnaire (PSDQ-s) in online format, the authors
compared women and men using nonparametric Mann-Whitney tests and calculated effect sizes. The
results revealed significant differences in all dimensions of physical self-concept evaluated (p < 0.05)
with moderate effects in favor of men in overall physical self-concept, endurance, sports, and strength.
In relation to scales and instrument construction, Galán-Arroyo, Batista da Silva, and Rojo Ramos
(2024) validated a multidimensional instrument to measure self-concept in the context of physical
education in secondary school adolescents in Spain.
In recent years, several studies have been conducted that address the relationship between physical self-
concept and physical or sports practice in young university students, as well as in nearby populations
(Burgueño et al., 2025), which allows us to frame the findings of the present work (Muñoz & Burgueño,
2025). For example, Estrada-Araoz, Quispe-Mamani, and Noblega-Reinoso (2024) conducted a cross-
sectional study with 222 university students from a public university, selected through probabilistic
sampling, to determine the relationship between physical self-concept and motivation toward physical
activity. These students were administered the Physical Self-Concept Questionnaire and the PALMS
scale, both of which have good metric properties. The results indicated that the level of physical self-
concept was average and motivation toward physical activity was moderate; they also found a high
Spearman correlation between the two variables (ρ = 0.816, p < 0.05). It was also observed that men
reported higher levels of both physical self-concept and motivation compared to women.
Another relevant study was that of the University of Murcia (Cardozo-Duarte & Cadena-Duarte, 2021),
which analyzed the perception of physical self-concept during COVID-19 lockdown by applying the
Physical Self Questionnaire to 499 university students in Bogotá, Colombia, selected through stratified
random sampling. The instrument showed high internal reliability (overall Cronbach's α = 0.943) and
also good values by dimension. It was found that men obtained higher scores than women overall and
by dimension; likewise, students from higher socioeconomic strata had lower scores than those from
lower strata, and older students had lower scores in self-esteem, muscle strength, physical condition,
and perceived competence.
In Chile and Spain, Gatica-Simpson et al (2024) conducted a study with 671 university students from
the Valparaíso region (Chile) to analyze differences in physical self-concept according to gender. Using
the short version of the Physical Self Description Questionnaire (PSDQ-s) in online format, the authors
compared women and men using nonparametric Mann-Whitney tests and calculated effect sizes. The
results revealed significant differences in all dimensions of physical self-concept evaluated (p < 0.05)
with moderate effects in favor of men in overall physical self-concept, endurance, sports, and strength.
In relation to scales and instrument construction, Galán-Arroyo, Batista da Silva, and Rojo Ramos
(2024) validated a multidimensional instrument to measure self-concept in the context of physical
education in secondary school adolescents in Spain.
pág. 15130
In their sample of 1,155 students from public high schools, exploratory and confirmatory factor analyses
were performed, finding a five-factor structure with 30 items, with good fit indices and internal
reliabilities between α = 0.76 and 0.88 for the different factors. This type of instrumental study ensures
that the specific dimensions of physical self-concept are measured adequately and can be distinguished
when related to physical activity or sports practices.
Also, in Mexico, during the COVID-19 lockdown, the psychometric properties of the Physical Self-
Concept Questionnaire (PSCQ) were evaluated with middle school students who were taking online
physical education classes. Large samples (more than 1,900 students, aged 12 to 19) were used and
divided for exploratory and confirmatory factor analysis; a KMO of 0.96 was obtained, with reasonable
model fit (RMSEA = 0.07, CFI and NFI = 0.97), high overall reliability (α = 0.95), and also for the
dimensions of physical fitness, motor skill, and strength. In addition, significant differences were
identified in the measurement model by gender.
These studies show relatively consistent patterns: first, that men tend to report higher levels of overall
physical self-concept and in dimensions such as strength, physical fitness, motor skill, endurance, or
body appearance, compared to women; second, that sociodemographic variables such as age,
socioeconomic status, or even time in confinement (or pandemic restrictions) have an effect on physical
self-concept; third, that the instruments used recently (Physical Self-Concept Questionnaire, Physical
Self Questionnaire, PSDQ-s, QAF, etc.) have demonstrated good psychometric properties (reliability,
factor structure, model fit) in contemporary samples, allowing for greater certainty when comparing
results; And fourth, physical activity, motivation toward it, and frequency/intensity of physical activity
are variables that correlate positively with dimensions of physical self-concept, although there is
variability in how much they explain these effects, and some differences by gender or context.
However, some gaps remain: few recent studies have used university samples of athletes from various
disciplines to differentiate between type of sport, intensity, or specific competition and competitive
athletic achievements; and although there are studies in pandemic contexts (with lockdowns), there are
fewer that include post-pandemic follow-up or comparisons between those who practice competitive
sports and achieve some athletic success and those who do not. These gaps justify the need for the
present study, which incorporates 86 records of university students from more than ten sports
In their sample of 1,155 students from public high schools, exploratory and confirmatory factor analyses
were performed, finding a five-factor structure with 30 items, with good fit indices and internal
reliabilities between α = 0.76 and 0.88 for the different factors. This type of instrumental study ensures
that the specific dimensions of physical self-concept are measured adequately and can be distinguished
when related to physical activity or sports practices.
Also, in Mexico, during the COVID-19 lockdown, the psychometric properties of the Physical Self-
Concept Questionnaire (PSCQ) were evaluated with middle school students who were taking online
physical education classes. Large samples (more than 1,900 students, aged 12 to 19) were used and
divided for exploratory and confirmatory factor analysis; a KMO of 0.96 was obtained, with reasonable
model fit (RMSEA = 0.07, CFI and NFI = 0.97), high overall reliability (α = 0.95), and also for the
dimensions of physical fitness, motor skill, and strength. In addition, significant differences were
identified in the measurement model by gender.
These studies show relatively consistent patterns: first, that men tend to report higher levels of overall
physical self-concept and in dimensions such as strength, physical fitness, motor skill, endurance, or
body appearance, compared to women; second, that sociodemographic variables such as age,
socioeconomic status, or even time in confinement (or pandemic restrictions) have an effect on physical
self-concept; third, that the instruments used recently (Physical Self-Concept Questionnaire, Physical
Self Questionnaire, PSDQ-s, QAF, etc.) have demonstrated good psychometric properties (reliability,
factor structure, model fit) in contemporary samples, allowing for greater certainty when comparing
results; And fourth, physical activity, motivation toward it, and frequency/intensity of physical activity
are variables that correlate positively with dimensions of physical self-concept, although there is
variability in how much they explain these effects, and some differences by gender or context.
However, some gaps remain: few recent studies have used university samples of athletes from various
disciplines to differentiate between type of sport, intensity, or specific competition and competitive
athletic achievements; and although there are studies in pandemic contexts (with lockdowns), there are
fewer that include post-pandemic follow-up or comparisons between those who practice competitive
sports and achieve some athletic success and those who do not. These gaps justify the need for the
present study, which incorporates 86 records of university students from more than ten sports
pág. 15131
disciplines, measuring physical self-concept using the questionnaire by Moreno, J. A., Moreno, R., and
Cervelló, E. (2007), to explore these relationships in greater detail.
Considering recent findings, it seems clear that physical self-concept is not a uniform construct, but
rather a multifaceted one, with dimensions that may respond differently to specific sports variables (type
of discipline, frequency, intensity), gender, and the university cultural context. In Mexico, with fewer
studies exploring these relationships taking into account the diversity of sports disciplines, it is
necessary to fill this gap. This work adds value by investigating a sample of real students practicing
various disciplines, using a validated instrument (Moreno, Moreno, R., and Cervelló, (2007), which will
allow for a more detailed analysis of which aspect of physical self-concept is most strengthened by
sports practice in the Mexican university context.
MATERIALS AND METHODS
The research was conducted with 86 individuals (40 males and 46 females) aged between 17 and 24 (𝑋̅
=20.3, SD=1.84), all enrolled in undergraduate programs at the Universidad Veracruzana in Mexico.
This population also forms part of the university's representative sports teams in various disciplines
(basketball, soccer, volleyball, judo, karate, table tennis, triathlon, university wrestling, among others).
Participation was voluntary, with respondents completing an electronic form designed for the purposes
of the research. The main element of the form was the Physical Self-Concept Questionnaire (PSC)
proposed by Moreno et al. (2007), as well as general variables (age, sex, sport, training hours) and one
more variable on whether or not they had achieved first, second, or third place in any sports competition
as a university representative.
The PCQ used here consists of 28 items distributed across four specific dimensions of physical self-
concept (perceived competence, physical attractiveness, strength, and self-confidence) that are
conceptually aligned with those proposed by Fox and Corbin (1989). All items are written in a direct
manner and are scored from 1 to 10. The dimension called perceived competence contains 10 items,
physical attractiveness 6, strength and self-confidence also 6 each. Finally, the score for each dimension
would be found by adding the scores of all the items belonging to each dimension, and the total CAF
score by adding the results of all the dimensions.
disciplines, measuring physical self-concept using the questionnaire by Moreno, J. A., Moreno, R., and
Cervelló, E. (2007), to explore these relationships in greater detail.
Considering recent findings, it seems clear that physical self-concept is not a uniform construct, but
rather a multifaceted one, with dimensions that may respond differently to specific sports variables (type
of discipline, frequency, intensity), gender, and the university cultural context. In Mexico, with fewer
studies exploring these relationships taking into account the diversity of sports disciplines, it is
necessary to fill this gap. This work adds value by investigating a sample of real students practicing
various disciplines, using a validated instrument (Moreno, Moreno, R., and Cervelló, (2007), which will
allow for a more detailed analysis of which aspect of physical self-concept is most strengthened by
sports practice in the Mexican university context.
MATERIALS AND METHODS
The research was conducted with 86 individuals (40 males and 46 females) aged between 17 and 24 (𝑋̅
=20.3, SD=1.84), all enrolled in undergraduate programs at the Universidad Veracruzana in Mexico.
This population also forms part of the university's representative sports teams in various disciplines
(basketball, soccer, volleyball, judo, karate, table tennis, triathlon, university wrestling, among others).
Participation was voluntary, with respondents completing an electronic form designed for the purposes
of the research. The main element of the form was the Physical Self-Concept Questionnaire (PSC)
proposed by Moreno et al. (2007), as well as general variables (age, sex, sport, training hours) and one
more variable on whether or not they had achieved first, second, or third place in any sports competition
as a university representative.
The PCQ used here consists of 28 items distributed across four specific dimensions of physical self-
concept (perceived competence, physical attractiveness, strength, and self-confidence) that are
conceptually aligned with those proposed by Fox and Corbin (1989). All items are written in a direct
manner and are scored from 1 to 10. The dimension called perceived competence contains 10 items,
physical attractiveness 6, strength and self-confidence also 6 each. Finally, the score for each dimension
would be found by adding the scores of all the items belonging to each dimension, and the total CAF
score by adding the results of all the dimensions.
pág. 15132
In this way, the CAF distinguishes a low level when the total sum is less than or equal to 132 points, a
medium level when it ranges from 133 to 152, and a high level for greater than or equal to 153.
Statistical analysis was performed using jamovi software (2022), version 2.3, as well as Rstudio (Posit
team, 2025), performing exploratory statistics, chi-square tests, and correspondence analysis to study
whether the level reported by physical self-concept is associated with age, sex, athletic achievement,
and training schedules.
RESULTS AND DISCUSSION
This section presents the main findings derived from the statistical analysis performed to explore the
relationships between physical self-concept and sociodemographic and sports variables such as gender,
age, and competitive achievement in university students. First, chi-square tests of independence were
performed to determine the existence of significant associations between levels of physical self-concept
(low, moderate, and high) and the categorical variables considered. Subsequently, a simple
correspondence analysis (CA) was applied in order to visually represent the interrelationships between
the categories, identifying the underlying axes or dimensions that explain the structure of the data. The
results obtained allow us to recognize relevant patterns of correspondence between physical self-
concept, sports experience, and the individual characteristics of the participants, offering a
comprehensive interpretation of the configuration of self-concept in the university context.
Initially, the distribution of the population for the measurement of physical self-concept derived from
the questionnaire applied is presented.
Figure 1. Distribution according to level of physical self-concept.
In this way, the CAF distinguishes a low level when the total sum is less than or equal to 132 points, a
medium level when it ranges from 133 to 152, and a high level for greater than or equal to 153.
Statistical analysis was performed using jamovi software (2022), version 2.3, as well as Rstudio (Posit
team, 2025), performing exploratory statistics, chi-square tests, and correspondence analysis to study
whether the level reported by physical self-concept is associated with age, sex, athletic achievement,
and training schedules.
RESULTS AND DISCUSSION
This section presents the main findings derived from the statistical analysis performed to explore the
relationships between physical self-concept and sociodemographic and sports variables such as gender,
age, and competitive achievement in university students. First, chi-square tests of independence were
performed to determine the existence of significant associations between levels of physical self-concept
(low, moderate, and high) and the categorical variables considered. Subsequently, a simple
correspondence analysis (CA) was applied in order to visually represent the interrelationships between
the categories, identifying the underlying axes or dimensions that explain the structure of the data. The
results obtained allow us to recognize relevant patterns of correspondence between physical self-
concept, sports experience, and the individual characteristics of the participants, offering a
comprehensive interpretation of the configuration of self-concept in the university context.
Initially, the distribution of the population for the measurement of physical self-concept derived from
the questionnaire applied is presented.
Figure 1. Distribution according to level of physical self-concept.
pág. 15133
Applying the CAF and the total score scale, it was found that 39 students had a regular level of physical
self-concept (level 2), 23 had a high level (3), and the remaining 24 had a low level or level 1. This is
an expected or normal distribution according to the scale of the instrument applied.
Figure 2. Chi-square test: self-concept level-age
In order to analyze the possible association between the level of physical self-concept and the age of
the participants, a Pearson's chi-square (χ²) test of independence was performed. The physical self-
concept variable was classified into three levels: low (1), average (2), and high (3), while the age
variable was grouped into two categories: 20 years old or younger (n = 45) and older than 20 years old
(n = 41). In total, the analysis included 86 participants. The results of the hypothesis test indicated that
there is no statistically significant relationship between the level of physical self-concept and the age of
the students.
The effect size statistic, represented by Cramer's V (V = 0.06, 95% CI [0.00, 0.32]), showed a very
weak association, suggesting that the differences observed between groups could be explained by
chance rather than by a real dependence between the variables.
At a descriptive level, the results showed that in the group aged 20 years or younger (group 1), 49% of
participants were at the regular level of physical self-concept, 30% at the low level, and 21% at the high
level. In contrast, in the group aged 20 years and older, 38% were at the average level, 26% at the low
level, and 36% at the high level.
Applying the CAF and the total score scale, it was found that 39 students had a regular level of physical
self-concept (level 2), 23 had a high level (3), and the remaining 24 had a low level or level 1. This is
an expected or normal distribution according to the scale of the instrument applied.
Figure 2. Chi-square test: self-concept level-age
In order to analyze the possible association between the level of physical self-concept and the age of
the participants, a Pearson's chi-square (χ²) test of independence was performed. The physical self-
concept variable was classified into three levels: low (1), average (2), and high (3), while the age
variable was grouped into two categories: 20 years old or younger (n = 45) and older than 20 years old
(n = 41). In total, the analysis included 86 participants. The results of the hypothesis test indicated that
there is no statistically significant relationship between the level of physical self-concept and the age of
the students.
The effect size statistic, represented by Cramer's V (V = 0.06, 95% CI [0.00, 0.32]), showed a very
weak association, suggesting that the differences observed between groups could be explained by
chance rather than by a real dependence between the variables.
At a descriptive level, the results showed that in the group aged 20 years or younger (group 1), 49% of
participants were at the regular level of physical self-concept, 30% at the low level, and 21% at the high
level. In contrast, in the group aged 20 years and older, 38% were at the average level, 26% at the low
level, and 36% at the high level.
pág. 15134
This distribution suggests that, although there is a slightly greater tendency toward high physical self-
concept in older students, the difference is not statistically significant.
In interpretive terms, the results show that age is not a determining factor in the configuration of
physical self-concept within this university sample. Although some previous studies have pointed to a
possible relationship between psychological maturity, bodily experience, and a more positive self-image
(Contreras-Jordán, Martínez-Gómez, F., & Ruiz-Montero., 2023), in the present analysis, the
differences between age groups were minimal. This finding coincides with recent research reporting
relative stability in physical self-concept during the university stage, where contextual, social, and
sports practice factors tend to influence more than chronological age (Ruiz-Juan & Gómez-López, 2020;
Burgueño et al., 2025).
From a practical perspective, the absence of significant differences suggests that interventions aimed at
strengthening physical self-concept can be applied across different age groups within the university
setting. However, the descriptive trend observed—a higher proportion of high self-concept in those over
20 years of age—could be explored in future research with larger samples or using multivariate models
that simultaneously consider variables such as physical activity level, body composition, and
psychological well-being.
Overall, the results allow us to conclude that, although descriptive variations by age group are identified,
there is no statistically significant relationship between age and level of physical self-concept in the
sample analyzed.
The low Cramer's V value (0.06) reinforces the interpretation of a weak association, supporting the idea
that physical self-concept in university contexts may depend more on personal and contextual factors
than on age-related development itself.
This distribution suggests that, although there is a slightly greater tendency toward high physical self-
concept in older students, the difference is not statistically significant.
In interpretive terms, the results show that age is not a determining factor in the configuration of
physical self-concept within this university sample. Although some previous studies have pointed to a
possible relationship between psychological maturity, bodily experience, and a more positive self-image
(Contreras-Jordán, Martínez-Gómez, F., & Ruiz-Montero., 2023), in the present analysis, the
differences between age groups were minimal. This finding coincides with recent research reporting
relative stability in physical self-concept during the university stage, where contextual, social, and
sports practice factors tend to influence more than chronological age (Ruiz-Juan & Gómez-López, 2020;
Burgueño et al., 2025).
From a practical perspective, the absence of significant differences suggests that interventions aimed at
strengthening physical self-concept can be applied across different age groups within the university
setting. However, the descriptive trend observed—a higher proportion of high self-concept in those over
20 years of age—could be explored in future research with larger samples or using multivariate models
that simultaneously consider variables such as physical activity level, body composition, and
psychological well-being.
Overall, the results allow us to conclude that, although descriptive variations by age group are identified,
there is no statistically significant relationship between age and level of physical self-concept in the
sample analyzed.
The low Cramer's V value (0.06) reinforces the interpretation of a weak association, supporting the idea
that physical self-concept in university contexts may depend more on personal and contextual factors
than on age-related development itself.
pág. 15135
Figure 3. Chi-square test: self-concept level-gender
In order to determine whether there are statistically significant differences in the level of physical self-
concept between men and women, a Pearson's chi-square (χ²) independence test was applied ( ). The
dependent variable, physical self-concept, was classified into three levels: 1 = low, 2 = average, and 3
= high, while the independent variable corresponded to biological sex, coded as 1 = women and 2 =
men.
The results of the analysis revealed that there were no statistically significant differences between men
and women in levels of physical self-concept. The effect size statistic, measured using Cramer's V (V =
0.00, 95% CI [0.00, 0.0]), indicates a weak association, suggesting that the discrepancies observed
between groups do not reflect a real dependence between the variables, but rather variability attributable
to sampling error.
At a descriptive level, the results show that among women, 44% were at the regular level of physical
self-concept, 29% at the low level, and 27% at the high level. In the case of men, 43% were concentrated
at the average level, 27% at the low level, and 30% at the high level. These differences, although slight,
show a tendency toward a slightly more favorable physical self-concept among men, who have a higher
proportion of high levels and a lower proportion of low levels compared to women.
Figure 3. Chi-square test: self-concept level-gender
In order to determine whether there are statistically significant differences in the level of physical self-
concept between men and women, a Pearson's chi-square (χ²) independence test was applied ( ). The
dependent variable, physical self-concept, was classified into three levels: 1 = low, 2 = average, and 3
= high, while the independent variable corresponded to biological sex, coded as 1 = women and 2 =
men.
The results of the analysis revealed that there were no statistically significant differences between men
and women in levels of physical self-concept. The effect size statistic, measured using Cramer's V (V =
0.00, 95% CI [0.00, 0.0]), indicates a weak association, suggesting that the discrepancies observed
between groups do not reflect a real dependence between the variables, but rather variability attributable
to sampling error.
At a descriptive level, the results show that among women, 44% were at the regular level of physical
self-concept, 29% at the low level, and 27% at the high level. In the case of men, 43% were concentrated
at the average level, 27% at the low level, and 30% at the high level. These differences, although slight,
show a tendency toward a slightly more favorable physical self-concept among men, who have a higher
proportion of high levels and a lower proportion of low levels compared to women.
pág. 15136
Analysis of the results allows us to conclude that, from a statistical perspective, physical self-concept
does not differ significantly by gender in the population studied. However, descriptive patterns suggest
a structural trend consistent with the scientific literature, which indicates that men tend to have a more
positive perception of their body image and physical abilities, while women tend to experience greater
body self-criticism and social pressure toward aesthetic ideals (Castañeda-Vázquez et al., 2022;
Moreno-Murcia et al., 2021).
These results are partially aligned with the findings of previous studies that document slight or moderate
differences between sexes in physical self-concept, depending on contextual variables such as sports
practice, type of physical activity, and body satisfaction (Fernández-García, Cecchini, & Méndez-
Giménez et al., 2021; Ruiz-Juan & Gómez-López, 2020). In university contexts, where body
socialization is balanced between both genders, the difference tends to be reduced, which could explain
the absence of statistical significance observed in this analysis.
From a theoretical perspective, the lack of a significant association can be interpreted in terms of the
homogeneity of the university context, where values of self-image, perceived physical condition, and
physical activity habits tend to converge, reducing gender differences. Furthermore, emerging evidence
suggests that physical self-concept is influenced by more complex factors—such as perceived motor
competence, emotional well-being, and bodily self-efficacy—than by basic sociodemographic variables
such as gender (Contreras-Jordán, Martínez-Gómez, & Ruiz-Montero, 2023; Burgueño et al., 2025).
Taken together, these results allow us to conclude that, in the sample analyzed, gender is not a
determining factor in the configuration of physical self-concept. Although men report slightly higher
percentages at the high level, the magnitude of the effect (V = 0.00) and the p-value > 0.05 confirm that
the difference is not statistically significant.
However, this descriptive trend could be explored in future studies with larger samples or through
multivariate analyses that include mediating variables such as sports practice, self-determined
motivation, and perception of physical competence.
Analysis of the results allows us to conclude that, from a statistical perspective, physical self-concept
does not differ significantly by gender in the population studied. However, descriptive patterns suggest
a structural trend consistent with the scientific literature, which indicates that men tend to have a more
positive perception of their body image and physical abilities, while women tend to experience greater
body self-criticism and social pressure toward aesthetic ideals (Castañeda-Vázquez et al., 2022;
Moreno-Murcia et al., 2021).
These results are partially aligned with the findings of previous studies that document slight or moderate
differences between sexes in physical self-concept, depending on contextual variables such as sports
practice, type of physical activity, and body satisfaction (Fernández-García, Cecchini, & Méndez-
Giménez et al., 2021; Ruiz-Juan & Gómez-López, 2020). In university contexts, where body
socialization is balanced between both genders, the difference tends to be reduced, which could explain
the absence of statistical significance observed in this analysis.
From a theoretical perspective, the lack of a significant association can be interpreted in terms of the
homogeneity of the university context, where values of self-image, perceived physical condition, and
physical activity habits tend to converge, reducing gender differences. Furthermore, emerging evidence
suggests that physical self-concept is influenced by more complex factors—such as perceived motor
competence, emotional well-being, and bodily self-efficacy—than by basic sociodemographic variables
such as gender (Contreras-Jordán, Martínez-Gómez, & Ruiz-Montero, 2023; Burgueño et al., 2025).
Taken together, these results allow us to conclude that, in the sample analyzed, gender is not a
determining factor in the configuration of physical self-concept. Although men report slightly higher
percentages at the high level, the magnitude of the effect (V = 0.00) and the p-value > 0.05 confirm that
the difference is not statistically significant.
However, this descriptive trend could be explored in future studies with larger samples or through
multivariate analyses that include mediating variables such as sports practice, self-determined
motivation, and perception of physical competence.
pág. 15137
Figure 4. Chi-square test: self-concept-athletic achievement level
To analyze the possible association between the level of physical self-concept (categorized into three
levels: low = 1, average = 2, and high = 3) and athletic achievement (classified into two groups: group
1 = students who have not placed in competitions and group 2 = those who have placed first, second,
or third in athletic events), the chi-square test of independence (χ2) was applied.
The test results showed that there were no statistically significant differences between the two variables,
indicating that the level of physical self-concept does not vary significantly based on athletic
achievement. However, descriptive analysis of the proportions allows us to identify trends of interest.
In the group of students without competitive achievements (group 1), the highest concentration was
found in the regular and low levels of physical self-concept, while a smaller proportion was in the high
level. On the other hand, in the group of students with athletic achievements (group 2), there was an
increase in the proportion of participants with high physical self-concept, accompanied by a relative
decrease in the low level.
Cramer's V coefficient (V = 0.15) reflected a small effect size, confirming that the relationship between
the two variables is weak, even though a favorable trend is observed in athletes with higher competitive
performance. This result can be interpreted to mean that competitive success does not in itself determine
a higher physical self-concept, although students with greater athletic experience or recognition tend to
perceive themselves more positively in terms of their physical abilities, fitness, and appearance.
Figure 4. Chi-square test: self-concept-athletic achievement level
To analyze the possible association between the level of physical self-concept (categorized into three
levels: low = 1, average = 2, and high = 3) and athletic achievement (classified into two groups: group
1 = students who have not placed in competitions and group 2 = those who have placed first, second,
or third in athletic events), the chi-square test of independence (χ2) was applied.
The test results showed that there were no statistically significant differences between the two variables,
indicating that the level of physical self-concept does not vary significantly based on athletic
achievement. However, descriptive analysis of the proportions allows us to identify trends of interest.
In the group of students without competitive achievements (group 1), the highest concentration was
found in the regular and low levels of physical self-concept, while a smaller proportion was in the high
level. On the other hand, in the group of students with athletic achievements (group 2), there was an
increase in the proportion of participants with high physical self-concept, accompanied by a relative
decrease in the low level.
Cramer's V coefficient (V = 0.15) reflected a small effect size, confirming that the relationship between
the two variables is weak, even though a favorable trend is observed in athletes with higher competitive
performance. This result can be interpreted to mean that competitive success does not in itself determine
a higher physical self-concept, although students with greater athletic experience or recognition tend to
perceive themselves more positively in terms of their physical abilities, fitness, and appearance.
pág. 15138
These results are in line with recent research highlighting that physical self-concept is influenced by
multifactorial factors, including systematic practice, perceived self-efficacy, and a supportive social
environment, rather than by specific competitive achievements (Gómez-López, Granero-Gallegos,
Baena-Extremera 2022; Ríos-Risquez, García-Izquierdo, Martínez-Roche 2023). In this sense, physical
self-concept could be consolidated more stably based on the training process and the perception of
competence, rather than on the immediate results obtained in sports competitions (Burgueño et al.,
2025).
In conclusion, although the data do not show significant differences between physical self-concept and
athletic achievement, the observed trend suggests that students with higher achievements tend to
develop more favorable perceptions of their bodies and physical abilities. These findings underscore
the need to consider educational and psychological interventions that strengthen physical self-
perception in students with lower competitive performance, promoting overall well-being and continued
participation in sports.
A similar analysis was performed for the relationship between physical self-concept and training hours,
reporting the same trend as the three tests reported above.
Figure 5. Correspondence analysis. Physical self-concept, age, gender, athletic achievement.
In order to examine the associations between the level of physical self-concept and the variables of
gender, age, and athletic achievement, a simple correspondence analysis (CA) was applied. This method
allows the relationships between qualitative categories to be represented graphically, facilitating the
These results are in line with recent research highlighting that physical self-concept is influenced by
multifactorial factors, including systematic practice, perceived self-efficacy, and a supportive social
environment, rather than by specific competitive achievements (Gómez-López, Granero-Gallegos,
Baena-Extremera 2022; Ríos-Risquez, García-Izquierdo, Martínez-Roche 2023). In this sense, physical
self-concept could be consolidated more stably based on the training process and the perception of
competence, rather than on the immediate results obtained in sports competitions (Burgueño et al.,
2025).
In conclusion, although the data do not show significant differences between physical self-concept and
athletic achievement, the observed trend suggests that students with higher achievements tend to
develop more favorable perceptions of their bodies and physical abilities. These findings underscore
the need to consider educational and psychological interventions that strengthen physical self-
perception in students with lower competitive performance, promoting overall well-being and continued
participation in sports.
A similar analysis was performed for the relationship between physical self-concept and training hours,
reporting the same trend as the three tests reported above.
Figure 5. Correspondence analysis. Physical self-concept, age, gender, athletic achievement.
In order to examine the associations between the level of physical self-concept and the variables of
gender, age, and athletic achievement, a simple correspondence analysis (CA) was applied. This method
allows the relationships between qualitative categories to be represented graphically, facilitating the
pág. 15139
identification of patterns of proximity and conceptual groupings between the observed variables
(Greenacre, 2021).
The model obtained explained a cumulative percentage of inertia of 78.4%, distributed mainly across
two factorial dimensions. Dimension 1 (Dim1) explained 53.5% of the total variability, while
Dimension 2 (Dim2) contributed an additional 29.8%. Together, these two dimensions adequately
summarize the structure of associations between the categories studied, allowing for a solid and
statistically consistent visual interpretation.
In Dimension 1 (Dim1), there is a clear separation between the extreme levels of physical self-concept,
where the high level is associated with the group of students who have achieved sporting success (group
2), as well as with a higher proportion of men and participants over the age of 20 (age group 2). This
pattern suggests that the first dimension represents a gradient of positive physical perception, linked to
competitive experience and biological and athletic maturity. In contrast, the points corresponding to the
low level of physical self-concept are located at the opposite end of Dim1, close to the group without
athletic achievements (group 1) and the group of women and younger participants (age group 1). This
axis could be interpreted as a continuum reflecting perceived physical self-efficacy and exposure to
sports competition, where body self-esteem improves with increasing age and participation in
competitive events.
For its part, Dimension 2 (Dim2), which explains 29.8% of the inertia, mainly discriminates between
low and regular levels of physical self-concept. In this dimension, the regular level appears closer to
the center of the factorial plane, reflecting an intermediate or balanced condition between the
characteristics of both extreme groups. This indicates that students with regular physical self-concept
present heterogeneous patterns in terms of gender, age, and athletic achievement, without clearly
aligning with a specific category.
The spatial distribution of the categories shows that high physical self-concept is more closely
associated with men and those who have won first place in competitions, while low levels are related
to young women without notable competitive experience. These associations are consistent with
previous studies that indicate that systematic sports practice and competitive achievements tend to
strengthen body perception and self-image (Gómez-López et al., 2022; Burgueño et al., 2025).
identification of patterns of proximity and conceptual groupings between the observed variables
(Greenacre, 2021).
The model obtained explained a cumulative percentage of inertia of 78.4%, distributed mainly across
two factorial dimensions. Dimension 1 (Dim1) explained 53.5% of the total variability, while
Dimension 2 (Dim2) contributed an additional 29.8%. Together, these two dimensions adequately
summarize the structure of associations between the categories studied, allowing for a solid and
statistically consistent visual interpretation.
In Dimension 1 (Dim1), there is a clear separation between the extreme levels of physical self-concept,
where the high level is associated with the group of students who have achieved sporting success (group
2), as well as with a higher proportion of men and participants over the age of 20 (age group 2). This
pattern suggests that the first dimension represents a gradient of positive physical perception, linked to
competitive experience and biological and athletic maturity. In contrast, the points corresponding to the
low level of physical self-concept are located at the opposite end of Dim1, close to the group without
athletic achievements (group 1) and the group of women and younger participants (age group 1). This
axis could be interpreted as a continuum reflecting perceived physical self-efficacy and exposure to
sports competition, where body self-esteem improves with increasing age and participation in
competitive events.
For its part, Dimension 2 (Dim2), which explains 29.8% of the inertia, mainly discriminates between
low and regular levels of physical self-concept. In this dimension, the regular level appears closer to
the center of the factorial plane, reflecting an intermediate or balanced condition between the
characteristics of both extreme groups. This indicates that students with regular physical self-concept
present heterogeneous patterns in terms of gender, age, and athletic achievement, without clearly
aligning with a specific category.
The spatial distribution of the categories shows that high physical self-concept is more closely
associated with men and those who have won first place in competitions, while low levels are related
to young women without notable competitive experience. These associations are consistent with
previous studies that indicate that systematic sports practice and competitive achievements tend to
strengthen body perception and self-image (Gómez-López et al., 2022; Burgueño et al., 2025).
pág. 15140
Likewise, the relationship between age and physical self-concept observed in the graph suggests that
students over the age of 20 have a greater consolidation of their body identity, an aspect associated with
a more advanced process of physical and psychological maturity (Ríos-Risquez et al., 2023). In contrast,
young people under the age of 20 tend to show more fluctuating perceptions, possibly influenced by
contextual and social factors or comparisons with their peers.
CONCLUSIONS
In summary, the correspondence analysis reveals that the structure of relationships between physical
self-concept, gender, age, and athletic achievement is mainly organized around an axis of physical self-
efficacy and competitive experience. Although Dim2 adds secondary nuances related to the internal
variability of low and regular levels, Dim1 concentrates most of the variability, showing that high
physical self-concept is a distinctive feature of the most experienced participants with the highest
athletic achievements.
The results obtained through correspondence analysis confirm that physical self-concept is a central
dimension in understanding the body identity and athletic performance of university students. The
associations observed show that high physical self-concept tends to be concentrated in the group of men
over 20 years of age with successful competitive experience, which coincides with previous findings
linking positive body self-perception with self-efficacy and sustained sports practice (Gómez-López,
Granero-Gallegos, Baena-Extremera 2022; Burgueño et al., 2025). In contrast, low levels of physical
self-concept are associated with young women without sporting achievements, suggesting the
persistence of gender and age differences in how individuals value their performance and physical
condition.
From an interpretive perspective, the first factor dimension—which explains the largest proportion of
total inertia—reflects an axis of self-efficacy and athletic competence, while the second dimension
provides nuances about the internal variability between low and regular levels of physical self-concept.
This structure reinforces the idea that body self-perception is not a one-dimensional phenomenon, but
is shaped by psychosocial factors and competitive experience. In particular, students who have
participated in competitions and achieved outstanding results seem to develop a more integrated and
Likewise, the relationship between age and physical self-concept observed in the graph suggests that
students over the age of 20 have a greater consolidation of their body identity, an aspect associated with
a more advanced process of physical and psychological maturity (Ríos-Risquez et al., 2023). In contrast,
young people under the age of 20 tend to show more fluctuating perceptions, possibly influenced by
contextual and social factors or comparisons with their peers.
CONCLUSIONS
In summary, the correspondence analysis reveals that the structure of relationships between physical
self-concept, gender, age, and athletic achievement is mainly organized around an axis of physical self-
efficacy and competitive experience. Although Dim2 adds secondary nuances related to the internal
variability of low and regular levels, Dim1 concentrates most of the variability, showing that high
physical self-concept is a distinctive feature of the most experienced participants with the highest
athletic achievements.
The results obtained through correspondence analysis confirm that physical self-concept is a central
dimension in understanding the body identity and athletic performance of university students. The
associations observed show that high physical self-concept tends to be concentrated in the group of men
over 20 years of age with successful competitive experience, which coincides with previous findings
linking positive body self-perception with self-efficacy and sustained sports practice (Gómez-López,
Granero-Gallegos, Baena-Extremera 2022; Burgueño et al., 2025). In contrast, low levels of physical
self-concept are associated with young women without sporting achievements, suggesting the
persistence of gender and age differences in how individuals value their performance and physical
condition.
From an interpretive perspective, the first factor dimension—which explains the largest proportion of
total inertia—reflects an axis of self-efficacy and athletic competence, while the second dimension
provides nuances about the internal variability between low and regular levels of physical self-concept.
This structure reinforces the idea that body self-perception is not a one-dimensional phenomenon, but
is shaped by psychosocial factors and competitive experience. In particular, students who have
participated in competitions and achieved outstanding results seem to develop a more integrated and
pág. 15141
stable physical identity, which may have positive implications for their psychological well-being and
academic performance (Ríos-Risquez, García-Izquierdo, Martínez-Roche, 2023).
Taken together, the findings suggest the need to promote programs that foster positive physical self-
concept in university settings, especially those aimed at women and young people who participate less
in sports. Such interventions could help balance body perceptions and strengthen personal confidence
in the physical and emotional spheres. Furthermore, future research should explore the mediating role
of variables such as intrinsic motivation, regular practice, and social support in order to gain a deeper
understanding of the mechanisms that link physical self-concept with athletic achievement and
participation.
The results of this research allow us to conclude that physical self-concept is an essential component in
understanding well-being and athletic performance in college, closely linked to personal variables and
competitive experience. Correspondence analysis revealed a relationship structure in which high
physical self-concept is associated with older age, male gender, and athletic achievement, while low
and regular levels predominate among young women without competitive experience. These findings
reflect not only the influence of the athletic context on body perception, but also the persistence of
gender and developmental differences in physical self-assessment.
In applied terms, the results suggest the advisability of strengthening training and psychological
strategies that promote a healthy physical self-concept, with special attention to groups that have lower
perceptions of their own body capacity. It is also recommended that research be expanded to include
multivariate models that integrate variables such as motivation, systematic practice, and the
sociocultural environment, in order to gain a broader understanding of the factors that shape physical
self-concept and its impact on athletic and academic performance. In summary, this study provides
empirical evidence on the relevance of physical self-concept as a key indicator of personal and athletic
development in the university setting and raises the need to address it as a cross-cutting theme in the
comprehensive training of students.
stable physical identity, which may have positive implications for their psychological well-being and
academic performance (Ríos-Risquez, García-Izquierdo, Martínez-Roche, 2023).
Taken together, the findings suggest the need to promote programs that foster positive physical self-
concept in university settings, especially those aimed at women and young people who participate less
in sports. Such interventions could help balance body perceptions and strengthen personal confidence
in the physical and emotional spheres. Furthermore, future research should explore the mediating role
of variables such as intrinsic motivation, regular practice, and social support in order to gain a deeper
understanding of the mechanisms that link physical self-concept with athletic achievement and
participation.
The results of this research allow us to conclude that physical self-concept is an essential component in
understanding well-being and athletic performance in college, closely linked to personal variables and
competitive experience. Correspondence analysis revealed a relationship structure in which high
physical self-concept is associated with older age, male gender, and athletic achievement, while low
and regular levels predominate among young women without competitive experience. These findings
reflect not only the influence of the athletic context on body perception, but also the persistence of
gender and developmental differences in physical self-assessment.
In applied terms, the results suggest the advisability of strengthening training and psychological
strategies that promote a healthy physical self-concept, with special attention to groups that have lower
perceptions of their own body capacity. It is also recommended that research be expanded to include
multivariate models that integrate variables such as motivation, systematic practice, and the
sociocultural environment, in order to gain a broader understanding of the factors that shape physical
self-concept and its impact on athletic and academic performance. In summary, this study provides
empirical evidence on the relevance of physical self-concept as a key indicator of personal and athletic
development in the university setting and raises the need to address it as a cross-cutting theme in the
comprehensive training of students.
pág. 15142
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Blanco, J. R., Blanco, H., Viciana, J., & Zueck, M. C. (2015). Psychometric properties of the Physical
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