‘Get a butt like a rock’: cultivating adolescents’ critical consciousness of physical self-concept through a physical education intervention

Abstract

Background: Adolescents frequently struggle with body-related concerns, making Physical Self-Concept (PSC) a crucial component of their overall self-concept. Prior research in Physical Education (PE) has suggested various physical training programmes aimed at improving PSC. However, these studies often overlook the underlying sociocultural influences to PSC, such as social media or peers. Therefore, the present study examines the role of critical PE in addressing the sociocultural influences on PSC during adolescence. Purpose: The purpose was to examine the effects of a critical PE unit designed to enhance students’ PSC and their critical consciousness of it. Research questions included the effects on students’ PSC, the relationship between PSC and their critical consciousness of it, and the students’ perceptions of the critical PE unit approach. Method: The research design followed a mixed methods approach. A single-case intervention was conducted which involved 70 students aged 14–15 in a Spanish high school. The intervention comprised a 9-hour critical PE unit focused on fitness, emphasizing the exploration of body issues prevalent in social media and fitness culture. Data were generated before and after the unit using the Physical Self-Concept Questionnaire (PSCQ) to evaluate changes in PSC. Post-unit ad-hoc questionnaires offered insights into students’ perception of improvement in PSC and critical consciousness, reflections on the unit's content and overall evaluation. Qualitative insights came from ad-hoc questionnaires, a focus group, field notes and assessment activities. Reflexive Thematic Analysis was used for the qualitative data analysis. Findings: No significant changes were observed in PSC after the unit. However, students expressed heightened awareness of sociocultural influences on PSC, particularly concerning gender-based beauty ideals, though discussions were often limited to physical attractiveness. Many students did not critically examine how biomedical knowledge shapes cultural perceptions, as seen in their proposal of body mass index as a criterion for body validation. For a few students, learning new concepts was transformative, enabling them to challenge dominant body-related narratives. Despite this, many maintained neoliberal individualistic self-empowerment narratives without adopting a more politicized perspective on PSC. Moreover, the unit received positive feedback, especially from girls, with Instagram facilitating critical discussions and amplifying students’ voices. A supportive teacher created a safe space for meaningful dialogue, though some concerns were raised about the emphasis on reflection over physical activity. Conclusions: This study underscores the complexity of developing PSC in adolescence and highlights the need for critical PE to address it effectively. Future research should expand the focus of PSC beyond physical attractiveness to examine how biomedical discourses shape cultural perceptions of the body. Additionally, greater emphasis should be placed on encouraging students to challenge neoliberal narratives that influence body perceptions.