A study on the promoted self-esteem of students by shadowboxing practice

Por: Liu Su, Qian Zeng e Qun Zhai.

Athens 2004: Pre-olympic Congress

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Introduction

The purpose of this study was to describe that the shadowboxing practice promoted the self-esteem of the student. According to the result, the concrete suggestions were raised for the reference to implement the shadowboxing.

Methods

This study adopted two groups, one is the "experiment" and the other is the "control". The twenty-five participants (15 male and 10 female) were in the experiment group practiced one hour each day and five days a week during training period of six weeks. Twenty-nine students (15 male and 14 female) were served as the control group that has no any special activity during this six weeks. The Self-Esteem Scale (Rosenberg, 1965) as instrument was used in this study. The collected data was analyzed by one-way analysis covariance, the independent-samples t-test, within-subjects design t-test, and the descriptive statistics. And further, the whole groups were analysis to prove the basic theory of the Adventure Based Recreation Activities.

Results

1. The shadowboxing showed significant instant and long-term effects to promote the students’ self-esteem.
2. The shadowboxing showed obvious difference on the promotion between male and female participants’ self-esteem.
3.The shadowboxing was satisfied for the all samples of experiment group.
4.The samples of experiment group promoted individual confidence, shared the experience of activity, were willing to get acquainted with another person, and dealt with different people. Then, they could put in use of daily life.

Discussion / Conclusions

Shadowboxing as a tradition sport of China has significant instant and long-term effects to promote the practicer’s self-esteem.
The significant effects to promote the were same for male and female practicer.

References

[1]. Rosenberg, M. (1965). Princeton. NJ: Princeton Univ. Press.
[2]. Nassar-Mcmillan, S.C. & Cashwell, C.S. (1997). Journal of Humanistic Education and Development, 36, 153-168.
[3]. Marsh, H.W. (1998). Journal of Sport and Exercise Psychology, 20, 237-259.
[4]. Campbell J.D. (2002). Journal of Personality and Social Psychology, 59, 538-549.

 

 

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