Comparing the Effects of Participatory and Competitive Teaching Methods on Sports Participation of Students with Social Physique Anxiety

This study set out to compare the effects of participatory and competitive teaching methods on sports participation of students with social physique anxiety. The statistical population of the study was comprised of all female junior high school students in Farsan County in 2018-19 school year. A sample of 120 students was selected through cluster sampling method and the sample was randomly divided into 3 groups, i.e., collaborative group, control group and competitive group. The research had a pretest, posttest, separate samples design. For the purpose of data analysis, ANOVA, repeated measures ANCOVA, paired samples t-test, Boxchr('39')s M test, the Greenhouse-Geisser, and Mauchly’s sphericity test were utilized. In the pretest and posttest, all subjects completed the Sport Motivation Scale (Pelletier et al. 1995), Social Physique Scale (Hart, Leary & Rejeski, 1989), and Coopersmith self-esteem inventory. The sample participated in the pretest, which included physical fitness and motor skills factors. After fourteen sessions of intervention, a posttest was implemented. The results showed that the participatory teaching method had a positive effect on sports participation; it improves self-esteem and reduces anxiety. On the other hand, competitive teaching method can lead to increased sports participation; however, it increases the social physique anxiety and lowers self-esteem.