| Summary: | Objective: The present study was aimed to relate physical activity in the formation of self-concept, self-esteem and school performance in children of of basic education. We had a sample of 531 students of the municipalities of Santarém, Torres Novas, Entroncamento and Tomar (Portugal), of which 295 students (55.6%) for males and 236 students (44.4%) than females, with a mean age of the sample of 9.13 years, ranging from a minimum of 8 years and a maximum of 10 years. From this sample, 394 students (74%) have the practice of physical activity at least one formal character extracurricular and 137 students (26%) of the total sample reported no physical activity. Methods: As an instrument of data collection used the concept of the Self Susan Harter validated for the Portuguese population (Martins, Peixoto, Mata & Monteiro, 1995), where we analyzed descriptive and inferential data in order to confront levels average self-concept in the areas of scholastic competence, social acceptance, athletic competence, physical appearance, behaviour, and global self-esteem. Were also recorded income school students study the subject areas of Mathematics, English and Sciences Studies. Results: The practice of regular physical activity not decisively proved a significant factor in the level of self-concept, self-esteem and academic performance of students. However, the variable self seems to assume an evolution with increasing number of sessions per week of physical activity, as apparently the practice of at least one sport elevates levels of self-esteem. Conclusions: Students with the highest number of weekly hours of physical activity regularly reveal a level of academic achievement significantly higher, compared to students with less hours without registration or practice regular physical activity weekly.
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