| Summary: | This study investigated the effect of participation in team building activities on the self-conceptions of middle school physical education students. Participants consisted of 68 physical education students in Grades 6 -8. The classes were randomly assigned to one of two groups, either treatment or control. The treatment group participated in one Team Building Through Physical Challenge (TBPC) activity every other week, for 8 weeks, while the control group continued with their regular physical education curriculum without participation in the TBPC activities. Harter's (1 985b) Self-perception Profile for Children was administered to all participants prior to and following the intervention. Data were analyzed using a 2 (treatmentlcontrol) x 2 (pretest/posttest) x 2 (malelfemale) repeated measures analysis of all six self-conceptions (athletic competence, social acceptance, behavioural conduct, scholastic competence, physical appearance, and global self-worth). Results at posttest revealed males in the treatment group had significantly higher self-conceptions for athletic competence. Participant mean scores in the treatment group also increased across time for social acceptance, scholastic competence, athletic competence and global self-worth. The second purpose of this study was to capture the experiences of the participants. A variety of qualitative data collection techniques (focus group interviews, videotaping, and digital photographs) were used to achieve this purpose. Five relatively distinct themes emerged from the analyses. These themes included: (a) Optimal Challenge and Optimal Interest, (b) Risk and Trust - A Symbiotic Relationship, (c) Teamwork - . . .It's About The Process, (d) Communication - Having a Voice, and (e) Negotiating -The Decision-Making Process. The findings of the qualitative analysis helped illuminate the quantitative results. Recommendations for future research and practice are also presented.
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