Prsentation PowerPoint

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The Big-Fish-Little-Pond Effect Generalizability
to the Physical Domain Julien Chanal , Philippe
Sarrazin Laboratoire Sport et Environnement
Social, Grenoble, France Herbert W. Marsh SELF
Research Center and University of Western Sydney,
Australia
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What is the Big-Fish-Little-Pond Effect ?
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Big-Fish-Little-Pond Effect and Social
Comparison Theory
A frame of reference model in educational settings
Classmates abilities are used to elaborate
individuals self-concept
BFLPE occurs when equally able students have
lower self-concepts when they compare themselves
to more able students, and higher self-concepts
when they compare themselves with less able
students
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Theoritical predictions of BFLPE
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Generalizability previous works
Marsh and Craven (2002) The pivotal role of
frames of reference in academic self-concept The
big-fish-little-pond effect
Marsh and Hau (2003) Big-Fish-Little-Pond Effect
on Academic Self-Concept A Cross-Cultural (26
countries) Test of the Negative Effects of
Academically Selective Schools
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Generalizability
Empirical evidences for BFLPE generalizability in
different domains and different cultures BUT
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Potential moderator
Self-Determination Theory (e.g., Deci Ryan,
2002)
 To be self-determined is to endorse ones
actions at the highest level of reflection. When
self-determined, people experience a sense of
freedom to do what is interesting, personally
important, and vitalizing 
Self-determined individuals appeared less
influenced by social comparison in situation
where others perform a task near them (Neighbours
Knee, 2003)
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The study goals
First goal (1) 1 a) BFLPE Generalizability to
Physical Education Classes 1 b) BFLPE
Generalizability across gender and level of
achievement
Second goal (2) Self-determination as a moderator
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The Study
Design 406 Students from 17 French
Physical Education Classes 10 weeks
Gymnastics Training-program 2 measurement
times
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The Study
Measures Time 1 Gymnastics
Self-concept and Gymnastics Skills
Self-determined motivation for Gymnastics
Activity Time 2 Gymnastics
Self-concept
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Generalizability to physical activity ?
.59
Individual
Individual
Gymnastics
Gymnastics
Self-concept
Skills
-.46
Class-Average
Gymnastics
Skills
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Generalizability to physical activity ?
.61
Individual
Individual
Gymnastics
Gymnastics
Self-concept
Skills
-.68
Class-Average
Gymnastics
Skills
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Theoretical predictions for additional BFLPE from
the start to the end of the program
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Generalizability to physical activity ?
T1 Individual
T1 Individual
Gymnastics
Gymnastics
Self-concept
Skills
.72
.18
T1 Class-
T2 Individual
Average
Gymnastics
Gymnastics
Self-concept
-.35
Skills
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Results (1a)
BFLPE appeared at Time 1 AND Time 2
BFLPE was more important at Time 2
BFLPE had effect on 10 week Self-concept change
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Generalizability among gender a nd level of
achievement ?
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Results (1b)
No BFLPE differences among gender and level of
achievement on Time 1 and Time 2 self-concept
and on self-concept change
Results to appear in Chanal J., Marsh H.,
Sarrazin P., Bois, J. (Accepted for
publication). The Big-Fish-Little-Pond Effect on
Gymnastics Self-concept Generalizability of
Social Comparison Effects to a Physical Setting.
Journal of Sport and Exercise Psychology.
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BFLPE moderation during the program ?
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BFLPE moderation during the program ?
BFLPE moderation by students initial
self-determined motivation on self-concept change
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Results (2)
Self-determined people were less influenced by
negative effect of class-average skills level
(the BFLPE) during the 10 weeks gymnastics program
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Implications
BFLPE can be generalized to physical activity
domains
Implications for Elite Athletes Training Center
and for National Teams Implications for
Educational practitioners
BFLPE moderation by Students self-determined
motivation
Implications for future researches Implications
for Educational practitioners
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Limitations
Some replications in elite sport contexts are
needed to broad further conclusions
Statisticals analyses implies to consider a
larger sample size considering moderators effects
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Thank You !!
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The Big-Fish-Little-Pond Effect Generalizability
to the Physical Domain Julien Chanal , Philippe
Sarrazin Laboratoire Sport et Environnement
Social, Grenoble, France Herbert W. Marsh SELF
Research Center and University of Western Sydney,
Australia