The effect of different methods of teaching physical education on sports participation in girls with limb social anxiety

Students worry about how others will assess their physical appearance during exercise. The aim of this study was to investigate the effect of participatory and competitive teaching on sports participation of students with limb social anxiety. 250 female middle school students were selected through cluster sampling and were then randomly divided into three samples of 40 participants. Data were analyzed by analysis of variance and covariance with repeated measures and paired t-test, Box, Greenhouse-Geiser and Machley. In the pre-test and post-test, all individuals completed the Sports Motivation and Social Anxiety and Self-Esteem Questionnaire. After 14 sessions, a post-test was administered. The selected samples participated in the pre-test, which included physical and motor fitness factors. Both competitive and participatory teaching methods were effective on students with limb anxiety, but the effect of participatory teaching is positive and stable. Competitive approach, although leading to increased sports participation, reduces self-esteem and increases anxiety. Collaborative teaching is more effective than competitive teaching in reducing social anxiety and increasing sports participation.