The Big-Fish-Little-Pond Effect: Generalizability to the Physical Domain Julien Chanal , Philippe Sarrazin

1. 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

2. MARC PAUL What is the Big-Fish-Little-Pond Effect ?

3. 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

4. Positive Effects of Gymnastics Skills on Gymnastics Individual Individual Self-concept Gymnastics Gymnastics Self-concept + + Skills - + + Negative Effects of Class-Average Class-Average Gymnastics Skills on Gymnastics Gymnastics Self- Skills concept (BFLPE) Theoritical predictions of BFLPE

5. 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

6. Few investigations on moderators of the BFLPE No previous study in Physical Activity or Sport Domain Generalizability Empirical evidences for BFLPE generalizability in different domains and different cultures BUT

7. Potential moderator Self-Determination Theory (e.g., Deci & Ryan, 2002) « To be self-determined is to endorse one’s 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)

8. 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

9. The Study Design 406 Students from 17 French Physical Education Classes 10 weeks Gymnastics Training-program 2 measurement times

10. The Study Measures Time 1 Gymnastics Self-concept and Gymnastics Skills Self-determined motivation for Gymnastics Activity Time 2 Gymnastics Self-concept

11. Time 1 Self-Concept Generalizability to physical activity ? .59 Individual Individual Gymnastics Gymnastics Self-concept Skills -.46 Class-Average Gymnastics Skills

12. Time 2 Self-Concept Generalizability to physical activity ? .61 Individual Individual Gymnastics Gymnastics Self-concept Skills -.68 Class-Average Gymnastics Skills

13. + + T1 Individual T1 Individual Gymnastics Gymnastics - Self-concept Skills + + + + + T1 Class- T2 Individual Average Gymnastics Gymnastics Self-concept - Skills Theoretical predictions for additional BFLPE from the start to the end of the program

14. 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

15. 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

16. Generalizability among gender a nd level of achievement ?

17. 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.

18. BFLPE moderation during the program ?

19. BFLPE moderation during the program ? BFLPE moderation by student’s initial self-determined motivation on self-concept change

20. Results (2) Self-determined people were less influenced by negative effect of class-average skills level (the BFLPE) during the 10 weeks gymnastics program

21. 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 Student’s self-determined motivation Implications for future researches Implications for Educational practitioners

22. 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

23. Thank You !!

24. 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