Abstract: The author analyses how physical activity (PA) in schools can lead to positive youth development and an integrated realisation of the individual’s capabilities and uniqueness of personality. The recognition of one’s physicality as a vital dimension of the self leads to a greater self acceptance and healthier self concept. This in turn enhances self respect, a deeper understanding of modesty and the concept of body respect. She suggests that PA is a powerful medium to educate adolescents about the value of their physicality and to acknowledge it as a manifestation of their person within.

The Body, the Self Esteem Complex and Youth Fitness

In the decade that I have been involved in fitness training for adolescents, I have been struck by the externalised view that teenagers that I have met hold about their physicality. Most believe that they ‘have’ their body not that they in essence ‘are’ their physical selves. I have found that the teens tend to be scared of their physical state and have in a sense divested themselves of their bodies because they are confused. Many students feel that they are unable to live up to and achieve a global standard of a specific body type that they wish for although they concede for the most part that it isn’t actually a possible achievable outcome.

I have found that over time, with healthy reframing and understanding of who they are as people, adolescents develop a healthy self acceptance and a profound understanding of the two main components that make them who they are- their body and soul. Internalising their physicality with a Torah perspective has helped many to begin to cultivate a sense of modesty and self-worth. This brings a calmness and sense of peace, as well as the security of body acceptance to a potentially turbulent time in their lives.

Self Esteem and Physical Activity in a School Setting

Self esteem has been singled out for particular attention with regard to PA because it is the most readily available predicator of emotional adjustment and mental health and because much of our behaviour – both conscious and subconscious – is directed towards maximising our chances of feeling good about ourselves . Studies have shown that adolescents will likely only be motivated to engage in PA if they perceive that significant others in their lives endorse its importance and that they can exhibit a reasonable competence in that area. However if neither of these two factors are in place then given the opportunity, adolescents will tend to eliminate exercise and fitness abilities from their self esteem structure because these will pose a threat of failure. This is crucial because it is tied up with the imperative of intrinsic self motivation. Schools can be very powerful motivating environments for increasing the value of fitness as a socially desirable commodity and counteracting the emphasis that society places on certain self components, particularly when they are detrimental to self esteem. Physical appearance dominates self esteem throughout life ; evidence suggests that its influence far outweighs that of physical abilities, and it is a major source of low self esteem in females because of the high importance attached. Teenagers who rate themselves as low in fitness competence will avoid PA, whereas those that are happy with their abilities in exercise will voluntarily remain more active on their own volition. Because of the global importance put on appearance, the avoidance tendency that normally comes with those that view themselves lacking in that area does not apply to physical appearance. Many teenagers struggle with social physique anxiety, and their perception of lack of physical attractiveness is closely associated with poor physical and global self esteem. When schools promote healthy and active living, students internalise the importance of self care, and are more likely to engage in PA for the personal benefits that they will attain. This in turn builds a healthier self perception based on internality, effort and accomplishments.

PA has been shown to be a way to increase self esteem. Exercise programmes in school can help teens adjust positively to this time of change in their lives. Pupils learn of the value of self care through physical education, this then tracks into all areas of their current lives and into adulthood. PA has been proven to help teenagers reframe their focus on themselves and take a great pride in their skills, accomplishments and personality. They internalise their achievements in PA, physically, spiritually and emotionally. This helps them to accept themselves for who they are, and the efforts that they have made overall spill over into their daily lives.

Our Bodies- Our Souls

As I have worked with my students, both on a private basis and more recently in a school setting, I have worked on facilitating the reframing of the notions that teenagers have in relation to their bodies. I have observed them challenge their views of an externalised body that they have been allotted. At times they perceived their physicality as lacking in its requirements, which had in turn been set by some arbitrary standards. Reframing this belief has led them to view their form as a manifestation of their internal selves. This has resulted in the foundation of a much healthier self acceptance and a self respect which has shown itself positively in their daily lives.

Many of the girls that I have met had difficulties in relating to their self concept. Some were unhappy with their appearance and denied themselves of any pleasure because of their negative self perception. Others were confused about their physicality and preferred to escape their physical existence in a cloak of their concept of Tznius. Sadly, their idea of modesty was flawed, and it was far easier for them to deny their physical state completely rather than remain confused about the role that their bodies play in their lives.

I have discussed in a previous article how intrinsic motivation is essential for teenagers to involve themselves voluntarily in a healthier active lifestyle (which is their personal Mitzva). I discovered with my work with adolescent girls that in order for them to be able to self motivate they needed to have understood their physicality as it should be.

Today’s world sends out very confusing messages regarding our physical state. At best, unless challenged, we are left with the notion that we are our souls and we happen to have a body. At worst, a faulty perception of physicality can degenerate into a negative spiral of self destructive behaviours.

In truth the two are very much in tandem even as they conflict each other. Our responsibility is to elevate our physical state to allow our souls to self actualise – we need both essential parts of our humanity in order to achieve a level of growth unattainable by either one without the other in place (Derech Hashem).

Working with my students, I have understood from them that they are frequently very uncomfortable with their physical beings and often feel out of control and without guidance on how to perceive themselves in this regard. Rather than focus on their form at all, in the fear that this would negate the laws of modesty, they in a sense disown their bodies. This has meant that they are not in tune with themselves, and many have found this to be a time when they began worrying far more about others’ perceptions of them and how they appeared, rather than accept themselves for who they were intrinsically.

The Five Cs and Youth Physical Activity

I have found over time that the following guidelines have helped to foster a profound sense of self worth within teenagers. They have been able to focus on their inner person in tandem with their bodies as they engage in PA. This is crucial in nurturing self acceptance and integrating their bodies and souls. The five Cs help reframe the concept of PA and the benefits accrued to the students. They move away from considering their physicality in a divorced state from their being, and work on connecting all elements of themselves as they develop.

Competence, Confidence, Character, Connection and Caring are all needed in order for Contribution to take place. These are all areas that need to be addressed for a positive teenage self regard,. The five Cs are compatible with robust findings on why teenagers initiate and continue involvement in PA. They learn and develop a physical competence in the activities they are participating in. This leads to an inner confidence in themselves and a better self perception. They learn about themselves in relation to others – character, and learn to respect the societal norms around them. They connect with themselves both internally and externally, and others around them- their family, teachers and peers. This leads to a caring –embracing empathy and sympathy to those around them. All of these positive factors lead to their eventual contribution to the society to which they belong.

The five Cs make up a very healthy sense of self and begin to allow adolescents to view themselves as the sum of all of their multifaceted parts rather than as a disjointed jumble. This helps to foster a profound internalisation of their personality, physically, spiritually and emotionally. They learn to feel good about themselves in relation to their capabilities and in relation to others.

Physical Activity and the promotion of Tznius

Physical education involves teaching students life time activity skills through movement. Exercise can be extremely potent in enabling teens to come to terms with who they are, acknowledging their strengths and their soon-to-be strengths, as well as their limitations, in a non judgmental environment.

Positive Youth Development (PYD) is achievable when CARE is in place. When the students feel that they are Competent and are able to achieve, that they have some areas of choice – Autonomy, that they are developing positive Relationships with both peers and teachers, and that they are Enjoying the activity that they are involved in. With CARE occurring, teenagers are more likely to intrinsically self motivate themselves to lead healthier lives.

PYD allows teens to learn important life skills and core values through the medium of physical activity. The girls learn to attach so much more to themselves then their outer appearance. They learn to embrace their own unique personality and their place in their current society. This is a powerful counter -force to the notion the outside world projects of appearance being of utmost importance without regard to any other aspect of their personhood.

As the girls develop a confidence with their self recognition and self appraisal they begin to view their physicality in a very different way. This shift of their attitude towards their form begins when they start to view themselves as a whole. They come to understand that their body belongs to them and is a part of who they are, rather than just something that they ‘have’. This shift enhances the way that they perceive their bodies, and plants the beginnings of a very healthy self respect.

Empowered Living

I have found the following framework to be an exciting, effective and alternative approach to the model of promoting weight loss through exercise.

The basic conceptual framework of this approach includes,

• The acceptance of the natural diversity in body shape and size – just as we are all very unique internally.
• The importance of relaxed and healthy eating in response to internal body cues
• Crucial contribution to spiritual, social and emotional and physical wellbeing

My aim is to help the girls to be in touch with their own internal state so that they feel in control of themselves and trust themselves to lead a Torah true healthy life, even as global projections are in conflict with this. I have seen this approach to be an effective, compassionate alternative to the failures of traditional approaches. Recent research has shown this to be a much more sincere way to affect and maintain positive behavioural changes because it builds self esteem as the girls reinforce a sense of their unique value and pride in their efforts.

Conclusion

I have found that as I have worked with teens over extended periods of time, they have cultivated a sense of great inner respect towards themselves. In engaging in PA they have learned how their bodies are the vehicles for their personal growth, and reflect upon who they are and who they want to be. The girls allow themselves to acknowledge their bodies as a part of themselves, and they learn to accept all of who they are. I have witnessed the positive shift to a healthy self and body respect, take place once teenagers ‘step into their bodies’ and own them. They begin to take responsibility for themselves in a fundamental way, which translates into consideration and respect for their body and its needs. I have seen this play out practically – students reframe their focus on their Mitzva of Tznius and have a far deeper understanding of their value as a Bas Yisroel. They conceptualise Tznius as a practical application of their inner self acceptance and appreciation of their own uniqueness. Modesty is then neither a burden nor a willing cover up for a misunderstood physicality. The girls become profoundly cognizant with ‘Kol Kevudah Bas Melech Penima’ as they meet their internality in a very intrinsic way.

 

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