The Relationship Between Exercise Persistence And Global Self-esteem In College Students

With the development of the reform for education in China and a focus on the improvement of the overall quality of students, the purpose of the college physical education (PE) shifts accordingly from the current development of the students to a future potential for the students. The college physical education underlines the cultivation of the students'interests in physical exercises, which will help them to build in mind a concept of a lifelong physical exercise, together with the training of skills and knowledge.In this paper, the Tran theoretical Model (Porches, Decremented, & Norcross, 1992) has been used to explore the impact of factors. The Model may be thought of as a cycle of distinct cognitive markers that describe five unique Stages of Change. The five stages are Precontemplation, Contemplation, Preparation, Action and Maintenance. Transition among stages results from experiential and behavioral processes that the individual may experience called the Processes of Change. Each of these stages are characterized by changes in decisional balance; that is, the balance between benefits and costs associated with engaging in a particular behavior.The study approaches are literary investigation, questionnaires, data statistics, the Global self-esteem and self-questionnaire survey questionnaire to survey Physical Exercise. Jiangxi Normal University and Nanchang Engineering college randomly selected from the two universities to investigate 380 college students ,and six months later ,there are 234 students (Among them 117 are boys,117 are girls )tracked。The study includes behavior change phase of the Action to Maintenance.,before and after exercise motivation,Exercise frequency of training and other training indicators of the level of life and self-esteem.With these instruments ,the paper investigates into the influential factors upon them; as a result ,the author reaches a conclusion as follows:(1) The stage of male and female students who take part in physical exercise are differentiated according to exercise project,exercise frequency and way of exercise. The number of gender differences exist in cause of interrupt and perpetual exit;(2) The number of gender differences exist in various stages of training, the number of male than female did not exercise, that fewer male than female in a"training group", Exercise higher stage of development the more the number of regular exercises to develop, the fewer the number of withdrawal, there is no gender difference on this point. Entered the"initial training group"and"lasting tempered groups", fewer male than female in"mass participation". more at the"customary groups", which will lead to fewer female for various reasons;(3) Exercise at different stages of the project there is a certain gender differences;(4) Different stages of the exercise there were some differences in the choice of motivation;(5) Different stages of the exercise there were some differences in the way of exercise; (6)Exercises and training for the training time and the feelings of self-esteem is affected. The test was not stopped their training exercises for longer periods of time,Levels of self-esteem have a significant impact. Exercise feeling better, longer training persistent, self-esteem better.