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FACTORS THAT AFFECT PERCEPTION OF THE PHYSICAL SELF 1. Personal Factors a. Introspection and Self-
reflection. Looking inward is one of the simplest way to achieve self-knowledge. According to Hewstone,
et al:, (2015), introspection is the process by which one observes and examines one's internal state
(mental and emotional) after behaving in a certain way. Studies, however, show that introspection is
limited because people are commonly motivated to keep unwanted thoughts and experiences out of
memory and consciousness. This means that people have a low self-insight on aspects about the self
where they wish were not true and many people tend to overestimate their positive aspects.

b. Self-Perception Theory. As stated by Hewstone (2015), Bern in 1972 self-perception theory explains
that since one's internal state is difficult to interpret, people can infer their inner states by observing
their own behaviour — as if they are an outside observer. Physical perception includes all aspects of a
person's perception of his physical self.

c. Self-concept. According to Hewstone, et al., (2015), self-concept is a cognitive representation of self-

d. Personal Identity. This is the concept a person has about himself that develops over the years. This
includes aspects of his life that he was born into like family, nationality, gender, physical traits as well as
the choices he makes, such as what he does for a living, who his friends are and what he believes in
(study.com/.../lesson/ What-is-personal-identity-definition-philosophy-development).

2. Social Factors Attachment Process and Social Appraisal. According to Bowlby (1969), people learn
about their value and lovability when they experiences how their mothers or caregivers care for them
and respond to their needs. These earliest interactions are important in developing who they are.
Caregiving that is consistent and appropriately responds to the infant's needs promote positive self-
concept; whereas caregiving that is neglectful and unresponsive creates a negative self-concept
believing that they are not worthy and that others cannot be trusted. This is developed prior to
achieving self-awareness.

a.

b. Maintaining, Regulating and Expanding the Self in Interpersonal Relationships. Aside from the
attachment developed when individuals are still young, the sense of self is continuously shaped through
ongoing interaction with others or with significant relationship partners. They act as "private audiences"
with whom people carry an internal dialogue. Oftentimes, however, people are not aware that they are
being influenced by these private audiences.
c. The Looking-glass Self Theory. Charles Horton Cooley stated that a person's self grows out of society's
interpersonal interactions and the perception of others. The view of oneself comes from a compilation
of personal qualities and impressions of how others perceive the individual
(https://www.google.com.ph/searchLo oking+glass+self+theory). Therefore, in looking glass self, the
self-image is shaped and reflected from the social world. Other people's reaction would serve as a
mirror in which people see themselves particularly the way in which they are perceived and judged by
others.

Later in in life, people internalize other people's appraisal of the more cognitively reflected processes.
Reflected appraisal tahreroiungfeh rences regarding other's appraisal of a person. It is gained by
observing how people react towards the individual. These reflected appraisals are internalized and
become part of self-concept which guidez future behaviour (Santrock 2016). Comparison. d. Social
Hewstone et. al (2015) cited the work of Leon Festinger in 1954 introduced another way of
understanding oneself by comparing one's traits, abilities, or opinions to that of others. Supposed a
person got a raw score of 70 in an exam of 100 items, the person has no idea what the score means until
he compares it to other people's scores. Social comparison is a process of comparing oneself with others
in order to evaluate one's own abilities and opinions. There are two types of social comparison:

• Upward social comparison happens when an individual compares himself to others who are better
than him. For example, an adolescent -i„ male who values a well-built, C114 CSOthC muscled physique
compares himself to one who is a body builder to inspire him to do workouts to get the `abs' that he
desires. On the negative, when an individual compares himself with someone better than him, he may
experience inferiority, envy or frustration. • Downward social comparison happens when an individual
compares himself to someone who is in a worse situation than he is especially when he is feeling so low.
This may make himself feel better knowing that he is more fortunate than this

stop cornporin9 yourself to others.

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person. On the other hand, comparing oneself to a less fortunate person may give rise to feelings of
superiority and arrogance. Facebook is the biggest venue of social comparison. For a person to have a
healthy self-image, it is important to never compare oneself to others. Rather one should set realistic
standards for himself. Social Identity Theory (Collective Identity) was formulated by Tajfel and Turner in
1979 which provides a framework about how people achieve understanding about themselves by being
a member of theirgroup. People have a need for a positive social identity that is why they connect to a
wider social network. This idea assumes that as a member of the group they will not be discriminated by
an out-group. It will enhance their self-esteem because they feel secured with the shield of group
membership where they belong. Social groups include gender, ethnicity, religion, profession, political
membership, and business organizations.

SELF IDENTITY The person that someone truly is or the entire person of the individual. Is who a person
believes she or he is, representing a synthesis and integration of self-understanding (Santrock, 2014).
The total characteristics or qualities of a person both known and unknown to others but known to
oneself. The traits and characteristics, social relations, roles, and social group memberships that define
who one is. A way of making sense of some aspect or part of self-concept (Leary and Tangney (2012)

Above is a comparison of self and identity. The self belongs to an individual level analysis which includes
self-esteem, self-states, self-efficacy and the like. Identity is based on societal or cultural level analysis
such as cultural concept of oneself and cultural make up which makes a person who he is
(https://en.wikipedia.org/wiki/ Understanding_of_Self_and_Identity).

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Leary and Tangney (2012) explained that identities are not the stable markers of what people expect to
be, but rather are dynamically created in the moment. Choices that feel identity-consistent in one
situation may not necessarily feel identity-consistent in another situation. This flexibility identities make
the self useful. Identity is a description of who a person is, his roles, likes and dislikes, as well as his
history or experiences based on his understanding of himself. The social milieu, therefore, is crucial in
developing the individual's self-knowledge either from direct or indirect feedback through interaction,
interpretation of how others see them and group identification.

Abstract
This study aimed to determine the perception on the effects of reimplementation of daily morning
routine exercise in relation to their sex, age and strand.
The subjects of the study were 161 Grade 11 Senior High School students of Baybayin National High
School from different strands such as Humanities and Social Sciences (HUMSS), Science, Technology,
Engineering and Mathematics (STEM), Accountancy and Business Management (ABM), Information and
Communication Technology (TVL-ICT), Home Economics (TVL-HE). This study utilized the descriptive
correlational method of research which, is a purposive process of gathering, analyzing, classifying and
tabulating data. The researchers also prepared a questionnaire which was used to determine the
perception on the effects of reimplementation of daily morning routine exercise. In order to come up
with an instrument fit for this study several steps were undertaken by the researchers such as
construction, validation, administration and scoring of responses. The results showed that the majority
of the respondents were female with the frequency of 99 which is 61.49 percent. Also, the findings
showed that majority of the respondents are 16 years old. Moreover, results showed that
the composite mean of the all items is 3.26 and had a verbal interpretation of agree statement. This is
an indication that majority of the respondents are agree in the perceived benefits of daily morning
routine exercise. Consequently, the r-value between sex and perceived benefits of exercise is 0.138
which is accepted and has an interpretation of very low extent. Also, the r-value between age and
perceived benefits of exercise is 0.0045 which is accepted and has an interpretation of very low extent.
Lastly the r-value between strand and perceived benefits of exercise is 0.0317 which is accepted and has
an interpretation of very low extent. The perceived effects of the benefits of morning exercise drove the
researchers to proposed a morning exercise that will be practiced regularly.

Introduction

Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk
of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and
depression and others diseases. The prevalence, health impact, and evidence of changeability all have
resulted in calls for action to increase physical activity across the lifespan.

In response to the need to find ways to make physical activity a health priority for youth, the Institute of
Medicine's Committee on Physical Activity and Physical Education in the school environment was
formed. Its purpose was to review the current status of physical activity and physical education in the
school environment, including before, during, and after school, and examine the influences of physical
activity and physical education on the short and long term physical, cognitive and brain, and
psychosocial health and development of children and adolescents. One study found that participants
who exercised at 7 a.m. experienced deeper, long sleep than those who exercised in the afternoon or
evening. Morning workouts are the best way to reap all of the sleep benefits of exercise.

In this regard, the researchers proposed this study to determine the perception on the effects of
reimplementation of daily morning routine exercise of the respondents in relation to their sex, age,
strand and grade level. With these, the researchers are expected to suggest a morning exercise that will
be practiced regularly.