11th ASEAN Council of Physical Education and Sport (ACPES) International Conference 2025

This research is aimed at studying, monitoring and evaluating the transfer of knowledge gained from participating of the Play and Learn for the Young Learners' Brain Development Workshop Project, applications in the management of learning in schools, and comparing transfer of learning gained through participation in schools by variables, as well as compiling additional issues and suggestions on applying the knowledge obtained in learning management in schools and in order to recognize the value and usefulness of this training project.
The target group is 15 schoolteachers attending the training from a specific selection. The tools used to gather data are queries. Statistics used to analyze basic statistics and content analysis to analyze problems and suggest maximum frequencies.
This study evaluates the impact of a training program on teachers' ability to manage learning effectively in educational institutions. The findings reveal that teachers who participated in the training successfully applied their knowledge at an optimal level. Despite having similar in education level, teachers exhibited differences in application based on sex, age, education, school location, and teaching experience. Notably, teachers from 1st -6th grades demonstrated the most practical application of knowledge. The problem of applying knowledge was found to be that the maximum frequency was the difficulty teachers faced in designing courses for students with deficiencies in inclusive classrooms. Teachers expressed a need for additional guidance in this area. Overall, the training program was deemed valuable, providing teachers with modern, up-to-date knowledge, which they could apply and transfer effectively in their teaching practices.

MINDS is a Social Services Agency in Singapore which has four schools teaching students with special needs from ages 7 years to 18 years. Teachers in MINDS Schools developed a Physical Education (PE) curriculum for students with Moderate to Severe Intellectual Disabilities (MSID) adapted from the Physical Education Teaching and Learning Syllabus from the Ministry of Education in Singapore. This development encompassed three years of lesson observations, trials, and piloting the scope and sequence to ensure the holistic development of students with special needs during PE. The curriculum focuses on Swimming, Educational Gymnastics and Dance, Games and Sports, Outdoor Education, and Physical Health and Fitness. Apart from the psychomotor and cognitive development of students, Affective learning outcomes have also been factored in to ensure the holistic development of these students with special needs. The curriculum also comprises pedagogical strategies, and assessment ideas for teachers teaching students with MSID. The presenter will share how this book was developed as well as how this can be enacted in PE lessons.

There is a growing need for effective early childhood interventions that promote brain development through engaging and evidence-based methods. However, limited evaluations exist on the effectiveness of workshops using structured assessment frameworks like the CIPP Model. Objective: This study aimed to evaluate the effectiveness of the "Play and Learn" workshop in enhancing young learners' brain development using Stufflebeam's CIPP (Context, Input, Process, Product) evaluation model. Methodology: A sample of 32 participants was selected to participate in the workshop. Data were collected using opinion questionnaires and knowledge tests, both of which demonstrated high reliability (Cronbach's alpha = 0.89 and 0.91, respectively). Descriptive statistics and t-tests were used for data analysis. Key Results: 1) The workshop's principles and objectives aligned with the participants' needs and met educational standards, receiving the highest ratings. 2) Trainers were well-prepared, with clear communication and appropriate language use. 3) Learning materials, particularly handouts, were rated as highly effective. 4) Implementation adhered closely to the plan, with adequate resources and effective coordination. 5) All participants surpassed the 60% evaluation benchmark. and 5) Knowledge significantly improved post-training (M = 12.31, SD = 1.55) compared to pre-training (M = 9.16, SD = 2.23), p < .001. Conclusion: The "Play and Learn" workshop effectively enhanced young learners’ knowledge and supported brain development. The use of the CIPP Model provided a comprehensive evaluation framework, highlighting the program’s strengths in design, delivery, and impact. This study contributes valuable insights into early childhood educational program evaluation and offers a replicable model for similar interventions.

NPO/NGO Hearts of Gold is cooperating with Ministry of Education, Youth and Sport to implement the project to develop and diffuse Physical Education (PE). The author was in charge of Svay Rieng province and monitored PE classes there; she noticed that the participation of female students at the High School level are less comparing to Primary School level. There might be barriers for them to actively involve with physical education classes.
Objective: This study is to understand the top barrier for female students in 1 High School participating in physical education class. Research Design: The author uses the focus group interview. 6 focus group of students, categorized by their grade, are asked open-ended questions. Their answers were analyzed into the data by using grounded theory. This theory is a qualitative research methodology that aims to generate theories based on data that are grounded in the empirical reality of the research context. Starting with identifying the subject, coded, created meaningful themes through analytic induction and constant comparison and categorized the themes (Noble & Mitchell, 2016). Result and Discussion: In total, the author could find out 9 categories. Those categories are 1. Physical Illness, 2. Emotion, 3. Personal Issue (Intrapersonal Barrier) 4. Parents, 5. Relative (Interpersonal Barrier) 6. School, 7. Teachers, 8. Content (Institutional Barrier), 9. Neighborhood (Community Barrier) and 10. Whether (Physical Environment Barrier). Conclusion: The author could find out that top barrier for Svay Rieng High School female students to participate physical education is Intrapersonal Barrier.

Abstract
Students' shot put learning outcomes are still low. This is influenced by the teaching style of teachers and the strength of students' arm muscles, so it is necessary to examine the influence of both. This study focuses on ways to improve shot put learning outcomes. This study also aims to improve weaknesses in the physical education learning process and find solutions to make athletic activities enjoyable, happy, and able to improve physical fitness. The method used in this study is the field experiment method. The research design is a 2x2 design with three research variables: one dependent variable and two independent variables. The dependent variable is shot put performance, while the two independent variables are teaching style and arm muscle strength. The results of the study indicate that the self-check teaching style is more effective than the command teaching style in improving overall shot put performance. There is an interaction between teaching style and arm muscle strength. Students with high arm muscle strength are more suited to being taught using the command style, while students with low arm muscle strength are more effective when using the self-check style. In conclusion, the self-check teaching style is generally more effective in shot put learning. However, its effectiveness is influenced by arm muscle strength, where the command style is more suitable for students with high arm muscle strength, and the self-check style is more suitable for students with low arm muscle strength.
Keywords: Results, shot put, physical education

Gross motor skills are an important foundation for children's physical, cognitive and
psychosocial development. However, the increasing rates of obesity and physical inactivity among
Malaysian children have raised concerns about delayed motor development. This study aimed to
evaluate the effects of a rhythmic movement program on the development of gross motor skills in
primary school students aged 8 to 10 years. A total of 64 students were selected as a sample through
stratified sampling for treatment group and control group. A quasi-experimental design involving
treatment and control groups was used, with a 10-week intervention and the use of the TGMD-3
test to assess locomotor and manipulative skills. The study also took into account demographic
variables such as age, gender, body mass index, physical activity time and socioeconomic status.
The results of the study are expected to show an improvement in gross motor skills in the treatment
group and provide practical recommendations for the integration of rhythmic movement into the
primary school Physical Education curriculum in Malaysia.

Background: Motor skill development during early elementary school years is crucial for children's physical and cognitive growth. Despite its importance, there is a lack of standardized, validated instruments specifically designed for assessing motor skills in first and second-grade students.
Objectives: This study aims to evaluate the validity and reliability of a newly developed Motor Skill Instrument Test (MSIT) for first and second-grade elementary school students.
Methods: The MSIT was constructed to measure fundamental motor skills appropriate for early elementary students. The test consists of 9 motor skill items. The instrument was administered to a sample of 54 students from first and second grade at an elementary school in Surabaya, Indonesia. Each student completed all test items under standardized conditions. To evaluate the instrument’s validity, item-total correlations were calculated using Pearson's correlation via SPSS 25.0. Items with a significance level of p < 0.05 were considered valid. The internal consistency reliability of the instrument was measured using Cronbach’s Alpha, with values above 0.27 (r table of product moment critical score).
Results: The analysis indicated that 8 out of 9 items demonstrated statistically significant item-total correlations, confirming their construct validity (p < 0.05). The valid items included tests of balance, locomotor, and object control skills. The overall reliability of the MSIT, as indicated by Cronbach's Alpha, was 0.38 (> 0.27).
Conclusion: The findings support the MSIT as a psychometrically sound tool for assessing motor development in young children.

Keywords: Early elementary school, motor skill assessment, instrument validity, instrument reliability, physical education

Motivational climate in physical education (PE) refers to the motivational environment shaped by teachers or peers that affects students’ engagement, perceived competence, and goal orientation. While studies have shown that empowering motivational climates support basic psychological needs and intrinsic motivation, limited research has investigated their relationship with students’ self-talk in PE settings. This study examined how empowering and disempowering motivational climates, as well as basic psychological needs, predict positive and negative self-talk among senior high school students. A total of 400 Filipino students (M = 17.1, SD = 1.03) from public and private schools completed validated self-reported measures: the Empowering and Disempowering Motivational Climate Questionnaire-PE, the Basic Psychological Needs in PE Scale, and the Automatic Self-Talk Questionnaire-PE. Correlational analyses showed that positive self-talk was positively associated with empowering motivational climate, controlling coaching, autonomy, competence, and relatedness. However, negative self-talk was positively related to disempowering motivational climates and negatively associated with task-involving, autonomy-supportive, and socially supportive environments, as well as with unmet psychological needs. Multiple linear regression analysis revealed that competence need satisfaction was the strongest predictor of positive self-talk, while controlling coaching predicted negative self-talk. Competence and relatedness needs emerged as negative predictors of negative self-talk. These findings highlight the importance of fostering a task-involving, autonomy-supportive, and socially inclusive motivational environment that supports students’ psychological needs and promotes adaptive self-talk, contributing to better engagement, emotional regulation, and well-being in PE contexts.

This study examined the effect of a hybrid learning model (interactive video and traditional games) on elementary students' basic movement skills and learning engagement. Motivated by the importance of basic movement development and low student engagement, this study used a quasi-experiment with a pre-test post-test control group design. The results showed that the hybrid learning model significantly improved both aspects compared to conventional learning. The integration of interactive videos was effective for concept understanding, while traditional games increased motivation and interaction. In conclusion, this hybrid learning model is highly effective and recommended to create a more holistic and engaging learning experience.
Keywords: Hybrid Learning, Interactive Video, Traditional Games, Basic Movement Skills, Learning Engagement, Primary School Students

This study developed and evaluated Volley Bounce, an innovative team sport designed to address skill disparity, limited resources, and large class sizes in Physical Education (PE). Grounded in the ADDIE model, a mixed-methods approach combined surveys to measure acceptability and playability with interviews to enrich evaluation. Participants were 279 second-year college students enrolled in the PED014 subject, playing in mixed-gender groups to examine inclusivity. Volley Bounce featured simplified mechanics, smaller teams of three, and a reduced playing area—adaptations that lowered technical barriers, increased engagement among less-skilled players, and encouraged equitable participation among girls, boys, and non-binary students. Quantitative results showed high ratings for facilities and equipment (M = 4.52), playability (M = 4.41), officiating (M = 4.33), and rules and regulations (M = 4.21). Qualitative analysis identified three themes: (1) Accessibility and Inclusivity, (2) Engagement and Enjoyment, and (3) Teamwork and Communication. Findings demonstrate that Volley Bounce is effective, engaging, and inclusive, making it a promising addition to PE curricula. Minor rule refinements are recommended to enhance clarity and inclusivity. This study highlights the value of gender-responsive, culturally relevant sport innovations in promoting equity, active participation, and quality learning in PE, particularly in under-resourced settings.

Keywords: Volley Bounce, instructional innovation, inclusive game, adapted games, gender-responsive pedagogy

The quality of physical education classes is difficult to be measured. NPO/NGO Hearts of Gold has developed the Physical Education (PE) in Cambodia with Ministry of Education, Youth and Sport (MoEYS) since 2006. While there has been developed the PE class assessment sheet and utilized for PE classes, which was developed from the Observation Checklist in Physical Education Class (Hino, 1996), there are still some inconsistencies among MoEYS members to score the sheet because of the questions and structures of the assessment sheet. In order to make them easier to use, it has been revised with more detailed, easy-to-use format during the project. In this research, the author reviews the 79 latest PE class assessment results in 3 capital and provinces (Phnom Penh, Battambang and Svay Rieng) and investigates the results of the assessment sheets and finds the characteristics of questions, school levels, classes and capital and provinces. The research found that there are some characteristics such as, 1. Objective questions have more consistency among assessor score, 2. Lower and upper secondary schools had higher scores than primary schools, 3. Certain classes had tendencies to receive lower scores, 4. Svay Rieng had more classes scored higher while Phnom Penh had only primary school data and could not compare with other provinces. The research suggests taking more data from various school levels and kinds of sport which were taught in PE classes. The author further provides some suggestions in order to be able to assess more precisely in the future.

This study explores the factors influencing students' motivation to learn English at the National Institute of Physical Education and Sports (NIPES) in Cambodia. Despite the growing importance of English for academic success and international engagement in sports-related fields, many NIPES students demonstrate low motivation and limited progress in language acquisition. The objective of this research is to identify the key motivational drivers and barriers affecting English learning among physical education trainees. A mixed-method approach was employed, combining quantitative data from student questionnaires with qualitative insights from semi-structured interviews with both students and lecturers. The findings reveal that students are primarily motivated by career advancement, international communication opportunities, and academic requirements. However, obstacles such as lack of confidence, limited exposure to English outside the classroom, and perceived irrelevance to their field hinder sustained motivation. The study concludes that contextualized English instruction—integrating sports-related content and practical communication tasks—can enhance student engagement. Moreover, support from lecturers, peer encouragement, and digital learning tools significantly contribute to maintaining interest. This research highlights the need for a more tailored curriculum and targeted motivational strategies to improve English proficiency among future sports professionals. The findings provide valuable implications for curriculum designers, educators, and policymakers seeking to strengthen English education in specialized institutions like NIPES.

Background: This study explored the impact of a school-wide intervention aimed at reducing tardiness among physical education (P.E.) students at San Jose Adventist Academy (SJAA). High tardiness rates were leading to the loss of valuable instructional time, prompting the need for action. The researchers employed a qualitative approach, using observational data to assess the effectiveness of the intervention, which included clear communication of expected behaviour, intensified supervision during transition periods, and consistent penalties for tardiness. The results showed a marked reduction in tardiness, with the improvements being sustained over time. Initially, observations of 577 PE students revealed that 11.2% were consistently tardy, alongside a 9.53% absence rate, highlighting a significant challenge given the limited 60-minute class periods. Following the implementation and evaluation of five key interventions-reduced transition time, clear policies, positive/negative consequences, quizzes at the start of the class, and enhanced communication-a substantial improvement in student punctuality was observed, with the consistent tardiness rate decreasing significantly to 4.15 and the absence rate also dropping to 4.67%, demonstrating the effectiveness of the multifaceted intervention strategy. The findings suggest that well-structured, school-wide interventions can have a positive impact on student punctuality, benefiting overall instructional time. This study underscores the importance of proactive strategies and supervision in addressing tardiness issues. Recommendations for future research include exploring the role of student engagement and examining similar interventions in other schools.

The Adventist values ought to be policymakers in the different educational philosophies of Physical Education (PE) majors studying at an Adventist university in the Philippines. The mixed-methods case-study design used to collect the data consisted of surveys, in-depth one-on-one interviews, and focus group discussions with five senior PE students. After undergoing qualitative content and framework analysis, the results revealed that progressivism was the most prevalent educational philosophy held by these participants, focused on a student-centered and experiential type of learning. Values aligned with the Adventist tradition, such as respecting others, lifelong learning, being responsible, and humbly assisting others, were frequently articulated. This value system significantly shaped the educational philosophies of the participants, being more concerned with holistic student development, character building, and service-oriented teaching practice. Such findings show a strong connection between participants' progressive educational philosophies and their incorporation of Adventist values, which indicates a willingness to integrate them into their future role as PE educators and emphasizes the necessity of conducting value-based teacher education in Adventist institutions.

This study explores the types of feedback provided by teachers—namely, “Positive Feedback” and “Corrective Feedback” and how they influence students’ motivation in Physical Education (PE) at the National Institute of Physical Education and Sports (NIPES), Cambodia. Student participation in physical education classes highlights the importance of understanding the role of feedback in enhancing engagement and performance.
Objective: this study aims to address the existing gap concerning how teacher feedback impacts student engagement in physical education at NIPES, Cambodia. It also analyses students’ perceptions and classroom practices, highlighting effective teaching strategies, active learning approaches, and long-term student motivation within the field of physical education. Methodology: the study employed qualitative methods, including interviews with five students who performed a "Rhythm Exercise," as well as classroom observations. Result and Discussion: the findings indicate that both types of feedback are important; however, “Corrective Feedback” was found to be more frequently used by teachers in class. Meanwhile, “Positive Feedback “was reported by students to increase their enjoyment and effort during lessons (based on direct student interviews). Conclusion: this study highlights the clear impact of teachers' responses to students' tendencies in the field of physical education at the National Institute of Physical Education and Sports (NIPES), Cambodia. Nevertheless, this study was limited to a single class and does not reflect a broader or more comprehensive scope.

Digital tools have become significant in modern education, but many teacher trainers face challenges and difficulties in integrating them into their teaching practices. This study aims to investigate the challenges and problems faced by teacher trainers at the National Institute of Physical Education and Sport in using digital tools for instruction. A quantitative research method was conducted by using a Google Forms survey. There are 46 teacher trainers with 41 responses collected. The results reveal that lack of digital training, confidence, limited knowledge, lack of equipment are the main barriers for teacher trainers in National Institute of Physical Education and Sport. The study suggests that targeted digital training programs, increased access to equipment, and ongoing support are vital to help teacher trainers integrate digital tools or ICT effectively into their teaching practices. In brief, this study is vital for all teacher trainers in National Institute of Physical Education and Sport. This helps them see the effective, strength, and weaknesses of the teachers in using digital tools for their teaching. However, the research does not meet the high academic standard yet. Finally, I would like to suggest other researchers to conduct deeper to explore which digital tools are the most effective.

This study aims to investigate the effect of a hybrid learning model that integrates interactive video with traditional games on improving basic movement skills and learning engagement of primary school students. This learning model is designed to utilise the advantages of digital technology in material delivery (interactive video) while maintaining the pedagogical values of collaborative physical activity (traditional games). Through a quantitative approach, this research will involve primary school students as subjects to measure the effectiveness of the hybrid model in developing students' gross and fine motor aspects, as well as their level of participation and motivation in the learning process. The next two months will be dedicated to the implementation of the experiment, data collection through observation, movement skills test, and learning engagement questionnaire, as well as statistical data analysis. The results of this study are expected to contribute significantly to the development of innovative and effective learning strategies to improve the quality of physical education at the primary school level.

Anatomy is a cognitively demanding course in Physical Education, requiring students to recall extensive information that serves as a foundation for professional practice. Despite its importance, many students struggle with immediate recall of anatomical knowledge due to the subject’s complexity and the traditional lecture-based approaches commonly used in instruction. This challenge highlights the need for innovative teaching strategies that actively engage learners and enhance memory retention.
Game-based learning has emerged as a promising pedagogical approach that integrates interactive, competitive, and rewarding elements into the educational process. Games stimulate active participation, foster motivation, and create meaningful learning experiences, which can facilitate encoding and retrieval processes essential for immediate recall. Embedding game-based activities into lesson plans provides a structured means of reinforcing content in a way that is both engaging and effective.
In this study, a quasi-experimental design was employed to examine the effectiveness of game-based activities in improving immediate recall among students enrolled in Anatomy. Lesson plans embedded with game-based activities were validated by experts to ensure content accuracy and pedagogical appropriateness. A pre-test was conducted one week prior to the intervention, and the same instrument was administered as a post-test following the lesson. The results demonstrated a significant improvement in immediate recall (p < .001), suggesting that integrating game-based activities into Anatomy instruction can enhance students’ ability to remember content in the short term.

Keywords: Game-based learning, immediate recall, cognitive learning

Abstract
Character education has become a global priority, with physical education (PE) strategically fostering respect, teamwork, and perseverance. However, its implementation remains inconsistent, and comprehensive bibliometric studies are still limited. This study aims to analyze global research trends on character education in PE from 2001 to 2025 through bibliometric methods using RStudio 4.5.1. Findings indicate an annual growth rate above 12%, led by the United States, Indonesia, and the United Kingdom, with extensive collaboration networks across America, Europe, and Asia. Keyword analysis highlights the dominance of values education, social learning theory, and experiential learning, alongside emerging themes such as digital PE, gamification, and inclusive pedagogy. Teachers appear as key transformative agents through professional development and reflective practice. Regional variations are evident: Europe emphasizes teacher professionalization, while Asia focuses on primary school character education. Overall, PE is affirmed as a vital arena for life skills, citizenship, and social participation.

Keywords: Character Education, Physical Education, Bibliometric Analysis

1. Introduction
   Character education has become a central theme in contemporary education, with physical education (PE) offering unique opportunities to foster respect, teamwork, and perseverance (Barba-Martín et al., 2020; Kirk, 2019). Sports and physical activities enable students to practice moral decision-making and strengthen virtues through lived experiences (Agboola & Tsai, 2012). However, research reveals inconsistencies in its implementation and assessment across educational contexts (Pérez-Ordás et al., 2021; Yoon & Armour, 2017). Findings are often fragmented due to diverse conceptual frameworks and teaching strategies in different cultures (Bailey et al., 2009; Casey & Goodyear, 2015; Quennerstedt, 2019). Many PE teachers also lack sufficient training and resources to effectively integrate moral education (Baldwin et al., 2007).
   Bibliometric evidence shows a surge in publications since 2020, spanning developed and developing nations such as the US, UK, Australia, Indonesia, and Brazil (Barker et al., 2017; Cervantes & Meaney, 2013; Downward et al., 2018). The urgency arises from social challenges, including declining youth moral engagement and increasing behavioral problems in schools (Calderón-Almendros et al., 2024; Ward et al., 2021). Global educational reforms highlight character development as essential for preparing ethical citizens (Muhtar et al., 2021; Pozo et al., 2018). Its integration with social-emotional learning and behavioral interventions underscores the need for evidence-based approaches (Dhuli et al., 2022; Kosak et al., 2024).
   Despite growing interest, comprehensive bibliometric studies mapping global research on character education in PE remain limited (Camerino et al., 2019; Kirk, 2019). Few reviews address intersections with inclusive education, sustainable development, or culturally responsive pedagogy (Alcalá et al., 2019; Harvey et al., 2014).
   This study aims to conduct a bibliometric analysis of global research trends on character education in PE (2001–2025), focusing on publication patterns, theoretical frameworks, pedagogical models, keyword evolution, collaboration networks, and future research direction.

2. Methods
   Figure 1 Methodology used (Danvila-del-Valle et al., 2019)
   2.1 Research Design
   This study applies a bibliometric research design using the RStudio application version 4.5.1 (https://posit.co/download/rstudio-desktop/) to map and quantitatively evaluate scientific publications on physical education, sports, and character development from 2001 to 2025. This design systematically identifies trends, collaborations, and thematic evolutions.
   2.2 Procedures
   This dataset was retrieved from Scopus (https://www.elsevier.com/products/scopus). Cleaning of unstructured or messy data included removing duplicates, verifying metadata, and preparing files for bibliometric analysis using OpenRefine (https://openrefine.org/). The data was then entered into RStudio for analysis.
   Table 4. Documents obtained from searches in the databases
   2.4 Data Analysis
   Bibliometric indicators were analyzed using Bibliometrix in RStudio by analyzing six research questions on relevant biblioshiny output, ensuring comprehensive insights.
   Table 1. Research Questions

3. Results and Discussion
   Figure 1. Main Information
   Research on character education in physical education (PE) has shown consistent growth from 2001 to 2025, with an annual increase above 12%. The United States leads the field with nearly 400 publications, followed by Indonesia (~300), the United Kingdom (>250), and Australia (~160). China, Spain, and Canada contribute between 100-150 works, while Turkey, Malaysia, and Greece publish fewer than 100. These trends highlight the US as a global driver and emphasize strong Asian involvement, particularly from Indonesia and China. Collaboration networks demonstrate extensive partnerships across North America, Europe, and Asia, with leading journals including Physical Education and Sport Pedagogy and the Journal of Teaching in Physical Education.
   Regarding theoretical frameworks, values education, social learning theory, and experiential learning dominate, with character education and life skills emerging as central themes. Recent trends indicate a shift toward inclusive and technology-based approaches, particularly digital PE and inclusive pedagogy.
   Teachers are consistently identified as transformative agents positioned strategically in conceptual structures central to character formation. Research increasingly emphasizes their professional development and reflective practice, moving beyond instructional roles to shaping pedagogical beliefs and agency. Contextual analysis reveals that secondary education is the most studied level, although primary, higher education, and teacher training contexts also appear prominently. Regional differences are evident: European research highlights teacher professionalization, while Asian studies emphasize character education in primary schools.
   Innovative approaches such as gamification, sport-based interventions, and digital PE are increasingly adopted, particularly since 2018. Finally, PE is strongly linked to value transfer in life skills, citizenship, and civic engagement. A thematic evolution is observed from a focus on self-discipline toward broader goals of social participation and digital citizenship. Overall, PE emerges as a strategic platform for fostering moral values, life skills, and civic responsibility across diverse educational and cultural contexts.

4. Conclusion
   The bibliometric analysis reveals significant growth in character education research within physical education (2001–2025), led by the United States, Indonesia, and the United Kingdom. Findings highlight the dominance of values education, social learning theory, and experiential learning, alongside shifts toward inclusive and technology-driven pedagogy. Teachers emerge as key transformative agents, while regional variations show distinct priorities. Overall, physical education is affirmed as a strategic platform for cultivating life skills and citizenship.

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Ward, P., Mitchell, M. F., van der Mars, H., & Lawson, H. A. (2021). Chapter 3: PK⇓12 school physical education: conditions, lessons learned, and future directions. Journal of Teaching in Physical Education, 40(3), 363–371. https://doi.org/10.1123/JTPE.2020-0241
Yoon, K., & Armour, K. M. (2017). Mapping physical education teachers’ professional learning and impacts on pupil learning in a community of practice in South Korea. Physical Education and Sport Pedagogy, 22(4), 427–444. https://doi.org/10.1080/17408989.2016.1268589

This study aims to develop application-based electronic teaching materials in the wrestling extracurricular course at Medan State University by applying the Outcome Based Education (OBE) approach. This study uses a research and development (R&D) method referring to the Borg and Gall model which consists of ten systematic stages, starting from research and data collection to product dissemination. The trial subjects consisted of 30 students of the Physical Education study program consisting of an initial trial of 10 students and a trial in a large group of 20 students and 3 material experts consisting of media and language. Data collection instruments were in the form of a validation questionnaire and a user response questionnaire. Data were analyzed using quantitative descriptive analysis techniques in the form of percentages. The results of validation by experts showed that the electronic teaching materials were categorized as valid and suitable for use, both in terms of material content, media display, and language. Field trials showed that these teaching materials were able to improve students' understanding of basic wrestling techniques and support the achievement of learning outcomes. The OBE approach applied in this development succeeded in aligning learning objectives, processes, and evaluation. Thus, this application-based electronic teaching material can be used as an alternative learning resource in extracurricular wrestling learning in higher education.

ABSTRACT
Physical education (PE) research often relies on Likert-type scales to measure complex constructs such as motivation, coaching effectiveness, and learner attitudes. However, inconsistencies in how researchers interpret Likert-scale data - particularly the widespread use of unstandardized total score intervals - introduce risks to both reliability and pedagogical decision-making. This study introduces the Range-Gem+ Method formula, a novel approach that standardizes Likert-scale interval interpretation using a micro-adjustment factor (Gem) to ensure equal-width and mid-point adjusted class intervals. Using the Positive Coaching Strategies Scale-30 (PCSS-30) as a pilot instrument, demonstrates how Range-Gem+ overcomes key limitations of total score interpretation, enhances comparability, and improves the rigor of data categorization. These findings support a shift away from total score dependence toward a unified mean score-based interpretation model.
Keywords
Likert-type scales, Range-Gem+ method, Positive Coaching Strategies Scale-30, Mean vs. Total scores, Unified Mean Score-based Interpretation Model

INTRODUCTION
The foundation of Likert-scale methodology stems from the work of Rensis Likert (1932). Likert-type scales are central to data collection in PE quantitative researches, often used to assess abstract but critical constructs such as student motivation, coaching quality, and self-efficacy. Despite their ubiquity, the interpretation of such scales remains inconsistent. Most researchers default to total score interpretation and derive class intervals arbitrarily - practices that lack methodological rigor and compromise the validity of findings. This study addresses that gap by introducing the Range-Gem+ Method and demonstrating its application in a PE context.
The Range Method was developed by prevalent use of Total Score Intervals (TSI) across various colleges - including PE - reflects an unexamined norm rather than a validated standard. Through Conventional Range Method with formula discrepancy, TSIs can lead into unequal or arbitrary class widths. Much more for multi-domain questionnaire, can lead to misinterpretation of attitudinal constructs. This becomes problematic when such flawed interpretations inform pedagogical decisions, program assessments, or student evaluations. There is a need for a standardized method that ensures interval consistency, scalability, and clarity.
The Range-Gem+ Method developed by Ebardo et al. (2025) addresses these issues. By adding a micro-adjustment factor (Gem = 10-n; n = decimal precision), this method develops an accurate formula that ensures equal-widths and midpoint-centered class intervals. It allows for consistent interpretation across domains, enhancing the validity and clarity of Likert-based evaluations.
This study critiques the conventional Range Method for its flawed class interval widths and formula inaccuracy and proposes the Range-Gem+ Method as a superior alternative. Additionally, this paper aims to demonstrate how the Range-Gem+ Method can standardize Likert-scale interpretation in PE research through mean score rather than total score interval. The method is empirically demonstrated using pilot test data from the Positive Coaching Strategies Scale-30 (PCSS-30), as a test instrument to show how this method enhances unified interpretive reliability and supports informed pedagogical decisions.
METHODOLOGY
This study employs a methodological-comparative design. The Positive Coaching Strategies Scale-30 (PCSS-30), a self-made Sports Psychology questionnaire, was randomly administered to 25 individual-event student-athletes during a pilot test at the 2024 ROTC Games in Zamboanga City, Philippines. The instrument comprises five domains:
• Communication and Feedback (7 items)
• Motivation and Team Building (8 items)
• Personal Development and Well-being (5 items)
• Self-Assessment and Improvement (10 items)
• Overall PCS (30 items)
Student-athletes rated each item on a 5-point Likert scale (1 = Very Low, 5 = Very High). Internal consistency was measured using Cronbach's alpha.
The critical and nuanced distinction between the conventional Range Method and the Range-Gem+ Method are mathematically investigated, compared, and synthesized - testing assumptions, refining clarity and demonstrating accuracy.
Two interpretation methods through Range-Gem+ were used for comparison:
A. Mean score with unified class intervals
B. Total score with factor-specific class intervals
RESULTS / DISCUSSION
Reliability Analysis:
• Full Scale Alpha: .988 (Very High)
• Subscale Alphas (Very High):
o Communication: .972
o Motivation: .973
o Well-being: .974
o Self-Assessment: .985
These values indicate remarkable scale coherence - suggesting that each set of items strongly measures a single construct. The internal consistency of the scale components justifies aggregation of item scores and supports the legitimacy of using mean scores for analysis and interpretation.
Demonstrating Accuracy: Range-Gem+ vs. Conventional Range Method 9
Range-Gem+ Method Conventional Range Method
1-3 Likert @ 1-decimal precision; n = 1

Gem = 10-n = 10-1 = 1/101 = 1/10 = 0.1

CW = [(HS - LS) + Gem] / k; k = 3
= [(3 - 1) + 0.1] / 3 = [2 + 0.1] / 3
CW = 0.7 (Exact)
Expect 3 intervals of 0.7 equal CWs 1-5 Likert @ 1-decimal precision
CW = (HS – LS) / k; @ k = 5
= (5 – 1) / 5
= 4 / 5
CW = 0.8 (Exact)
Expect 5 intervals of 0.8 equal CWs

Interval    Class Width
4.3–5.0 0.8

Interval Class Width 3.5–4.2 0.8
2.4–3.0 0.7 2.7–3.4 0.8
2.7–2.3 0.7 1.9–2.6 0.8
1.0-1.6 0.7 ✔ 1.0–1.8 0.9 ✘
Introduced:
• Consistent class widths across all
• Formula accuracy. • Inconsistent class widths
• Formula inaccuracy
The comparison exposes a fundamental flaw of conventional Range Method: it does not maintain equal class widths, even when it's claimed to. These inconsistency and inaccuracy gaps strengthen the Range-Gem+ Method superiority - robust for analysis and interpretation.
Class Intervals through Range-Gem+ Method: Mean Score vs Total Score
A. Mean score class intervals
1-5 Likert @ n = 2 (2-decimal precision); Gem = 10-n = 10-2 = 1/102 = 1/100 = 0.01
CW = [(HS - LS) + Gem] / k; k = 5, Gem = 0.01
= [(5 - 1) + 0.01] / 5 = [4 + 0.01] / 5 = 4.01 / 5 = 0.802 ≈ 0.81

The Range-Gem+ Method offers 1-set of intervals accommodating all domains.
Domain Interval CW Interpretation
Overall PCS
Communication and Feedback
Motivation and Team Building
Personal Development and Wellbeing
Self-Assessment and Improvement 4.22–5.02 (≥4.22) .81 Very High
3.41–4.21 .81 High
2.60–3.40 .81 Moderate
1.79–2.59 .81 Low
0.98–1.78 (≤1.78) .81 Very Low
The strengths of this unified structure:
• Mathematically balanced (midpoint adjusted and equal interval width of 0.81).
• Interpretively elegant (all components interpreted using one set of intervals).
• Psychometrically justified (supported by very high reliability from pilot testing).
• Supports comparability across all domains.
B. Total score class intervals
1-5 Likert @ n = 0 (0-decimal precision), Gem = 10-n = 10-0 = 1 / 100 = 1 / 1 = 1
CW = [(HS - LS) + Gem] / k; k = 5, Gem = 1
Domain Item CW Interpretation
Very Low Low Moderate High Very High
Overall PCS 30 24.5 ≈ 25 28-52 53–77 78–102 103–127 128-152
…Feedback 7 4.8 ≈ 5 6-11 12–17 18–23 24–29 30-35
…Team Bldg. 8 6.4 ≈ 7 7-13 14–20 21–27 28–34 35-41
…Wellbeing 5 4.2 ≈ 5 3-7 8–12 13–17 18–22 23-27
…Improvement 10 8.2 ≈ 9 8-16 17–25 26–34 35–43 44-52
Total score methods produce interpretation bands that are specific to each component’s number of items. However, this:
• Requires unique class intervals per domain, adding interpretation complexity.
• Allows unequal psychological weighting across dimensions leading to interpretation potential biases.
• May obscure cross-component comparisons.

The results affirm the advantages of mean score interpretation using the Range-Gem+ Method. The conventional use of total scores is mathematically sound but impractical for comparative or multi-component analysis. Total score intervals vary by item count, which complicates data presentation and weakens cross-factor comparability.
The Range-Gem+ Method standardizes mean score interpretations using equal-width, midpoint-aligned categories. By refining the boundary error in the conventional Range Method, the technique ensures interpretive accuracy and simplifies reporting. The method supports more intuitive communication of results to academic, educational, or policy audiences.
This study positions the Range-Gem+ Method as a standardized unifying interpretative framework for Likert-scale data, preserving the benefits of mean score usage while refining its common limitations.
CONCLUSIONS
This study encouraged the transition from total score dependence to a simplistic mean-based interpretations using the Range-Gem+ Method. By introducing a micro-adjustment factor “Gem” to refine conventional range-based discrepancies, the method provides equal-width, statistically sound, and replicable class intervals. Its application improves consistency, clarity, and cross-study comparability, particularly in instruments with multiple domains.
The Range-Gem+ Method represents a significant step forward in the methodological treatment of Likert-scale data, offering researchers a more transparent and standardized interpretation. Its adoption is a scholarly pedagogical decision-making and could mark methodological turning point for questionnaire-based research in Physical Education and beyond. Future studies should explore its generalizability across diverse instruments and fields.

REFERENCES
Ebardo, G. M., Fadare, S. A., Alcopra, A. R., Derramas, C. A., Kamlian, C. A., Aksan, J.
A., & Ebardo, G. J. M. (2025). Unlocking Accurate Data Categorization: The Range Gem+ Approach to Meaningful Intervals for Global Development Perspectives. Salud, Ciencia y Tecnología – Serie de Conferencias, 4:1434. https://doi.org/10.56294/sctconf20251434

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology,
140, 1–55.77

This research examines the transition of Physical Education instructors from online to face-to-face training, laying the groundwork for theoretical development. This study used Charmaz's grounded theory, which organizes inductive methods to construct theories in qualitative research. Purposive sampling was employed to select ten participants for this study, ensuring diversity. Physical education educators from universities participated. Theoretical sampling determined the sample group size. They were recruited through professional networks and academic conferences, providing a diverse range of perspectives. This investigation provides two phases of early data. The researcher hypothesizes the categorized phenomena. Second-phase studies indicated that themes were forming as the data saturated. The data was presented using Charmaz's (2006) themes. Phase 1 includes technology adaptation, integrated learning, creative teaching, student involvement, support networks, and mental health awareness. Phase 2 encompasses technology integration and adaptation, addressing obstacles and finding solutions, and promoting flexibility and participation in teaching and learning. Finally, the ideas were merged, and the Adaptive Educational Resilience Theory (RGB) was defined. In conclusion, some key findings from physical education teachers transitioning from online to in-person teaching approaches are helpful for transition teaching.

This study aims to develop a Multi-Dimensional Training Program based on Smartwatch (PLMDS) to enhance holistic fitness—physical, mental, and emotional. With sedentary lifestyles on the rise and non-communicable diseases becoming more common, smartwatches offer strategic support for fitness through real-time data and instant feedback. This research addresses current gaps by designing a personalized training application that integrates gamification, interactive guidance, progress tracking, and online community support.

The application follows the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The analysis and design phases are complete, and the project is now in development. In the analysis stage, user needs were identified, revealing key barriers like limited time, lack of motivation, and poor access to quality training. These insights guided the intervention design and program scope.

In the design stage, the training framework was structured: cardio and strength exercises for physical health, guided meditation for mental well-being, and mood tracking for emotional support. An intuitive smartwatch interface and evaluation indicators were also created based on physiological and psychological metrics.

Now in development, the program is being integrated into a smartwatch-compatible application that allows users to monitor heart rate, exercise duration, stress levels, and sleep patterns in real time. Initial trials are ongoing with 30 smartwatch users in Medan City, North Sumatra, using on-site sampling. The expected result is a technically feasible, user-friendly PLMDS application that supports sustainable holistic fitness improvement for smartwatch users.
Keywords: training program, multidimensional, smartwatch, holistic fitness,

Physical education (PE) teachers faced new challenges in the field of exercise and health promotion, as a nationwide application of Physical Activities toward Health and Fitness (PATHFit) in physical education towards improving health outcomes through movement competency. The researcher believes that through PATHFit as a new platform in teaching physical education focusing on health and fitness as integration for the improvement and expanding the scope and content of the curriculum. The readiness of the physical education teachers on the implementation of PATHFit as the new trend in teaching physical education (PE) across all courses.
The study used quantitative and qualitative; descriptive research design focusing on the implementation of PATHfit as the new platform of instruction in physical education as an advocacy for health and fitness. The study was conducted among selected HEI’s schools at the Province of Tawi-Tawi, BARMM. The researcher utilized the probability sampling technique. The sampling method that involves randomly selecting a sample, or a part of the population (physical education teachers) to determine the impact of PATHfit as new platform towards maintain health and fitness. Hence, the use of Pearson r (Product Moment Correlation) was utilize to determine the relationship on the implementation of PATHFit and the Teacher’s readiness to integrate PATHFit into the curriculum.
It was concluded that, varied approach to increase teachers’ competencies and literacy on the increasing prominence of PATHFit in physical education that serves as an avenue to promote the importance of physical fitness and its impact to health maintenance and lifestyle change. The implementation of the PATHFit is crucial towards providing lifelong learning skills both teachers and students that transcend the importance of physical activity and its effects towards health and fitness. The teachers must be equip with the right competencies, literacies and training towards effectively integrate PATHFit not limited to physical education but encourage as a health intervention plan throughout the program.
It was recommended for teachers to be open to change and not resistant to embrace the principles of PATHFit as a tool towards promoting healthier lifestyle Teachers were suggested to put emphasis on strengthening the core curriculum and training involving well – organize seminar and training for teachers to improve the implementation of PATHFit. Consequently, access opportunities like training/s to improve on his or her own professional practice were highly recommended with strong collaboration among schools domestic and abroad.

Keywords: Physical Education, Physical Activity, Health, Fitness, Lifelong Learning Skills

Introduction: The educational landscape has been shifted by the advent of digital technologies reconfiguring traditional pedagogical practices and forcing educators to rethink their teaching skills.
Purpose: This study sought to explore how Secondary Physical Education teachers of senior high schools in Davao City develop their teaching competencies in distance education implementation specifically on content adaptation, technology integration, and assessment competencies.
Method: A phenomenological method was employed to six PE teachers in 2020–2021 through semi-structured interviews. Data was analyzed using Colaizzi's seven steps method.
Findings: Three themes were identified: Content Adaptation Competency Challenges (70-75% feeling prepared, constraints of tablet module), Technology Integration Competency Gaps (Learning Management Systems (LMS) navigation difficulties, low digital literacy) and Assessment and Feedback Competency Adaptations (held onto pedagogical confidence but encountered difficulties with virtual feedback delivery).
Discussion/Conclusion: Physical educators showed perseverance in the face of severe competency difficulties. To achieve a successful distance PE, professional development on technological pedagogical content knowledge, improved infrastructure and distributed systems is needed.

Keywords: TPACK framework, modular learning, digital literacy, pedagogical adaptation, emergency remote teaching

Abstract. This study aimed to find the relationship between student’s perception and academic performance in learning Physical Education using blended learning. The study used a descriptive correlational quantitative method research design. The respondents were the PATHFIT students of Northwestern Mindanao State College of Science and Technology in the first semester of the academic year 2023-2024. The level of students’ perception of blended learning in physical education is average. The academic performance of students in Physical Education was very good. There was no relationship between student’s perception and academic performance in learning Physical Education using blended learning. The transition of learning modality from face-to-face classes to distance learning caused by the COVID-19 pandemic challenged PE students and teachers. In order to increase blended learning's overall efficacy in physical education, educators should consider discussion on the issues related to perception and support in addition to technical challenges in the future.

Keywords: academic performance, blended learning, PATHFIT

Background
Since the dawn of industrialization, numerous changes have occurred in all facets of human life. People nowadays live very differently than they did in the past. Many aspects of communication, transportation, and the economy have improved. Along with these, the learning model of education has become more accessible as new technologies develop.
However, a global crisis due to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), COVID-19 has changed the world. According to the World Health Organization (WHO), COVID-19 is responsible for global excess mortality. As stated by Tria (2020), the educational sector was mostly affected. Face-to-face classes were suspended to stop the infection from spreading and to ensure the safety of the learners, teachers, and personnel.
However, to guarantee the continuous delivery of education under the “New Normal”, the Higher Education Commission (CHED) released a memorandum order no. 4 series of 2020 whose subject is the Guidelines on the implementation of flexible learning. This memorandum states that in compliance with the relevant Republic legislation Act No. 7722 (RA), also referred to as the “Higher Education Act of 1994”, Republic Act No. 11469, otherwise known as the” Bayanihan to Heal As One Act”, and by the virtue of Commission en Banc (CEB) Resolution No. 412-2020, the Higher Education Commission (CHED) hereby adopts and promulgates the Guidelines on Flexible Learning (FL) to be implemented by public and private Higher Education Institutions (HEI). This document contains the general guidelines that all levels of public and private higher education institutions in the nation must follow when implementing flexible learning and teaching options, approaches, strategies, systems, pedagogies, and modalities in undergraduate and graduate programs, including those that require permits. It will apply to all current HEI students, including incoming first-year students. Programs, courses, and learning interventions are designed and delivered to meet the individual needs of learners concerning location, pace, learning method, and learning outcomes. It covers face-to-face or in-person learning, learning outside of the classroom, and a combination of learning modes of delivery. It also involves the use of digital and non-digital technology. When the use of conventional teaching methods is impractical, like in the case of national emergencies, it guarantees the continuation of inclusive and accessible education. In this context, educators and students collaborate to create knowledge and have the authority to tailor learning experiences to improve student learning based on the realities of our classrooms. Therefore, flexible learning is an adaptable modality to teaching and learning that considers students' different learning styles and needs for different access points to course materials.
Correspondingly, there were several considerations upon the selection of the alternative learning delivery modality, such as the availability of materials at home, location, convenience, and printing cost. Results from the survey showed that only a few students had gadgets at home and the majority could not access the internet, thus online distance learning was not possible. To respond to the gap, a state college in the city of Tangub, one of the provinces in Misamis Occidental was able to come up with a solution of making a module for each subject course. The institution then tapped every nearby municipality to have a drop box area where students could submit their modules.
Two learning delivery modalities were crafted; the online modality through the use of Google Classroom and the modular type of learning where it was printed and distributed by the institution. Both are uniquely beneficial to the students. However, only those students who have an internet connection can access the Google Classroom. Thus, some students regardless of their location selected modular as their learning modality.
As a newly implemented mode of learning in the “New Normal Education”, the researchers aimed to assess the effectiveness of online and modular modalities of learning. It further sought to find out whether the blended type of learning has effects on students’ perception, and academic performance as well as the relationship of both student’s perception of blended learning and the academic performance of the respondents.

Statement of the Problem
This study aimed to find out the effectiveness of blended learning in Physical Education among the students of a state college in Tangub City and its relationship on students’ academic performance in the new normal delivery of instruction.
1. What is the level of students’ perception of Physical Education using blended learning?
2. What is the academic performance of students in Physical Education?
3. Is there a significant relationship between a student's perception and academic performance in Physical Education using blended learning?

Methods
This study used a descriptive-correlational design. It sought to find out whether there was a significant correlation between students' perception and their academic achievement when learning physical education through blended learning. The participants of this research were the 92 PATHFIT students of a state college in Tangub City, Northern Mindanao school year 2023-2024.
A modified questionnaire was pilot-tested to ensure its reliability and validity. The number of participants from each block was determined using stratified random sampling. Moreover, the data were statistically treated using weighted mean, and Pearson product-moment correlation coefficient.

Results
Based on the data that were gathered, the study's key conclusions are as follows:
1. Students’ level of perceptions in Physical Education using blended learning, was all average.
2. The level of academic performance of the students in Physical Education was very good.
3. There was no significant relationship between students’ perception on blended leaning and academic performance in physical education.

Conclusion
PATHFIT students and teachers faced challenges due to the COVID-19-related shift in the learning modality from in-person instruction to blended learning. Although, students value features like self-paced learning and flexible scheduling, questions remain about how effective blended learning is. Despite these reservations, a student's excellent academic achievement shows that they may succeed in a mixed-learning setting. Nonetheless, the lack of a strong link between students' perceptions and their academic achievement highlights the call for a more complex understanding of the variables affecting blended learning success. Going forward, teachers must think about addressing not just the technical difficulties but also the factors connected to perception and assistance in the hope of boosting blended learning's overall efficacy in physical education.

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A significant challenge arises from the misalignment between the CHED-prescribed BPEd curriculum and the broader competencies required in the MAPEH program of basic education, a gap that becomes most evident during internships when pre-service teachers encounter difficulties in teaching Music and Arts. Thus, this study explored the lived experiences of BPEd graduates teaching MAPEH, with emphasis on the challenges they encountered, their coping mechanisms, and the implications for teacher preparation. Utilizing a mixed-methods design, quantitative data were collected from 34 BPEd graduates through an online survey assessing content knowledge in Music and Arts, while qualitative insights were obtained from focus group discussions with eight purposively selected participants. Data were analyzed using descriptive statistics and Thematic Content Analysis. Results revealed difficulties stemming from limited subject-matter knowledge, curriculum misalignment, and challenges in handling Music and Arts. This study emphasizes that effective teaching requires adequate content expertise, as educators cannot impart knowledge they do not possess. It underscores the need to equip BPEd graduates with relevant competencies to minimize instructional struggles. The study recommends a systematic review and enhancement of the BPEd curriculum to ensure alignment with MAPEH requirements and to prepare future educators for the complex demands of teaching.

This research utilized a phenomenological qualitative approach, in
which Physical Education teachers teaching SHS from Cotabato Province were
interviewed. Data reduction, data display, and conclusion drawing, and
verification analysis had been used to validate the accuracy of the information. The findings of the research are comprehensively illustrated in a form of a table. The first table is labelled as “FAVORABLE EXPERIENCES OF PHYSICAL EDUCATION TEACHERS IN TEACHING SPECIALIZED
AND APPLIED COURSES OF SHS SPORTS TRACK” to represent four themes.The second table is labelled as “PROBLEMS THAT PHYSICAL EDUCATION TEACHERS ARE HURDLING IN TEACHING SPECIALIZED AND APPLIED COURSES OF SHS SPORTS TRACK” to represent six themes. The study drawn that these themes have respective interventions like: a) Invest in retooling and enhancement of teachers’ skills specifically through specialized seminars; b) Retention Policy should be established to achieve a concentrated population of kinesthetically intelligent students; c) Revisit DepEd’s curriculum for SHS sports track to do curriculum mapping; d)School administrators should hire highly skilled physical education teachers; e) Schools should prioritize the budget allocation for facilities and equipment; f)
Institutional support and external collaboration should be amplified to broaden the opportunities of the; g) Non-Physical Education graduates teaching in Sports Track Program should be required to undergo proper training and education in Physical Education pedagogy through seminars and workshops. The researchers highly recommend this study as essential reading for the teachers and students alike, as it can help widen our understanding with what we need to know in order to address the problems and challenges facing the education system. It is time for everyone– the Department of Education, the teachers, the students, and all its stakeholders to work hand in hand and make the solutions a reality.

Keywords:Lived Experiences of Physical Education Teachers, Phenomenology, Sports Track

Gross motor skills are an important foundation for children's physical, cognitive and psychosocial development. However, the increasing rates of obesity and physical inactivity among Malaysian children have raised concerns about delayed motor development. This study aimed to evaluate the effects of a rhythmic movement program on the development of gross motor skills in primary school students aged 8 to 10 years. A total of 60 students were selected as a sample through stratified sampling for treatment group and control group. A quasi-experimental design involving treatment and control groups was used, with a 10-week intervention and the use of the TGMD-3 test to assess locomotor and manipulative skills. The study also took into account demographic variables such as age, gender, body mass index, physical activity time and socioeconomic status. The results of the study are expected to show an improvement in gross motor skills in the treatment group and provide practical recommendations for the integration of rhythmic movement into the primary school Physical Education curriculum in Malaysia.
Keywords: Gross Motor Skills, Rhythmic Movement, Physical Education, Locomotor Skills, Manipulative Skills, Curriculum Development, Motor Development

This study aims to develop and validate the TGFU-ABC (Teaching Games for Understanding–Anti-Bullying Character) model as an innovative learning medium to promote psychosocial development in elementary school physical education. The developed product consists of four types of modified tactical games; Invasion games, Net/Wall games, Target games, and Striking & Fielding games that integrated with anti-bullying behavioral values. The research employed research and development (R&D) design, involving expert validation, small-scale trials, large-scale implementation, and dissemination. Validation by two experts resulted in a score of 87%, indicating high validity. A small-scale trial involving 80 students and ten product-related statements yielded a score of 82%. Feedback from ten elementary physical education teachers suggested improvements in simplifying game rules and adjusting the complexity of movements in each game type. After revisions, a large-scale trial with 200 students produced a score of 90%, showing that the model was well-accepted and suitable for classroom implementation. The final stage involved dissemination by publishing the TGFU-ABC guidebook, complete with tutorial videos, and distributing it through teacher training activities and subject forum groups. In conclusion, the TGFU-ABC model is valid, practical, and appropriate as a learning medium for integrating psychosocial values into elementary physical education.
Keywords: Anti-Bullying, Physical Education, Psychosocial Development, TGFU-ABC

Project-Based Learning (PBL) is a constructivist theory where students learn and develop critical thinking skills by investigating and solving real-world problems. This research uses PBL framework as a teaching method aligned with the American Council on the Teaching of Foreign Languages (ACTFL) guidelines where students respond to a problem by writing and creating an informative, persuasive, and visually appealing infographic-infomercial project proposal. The project integrates ACTFL standards such as communication and communities to ensure that students develop strong writing skills that are effective and applicable in various contexts. The project begins with the senior high school (SHS) students working in groups to solve problems in the school campus. Throughout the project, students engage in various stages of writing, including drafting, revising, and finalizing content. Data were collected over the course of 18 weeks and consisted of students’ drafts, scripts, and writing skills assessment rubric scored by the teachers. The project culminates with student presentations, which highlight the real-world applications of their work. Findings indicate that using PBL enhances SHS students' writing skills. Peer collaboration and feedback play a crucial role in this development, helping students progress from intermediate to advanced writers leading to improved quality of their writing.

Keywords: project-based learning, peer collaboration, feedback, writing skills, real-world application

Abstract
This study investigates the influence of school sports facilities and equipment on student engagement in Physical Education (PE), emphasizing the teachers’ self-efficacy. Results show that while the availability of facilities (e.g., basketball and volleyball) is high, individual and culturally significant sports are underserved. Regression analysis reveals that teacher self-efficacy significantly predicts student engagement across intellectual, psychomotor, and learning dimensions (p < .001), whereas facilities alone have a direct effect on students’ engagement. The findings highlight that self-efficacy is a stronger predictor of engagement than resource availability. This suggests that improving PE outcomes requires not only addressing disparities in infrastructure but also strengthening teacher development programs. Therefore, the study recommends equitable resource allocation, promotion of inclusive sports programs, and continuous professional development to empower teachers and foster a more engaging, holistic, and culturally responsive physical education environment.

Keywords: Physical Education, facilities, equipment, student engagement, teacher self-efficacy, regression analysis, resource allocation, professional development.
1. Introduction
Learner engagement is a key indicator of success in Physical Education (PE), promoting motivation, autonomy, and holistic development through physical activity, teamwork, and discipline. However, many PE programs—particularly in rural areas—struggle due to inadequate facilities and equipment, limiting both instructional quality and student participation. Studies (Rosete et al., 2022; Kroupis et al., 2019) highlight that insufficient resources negatively affect both student engagement and teacher confidence.
Teacher satisfaction with available resources strongly influences their self-efficacy, which plays a vital role in enhancing students’ intellectual, psychomotor, and learning engagement. While past research has explored the separate roles of resources and teacher effectiveness, few studies have examined how these factors interact—especially in under-resourced settings.
This study aims to assess the impact of PE facilities and equipment on teacher satisfaction and self-efficacy, and how these in turn affect student engagement. It also provides a socio-demographic profile of public and private high school teachers in Iligan City, examining how differences in resource availability influence engagement strategies across school types. The findings aim to inform policies that promote equitable access, teacher development, and improved PE outcomes.
2. Methods
This study employed a descriptive-correlational quantitative design using stratified and purposive sampling to examine the impact of PE facilities and equipment on teacher self-efficacy and student engagement in public and private schools in Iligan City. Data were gathered through structured, adapted survey questionnaires assessing socio-demographic characteristics, resource adequacy, self-efficacy, and engagement strategies. Tools included a resource checklist (Valenzuela, 2018), the General Self-Efficacy Scale (Tsai et al., 2014) (α = 0.85), and the Teacher Engagement in PE Questionnaire (Nguyen, 2023) with high reliability (α=0.82–0.90). Quantitative data were analyzed using Jamovi, applying descriptive statistics (mean, median, mode, standard deviation) to evaluate perceptions of PE program effectiveness and engagement. This study followed a systematic approach to ensure accurate and reliable data collection. The researchers first obtained an approved letter of consent to conduct the survey. This letter was then submitted to the relevant authorities of each private high school and to the Superintendent of the DepEd Iligan for public schools, to ensure proper authorization. Approval from both private and public school administrators was obtained to facilitate the survey process. The researcher gathered data through surveys administered to all suitable respondents. Both printed survey questionnaires and google forms were utilized to ensure inclusivity and accessibility, allowing for a comprehensive data collection process.
3. RESULTS AND DISCUSSION

3.1 Demographic Profile
Majority of teachers are under 30 years old (46.7%), female (68.3%), and PE majors (88.3%). Most hold a bachelor’s degree (86.7%) and have varied teaching experience, with 31.7% having over 10 years. Respondents were equally distributed between public and private schools (50% each), enabling balanced comparisons. According to Miao et al. (2024), new teachers are often full of energy and enthusiasm, which plays a significant role in actively engaging students in physical education activities. However, 30% of the teaching is positively associated with job satisfaction particularly when it aligns with teachers’ perceived needs (Smet, 2021). Additionally, female respondents make up 68.3% of the population, reflecting the international trend of a higher proportion of women in the teaching profession (Barni et al., 2019). Martone (2020) emphasized that teachers’ sex should be considered in the teaching-learning process, as it can help foster a more effective learning environment between students and teachers.Deng and Maria (2024) noted that higher levels of education are often accompanied by increased self-confidence and greater innovation in teaching methods. In terms of teaching experience, a substantial portion of teachers have more than ten years in the profession, indicating a mix of both experienced educators and new entrants. Experienced teachers are typically associated with more advanced teaching skills, which contribute to greater student engagement and academic performance (Hidaya et al., 2023). Furthermore, private schools often offer superior facilities that enhance student engagement and learning outcomes (Lamba, 2022). In contrast, public schools may face challenges due to rescue limitations, which can hinder educational quality and student participation (Herpratana & Sumaryanti, 2019).

3.2 Availability of Facilities and Equipment
Team sports facilities like volleyball (90%) and basketball (83%) are widely available. Individual and culturally significant sports (e.g., arnis: 48%, taekwondo: 38%) are less supported. Equipment for basketball and volleyball is fully available (100%), while others like lawn tennis (28%) and track and field (28%) are limited. Intellectual sports like chess (93%) and scrabble (63%) are relatively well-supported.
The result shows that overall self-efficacy significantly predicts overall involvement with positive effect; β = 0.276 with low correlation and p = 0.002. This indicates that a person who has a little higher level of self-efficacy is more likely to display a higher involvement level. A previous study (Abun, 2021) found that self-efficacy influences work performance and is shaped by the work environment. Individuals confident in handling challenges are more likely to engage fully (Centeio et al., 2022), aligning with research linking self-efficacy to sustained learner motivation (DeMartini & Villemaire, 2023). While facilities can enhance engagement, their impact is often secondary to factors like instructional quality and teacher support (Herpratana & Sumaryanti, 2019; Kroupis et al.,2019; Widiastuti, 2019). Overall, boosting self-efficacy may be more effective in increasing participation than improving facilities alone (Wardanis et al., 2023).
4. Discussion
This study intends to explore the impact of school sports facilities and equipment on student engagement in Physical Education (PE), with a focus on the mediating role of teacher self-efficacy. The findings of this study is interesting in a number of ways:
Firstly, female respondents make up 68.3% of the population,while male respondents comprise 31.7%. This distribution reflects broader trends in the teaching profession, where women continue to outnumber men. Martone (2020) emphasized that the teacher’s sex should be considered in the teaching-learning process, as it can contribute to a more effective and responsive classroom environment. Supporting this view, Gong et al., (2018) found that assigning female middle school teachers in China resulted in higher academic achievement and greater social adaptation among female students, suggesting that gender alignment between students and teachers can positively influence learning outcomes.
Secondly, the quality of sports facilities and equipment in schools significantly affects students’experiences, levels of participation , and overall satisfaction with physical education programs. This reveals that the availability of these resources plays a pivotal role in shaping students’ intellectual, psychomotor, and learning engagement within the physical education context.
Lastly, self-efficacy is a more powerful predictor of student engagement than the direct availability of facilities. Facilities support engagement indirectly, particularly when leveraged by confident and skilled teachers. Disparities in equipment availability, especially for individual and culturally significant sports, highlight the need for more equitable resource distribution.

Abstract
This mixed-methods study successfully developed a structured pamphlet for Arnis livestick patterns to enhance the practice and mastery of these techniques among beginner practitioners. The research addresses the challenge beginners face in mastering the complex and fluid movements of livestick patterns due to a lack of structured and accessible educational materials. Employing a purposive sampling method, the study involved ten respondents, including five expert arnisadors and five beginner practitioners. Data was gathered through a structured questionnaire, feedback forms, and expert consultations. The qualitative data was analyzed using thematic analysis, while quantitative data was analyzed using descriptive and inferential statistics. The result is a comprehensive, user-friendly, and systematic educational resource designed to facilitate skill development and improve training outcomes by providing clear, step-by-step guidance on livestick patterns.
Keywords
Arnis, Livestick Patterns, Educational Materials, Structured Pamphlet, Mixed-Methods Research

Abstract
This research aims to develop a method for implementing a model-based practice (MbP) in physical education by integrating it with effective teaching methods, strategies, and styles. Three learning models are chosen as the main delivery themes: movement education, fitness education, and cooperative learning. The enablers to be integrated in this practice are five features of ‘meaningful physical education /MPE': social-interaction, challenge, motor competence, fun, and self-expression. The progress of teachers in implementing the teaching approaches in their classes was monitored and guided by facilitators, following a qualitative ethnographic approach using Casey & Ann MacPhail’s method. The results show that most teachers felt satisfied with their teaching performances in applying model-based practices, particularly in teaching physical activities and fundamental basic skills that directly contribute to health-related fitness. However, many teachers felt confused by the multitude of delivery systems needed to clarify the positions and roles of methods, strategies, and teaching styles. They lost track of the MPE features. Additionally, some teachers remain trapped in traditional methods of teaching PE and are perplexed mainly by the complexity of combining two or three learning models in one lesson. Generally, a significant gap persists between teachers’ mindsets and the teaching skills necessary to foster student voices, choices, and ownership.
Keywords: model-based practice, meaningful PE, motor competence, social interaction.

1.Introduction

This research aims to develop a method for implementing a model-based practice (MbP) in physical education (Metzler, 2017; Casey and Kirk, 2024), by integrating it with effective teaching methods, strategies, and styles. Three learning models are chosen as the primary delivery themes: movement education, fitness education, and the cooperative model. The enablers to be integrated in this practice are five features of ‘meaningful physical education /MPE' as: social-interaction, challenge, increased motor competence, fun, and delight (Beni, S., Fletcher, T., Ní Chróinín, D. , 2017; Beni, S., Fletcher, T., & Ní Chróinín, D., 2018). However, the implementation of this model has not been widely applied, which is understandable, considering the numerous limitations teachers and prospective teachers face in understanding learning models in PE (Casey, A., 2014).

2.Methods

This study uses an ethnography-based action approach. Two analytical questions to inform and guide our analysis: (1) What did teachers learn about implementing MBP through this project that will help other physical education practitioners implement the multi-model MBP approach? and (2) What are the enablers and main obstacles to implementing the initial MBP?

2.1 Research Design
Borrowing from Casey & Ann MacPhail’s method, the PE Teacher Competency Development program is organized into six parts. In the first part, the researcher and participants discussed MBP from a multi-model perspective. In the second part, the researcher explored which models to integrate. The third part details that teachers should note, experience, and reflect on their teaching performance during teaching practice in their own schools. Fourth, discuss the teachers’ performance based on the results that emerge from data analysis of the videos. In the fifth section, to revisit the two previously mentioned frameworks (the curriculum and pedagogical model). Finally, we conclude by suggesting that a balance needs to be struck between the aspirations of each pedagogical model —the MBP approach — and the realities of school life.

2.2 Participants and Procedures
The sample consisted of 32 people, comprising 18 from Lampung Province and 14 from Central Kalimantan Province. Lampung province comprises 10 female teachers and 8 male teachers, while Central Kalimantan comprises 6 female participants and 8 male participants.

2.3 Data Analysis
To maintain and improve the focus of data collection, teachers use a reflective cycle in their lesson-by-lesson diary. This cycle focuses on six stages of reflection: (1) Description: what happens? (2) Feelings: What does the teacher think? (3) Evaluation: What was good or bad about the experience? (4) Analysis: What meaning can the teacher make from this situation? (5) Conclusion: What else can teachers do? and (6) Action plan: if teaching again, what will the teacher do?

3.Results and Discussion

Through the expressions and discussions, this study formulated so many results, but this report only exposes the following results:
1. The study included sixteen teaching unit lessons that used the movement education model and the fitness education model applied to various subject matters selected by the respective teachers.
2. Most teachers are making progress in implementing model-based practices, especially in emphasizing physical activity, which leads directly to health-related fitness improvement.
3. Most teachers are still confused by the numerous delivery systems required to differentiate between teaching methods, approaches, strategies, and styles. Single-model MbPs have not been positioned as a quick fix for physical education, and multi-model MbPs tend to be more complex.
4. Students, on the other hand, have felt the meaning of the lessons they attended, especially in the aspects of physical and motor skills, the pleasure of following lessons, the presence of challenges, and social significance.

4.Conclusion

Based on the results above, it can be concluded that:
1. The implementation of MbP in PE lessons has helped PE teachers integrate several models that combine subject matter-focused models and models emphasising educative purposes, without compromising the use of methods, strategies, and teaching styles in each episode of the lesson.
2. Teaching skills that have been considered equivalent to other features, such as methods, approaches, strategies, and teaching styles, should be used as generic terms to accommodate the concept of teaching skills.
3. Previous pedagogical features in teaching PE, such as methods, strategies, styles, and even teaching models, have helped teachers and prospective PE teachers reinforce the pedagogical model, particularly cooperative learning, in their teaching skills.
4. The meaning of meaningful PE learning has been more understood as strands that should be utilized as indicators of the practical PE lessons that PE teachers should strive for in every action of their teaching, particularly when they implement the MbP.
5. Teachers are eager and willing to involve students in every domain beyond the single physical domain. They also really believe that the development of students' voice, choice, and ownership was strengthened when they implemented the MbPs.

Acknowledgment
This research was funded by a grant provided by Universitas Pendidikan Indonesia # 284/UN40.LP/PT.01.03/2024).

References
Casey and Kirk (2024). Applying Models-based Practice in Physical Education. Routledge-4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN.
Beni, S., Fletcher, T., Ní Chróinín, D. (2017). Meaningful experiences in physical education and adolescent sport: A literature review. Quest, 69(3), 291-312.
Beni, S., Fletcher, T., & Ní Chróinín, D. (2018). Use meaningful experiential features to guide basic physical education practices. European Physical Education Review, 1356336X18755050.
Casey, A. (2014). Model-based practice: great white hope or white elephant? Physical Education and Sports Pedagogy, 19(1), 18–34. https://doi.org/10.1080/17408989.2012.72697
Ennis, CD (2013). Implement a meaningful and educational curriculum and assessment in a complex school environment. Sports, Education and Society 18(1): 115–120.
Kemdikbud, 2024. Pembekalan Enumerator Pemantauan Diseminasi Gelombang. 2 (https://docs.google.com/presentation/d/1NbYFxznuyqE0_GLvNRy3oIk57bQ3NvEY8Pn2KTHlAXo/edit#slide=id.g30a609ef4f3_0_0)
Metzler, Michael W. 2017. Instructional models for physical education. (3rd. ed.) Routledge.
2 Park Square, Milton Park, Abingdon, axon OX14 4RN.

Teacher competence is a fundamental factor in ensuring effective instruction and achieving quality education outcomes. In the Philippine context, the Philippine Professional Standards for Teachers (PPST) provides a benchmark for evaluating the preparedness of future educators. This study assessed the level of competency among Bachelor of Physical Education (BPEd) pre-service teachers, who represent the pioneering graduates of the program in Mindanao State University–Iligan Institute of Technology. Specifically, it sought to determine their strengths and readiness across the seven domains of the PPST.
A descriptive-quantitative research design was employed, and the respondents consisted of 75 graduating BPEd students from the academic year 2021–2022. Data were gathered through a standardized PPST-based survey questionnaire distributed electronically, and results were analyzed using weighted mean. The findings revealed that the pre-service teachers demonstrated high competence across all domains, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community
linkages and professional engagement, and personal growth and professional development. Notably, the highest competencies were observed in establishing effective learning environments and pursuing continuous professional development, while slightly lower but still high ratings were recorded in addressing learner diversity. Despite facing challenges from two years of online learning brought by the COVID-19 pandemic and the pressure of being the first cohort under the revised BPEd curriculum, the respondents were able to achieve the standards of beginning teachers. These results underscore the adaptability, resilience, and readiness of pre-service teachers in navigating curriculum shifts and evolving educational landscapes. The study highlights the need for flexible and responsive teacher education curricula that can adapt to future disruptions while sustaining high levels of teacher preparation. It also emphasizes the importance of fostering continuous professional growth to produce globally competitive educators capable of meeting 21st-century teaching demands.