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

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.

The research aimed to investigate the needs and expectations of stakeholders involved in organizing a "Play and Learn to Development of Children's Brains" workshop project. The stakeholders were categorized into three groups:participants, sponsors, and supervisors of participants. The study utilized survey questionnaires and in-depth interviews as research tools. Statistical analysis of the data included averaging, standard deviation, and percentage calculations. Key findings from the research include demographic information of the respondents, with 62.5% male, 31.25% female, and 6.25% unspecified gender. A significant portion (25%) of respondents fell within the age range of 25-30 years, predominantly holding bachelor's degrees, with the largest percentage (37.5%) being teachers. Regarding the needs and expectations of stakeholders, the survey identified high-level needs in terms of location, equipment and facilities (mean = 4.83, SD = 0.47), speakers (mean = 4.79, SD = 0.56), knowledge acquisition (mean = 4.97, SD = 0.13), activity planning (mean = 4.90, SD = 0.25) and overall expectations for successful organization (mean = 4.87, SD = 0.36). Interviews with sponsors revealed their expectation that funding or product support would contribute to achieving project objectives with the additional hope that participants would become familiar with and prefer their products in the future. Supervisors of participants emphasized their expectation that staff would apply workshop knowledge to enhance teaching, research and child development activities. Overall, the research highlighted critical insights into stakeholder needs and expectations, providing valuable guidance for organizing future educational workshops aimed at children's brain development.
Keywords:Needs and Expectations,Play and Learn Workshop,Brain Development

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

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.

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.

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.

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.

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.

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.

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.

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 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.

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