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

This study explores the motivation of youth badminton athletes, focusing on the role of intrinsic and extrinsic motivational factors in shaping performance readiness. The study employed a mixed-method approach involving semi-structured interviews and questionnaire surveys, targeting 30 active youth athletes affiliated with PB Djarum, Indonesia. Intrinsic motivation was examined through indicators such as personality traits, achievement orientation, and enjoyment, while extrinsic motivation included facilities, training methods, social support, and reward. The findings reveal that intrinsic motivation plays a more dominant role than extrinsic motivation in driving athletes’ dedication and commitment to training. Key indicators include strong personal disciplines, self-confidence, and the desire to achieve high performance. Conversely, uncertainty and moderate engagement were found in areas related to enjoyment and reward-based motivation. These results align with the self-determination theory, which emphasizes the sustainability of internally driven motivation in sport performance. The study underscores the importance of integrating psychological development into an athlete's training program to support long-term growth and career transition beyond sports.

This paper brings together more than a decade of Silat research led by Universiti Teknologi MARA (UiTM), with a focus on Silat as taught and practiced within the Seni Silat Malaysia curriculum. Drawing from 47 studies published between 2013 and 2024, the synthesis maps how Silat has evolved from a traditional martial practice to a modern subject of academic, scientific, and cultural inquiry. The research highlights three major phases: early studies on physiology and fitness (2013–2016), the introduction of innovative training methods and educational models (2017–2020), and the more strategic and interdisciplinary explorations into Silat’s global identity and competition formats (2021–2024). With the formation of the AIRBORNE Research Interest Group in 2021, Silat research at UiTM entered a new phase of scholarly collaboration and strategic alignment. Themes such as Silat Tempur, recovery science, pedagogy, and cultural identity underscore Silat’s growing role in youth development and academic discourse. This study provides a comprehensive view of Silat’s research journey and offers new directions for growth new directions for its continued growth in the fields of sports science and martial arts education.

Rollersport is a sport that is widely popular and competed at National Olympic, SEA Games, Asian Games, and others. One common issue that arises is the conflict in selecting athletes for the core team. This study explore team formation process of the Central Java Rollersport Team, which in PON XX / 2021 only won 1 silver and 1 bronze, but later in PON XXI / 2024 managed to become the second overall champion with 3 golds, 3 silvers, and 2 bronzes. This study uses a library research approach with a descriptive qualitative analysis method. The findings show that the formation of the Central Java rollerskate team used a scoring system. The medal achievements also indicate that 6 out of 8 core team athletes contributed medals. This method helps anticipate situations where a high-performing athlete may be unwell during the final test so they are not automatically disqualified. At the same time, the scoring method prevents an athlete who only excels in the final measurement test from suddenly making it into the core team. With scoring, the final core team formed is able to achieve optimal performance results.

This study explores the impact of mental alertness on athletic performance among athletes from the Mindanao Association of State Tertiary Schools (MASTS) 2024, specifically those enrolled at J.H. Cerilles State College, Dumingag Campus. Recognizing that athletic excellence demands more than physical prowess, this research highlights the cognitive dimensions of sport—particularly reaction time and attention span—as critical determinants of success in high-stakes competitive environments. A quantitative correlational research design was employed, involving 61 student-athletes selected through total enumeration. Standardized instruments were adapted from the ZOGIM-A Mental Alertness Questionnaire and the Sport Performance Perceptions Scale (SPPS) to gather data on mental alertness and performance indicators: speed, accuracy, and endurance.
Findings revealed that athletes demonstrated high levels of mental alertness, particularly in reaction time (mean = 4.32, “Highly Influential”) and attention span (mean = 4.13, “Influential”). Similarly, athletic performance was reported as largely manifested across all measured domains. Statistical analysis using Spearman rho correlation indicated significant positive relationships between mental alertness and all dimensions of athletic performance (p < 0.001). These results underscore the essential role of cognitive readiness in sports and support the integration of mental training into athletic development programs.
To address these needs, the study proposes a cognitive enhancement program—ABTIKA (Activate Brainpower Through Training and Introspection for Keen Awareness)—designed to improve reaction time, focus, and mental resilience. The study concludes that cultivating mental alertness is vital for optimizing athletic performance and recommends institutionalizing cognitive training for holistic athlete development.

Keywords: mental alertness, cognitive training, athletic performance, reaction time, sports psychology

Coaches are frequently exposed to high levels of stress, which can affect both their own wellbeing and that of their athletes. Improving mental health literacy (MHL) and recognising early signs of mental health concerns may empower coaches to practise effective self-care and enhance their professional performance. This study investigates (1) the state of MHL among sport coaches in Singapore and (2) its potential links to their psychosocial wellbeing, pedagogical approaches, and coaching outcomes. Seventeen coaches (15 men and 2 women) from diverse sporting disciplines and ethnic backgrounds took part in semi-structured interviews conducted online. Participants ranged in age from 26 to 52 and had between 2 and 35 years of coaching experience. The interviews were transcribed and analysed using Braun and Clarke’s reflexive thematic analysis method. Initial results identified 14 lower-order themes, which were organised into four overarching categories: (1) personal mental health challenges, (2) coping strategies and available support, (3) approaches to athlete mental health, and (4) unmet mental health training needs. While coaches are aware of the pressures they face, many struggle to distinguish mental health from mental illness. Informal support systems are commonly used, and there is a strong interest in incorporating practical mental health education into coaching frameworks.

Abstract
Although motivational climate is known to influence athletes’ motivation and social behavior, few studies have examined how coach-created motivational climates affect younger populations, particularly high school baseball and softball student-athletes. Grounded in Achievement Goal Theory (AGT) and Self-Determination Theory (SDT), this study examined the relationships between empowering and disempowering coach-created motivational climates, types of motivation, and prosocial and antisocial behaviors. Utilizing a quantitative research design, 153 student-athletes (71 males and 82 females, M = 15.15, SD = 1.607) from public and private schools in the Davao Region completed three self-report measures: the Empowering and Disempowering Motivational Climate Questionnaires-Coach, the Behavioral Regulation in Sport Questionnaire, and the Prosocial and Antisocial Behavior in Sport Scale. Data were analyzed using Pearson correlations, multiple regression, MANOVA, and univariate ANOVA. Results indicated that perceptions of an empowering motivational climate were positively associated with both intrinsic and extrinsic motivation, as well as prosocial behavior toward teammates. Interestingly, the positive link between empowering climate and extrinsic motivation deviated from SDT expectations. Conversely, disempowering motivational climates were positively associated with amotivation, extrinsic motivation, and antisocial behavior toward both teammates and opponents. These findings emphasize the need for coach education programs that promote empowering climates to support intrinsic motivation and prosocial development among youth athletes. Creating such motivational environments can enhance sport enjoyment, strengthen team cohesion, and contribute to more positive and inclusive youth sport experiences.

Keywords: empowering motivational climate, disempowering motivational climate, motivation, prosocial behavior, antisocial behavior.

Student's success in academic activities influenced by their emotional maturity. Emotional maturity is defined as the level of balanced emotional management, responding positively to external stimuli, and making appropriate decisions or acting based on mature considerations and remaining consistent with mood.
The purpose of this study was to assess the emotional maturity of student athletes in the Faculty of Sport Science. The method used in this study was a quantitative descriptive questionnaire. The questionnaire consisted of 36 items with five main indicators. The questionnaire used a Likert scale with four response options: Very Appropriate (VA), Appropriate (A), Not Appropriate (NA), and Very Not Appropriate (VNA), with a reliability value of 0.792. The subjects in this study were 128 student athletes. In this study, only 108 students completed the questionnaire, while 20 others did not complete it due to participating in training camps and other competitions, both domestically and internationally.
The results showed that the majority of student athletes 15 students fell into the very high category (13.9%), 42 students fell into the high category (38.9%), 34 students fell into the moderate category (31.5%), 13 students fell into the low category (12%), and 4 students fell into the very low category (3.7%). The conclusion of this study indicates that the majority of student athletes in the Faculty of Sport Science, UNIMED, have a high level of emotional maturity. This indicates that they are able to manage academic and athletic pressures in a balanced manner.

Keywords: Emotional Maturity, Academic Activities, Student Athletes.

This study aims to develop a psychomotor test instrument design of volleyball lower passing for elementary school students. The approach used is Research and Development (R&D), focused on the instrument design stage based on the analysis of teacher and student needs and the study of psychomotor development theory. The results of the needs analysis showed that the current assessment is still subjective, less standardised, and students need clear feedback. The instrument was designed in the form of an observation rubric with three main aspects: Start, Execution, and Follow-through, complete with detailed technical indicators and test protocols using modified balls according to student characteristics. The design emphasises technical aspects that students often struggle with, such as body position, ball contact, and coordination of movements, thus supporting a more objective and structured assessment. This instrument is still an initial design and is the basis for further research for testing and implementation in PJOK learning. Keywords: lower passing, volleyball, psychomotor, instrument, primary school

The COVID-19 restrictions disrupted sports and coaching activities, confronting badminton coaches with numerous challenges. This study explored the lived experiences of badminton coaches in Indonesia amidst the pandemic. Using a qualitative phenomenological design, seven (7) active badminton coaches with at least five years of coaching experience participated. Data were gathered through in-depth interviews guided by a semi-structured interview protocol. Findings revealed significant challenges, including the unavailable training venue, cancelled tournament, and negative psychological effect. In response, coaches adopted coping strategies such as the usage of at-home training, home tournament and giving of constant motivation to maintain athlete engagement. The study underscores the need to address these challenges to sustain coaching effectiveness and promote athlete development during crises. It also emphasizes the importance of enhancing coaches’ preparedness for unexpected disruptions, ensuring that training and competition opportunities remain accessible despite restrictions. Future research is recommended to examine the development and effectiveness of adaptive coaching strategies in badminton during public health emergencies, providing evidence-based practices that can help sports organizations and coaches remain resilient in the face of future crises.

Keywords: Badminton, coaching, covid-19, Indonesia, phenomenology

Participation in sports and physical activities has been long believed to bring positive impacts on health. Motivation is one of determinant factors influencing a person involvement in sports and physical activities. This study aimed at examining sport motivation levels of adolescents according to their sex and residential status. This study is a cross-sectional study involving 501 students aged 17-21 years majoring sport and health related subjects. The study used Sport Motivation Scale-II to measure the sample sport motivation level. The Mann-Whitney test was carried out to compare the sport motivation level between male and female students as well as sport motivation levels of students coming from rural and urban areas. The study found that there was a significant difference between sport motivation levels of male and female participants, with male participant gaining higher sport motivation level. Meanwhile, according to residential status, there was no significant difference in sport motivation levels between students coming from rural and urban areas. The study suggests that a gender specific approach might provide better impacts on improving sport motivation levels of adolescents.

Abstract
Background
The methodologies of strength training in sports performances have progressed from conventional resistance programs to include elements of stability, mobility, and dynamic balance. Although Traditional Strength Training (TST) is recognised for enhancing lower body strength and power, the relative impacts of Complex Functional Strength Training (CFST), Functional Strength Training (FST), and TST in highly trained athletes (HTA) have not been thoroughly investigated. This study aimed to identify the training modality that most successfully improves lower body power, strength, and functional mobility.
Methods
Seventy-two Malaysian individuals engaged in high-intensity training (aged 20–26, with 3–5 years of strength training experience) were randomly allocated to either the CFST, TST, FST, or control group (n=18 per group) in an 8-week randomised controlled study. Training occurred biweekly. Performance outcomes were assessed before and after the intervention utilising the Y-Balance Test (YBL) for dynamic balance, the Countermovement Jump (CMJ) for vertical explosive power, the Standing Broad Jump Test (SBJT) for horizontal power, and the Isometric Mid-Thigh Pull at 100–200 kg (FORCE100, FORCE150, FORCE200) for isometric force production. The data satisfied the requirements of normality and homogeneity of variance, permitting the application of one-way ANOVA and MANOVA with further post hoc analyses.
Results
Significant group effects were seen for CMJ (p=.005, η²=.17), YBL (p=.034, η²=.12), FORCE150 (p=.034, η²=.12), and FORCE200 (p=.016, η²=.14). No notable changes were detected for SBJT (p=.715) or FORCE100 (p=.063). Post hoc analysis revealed that CFST and TST greatly surpassed FST and the control group in CMJ performance. CFST demonstrated superior YBL enhancements compared to FST. Inter-group disparities accounted for 10–17% of the variance in important outcomes.
Discussion
Both CFST and TST enhanced vertical explosive power, with CFST providing supplementary improvements in dynamic balance. These findings indicate that CFST’s multi-planar and stability-focused methodology promotes functional mobility, augmenting the maximal strength gains achieved with TST. The lack of significant SBJT variations indicates that the intervention effects were predominantly related to vertical and lateral force generation rather than horizontal propulsion.
Conclusion:
The merging of traditional resistance training with complex functional, balance, and stability components offers a constructive approach for augmenting lower body performance in elite athletes. CFST provides enhanced performance advantages, but dependence solely on FST may be inadequate for significant power and strength improvements in HTA.

Keywords
• Complex Functional Strength Training
• Traditional Strength Training
• Functional Strength Training
• Lower Body Strength and Power

ABSTRACT
The purpose of this study is to examine the impact of the coach–athlete relationship on athletes’ performance, motivation, and emotional well-being. Specifically, it explores how coaches’ emotional expressions and mental strength influence athletes’ behavioral and psychological responses. To assess these dynamics, the study employed standardized instruments, including the Emotion Regulation Questionnaire, the Mental Toughness Questionnaire, and the Behavioral Regulation in Sport Questionnaire.
Using a quantitative research design, data were collected through surveys administered to student-athletes and coaches from Iligan City National High School during the academic year 2024–2025. A purposive sampling method was applied, resulting in a total of 177 participants representing various sports disciplines. This approach allowed the study to focus on athletes’ behavioral outcomes in response to coaches’ emotional expressions.
The findings hold significance for both sports psychologists and coaches, as they highlight the need for adaptive emotional regulation strategies that support, rather than hinder, athletes’ behavioral regulation and mental toughness. Ultimately, the study aims to provide deeper insights into how emotional and behavioral processes shape athletes’ perceptions of their performance. It also emphasizes that the emotional states and psychological resilience of coaches play a critical role in guiding athletes’ motivation, behavior, and overall development.
Keywords: Mental Toughness, Athlete Response, Coaches Emotions, Athletes Performance

Sports coaching demands sustained engagement, yet the underlying psychological factors that stimulate this engagement remain insufficiently understood. While positive emotions have been widely linked to increased work engagement in various professional settings, limited studies have examined how these emotions influence work engagement through effectiveness in sports coaching. This study explored the mediating role of coaches' effectiveness in the relationship between coaches' positive emotions and work engagement. A cross-sectional design was employed, involving 220 teacher-coaches (118 females and 102 males; M = 42.99, SD = 8.65) from various sports disciplines. Positive emotions were assessed using the Achievement Emotions Questionnaire–Teachers (AEQ-T), engagement using the Utrecht Work Engagement Scale (UWES-9), and coaching effectiveness through the Coaching Efficacy Scale II for High School Teams (CES II-HST). Mediation analysis revealed that coaching effectiveness significantly mediates the relationship between positive emotions and engagement of coaches. Coaches who experience higher levels of enjoyment and pride tend to perceive themselves as more effective across key coaching dimensions which subsequently contributes to increased engagement in their professional roles. By integrating effective and performance-based constructs within the Job-Demand Resources (JD-R) model, this study offers valuable insights for coach development programs aimed at promoting sustainable engagement in high-demand coaching environments.

Effective coaching behavior plays a crucial role in developing athlete engagement and well-being. This study explores the mediating role of Psychological Capital (PsyCap)—a construct encompassing hope, self-efficacy, resilience, and optimism—in the relationship between perceived coaching behavior and athlete engagement. A total of 308 secondary school athletes from various sports programs participated by completing standardized questionnaires measuring coaching behavior, psychological capital, and athlete engagement. Mediation analysis revealed several key findings. First, coaching behavior was found to significantly enhance athlete engagement, particularly through training and conditioning methods and strategic guidance. Second, coaching behaviors were strongly associated with the development of athletes’ psychological resources; for instance, training and conditioning influenced hope and self-efficacy, competition strategies affected hope and resilience, and goal-setting practices and coach attitude significantly impacted all four PsyCap components. Third, higher levels of PsyCap were significantly associated with increased athlete engagement. Finally, PsyCap significantly mediated the relationship between coaching behavior and athlete engagement. Although both direct and indirect effects were individually weak (β = 0.2067 and β = 0.3391, respectively), suggesting partial mediation, the total effect was strong and statistically significant (β* = 0.5458, p < 0.01). These findings suggesting a partial mediation. suggest that while effective coaching behaviors directly influence athlete engagement, their impact is further amplified when mediated through enhanced psychological capital. This highlights the importance of fostering PsyCap in athletes as a mechanism to strengthen the outcomes of effective coaching.