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

Despite substantial studies on the influence of emotional support from teachers on student engagement, there is a dearth of research regarding how academic motivation improves the effectiveness of teacher support in improving college student engagement. This study sought to examine the influence of academic motivation on the link between teacher emotional support and student school engagement. A total of 1,250 students consisted of 32.4% male, 60.64% female, and 6.96% identifying as LGBTQIA+, with a mean age of 18.96 (SD = 1.557). Data analysis was conducted with the PROCESS macro for SPSS version 20. The findings indicated that teacher emotional support significantly predicts academic motivation [F (1, 1248) = 225.625, p<.001] and school engagement among college students [F (2,1247) = 339.675, p<.001]. The teacher's emotional support demonstrates that the model explains 15.3% of the variability in academic motivation and 35.3% of the variance in school engagement. Furthermore, academic motivation partially mediated the relationship between teacher emotional support and student school engagement (β = .145 (.012), 95% CI [.121, .174]). The study highlights the essential role of academic motivation in enhancing school engagement when enhanced by teacher emotional support. The study underscores the importance of academic motivation and emotional support, providing insights for the enhancement of educational practices that might lead to increased academic engagement, achievement, and personal development, thus satisfying the key objectives of SDG 4.

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

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.

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 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.