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

Combat sports are deeply intertwined with societal and cultural constructions of masculinity, and individuals who do not conform to these norms often face marginalization. While numerous studies have examined the experiences of LGBTQ+ athletes in various sporting contexts, limited research has specifically focused on their participation in highly heteronormative spaces such as combat sports. This study addresses this gap by exploring the experiences of exclusion, the influence of identity on participation, and the coping strategies employed by LGBTQ+ athletes in combat sports. Using semi-structured interviews with nine LGBTQ+ athletes, the study uncovered themes of bias and social exclusion, dual-edge construct of identity, and resilience through self-motivation, discipline, and support. Anchored in Sustainable Development Goal (SDG) 10, which advocates for reducing inequalities, the findings highlight the urgent need to foster more inclusive sporting environments that fully embrace gender diversity and expression.

This paper presents Singapore's pioneering effort in developing a national PE syllabus tailored for students with moderate-to-severe Special Educational Needs (SEN). While PE is essential for promoting active lifestyles and holistic development, students with SEN often face barriers due to limited awareness of adapted physical activities. This syllabus addresses that gap by enabling meaningful participation and accommodating diverse needs across 26 SPED schools.

Background: Students with SEN face motor and/or cognitive delays that hinder physical activity participation. Although regular physical activity enhances physical functioning, mental health, and overall well-being, participation remains limited. This syllabus aims to remove barriers by offering individualized support to foster interest and motivation in PE.

Objectives:

Empower students with skills and mindset for healthy, active living

Provide clear direction on essential knowledge, skills, and attributes

Promote pedagogical rigor and collaborative teaming in SPED schools

Methods: Development involved internal and external scans, literature review, SPED workgroups, expert validation, co-construction with schools, and parent feedback.

The five learning areas are Movement Education, Games and Sports, Physical Fitness, Outdoor Education, and Aquatics. Each area includes progressive skill development across five levels with adaptations for diverse learners.

Results: The syllabus offers a structured framework, clear learning objectives, pedagogical guidance, robust assessment strategies, collaborative practices, and practical teaching resources. It emphasizes person-centered approaches and holistic development, integrating social-emotional and cognitive growth.

Conclusion: This comprehensive syllabus advances PE in SPED, balancing structure with flexibility and fostering lifelong healthy living and community participation.

Acknowledgements: MOE (Singapore), SPED educators, allied professionals, families, and partners.

Children with Down syndrome face challenges in physical and psychological development, including muscle weakness and motor delays. This study aimed to test the effectiveness of a flow -based adaptive tennis program in improving muscle strength and motivation in children with Down syndrome. Flow approach is the optimal state of fully engaged activity that balances challenge and ability.
This mixed-methods study included quantitative data from muscle strength tests (sit-to-stand and handgrips) and qualitative data from observations of children's engagement during the exercises. Ten children aged 6–10 years participated in a four-week exercise program, twice per week. Each exercise session was designed with the principles of flow: clear goals, immediate feedback, and a fun atmosphere.
Results showed an increase in leg muscle strength (from 4 to 5.6 movements) and hand grip strength (from 4.9 kg to 5.5 kg). Flow scores also increased from 6.8 to 11.4. Children appeared more focused, happy, and engaged during the exercises. Parents reported increased enthusiasm and confidence in their children.
It is concluded that flow-based adaptive tennis program is effective in improving physical strength and motivation in children with Down syndrome. Furthermore, this approach can create a positive learning environment, increase engagement, and strengthen children's social relationships during physical activity. This program is recommended for widespread implementation in adaptive sports education and therapy.
Keywords: Down Syndrome, flow, motivation, adaptive sport, adaptive tennis

Inclusive education emphasizes the importance of ensuring that all children, regardless of ability, have equal opportunities to participate in meaningful learning experiences (Gallahue, Ozmon & Goodway, 2012). Among students with learning disabilities, physical development, particularly gross motor competence, is often overlooked despite its critical role in supporting academic readiness, classroom behavior and overall well-being (Piek, Dawson, Smith & Gasson, 2008). Early intervention through structured physical activity can help build a strong foundation for improved functional abilities, yet such approaches are not consistently implemented in special education settings (Wuang, Su & Su, 2012). Children with learning disabilities often struggle with motor skills that are crucial for physical engagement and social participation (Brian et al., 2018). These motor delays can impede academic learning, self-esteem and peer interaction (Piek et al,. 2008). While international research supports the benefits of physical activity programs in improving motor outcomes (Wuang et al,. 2012), there remains a significant gap in Malaysian-based interventions, especially for early school-aged children in special education. Addressing this gap, this study evaluates a locally designed intervention program to support national inclusive education goals.