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.

Deaf students often experience a deficiency in balance, which is caused by a disorder in the vestibular system that affects their balance ability. The purpose of this study is to determine the influence of the traditional game of engklek on the balance of deaf students of SLB Muhammadiyah Surya Bangsa. This type of research is experimental research. The sample used was 11 deaf students from elementary, junior high, and high school. The data used in this study is quantitative. The data collection technique uses the standing stroke test balance test method. Data processing and analysis use percentages and t-test. The results of the study showed that the average balance of students in the pretest was 28. Meanwhile, the average result of student balance in the posttest was 40.45. The results showed that there was an increase in the average balance of students after being given exercises of 12.45. Based on the t-test between the pretest and the posttest, the results show that the calculated t-value of 7,998 is greater than the t-table value of 1,812, indicating that the hypothesis proposed in this study is acceptable. The results of data analysis showed that the traditional game training program of engklek had a significant positive influence on balance ability

This qualitative study explores the lived experiences, challenges, and strategies of high school coaches in South Cotabato as they work to motivate para-athletes. Despite the growing recognition of para-sports, the role of coaches remains under-researched, particularly in localized and resource-constrained educational settings. Anchored on Self-Determination Theory and employing a phenomenological design, this research investigates how coaches navigate the emotional, social, and physical dimensions of coaching student-athletes with disabilities. In-depth interviews with selected coaches from five public high schools were conducted to gather rich, narrative data. The findings reveal that coaches employ adaptive and emotionally intelligent strategies such as autonomy support, individualized training, empathy-driven engagement, and resilience-building to address diverse impairments and systemic barriers. Coaches face persistent challenges, including lack of specialized training, limited institutional support, emotional burnout, and infrastructural inadequacies. Despite these difficulties, their intrinsic motivation, driven by a deep sense of purpose and commitment to inclusive athletic development, sustains their efforts. The study underscores the necessity for policy reform, coach education programs, and support systems that are responsive to the needs of para-athletes and their coaches. These insights contribute to the development of more inclusive, effective, and empathetic coaching frameworks within the Philippine high school sports system.

Teaching psychomotor skills to students with special needs is at most times difficult especially if they are within the moderate to severe range of their condition and have intellectual difficulties. Helping them grasp the games concepts so that they can effectively apply the psychomotor skills they have learnt is even more difficult.

Most studies focus on teaching motor skills to students with special needs but not many touched on games concepts. What if there was a way to teach simple games concepts to these students providing them with the ability to enjoy playing games in an active and constructive capacity?

Feuerstein, Rand, Hoffman and Miller (1980) developed the theory to a Mediated Learning Experience (MLE) through their work with orphaned and traumatized youths Feuerstein noticed that practice focused on students’ failure to learn and not their potential for learning. He stated that “the quality of interaction between the individual and the environment via an intentional human being (the teacher) played a pivotal role” (Tan, 2003).

An action research study on the effectiveness of an MLE approach in the teaching net-barrier games concept to students was conducted in Singapore. A baseline level of games concept application was taken. Intervention using the MLE approach was implemented, and post-data collection was conducted.

Data showed a significant improvement in the application of the game concept. Based on the nature of the student cohort in special education schools, the findings were substantial. These will be shared at the session.

This qualitative study investigates the lived experiences of Persons Deprived of Liberty (PDLs) at the Bureau of Jail Management and Penology (BJMP) in Tipanoy, Iligan City, focusing on their engagement in physical activity, the challenges they face in incarceration, and their coping mechanisms. Recognizing the rehabilitative potential of sports within correctional settings, the research aimed to explore how physical activity influences emotional well-being, social interaction, and personal transformation among inmates. Using a phenomenological research design, data were collected through in-depth, semi-structured interviews with five selected PDLs. Thematic analysis was employed as the primary tool for analyzing the qualitative data. This method enabled the identification of recurring patterns and core themes that captured the essence of the participants’ experiences. Findings revealed three major themes: (1) emotional and psychological strain due to separation from family and confinement, (2) the significant role of trustee responsibilities and religious practices in coping, and (3) the transformative impact of sports and physical activity in fostering resilience, reducing stress, and rebuilding a sense of identity and hope. Participants described how engaging in sports helped them establish social bonds, maintain discipline, and envision personal change. The study concludes that structured physical activity can be a meaningful component of rehabilitation. It recommends expanding programs that integrate sports into correctional settings and suggests strong support for physical activity facilities and equipment to sustain PDLs’ wellness within the jail.

Keywords: Person Deprived of Liberty (PDL), Challenges and Quality of Life, Physical Activity, Incarceration

ABSTRACT

Several researches indicated how trans women athletes experienced challenges and barriers in participating sports and physical activities such as rights in sports competitions, discrimination and stereotyping. Yet, a dearth of research indicating the hopes of trans women athletes in sports participation. Thus, this study aimed to examine the struggles and hopes for inclusion in sport participation. A total of six trans women athletes who participated in this study with at least 3 years of sports participation, had undergone feminizing hormone therapy for at least three years and were interviewed using a semi-structured approach. Thematic analysis revealed two key struggles: performance issues and hormonal changes. Despite these significant obstacles, participants expressed hopes centered on supporting LGBTQIA+ community and policy, and the achievement of personal empowerment and community acceptance. The findings highlight the critical need for inclusive policies, resources, and supportive environments that enable trans women athletes to fully and fairly participate in sports. Trans athletes often face discrimination, unequal treatment, and a lack of understanding, all of which limit their chances to succeed and feel accepted. True inclusion goes beyond simply allowing participation that requires the creation of safe, respectful, and affirming spaces where trans women can grow and thrive. The study also reveals that hope for policy reform, broader acceptance, and equal opportunities plays a vital role in sustaining their motivation and resilience. These findings call on sports organizations, policymakers, and communities to take meaningful action in building a more inclusive and equitable sporting world for all.

Keywords: Transwomen athletes, sports participation, inclusion, gender identity, hormone therapy