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

Abstract
This study conducted a comparative analysis of national physical education curricula at the secondary level in Japan and Cambodia, focusing on their written curricula. While the written curriculum serves as a foundational element for educational quality, existing international comparative data—such as the OECD (2019) report—have predominantly targeted middle‑ and high-income countries, with developing nations largely absent from the analysis. Cambodia represents a noteworthy case, as a resource-limited country that has developed its own physical education curriculum with international support, reflecting its cultural and social contexts. Therefore, using Bereday’s three-stage comparative method (description, juxtaposition, comparison), the study examines official documents from both countries. Findings reveal structural similarities in curriculum goals and content areas, including an emphasis on lifelong sports participation and social competencies. Conversely, some distinctive characteristics of Cambodia’s curriculum became evident through differences observed in comparison with Japan. These include the curriculum revision policy informed by alignment with ASEAN frameworks and the incorporation of bokator, an indigenous martial art, in the martial arts content areas. These differences suggest that Cambodia’s written curriculum reflects contextual characteristics shaped by the country’s unique cultural background and constraints in educational resources. Since this study focused exclusively on a comparison of written curricula, future research should explore other dimensions—such as the taught curriculum and the learned curriculum—in order to further clarify the specific features of Cambodia’s curriculum in actual teaching and learning contexts.

Keywords: Physical Education; Comparative Curriculum Analysis; National Curriculum; Written Curriculum; Sport for Development

1. Introduction
   The “written curriculum,” including the national curriculum, forms a critical foundation for ensuring the quality of education (Glatthorn et al., 2019). To address the lack of internationally comparable data on written curricula, the OECD (2019) conducted a structured questionnaire survey targeting educational authorities in 18 countries and regions, mainly from Europe and North America. These agencies were asked to respond with reference to their national physical education curriculum documents, which revealed significant differences in the definitions and positioning of physical and health education. While this survey provided useful insights for comparative curriculum studies, its focus was limited to middle- and high-income countries, and it did not sufficiently include developing countries such as those in Southeast Asia or Africa. In developing countries, structural constraints such as teacher shortages and a lack of teaching materials and facilities—along with differences in educational systems and cultural factors—have also been identified as challenges (Hardman, 2008). Therefore, understanding how written curricula are designed and function in resource-limited countries and regions is an important perspective for grasping the realities of educational policy in developing contexts.
   Among such resource-limited contexts, Cambodia is a noteworthy case for international comparative research on physical education curricula. While receiving international support in the field of physical education, Cambodia has developed curricula adapted to its own cultural and social context. Whitley et al. (2022) point out that when program developers fail to account for local contexts in sport education support, the effectiveness of those programs may be undermined. Following the collapse of its education system under the Pol Pot regime, Cambodia has since independently developed a national curriculum for physical education that reflects its national context, while receiving international support from organizations such as the Japan International Cooperation Agency (JICA) and the non-profit organization Hearts of Gold (HoG) (JICA, n.d.; HoG, 2021; Shibuya, 2024). Cambodia thus presents a valuable case that, despite its developing country status, has demonstrated how a national curriculum can be constructed while considering cultural and social realities. This offers important insights for other regions as well.
   Accordingly, this study aims to examine the characteristics of Cambodia’s written curriculum by comparing the national physical education curricula of Japan and Cambodia. Specifically, it seeks to identify the distinctive features of Cambodia’s curriculum as shaped in response to its national context and constraints as a developing country.

2. Methods
   To compare written curricula at the national level, this study analyzed the Commentary on the Course of Study for Physical Education published by the Ministry of Education, Culture, Sports, Science and Technology of Japan (MEXT, 2018, 2019) and the National Curriculum documents of Cambodia (MoEYS, 2016, 2018). The analysis employed the four-stage comparative method proposed by Bereday (1964), consisting of description, interpretation, juxtaposition, and comparison. Following the precedent set by Park and Murata (2013), the interpretation stage was omitted, and a three-stage approach (description, juxtaposition, comparison) was adopted. In the description stage, core information about each country’s physical education curriculum was systematically extracted. In the juxtaposition stage, a common analytical framework was established based on the components of the written curriculum proposed by Glatthorn et al. (2019) and the approach of Park and Murata (2013), focusing on (1) the fundamental policy of curriculum revision, (2) curriculum goals, and (3) content areas. This framework was then used for the comparative analysis.

3. Results and Discussion
   The comparison revealed several commonalities and differences between the two countries.
   Regarding the fundamental policies of curriculum revision, Japan emphasized developing competencies to respond to social transformations such as population aging and technological advancement, specifically within the context of Society 5.0. Cambodia, on the other hand, introduced a phased learning approach informed by 21st-century skills and alignment with ASEAN frameworks, reflecting its goals of educational and economic development. Both countries emphasized human resource development in collaboration with society amid rapid social change, whereas Japan’s curriculum additionally reflected its demographic context of population aging.
   In terms of curriculum goals, both countries explicitly emphasized lifelong sports participation and health promotion. They also shared a focus on cultivating competencies such as attitude and social skills. Japan’s lower- and upper-secondary curriculum in health and physical education is organized around three pillars: “knowledge and skills,” “abilities to think, make judgments and express themselves,” and “motivation to learn and humanity” (MEXT, 2018, 2019). Cambodia’s lower‑secondary PE curriculum specifies four pedagogical competencies—attitude, knowledge, skill, and cooperation—while the upper‑secondary curriculum reorganizes these into three components: knowledge, skill, and attitude. Elements of collaborative learning are explicitly assessed under the “cooperation” competency at lower‑secondary level and implicitly through the “attitude” domain in upper‑secondary PE (MoEYS 2016, 2018).
   Park & Murata (2013) distinguish two contrasting structures for PE content: Korea’s value‑based framework and Japan’s sport‑discipline approach. Japan and Cambodia likewise employ a seven‑content‑areas structure grounded in a sport‑discipline approach. However, specific content varies. For example, in the area of martial arts, Japan includes traditional disciplines such as judo and kendo, whereas Cambodia incorporates bokator, a traditional martial art, and taekwondo.
   Overall, both countries’ written curricula share many structural features. However, differences such as Cambodia’s emphasis on ASEAN alignment and the inclusion of bokator in the martial arts content area exemplify characteristics of its national curriculum. These features suggest that Cambodia’s curriculum construction has been shaped in accordance with its cultural and social context, as supported by previous research (Shibuya, 2024).

4. Conclusion
   This study compared the national physical education curricula for secondary education in Japan and Cambodia, identifying both similarities and differences. While there were many shared structures in terms of curriculum goals and content areas, distinct differences were found in specific contents. These differences reflect characteristics unique to Cambodia’s national context, such as cultural identity and educational resource constraints. Although this study was limited to a comparison of the written curricula, future research should extend the analysis to other curriculum forms defined by Glatthorn et al. (2019), such as the taught curriculum and the learned curriculum, to further elucidate the characteristics of Cambodia’s curriculum in actual educational settings.

References
Bereday, G. Z. F. (1964). Comparative method in education. Holt, Rinehart & Winston.
Glatthorn, A. A., Boschee, F. A., Whitehead, B. M., & Boschee, B. F. (2019). Curriculum leadership: Strategies for development and implementation (5th ed.). SAGE Publications.
Hardman, K. (2008). Physical education in schools: A global perspective. Kinesiology, 40, 5–28. https://hrcak.srce.hr/file/39135
Hearts of Gold. (2021). Cambodia ni taiiku kyoiku ga hajimatta: Haato obu Gorudo 20-nen o koete ike! [Physical education begins in Cambodia: Hearts of Gold—Go beyond 20 years!] (NPO HG booklet series—Growing together—2). Fukuro Shuppan.
Japan International Cooperation Agency. (n.d.). Cambodia chugakko taiiku-ka kyoiku shidosho sakusei to fukyu [Cambodia: Creation and dissemination of a teaching manual for physical education in junior high schools]. Retrieved December 18, 2023, from https://www.jica.go.jp/Resource/activities/issues/sports/ku57pq00002lqqa7-att/asia_02.pdf
Ministry of Education, Culture, Sports, Science and Technology. (2018). Chugakko gakushu shido yoryo (Heisei 29 nendo kokuji) kaisetsu: Hoken-taiiku hen [Course of study for junior high schools (2017 Notification): Commentary—Health and Physical Education]. Higashiyama Shobo.
Ministry of Education, Culture, Sports, Science and Technology. (2019). Kotogakko gakushu shido yoryo (Heisei 30 nendo kokuji) kaisetsu: Hoken-taiiku hen, taiiku hen [Course of study for senior high schools (2018 Notification): Commentary—Health and Physical Education]. Higashiyama Shobo.
Ministry of Education, Youth and Sport. (2016). Physical education curriculum for lower secondary school [Translated by Hearts of Gold]. Hearts of Gold.
Ministry of Education, Youth and Sport. (2018). Physical education curriculum for upper secondary school [Translated by Hearts of Gold]. Hearts of Gold.
Organization for Economic Co-operation and Development. (2019). Making physical education dynamic and inclusive for 2030: International curriculum analysis. OECD Publishing.
Park, K.-J., & Murata, Y. (2013). Comparative study of dance content in national curricula of Japan and Korea: With reference to Japan’s 2008 Course of Study and Korea’s 2007 Revised Education Course. Journal of Physical Education, Health and Sport Sciences, 58(1), 151–180. https://doi.org/10.5432/jjpehss.13062
Shibuya, K. (2024). Analysis of the development of physical-education teaching in Cambodia: Focusing on policy positioning, curriculum, teacher education, and in-service teacher development. Journal of International Cooperation in Education, 27(1), 85–105. https://cice.hiroshima-u.ac.jp/wp-content/uploads/2025/03/8d714b2d1c895b768327c4fb396efb81.pdf
Whitley, M. A., Collison‑Randall, H., Wright, P. M., Darnell, S. C., Schulenkorf, N., Knee, E., Holt, N. L., & Richards, J. (2022). Moving beyond disciplinary silos: The potential for transdisciplinary research in sport for development. Journal of Sport for Development, 10(2), 1–22. https://jsfd.org/wp-content/uploads/2022/07/whitley-et-al_-moving-beyond-disciplinary-silos.pdf

Yuxin Tang12*
1 School of Physical Education and Sports Science, South China Normal University, Guangzhou, China.
2 National Institute of Education, Physical Education & Sports Science, Nanyang Technological University, Singapore.
* Email:NIE25.TY6689@e.ntu.edu.sg

Abstract
This study explores the factors influencing bullet screen commenting behaviour among e-sports fans during live watching, based on social cognitive theory. Using survey data from 1,457 respondents, the analysis shows that viewing motivation, self-efficacy, and immersion significantly promote commenting, with self-efficacy and immersion exerting stronger mediating and chain effects. The findings reveal the psychological and behavioural mechanisms driving interactive participation in e-sports live streams. Practically, they suggest that enriching content, enhancing immersion, and optimizing the commenting environment can effectively boost audience engagement, providing valuable guidance for improving e-sports broadcasting quality and tournament service strategies.
Keywords: e-sports；viewing motivation；self-efficacy；sense of presence；bullet screen commenting behaviours
1. Introduction
Bullet screen comments, an emerging form of online commentary, allow viewers to express attitudes through text, images, emojis, and symbols during live e-sports broadcasts, providing a real-time platform for fan interaction (Ma et al., 2024). As e-sports live watching grows, bullet screen comments have become a key channel to understand audience psychology and behavioural intentions, underscoring their research value (Hsieh & Zeng, 2022). Yet, existing studies rarely explore the mechanisms underlying such behaviours in the e-sports context, nor do they comprehensively examine influencing factors from motivational, psychological, environmental, and behavioural perspectives. Accordingly, this study addresses two questions:
(1) What factors influence bullet screen commenting among e-sports fans during live events?
(2) How can fans be better motivated to engage in commenting for enhanced viewing experiences?
To answer these, a conceptual model of the formation mechanism of bullet screen commenting behaviour was developed (see Fig. 1).

Fig.1 Conceptual model of the mechanism for generating viewer bullet screen commenting behaviour for e-sport online live streaming events

2. Methods
The study employed a two-stage survey of e-sports enthusiasts, comprising a preliminary survey and a formal survey, using snowball sampling to distribute questionnaires. A total of 1,692 responses were collected, of which 235 were excluded as invalid, resulting in 1,457 valid questionnaires and an effective response rate of 86.11%. The questionnaire consisted of two sections: the first collected respondents’ demographic information, and the second measured four constructs—viewing motivation, self-efficacy, immersion, and bullet screen commenting—using a 21-item, five-point Likert scale (1 = strongly disagree, 5 = strongly agree). Data analysis was conducted with SPSS 26.0 and AMOS 26.0. Reliability testing and exploratory factor analysis were performed on the pilot data, while confirmatory factor analysis on the formal dataset examined discriminant and convergent validity. In addition, the PROCESS macro (Model 6) in SPSS 26.0 was used to test mediating effects via the bias-corrected non-parametric percentile bootstrap method with 5,000 resamples and a 95% confidence interval.
3. Results and Discussion
The study first tested for common method bias using Harman’s single-factor test, and the results showed no serious bias. Correlation analysis indicated that bullet screen commenting behaviour was significantly and positively associated with viewing motivation, self-efficacy, and sense of presence, while the three antecedent variables were also significantly correlated with each other. Regression and bootstrap analyses further confirmed the hypothesized relationships. Viewing motivation significantly predicted bullet screen commenting behaviour both directly and indirectly (see Table 1). Specifically, self-efficacy and sense of presence served as mediators, with three significant mediating paths identified: (1) viewing motivatio→self-efficacy→commenting behaviour (effect value=0.242, 95% CIs=[0.191, 0.294]) , (2) viewing motivation→sense of presence→commenting behaviour (effect value=0.103, 95% CIs =[0.072, 0.136]) , and (3) viewing motivation→self-efficacy→sense of presence→commenting behaviour (effect value=0.098, 95% CIs=[0.075, 0.125]) (see Table 2). The mediating effect accounted for 63.74% of the total effect, indicating that bullet screen commenting behaviour is shaped not only by direct motivational drivers but also by psychological mechanisms of efficacy and immersion, which substantially enhance the predictive power of the model (see Fig. 2).
This study highlights that bullet screen commenting is not only a direct outcome of viewing motivation but is also shaped by psychological and experiential mechanisms. While motivation encourages fans to share opinions, emotional expression, and knowledge with others (Zhang & Wang, 2020; Zhou et al., 2019; Lin et al., 2018), the findings show that self-efficacy significantly enhances this process. Drawing on self-determination theory and social cognitive theory, higher self-efficacy increases viewers’ confidence in expressing themselves, thereby fostering interactive commenting as a way of communication and self-presentation (Schunk & DiBenedetto, 2020; Deci & Ryan, 1985;Qin & Li, 2020). Similarly, the sense of presence acts as a crucial mediator: immersive experiences created by interactivity, entertainment, and visibility stimulate satisfaction and strengthen the bridge between motivation and commenting behaviour (Yu & Xu, 2017). Importantly, the study validates a sequential pathway, whereby motivation enhances self-efficacy, which in turn heightens the sense of presence, ultimately driving commenting engagement. This indicates that viewers who feel more capable and immersed are more likely to actively participate in bullet screen interactions. Overall, the results suggest that beyond motivational drivers, psychological confidence and immersive experiences play a pivotal role in shaping interactive behaviours, offering new insights for understanding audience participation in e-sports broadcasting.

Table 1 Test results of hypotheses H1-H6

Table 2 Results of the mediation effect test

Fig. 2 Mediated model of viewer bullet screen commenting behaviour in e-sport online live events

4. Conclusions
(1) Stronger live-watching motivation directly promotes e-sports enthusiasts’ bullet screen commenting, while a higher sense of presence further encourages interactive communication.
(2) Viewing motivation also indirectly drives commenting behaviour by enhancing self-efficacy and sense of presence, which increase willingness and frequency of engagement.
(3) Motivation fosters self-efficacy, which strengthens the sense of presence, jointly forming a chain effect that ultimately leads to bullet screen commenting.

References
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Abstract

Ballroom dancing in the context of Davao City, Philippines has a particular history. This case study uses a cultural approach to investigate the role of society in ballroom dancing through semi-structured interviews, archival documents, and observations. It aims to understand how ballroom dancing has been transformed into a dynamic community practice. Guided by Cultural Diffusion and Historical Theories, this research gathered data from 14 purposively sampled stakeholders employed semi-structured interviews, participant observation, and analysis of relevant documents. The analysis utilized Colaizzi’s method for thematic analysis, which yielded three central themes: first, socio-cultural incorporation on the adaptation of Filipino music, local traditions, and progressive gender norms; second, its formal institutionalization fostered by the Department of Education and local government units, which promoted ballroom as a creative art and a physical education discipline; and third, cultural caregiving wherein ballroom dancing served as a medium for healing, memory, and community. This research illustrates how Davao ballroom culture recontextualizes and transforms global dance traditions, expressive of creative defiance and cultural affirmation within local frameworks. This research expands Southeast Asian dance studies by framing ballroom as more than simply a performed activity; it serves as an embedded testament to culture, social empowerment, and heritage. The results highlight the need for cumulative policy steers, sustained institutional investment, and contextually motivated teaching frameworks necessary to cultivate and safeguard ballroom dancing as an evolved and accessible form of cultural expression in Davao City.

Keywords: Ballroom dancing, Cultural heritage, Qualitative case study, Community identity, Cultural diffusion, Davao City

In many studies on table tennis, data on the serve are mostly focused on elite players. There is a lack of data on the type of serve collegiate athletes use. In this study, serve activities between collegiate level male varsity and national level male table tennis players were recorded and compared through notational analysis. Data on the frequency of serve types, serve outcomes, serve placements, and the number of points won on these variables were collected from eight collegiate level athletes and nine members of the Philippine national table tennis team during a tournament. Nine hundred serves—450 from collegiate athletes and 450 from national athletes—were recorded and were analyzed using a chi-square test and a significance level of α = 0.05. The results showed significant differences in the serve type frequency and the points won. The national athletes’ group used short serves more frequently and had more varied placements than the collegiate athletes. On the other hand, the collegiate athletes relied more on long serves and were more predictable in their placements than the national athletes. Additionally, the national athletes won more points when the longer rallies were longer, while the collegiate athletes end points faster. The findings suggest that it would be advantageous to male collegiate table tennis players if they use more forehand short serves, adapt to longer rallies, and vary their serve placements – especially on the outside and middle forehand zones. This research offers preliminary insights into performance indicators that may benefit college-level table tennis players and can be used to develop training programs that could enhance their performance. Moreover, knowledge on the type of serve that collegiate athletes use may help them on the tactical side of their game.

This study explored the effectiveness of the Interactive Physical Learning Activity for the Young (iPLAY) exergaming system in developing the gross motor skills (GMS) of preschoolers. Traditional GMS assessment and intervention often face challenges with engagement, objectivity, and data tracking, making comprehensive and effective programs difficult. iPLAY, an innovative digital platform, aims to address these limitations by leveraging interactive exergaming technology. In a quasi-experimental design, 93 preschoolers (Intervention: n = 44, 23 girls, 21 boys; mean age = 3.81 ± 1.02 years; Control: n = 49, 26 girls, 23 boys; mean age = 4.24 ± 1.00 years) participated with parental consent and child assent. The intervention group completed 20 sessions of iPLAY exergaming system over 7 weeks, while the control group received standard assessments only. Their GMS were measured using 10 task protocols from the Motor Assessment Test for Children (MATCH; Tan & Lim, 2020) at pre-, mid-, and post-intervention. Results showed significantly greater overall GMS improvement in the intervention group compared to the control group. Specifically, the intervention group demonstrated marked progress in stability and object manipulation, and notable gains in locomotion. These findings highlight iPLAY's potential as a novel, efficient, and engaging digital intervention to enhance GMS in early childhood, offering a contemporary approach to motor skill development and assessment.

This study investigated the effectiveness of an intensive motor intervention for children with Developmental Delay (DD), employing a Constraints-Led Approach (CLA). This methodology emphasizes manipulating individual, task, and environmental constraints to encourage learners to discover optimal movement solutions, rather than prescribing rigid movements. Nineteen children with DD (M age = 6.44 years) participated in a quasi-experimental design, allocated to intervention (n = 11) or control (n = 8) groups. The intervention involved 8 intensive 30-minute sessions, referencing the task protocols from the Motor Assessment Test for Children (MATCH; Tan & Lim, 2020). Accommodations and varied equipment were introduced as manipulating constraints. Gross Motor Skills (GMS) were assessed using MATCH protocols at pre- and post-intervention. While overall GMS showed no statistically significant improvement (p > 0.05) after 8 sessions, component-specific analyses revealed substantial gains within the intervention groups. Specifically, stability improved by 68% in the intervention groups versus a 28% regression in the control group. Object manipulation saw a remarkable 137% gain for intervention participants compared to 78% for controls. These findings suggest that even brief, targeted interventions, when guided by a CLA that fosters problem-solving, can effectively facilitate specific motor skill improvements in children with DD. This underscores the potential of CLA in optimizing intervention efficiency, warranting further investigation with larger samples.

Badminton is an intermittent high-intensity sport characterized by short bursts of explosive actions, rapid changes in direction, and minimal recovery time. The study aimed to analyze the physical fitness characteristics of elite sub-badminton athletes in East Java, Indonesia. The cross-sectional study involved 48 badminton players, including sub-elite (n = 24) and competitive athletes (n = 24), aged 18–25, both male and female, from five badminton clubs. The physical attributes measured included aerobic capacity (Yo-Yo Intermittent Recovery Test Level 1), anaerobic power (Wingate Anaerobic Test), speed and agility (5-meter and 10-meter sprint tests, T-test), strength and power (handgrip test, vertical jump, medicine ball throw), and flexibility (sit-and-reach test), following standard sports science methods. Data were analyzed using multivariate analysis of variance (MANOVA), with effect size calculated using partial eta squared (η²). In VO₂max (mean 56.8 vs. 51.3 ml/kg/min, p < 0.001), vertical jump (52.3 vs. 45.1 cm, p < 0.01), and agility T-test (mean 9.37 vs. 10.12 sec, p < 0.05), elite players performed significantly better than sub-elite players. Both handgrip strength and anaerobic power (peak watts/kg) showed significant effect sizes (η² > 0.14). Agility and aerobic fitness did not differ by gender, but upper-body strength and flexibility did. In competitive badminton, physical fitness elements specifically, aerobic endurance, lower-body power, and agility are key performance differentiators. These results highlight the importance of targeted conditioning programs and regular profiling to maximize athletic development.
Keywords: Badminton, Performance Analysis, Intermittent sport, Physical Performance, Fitness

Abstract
The purpose of this research is to look into the use of Flipped Learning in Physical Education. The PRISMA standards for systematic reviews and meta-analyses were followed in this review investigation. The study must be published within the prior five years, from 2020 to 2024. In thesearch procedure, the following keywords are used: (1) Flipped Learning; (2) Physical Education. The search engines Science Direct (Science Citation Index Expanded; Social Science Citation Index;Arts & Humanities Science Citation Index). Flipped learning in PE benefits can provide an experimental reference for research on later adolescent education, self effacy, enhance students’ serve accuracy, serve quality, and self-reflection, influencing students’ perception and, consequently, the success of this active methodology, self-efficacy successful, concretize, particularly constructive and interactive learning activities. Flipped learning in physical education emerges as a transformative approach, leveraging digital technologies to enhance students' engagement, physical activity levels, and understanding of key concepts. By restructuring the traditional classroom model, educators can optimize class time for active participation and personalized instruction, ultimately fostering holistic development and lifelong fitness habits among students.
Keywords: Flipped Learning, Physical Education, Systematic Literature Review

This study aims to determine the interest of class XI students of SMK N 14 Medan in petanque sports. This study is a quantitative descriptive study with a survey method. The sample in this study was 75 students who were determined using a systematic simple random sampling technique with a three-interval number pattern. The data collection technique used a questionnaire consisting of 27 statement items. The instrument used was a questionnaire compiled based on indicators of interest in petanque sports. The instrument was tested by experts in the field of petanque and experts in the field of psychology. The validity test was tested using SPSS 27 with the average result of the validity test r Count 0.569 > r Table 0.3312 and the result of the reliability test of 0.938. Based on the research results, the interest of class XI students of SMK N 14 Medan is in the Very Low category of 5% (4 students), Low category of 28% (21 students), Medium category of 23% (17 students), High category of 41% (21) students, and Very High category of 3% (2 students). The conclusion of this research is that most of the interest of class XI students of SMK N 14 Medan in petanque sports is still in the moderate category. From the research results, it is recommended that schools can implement and train petanque so that it can increase student interest.

This study investigated AI literacy among secondary Physical Education (PE) teachers, analyzing their proficiency, attitudes, perceived barriers, and self-efficacy in AI integration. Employing a quantitative research design, purposive sampling was utilized to gather data from 108 respondents within Misamis Oriental. Findings revealed teachers' neutral AI integration proficiency (Overall M= 3.16), particularly in assessment and feedback, despite a strong positive attitude towards AI's benefits in PE (Overall Mean: 3.80). A paradox emerged in professional development, with high perceived benefit but neutral participation and school support. Data also highlighted pervasive barriers, all "Strongly agree," notably data privacy (M= 4.73), lack of training, and institutional support. Teachers consistently showed "Neutral" AI competence self-efficacy across all dimensions (e.g., AI Knowledge Overall M= 3.06). Correlation analyses rejected both null hypotheses, demonstrating significant relationships: teacher characteristics (proficiency, professional development, attitude) positively correlated with AI literacy dimensions (e.g., Professional engagement with proficiency: 0.434), while perceived barriers significantly negatively correlated with AI literacy (e.g., AI Knowledge: -0.337). In conclusion, while PE teachers recognize AI's potential, significant barriers and low self-efficacy impede effective integration. Addressing these challenges through targeted training, robust support, and ethical guidelines is crucial to bridge the gap between aspiration and practical AI adoption in PE.

Keywords: Artificial Intelligence, AI Integration, AI Literacy, Physical Education, Professional Development

This study aimed to analyze the components of resilience related to continuing exercise behaviors among senior citizens. A total of 100 older adults were selected through accidental sampling at the Phanat Nikhom Municipality sports field, located in the district with the highest proportion of elderly in Chonburi Province. Data were collected from February 1 to March 31, 2023, by using a resilience-based instrument. Exploratory Factor Analysis with principal component extraction and Varimax rotation was employed. The results identified four components with eigenvalues greater than 1.0, accounting for 80.57% of the total variance. These components were as follow: (1) perceived competence and health goals, (2) health care planning ability, (3) support for Exercise Engagement, and (4) learning and adaptability. All variables showed factor loadings above 0.50, indicating strong contributions to resilience in sustaining exercise among older adults.

Keywords: Factor Analysis, Resilience, Senior Citizens, Continuing Exercise, Behavior

One of the most important components for children and adolescents to maintain their health and well-being is physical activity. Based on observations at the Rijalul Qur'an Islamic Boarding School, physical activity among students is relatively neglected, as they spend most of their time praying and studying religious knowledge. However, a lack of physical activity has negative impacts on students' physical and mental health and social development. Some of the issues identified include: the absence of dedicated spaces or areas for students to engage in physical activity, limited understanding among teachers/instructors about the importance of physical activity for students, and the lack of a specialized physical activity program for students. The proposed solution is to establish the Santri SEJATI Program (Healthy Body and Healthy Mind), a physical activity program for students at the Rijalul Qur'an Islamic Boarding School aimed at fostering students who are physically healthy and mentally/emotionally well-balanced. The implementation methods include conducting discussions and assessments with teachers at the boarding school regarding the students' physical activity needs. After mapping the needs, the next step is to procure goods and equipment funded by the community service grant received. The supply of goods is carried out at the boarding school and directly received by the foundation's management.