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

Ampa, Mohammad S.1, Paqueo, Andie A.2 (Presenter)
2Assistant Professor IV, Department of Professional Studies, College of SPEAR,
Mindanao State University, Main-Campus, Marawi City,
Lanao del Sur, Philippines
May 2025
Email: andie.paqueo@msumain.edu.ph

ABSTRACT

This study examines the moderating role of the coach-athlete relationship on the predictive link between parental ethnic socialization and moral character development in sports among Meranaw tertiary student-athletes. An associational type of quantitative research design: a merged of predictive-correlational with a simple moderation analysis and causal-comparative designs were utilized. Additionally, demographic differences across sex and sports type as criterion groups were evaluated. Meranaw student-athletes of Mindanao State University (MSU)-Main Campus, Marawi City, and Adiong Memorial State College (AMSC), Ditsaan-Ramain, Lanao del Sur, AY 2024-2025 were the respondents; 134 athletes participated through total-enumeration. Adapted self-reported questionnaires, subsequently pilot-tested were the primary measures. Frequency and percentage counts, mean, Pearson r, stepwise multiple regression analysis, moderation analysis, and Z-test were the statistical treatments. The results indicated a moderate positive linear correlation between parental ethnic socialization and sports moral character, and accorded a moderate predictive effect explaining 25.25% of the variance in the dependent variable. Meanwhile, coach-athlete relationship posited a negative moderation effect, and revealed significant difference when compared across sex. The study recommended that non-Muslim coaches extend efforts of abiding their principles and styles with Islamic principles as well as the socio-cultural traditions of the Meranaw society.

Keywords: parental ethnic socialization, moral character development, coach-athlete relationship, Meranaw student-athletes

BACKGROUND

Positive parenting has a significant relationship in developing and strengthening children’s character; religiosity possessed by parents is a good mediator in the development of moral character (Suciati et al., 2023). And, being one of the most conservative Muslim groups in the country; even with the influx of modernization, the Meranaw’s psychosocial orientation has been largely influenced by their culture (Bantog & Sarip-Macarambon, 2021). Thus, Meranaw parents are the primary ethnic socializing agents in shaping their children’s ethnic identity (Seok et al., 2012).
In similar veins, Clarke (2018) asserted that coaches play a significant role in influencing and promoting moral development among athletes. However, the quality of the coach-athlete relationship can either amplify or diminish the moral lessons learned at home, particularly when coaches come from different cultural or religious backgrounds. Understanding how these cultural and relational forces interact is crucial.

OBJECTIVES

This study examined the moderating role of coach-athlete relationship on the predictive relationship between parent ethnic socialization and moral character development among Meranaw tertiary student-athletes in Lanao del Sur.

Specifically, the following research questions served as its central questions:

RQ1: How does parental ethnic socialization correlate with sports moral character development?
RQ2: How does coach-athlete relationship moderate the relationship between parental ethnic socialization and sports moral character development?
RQ3: How does perceived parental ethnic socialization differ across sex?
RQ4: How does sports moral character development differ across sports type?
RQ5: How does coach-athlete relationship differ across demographic characteristics with respect to sex and sports type?

METHODOLOGY
Research Design
An associational type of quantitative research design: a merged of predictive-correlational with a simple moderation analysis and causal-comparative designs were utilized. It primarily examined the moderating effect of the coach-athlete relationship on the predictive link between parental ethnic socialization (independent variable) and moral character development (dependent variable) in sports among Meranaw tertiary student-athletes.
Secondarily, demographic differences across sex (female & male) on parental ethnic socialization and coach-athlete-relationship, and sports type (individual/dual & team) on moral character development and coach-athlete-relationship as criterion groups were evaluated on the causal-comparative portion.

Research Locale and Respondents

    The study was carried out at two selected SUCs (State College and Universities) in Lanao del Sur: 1) Mindanao State University (MSU)-Main Campus, Marawi City, and the 2) Adiong Memorial State College (AMSC) Lake Knights, Ditsaan-Ramain, Lanao del Sur. The selection criteria involved: male and female; limited to Meranaw tertiary student-athletes; must at least competed in one regional tertiary sports competition; enrolled 2nd semester, AY 2024-2025. A total of 134 Meranaw athletes participated through total-enumeration from the events: Arnis, Athletics, Badminton, Basketball, Karatedo, Sepak Takraw, Softball, Baseball, Table Tennis, Volleybal.

Instrumentation

A self-administered survey questionnaire comprised of: the adapted Parental Ethnic Socialization Scale (PESS; Derlan et al., 2016), the adapted Sports Moral Character Development Questionnaire (SMCD-Q; Yu & Xie, 2019), and the adopted Coach–Athlete Relationship Questionnaire (CART-Q; Jowett & Ntoumanis, 2004). Subsequently pilot tested and the reliability were established at Cronbach’s Alpha (α): PESS= 0.84; SMCD-Q= 0.92; and CART-Q= 0.84

Statistical Tools

It employed descriptive statistics in the form of frequency and percentage distribution, and mean scores in describing the demographics and study variables. Meanwhile, the Pearson r for the correlation portion, and a stepwise multiple regression analysis for the prediction. The D’ Agostino-Pearson R Test confirmed that the residuals were normally distributed. The simple moderation analysis was examined by means of the moderation analysis. Lastly, for the significant differences across selected demographics, Z-test was utilized.

RESULTS AND DISCUSSION

Predictive-Correlation

Table 1
Predictive-Correlation between Parental Ethnic Socialization (IV) and Moral Character Development (DV)

Parental Ethnic Socialization
(IV) Moral Character Development
(DV)
ρ r R²
.000 .503 .2525380
Note. Correlation is significant at the 0.05 level (2-tailed).

Table 1 shows that there is a statistical correlation between parental ethic socialization and moral character development (< ρ = .000), and indicates a moderate positive relationship (r = .503) implicating that a positive perception on how their parents culturally familiarize them about their Meranaw ethnic culture complements positive level on their moral character behaviors developed through sports participation in a moderate accord. Moreover, approximately 25.25% of the variation in the dependent variable is explained by the dependent variable with its predictive significance; thus, a moderate predictive relationship.

Moderating Effect

Table 2
Moderating Effect of Coach-Athlete Relationship (M) between Parental Ethnic Socialization (IV) and Moral Character Development (DV)

Coach-Athlete Relationship
(M) Parental Ethnic Socialization (IV) and Moral Character Development (DV)
ρ ɑ
.000 -.016
Note. Correlation is significant at the 0.05 level (2-tailed).

Table 2 presents that there is a statistical moderating effect (< ρ = .000) of the coach athlete-relationship on the central relationship. However, it posits a negative moderating effect (ɑ = -.016), further implicating, that an increase in the level of coach-athlete relationship weakens the positive relationship between IV and DV, and vise-versa. Thus, there is a considerable influence that can be associated with their coach-athlete relationship as moderator but in a negative accord.

Significant Differences

Table 3
Differences across Sex and Sports Type

Criterion Groups

Sex (Male vs Female) Parental Ethnic Socialization (IV)
ρ Z
.097 1.662

Sports Type(Individual/Dual vs Team ) Moral Character Development (DV)
ρ Z
.760 .305

Sex (Male vs Female)
Sports Type (Individual/Dual vs Team) Coach-Athlete Relationship (M)
ρ Z
.016 2.42
.214 1.214
Note. Difference is significant at the 0.05 level (2-tailed).

Table 3 illustrates that there is no significant difference established (> ρ = 0.097) across sex on the parental ethnic socialization. Meanwhile, no significant difference established (> ρ = .760) across sports type on moral character development.

On the other hand, no significant difference established across sports type on the coach athlete-relationship (> ρ = .214), but significantly differs across sex, between male and female (< ρ = .016). Based on the raw statistical data, female have 50.1222 variance while male has 120.859. With a high variance, male Meranaw athletes have varied perceptions on their sporting partnership with their coaches unlike female athletes that have almost same stance.

CONCLUSIONS
The findings indicate a moderate positive linear and moderate predictive relationship between parental ethnic socialization and sports moral character. Thus, Ho1 and Ho2 are rejected. These results suggest that cultural upbringing significantly, though not exclusively, influences moral values in the sporting context, as evidenced by a moderate predictive relationship. The moderate association and predictive capacity of parental ethnic socialization on moral character development among Meranaw athletes suggest that, while cultural socialization through parental guidance plays a meaningful role, it is not the sole influence; factors such as social circles, coaching style, and individual motivation likely contribute to the athletes’ moral character formation.

On the other hand, the coach-athlete relationship revealed to significantly moderates, but negatively, the relationship between IV and DV; thus, this failed to reject Ho3. Given that many coaches were non-Meranaw or non-Muslim, this suggests that the quality of interpersonal dynamics between coaches and athletes may weaken the positive influence of parental ethnic socialization on moral character development. This may reflect a lack of cultural alignment, limited empathy, or reduced relational closeness, which can hinder the reinforcement of family-instilled cultural values within the sports environment, especially, among Meranaw women athletes. There are special Islamic codes with reference to women’s life pattern, status in the society, and so on (Siddiqi, 2003). These findings highlight the importance of cultural sensitivity training and relationship-building initiatives for coaches; therefore, it is recommended that coaches align their coaching principles and practices with Islamic values and the traditional socio-cultural norms of Meranaw athletes.
Given that this study focused exclusively on student-athletes from state universities and colleges, it is recommended that future research include junior high school (JHS), senior high school (SHS), or private college athletes to explore broader variations in sports moral character development. In addition, qualitative or mixed-method approaches are encouraged to gain deeper insight into the lived experiences and perspectives of athletes.
References
Bantog, M. A., & Sarip-Macarambon, H. M. (2021). So Manga Pananaroon Sa Ranaw: Reflections of Meranaw Culture and Worlview. International Journal of Linguistics, Literature and Translation. https://10.32996/ijllt.2021.4.2.11
Camire, M., & Trudel, P. (2010). High school athletes’ perspectives on character development through sport participation. Physical Education & Sport Pedagogy, 15(2), 193–207. https://doi.org/10.1080/17408980902877617
Derlan, C. L., Umaña‐Taylor, A. J., Toomey, R. B., Jahromi, L. B., & Updegraff, K. A. (2016). Measuring cultural socialization attitudes and behaviors of Mexican‐origin mothers with young children: A longitudinal investigation. Family Relations, 65(3), 477-489. https://doi.org/10.1111/fare.12196
Diamaoden, A., Mama, I., Macarambon, M. J., & Camama, M. (2020). Relevance of “Pananaroon” to Islam and Culture of Meranaw. JPAIR Multidisciplinary Research, 39(1), 82-94. https://doi.org/10.7719/jpair.v39i1.760
Hedstrom, R., & Gould, D. (2004). Research in youth sports: Critical issues status. Michigan: Michigan State University, 1, 42.
Lumpkin, A. (2011). Building Character through Sports. Strategies, 24(6), 13–15. https://doi.org/10.1080/08924562.2011.10590956
Siddiqi, M. (2003).Sports & Games, Dress & Adornment. Retrived from, www.islamonline.net/servlet/Satellite?cid=1119503543070&pagename=IslamOnline-English-AskScholar %2 FFatwa E%2FFatwaEAskTheScholar
Wang, C. C., Chia, F., & Chang, C. M. (2013). The study of college athletes’ moral self-concept and sport-related moral development. Life Science Journal, 10(4), 2361-2367.
Yusof, W. M., Meng, L. K., & Abidin, A. (2015). Instilling sports culture as catalyst for positive youth development. Malaysian Journal of Youth Studies, 13, 33-63.

Abstract
This study explored the cultural, educational, and social significance of traditional Blaan games in Barangay Poblacion, Malapatan, Sarangani Province, through the development of a digital[1]repository called I Snagbet. Recognizing the limited documentation of these indigenous games and their gradual disappearance due to modernization, the research aimed to preserve and promote Blaan heritage by identifying various traditional games and showcasing them via a user-friendly web-based platform. Guided by a Research and Development (R&D) approach and employing a qualitative research design, the study utilized the Successive Approximation Model (SAM) and the Input-Process-Output (IPO) framework to create a culturally grounded digital prototype. Data were collected through interviews, observations, and desk reviews involving five (5) Blaan tribal elders and cultural bearers. The study found that games like Kmisong (fire-making), Gamti (archery), Skuya (footrace), and others not only serve recreational purposes but also transmit indigenous knowledge, moral values, and physical fitness. These traditional activities encourage cooperation, resilience, and identity-building among the youth while also enhancing educational outcomes when integrated into physical education programs. The study concluded that digital platforms can bridge traditional knowledge with modern accessibility, ensuring cultural continuity. It recommends integrating Blaan games into school curricula via the Indigenous Peoples Education (IPED) framework and conducting community-based programs to revitalize cultural practices. The I Snagbet prototype serves as a culturally sensitive, educational tool that celebrates and safeguards Blaan heritage, offering a sustainable model for other Indigenous cultural preservation efforts in the digital age.
Keywords: Indigenous Games,Educational Technology, SDG 11 and SDG 9.`

https://docs.google.com/document/d/1D_V-H9blmwWmF1oljwJjceUwullVhNy-/edit?usp=drivesdk&ouid=108901770106601270775&rtpof=true&sd=true

This paper examines the progressive academicization of Silat in Malaysia between 2014 and 2024, highlighting its journey from a deeply rooted cultural tradition to an internationally recognized academic discipline. Anchored by Universiti Teknologi MARA (UiTM) and supported by national bodies such as PASSMAL and PESONA, Silat has been institutionalized through curriculum development, international collaborations, and scientific innovation. Using a qualitative methodology comprising literature review, expert interviews, and case studies, the study maps the integration of Silat into higher education and global research ecosystems.

Key milestones include the establishment of Silat-focused coaching certifications, the application of motion analysis technology in training, and the proliferation of Silat studies in Scopus-indexed journals. Collaborative platforms such as IMACSSS and UNESCO ICM have been instrumental in elevating Silat’s academic stature and fostering cross-cultural dialogue. However, the expansion also presents challenges, such as the risk of cultural dilution and unequal knowledge partnerships.

The findings underscore the importance of safeguarding Silat’s philosophical roots while embracing interdisciplinary scholarship. Malaysia’s experience offers a forward-thinking model for integrating indigenous martial arts into academia—preserving authenticity while expanding global relevance. This study contributes to the broader discourse on traditional knowledge systems, cultural sustainability, and the evolving landscape of martial arts education.

ABSTRACT

This study explored and documented the significant features and gameplay of Kakuya, a traditional Meranaw game, to preserve it as part of the community’s intangible cultural heritage. Using a qualitative ethnographic design, the research was conducted in Piagapo, Marawi City, and Pantar, Lanao del Sur, involving ten purposively selected participants: elders, players, community members, PE teachers, and students. Data were gathered through interviews, observations, and visual documentation, and analyzed using Braun and Clarke’s thematic analysis with NVivo software. Findings revealed two major themes: Significant Features and Mechanics and Gameplay, further elaborated into eight sub-themes. Results showed that Kakuya has evolved from a minimally equipped activity into a structured game incorporating tools such as the Tomatik (winner indicator), Rimbo (signal marker), and rope for lane division, promoting fairness and safety. Traditionally played during gatherings, Kakuya reflects cooperation, discipline, and resilience. Its rules, scoring systems, and officiating roles highlight competitiveness while preserving cultural authenticity. Beyond recreation, the game transmits identity, values, and intergenerational connections. By systematically documenting its materials, rules, and meanings, this study provides an authentic reference for educators and cultural advocates, ensuring the appreciation and continuity of Kakuya for future generations.

Keywords: Kakuya, Meranaw, Indigenous Games, Gameplay, Cultural Heritage

INTRODUCTION

Traditional sports and games (TSG) are vital cultural treasures that connect generations and communities. The UNESCO Berlin Declaration (2013) recognized their role in education, social inclusion, and cultural continuity. However, modern lifestyles and digital entertainment threaten their survival.

In the Meranaw community, Kakuya is one such game—rich in tradition but undocumented. Without written records, its mechanics and meanings risk fading as oral bearers age. This study addresses that gap by systematically recording Kakuya’s features, rules, and cultural value. In doing so, it contributes to heritage preservation and provides educators and advocates with authentic material to sustain the game’s legacy.

METHODOLOGY

A qualitative ethnographic design was employed to document the features and gameplay of Kakuya. The study was conducted in Piagapo, Marawi City, and Pantar, where the game is still practiced.

Participants. Ten purposively selected informants included elders, active players, community members, PE teachers, and students.

Data Collection. Semi-structured interviews, observations, and visual documentation captured gameplay, materials, and cultural context.

Analysis. Data were coded and thematically analyzed using NVivo following Braun and Clarke’s framework. Two main themes and eight sub-themes emerged, reflecting Kakuya’s distinctive features and cultural significance.

RESULTS AND DISCUSSION

Two central themes were identified: (1) Significant Features and (2) Mechanics and Gameplay, further divided into eight sub-themes.

1. Significant Features

1.1 Equipment and Materials.
Kakuya evolved from a simple foot race on bare ground into a structured activity with equipment such as the Tomatik (winner’s flag indicator), Rimbo (starting signal marker), and ropes for lane divisions. These additions ensure fairness, organization, and safety while preserving the game’s essence of speed and discipline.

1.2 Dress Code.
Historically, players wore traditional garments like malong and scarves, reflecting respect and identity. Today, participants use shorts and T-shirts for comfort and safety. This shift illustrates cultural adaptation—balancing heritage with practicality.

1.3 Game Location.
Traditionally played near significant community sites like the sultan’s residence, the game now occurs in open fields for visibility and safety. The choice of venue reinforces both practical and cultural values.

1.4 Timing and Occasions.
Kakuya was historically tied to ceremonial events and festivals, symbolizing unity and identity. It is now played more flexibly—during school activities or local events—making it accessible while retaining cultural meaning.

1. Mechanics and Gameplay

2.1 Objectives.
The main objective is to reach the Tomatik first, raising the victor’s flag. Winning embodies not just personal success but community pride, blending competition with cultural symbolism.

2.2 Rules and Mechanics.
Structured starting procedures with the Rimbo, lane assignments, and the Tomatik finish line ensure fairness and prevent disputes. These features make the game suitable for both cultural celebrations and PE programs.

2.3 Officials.
Traditionally officiated by respected leaders such as the datu or sultan, officiating is now entrusted to elders or trusted community figures. Officials serve as referees and cultural stewards, preserving integrity and values.

2.4 Player Eligibility.
Participation was historically open to all, but recent practices show selective participation based on physical ability and competitive skill. While inclusivity remains valued, the growing emphasis on competitiveness reflects broader changes in traditional games.

CONCLUSIONS

This study documented the significant features and gameplay of Kakuya, a traditional Meranaw game, through ethnographic inquiry.

Findings revealed that its features—equipment, attire, venues, and timing—carry both practical and cultural meaning, balancing tradition with adaptation. Its mechanics—objectives, rules, officiating, and eligibility—ensure fairness and discipline while preserving authenticity.

Kakuya is more than recreation: it embodies Meranaw values of cooperation, resilience, and cultural pride. By recording its essential elements, this research safeguards a vital intangible heritage, provides a reference for educators and cultural advocates, and ensures the continuity of Kakuya as a living tradition for future generations.

REFERENCES

Bennike, S., Kristiansen, E., & Storm, R. K. (2019). Traditional games as a means of
education and social cohesion in modern society. European Physical Education Review, 25(3), 1-14. https://doi.org/10.1177/1356336X19854964

Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), APA handbook of
research methods in psychology: Vol. 2. Research designs (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004

Hammer, J., & Davidson, D. (2017). Cultural alignment and game-based
learning.Educational Technology, 57(2), 31–35 https://doi.org/10.1177/0013164417701364eri

UNESCO. (2003). Convention for the Safeguarding of the Intangible Cultural Heritage.
Retrieved from https://ich.unesco.org/en/convention

Abstract
This study aims to develop a distinct MSU-IIT Model for Modern Arnis Basic Anyo, a Filipino martial art that emphasizes skills such as striking, blocking, footwork, and weapon handling. The research addresses the current limited structured training models at MSU-IIT and in Iligan City, and the challenges beginners face in executing fundamental techniques. This study successfully developed and validated a distinct MSU-IIT Model for Modern Arnis Basic Anyo, a Filipino martial art emphasizing fundamental skills like striking, blocking, footwork, and weapon handling. The research addressed a significant gap in structured training models for Modern Arnis in both the MSU-IIT community and Iligan City. Employing a qualitative research design anchored in the Input-Process-Output (IPO) model, the study gathered rich insights from a select group of three Arnis coaches and two experienced players through one-on-one interviews. The collected data underwent a thorough thematic analysis, which guided the creation of a culturally responsive and pedagogically sound instructional model. The final output is a comprehensive guide designed to improve coordination, balance, and muscle memory, serving as a foundational reference for beginner practitioners in the MSU-IIT community.
Keywords
Modern Arnis , Filipino Martial Arts, Physical Education, Instructional Model, IPO Model

Background: Physical literacy has become a fundamental concept in modern physical education, emphasizing holistic individual development through physical activity. The Physical Literacy in Children Questionnaire (PL-C Quest) was developed in Australia to assess children's perceived physical literacy across four domains: physical, psychological, social, and cognitive. However, validation of this instrument in the Indonesian cultural context remains limited. Objective: This study aimed to examine the validity and reliability of the PL-C Quest among elementary school students aged 11-12 years in Bandung, Indonesia. Methods: A cross-sectional descriptive study was conducted with 92 elementary school students (50% male, 50% female) aged 11-12 years in Bandung. The study used purposive sampling stratified by school type (60% public, 40% private) and socioeconomic status. Validity was assessed using item-total correlation with Pearson product-moment correlation, while reliability was examined using Cronbach's alpha coefficient. Results: All 30 items demonstrated acceptable validity with correlation coefficients ranging from 0.226 to 0.677 (r > 0.207, p < 0.05). The Physical domain showed the highest item validity (P1: r = 0.677), followed by the Psychological domain (P15: r = 0.621). Internal consistency reliability was good (Cronbach's α = 0.847), indicating adequate reliability for practical use. Conclusion: The PL-C Quest demonstrated acceptable validity and reliability for measuring physical literacy among Indonesian elementary school students aged 11-12 years. The instrument can be recommended for physical literacy assessment in Indonesian physical education contexts, with consideration for cultural adaptation of items with relatively lower validity.

Abstract

      This study aims to (1) develop instructional innovations, integrating social media tools and tangible e-cigarette model, (2) compare the learning achievement of Grade 10 students at Satthasamut School before and after the learning program through social media tools along with tangible e-cigarette model and (3) examine students' satisfaction toward e-cigarette learning program. Research instruments included a health education lesson plan, social media tools such as Kahoot, PowerPoint, and Canva, as well as TikTok as a digital platform to campaign against e-cigarette use and designed tangible e-cigarette model was invented. The results showed that after four weeks of learning program, the mean posttest score was X̅ = 13.85, S.D. = 1.442, which was significantly higher than pretest score X̅ = 12.78, S.D. = 1.94, (p < .05). Furthermore, students' satisfaction of learning through instructional innovations was at the highest level (X̅ = 4.74, S.D. = 0.51). This study highlights that combining digital platforms and tangible tool are effective instructional innovations for enhancing students' learning outcomes and a positive shift in attitudes toward e-cigarette prevention and intention to quit vaping.

Keywords: Learning achievement, Social media tool, Tangible E-cigarette model, E-cigarette,

The descriptive survey study research. The objectives to study fall prevention behaviors of the elderly, and to study factors related to fall prevention behaviors of the elderly in Ban Na District, Nakhon Nayok Province. In this study, the purposive sampling was used to recruit 118 elderly samples. The questionnaire was used as a tool to collect employed quantitative data. The content validity was improved and adjusted by the suggestion of the expert. Using Cronbach’s alpha coefficient tested the reliability of the assessment tools. Health beliefs questionnaire was 0.95 level and Falling prevention behaviors questionnaire were 0.82 level. Data analysis was done by computer program. Statistic was to acquire frequencies, percentage, means, standard deviation, maximum, minimum, Chi-square test and Pearson’s product moment correlation coefficient for statistically significant at 0.05 level.
The result of this study showed that the fall prevention behaviors of the samples in Ban Na District, Nakhon Nayok Province was at a moderate level 62.71% (x ̅= 52.31, S.D.=3.62 Min. = 40, Max. = 60) and overall perceive falls factors were at a moderate level 72.04% (x ̅2=164.88, S.D.=16.25, Min. =121, Max. =211). The study was also found that personal factors; education (x^2=15.73, p-value=0.000) congenital disease (x^2=8.89,p-value=0.012) were significantly associated with associated with behaviors falls prevention. The perceive susceptibility (r=0.206, p=0.025), perceived benefits (r=0.279, p=0.002 and overall perceive falls factors (r=0.236, p=0.010) were positive relationship at a low level with the behavior of fall prevention of the elderly significant at <.05.

Introduction: Nowadays, pétanque has become increasingly popular, as it is played in various prominent sports competitions. Several studies have also reported associations between pétanque and different aspects of health. Therefore, we aimed to provide a descriptive summary of studies examining the relationship between pétanque and health status. Methods: We searched PubMed and Embase for relevant articles from inception to July 12, 2025. All full-text observational studies investigating pétanque in relation to health outcomes were included. The findings from the included studies are presented descriptively. Results: A total of seven studies investigated the association between pétanque and health status. Reported outcomes included shoulder flexion limitation (1 study), anxiety levels (1 study), reductions in total cholesterol (3 studies), systolic and diastolic blood pressure (1 study), resting heart rate (1 study), rate of perceived exertion (1 study), HbA1c levels (2 studies), and visceral fat mass (2 studies). Additionally, one study found that 65% of participants chose pétanque as their preferred sport. Conclusions: Pétanque has been associated with improvements in several health outcomes; however, further research is needed to examine these effects in detail and to control for potential confounding factors in order to generate more robust evidence.
Keywords: Pétanque, health status, descriptive, review, SDGs.

This study aimed to explore and describe the norms, practices, and the ethos known as the “Spirit of the Game” in Ultimate Frisbee, based on narratives from players in Mindanao, Philippines. Using three research questions, the study examined these elements along with participants’ perceptions of the sport’s unique ethos.

An exploratory descriptive qualitative design was used, with data collected through semi-structured interviews and unstructured non-participant observations of selected players. Ellickson’s model of order without law framed the analysis, explaining how players regulate conduct through informal norms rather than formal refereeing, resolving conflicts through mutual negotiation.

Findings were organized into three themes: norms and practices, Spirit of the Game, and distinct features. Participants highlighted key elements such as team dynamics, bargains and negotiations, and conflict resolution as central to the sport’s informal system of norms. The “Spirit of the Game” was described as both knowledge of the rules and adherence to moral values. Distinct features noted included a community of players, mixed gender interaction, absence of cash prizes, and social events—factors seen as promoting the sport despite its lack of formal recognition.

This study contributes to the limited local literature on Ultimate Frisbee, particularly in its social-psychological dimensions. To ensure reliability, the researcher applied various qualitative strategies: a pilot study, triangulation (method, data, theory), member checking, transferability, audit trail, and bracketing.

Keywords: Distinct Features of Ultimate Frisbee, Norms and Practices in Ultimate Frisbee, Spirit of the Game

Exergaming, which combines physical exercise with interactive video game elements, has emerged as a promising intervention for improving the overall well-being of older adults in institutional care. This systematic literature review aimed to identify the types of exergaming interventions utilized in institutional settings, evaluate the methodological quality of existing studies, and identify research gaps. Guided by the PRISMA 2020 framework, a comprehensive search was conducted across Scopus, ScienceDirect, PubMed, and Web of Science databases for studies published between 2015 and 2024. Inclusion criteria required participants aged 60 and above, implementation in institutional care environments, and the use of exergaming as a primary intervention. A total of thirty-one studies were included in the final analysis. Most interventions employed motion-based video games, gamified rehabilitation systems, and cognitively engaging dual-task platforms. Although randomized controlled trials and validated outcome measures were frequently applied, limitations such as small sample sizes, brief intervention durations, and inconsistent reporting of adherence were observed. Overall, findings demonstrated beneficial effects on physical and cognitive functions, with emerging indications of psychosocial improvements. However, social, emotional, cultural, and gender-responsive outcomes were underexplored. This review underscores the necessity for future research to conduct longer-term, culturally diverse studies with robust methodologies and expanded outcome measures to better inform evidence-based practices in geriatric care.

Abstract
This descriptive survey research focused on satisfaction in life and how it is affected by other variables. The respondents of the study are 115 personnel of the Maritime Academy of Asia and the Pacific (MAAP). The study was completed in the first quarter of 2024. The study determined the respondents’ demographic profile, lifestyle, health status, wellness, stress level, and job and life satisfaction. Results show that health status is associated with lifestyle factors such as food intake, physical exercise, and hours of sleep. The study also reveals that life satisfaction is influenced by marital status, health condition, and job satisfaction in terms of compensation. The study recommends further enhancement of the wellness program in order to promote a better health status and lifestyle to attain higher satisfaction in life.

Keywords: Effects, lifestyle, satisfaction, wellness

1. Introduction
   Personnel in any institution need to be fit in all aspects of life in order to perform their duties properly. Physical, mental, and even emotional facets of life have been the focal point of much research aiming to increase the productivity amongst personnel. Life satisfaction includes a variety of factors that enable a person to carry out any task to the best of his ability. Diener & Tay (2012), as cited by Unanue et al. (2017), explained that a growing body of research has shown that higher life satisfaction is associated with several desirable company' results, such as higher career satisfaction, organizational commitment, and especially job satisfaction.

The study analyzed the profile, lifestyle, health status, wellness, stress, and job and life satisfaction of the employees of the Maritime Academy of Asia and the Pacific. The study grounded its framework in the bottom-up theory of life satisfaction, which explained that life satisfaction is a result of satisfaction in the many domains of life (Ackerman, 2018). The attainment of life satisfaction cannot be attributed to a single domain or factor. Hence, this study explored the different contributing variables in achieving life satisfaction.

The study answered the questions: (1) Is there a significant association between health status and lifestyle? And (2) which among the variables, singly or in combination, significantly influence the satisfaction in life?

1. Methods

2.1 Research Design
The study is descriptive-correlational research and employed a survey method which aims to measure life satisfaction and determine how it is influenced by other variables such as demographic profile, health status, lifestyle, wellness, stress level, and job satisfaction.

2.2 Participants and Procedures
The respondents of the study are the personnel of the Maritime Academy of Asia and the Pacific (MAAP) located in Mariveles, Bataan, Philippines. The questionnaires were handed out to the respondents. There were 131 retrieved accomplished questionnaires, but only 115 are considered due to incomplete responses. The study was completed in the first quarter of 2024.

2.3 Instruments and Materials Used
The instruments used in the study determined the demographic profile; lifestyle, adopted from Dubasi et al. (2019) and Fortier (2015); health status (in terms of BMI, waist-to-hip ratio, and physical and health conditions); wellness, based on items enumerated by Swarbrick and Yudof (2014); stress level, adopted from Cohen & Williamson in 1988; job satisfaction, based on ESS from Betterteam.com; and life satisfaction, adopted from Diener et al. in 1985. The Cronbach alpha coefficients of the instruments calculated from the first 15 randomly selected participants are .9498, .914, and .9178 for wellness, job satisfaction, and life satisfaction, respectively, showing ‘excellent’ internal consistencies, and .703 for the Stress level, interpreted as acceptable.

2.4 Data Analysis
The responses are encoded and treated using Excel and IBM SPSS. Descriptive statistics are used to analyze the responses. Relationships between variables are established using the Spearman Correlation test, while the Multiple Regression Analysis determined the influence of the independent variables on life satisfaction.

2.5 Ethical Considerations
Ethical guidelines are followed to protect the rights, dignity, and welfare of participants. Prior to participation, respondents were informed about the purpose of the study and the procedures involved. All data collected are used strictly for research purposes, and all personal identifiers are removed from the final dataset before analysis.

1. Results and Discussion
   The results show that the respondents have varying demographic profiles based on age, educational attainment, marital status, and number of years in the institution. Generally, respondents have normal health status (based on BMI) and moderate health risk (based on waist-to-hip ratio). They perceived themselves to be in good health. They sleep for 6 to 10 hours every day and do light to intense exercise at least 4 to more than 6 times a week. They are non-smokers and drink wine or liquor on special occasions only. They highly consume fruits and vegetables. They manifest high intellectual, emotional, social, spiritual, occupational, and financial wellness but with a moderate level of physical wellness. They have a moderate stress level and are highly satisfied in terms of benefits, career, work environment, and culture but moderately satisfied with compensation. Lastly, they are moderately satisfied in life.

Table 1
Spearman Correlation Coefficients (rho) between Lifestyle and Health Status

Lifestyle Health Status
BMI Waist-to-Hip Ratio Physical Condition Health Condition
Sugar and Honey intakes .318 .044 .134 .002
Saturated Fat intakes .250 -.089 .106 -.029
Dressings intakes .200 -.006 .096 -.012
Light exercise .093 -.193 -.012 .099
High intensity (Vigorous) exercise .219 -.102 -.079 .261
Wine Consumption -.040 .080 -.110 .305
Smoking Habits -.185 .209 -.004 -.191
Hours of Sleep -.158 .101 .020 .310*
p<.05, ** p<.01

The Spearman rank correlation coefficients reveal significant relationships. BMI has positive associations with high-intensity exercise and intakes of sugar, honey, saturated fat, and dressings, but it is negatively associated with smoking. The waist-to-hip ratio has a positive association with smoking but is negatively associated with light exercise. Lastly, health condition has positive associations with wine consumption, hours of sleep, and high-intensity exercise, but is negatively associated with smoking.

Multiple regression analysis uncovered significant influences on the respondents’ life satisfaction.

Table 2
Multiple Regression Analysis on Independent Variables Predicting Satisfaction in Life
Variable B SE β t-statistic Prob.
(Constant) -2.224 1.891 -1.176 .245
Marital Status .348 .166 .265 2.096 .041
Health Condition .433 .177 .261 2.445 .018
Compensation .345 .174 .293 1.984 .050
Dependent Variable: Satisfaction in Life
R-square: .675
Adjusted R-squared: .478
F-statistic: 3.423
Prob (F-statistic): .000

Marital status, health condition, and compensation significantly influence life satisfaction. Based on unstandardized beta (B), life satisfaction increases by .345 and .433 for every one-unit increase in compensation and in health condition, respectively. Lastly, the data reveals that the lowest life satisfaction is among singles, followed by separated and annulled, married, and widows. The disparities in each marital status are about .348. The study proved that life satisfaction is defined by combinations of factors.

1. Conclusion
   Health status is significantly associated with lifestyle, such as food intake, physical activities, and habits. Whereas, life satisfaction is influenced by combinations of factors that include marital status, health condition, and job satisfaction in terms of compensation.
   In order to achieve maximum life satisfaction, the study recommends enhancement of the institution's wellness program for personnel.

Acknowledgment
The researchers wish to extend their deepest gratitude to the personnel of the Maritime Academy of Asia and the Pacific for participating in this study. Appreciation also goes to the Academics Research Unit as well as the printing office for the support in the completion of this study.

References
Ackerman, C. (2018). Life Satisfaction Theory and 4 Contributing Factors. https://positivepsychology.com/life-satisfaction/Betterteam (n. d.). Employee Satisfaction Survey. https://www.betterteam.com/employee-satisfaction-survey

Betterteam. Employee Satisfaction Survey. https://www.betterteam.com/employee-satisfaction-survey

Dubasi, SK, Ranjan, P., Arora, C., Vikram, N., Dwivedi, SN., Dwivedi, N.,

Kaloiya, G., & Shalimar (2019). Questionnaire to assess adherence to diet and exercise advices for weight management in lifestyle-related diseases. https://pmc.ncbi.nlm.nih.gov/articles/PMC6436250/

Fortier, J. (2015). The Simple Lifestyle Indicator Questionnaire and its association with health-related quality of life and well-being. https://core.ac.uk/download/pdf/33557183.pdf

NovoPsych (n. d.). Perceived Stress Scale by Cohen & Williamson in 1988. https://novopsych.com/assessments/well-being/perceived-stress-scale-pss-10/

NovoPsych (n. d.). Satisfaction with Life Scale by Diener, Emmons, Larsen, & Griffin in 1985. https://novopsych.com/assessments/well-being/perceived-stress-scale-pss-10/

Swarbrick, P., and Yudof, J. (2014). Wellness In Eight Dimensions. https://www.state.nj.us/humanservices/dmhas/resources/mental/CSP_Wellness_8_Dimensions.pdf

Unanue, et al. (2017). Revisiting the Link between Job Satisfaction and Life Satisfaction: The Role of Basic Psychological Needs. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00680/full

The Lived Experiences of Filipino College Students’ Volition in Exercise in Northern Mindanao: Basis for Contextualizing the Volition in Exercise Questionnaire

Oliver NAPILA GOMEZ1, Cecille NAPILA GOMEZ2
1Mindanao State University Marawi City, Philippines
2USFD Philippines, Philippines
oliver.gomez@msumain.edu.ph

Abstract
This study investigated the lived experiences of Filipino college students from Local Universities and Colleges (LUCs) in Northern Mindanao regarding their volition in exercise, with the aim of contextualizing the Volition in Exercise Questionnaire (VEQ). Employing a phenomenological design as part of a convergent mixed-methods research study, the investigation aimed to capture students’ motivations, barriers, and adaptive strategies for maintaining exercise engagement within their socio-cultural environment. A total of 70 participants were purposively selected from eight LUCs across Bukidnon, Lanao del Norte, and Misamis Oriental. Data were gathered through 10 in-depth interviews and eight focus group discussions, supported by a semi-structured protocol validated by experts. Thematic analysis yielded six essential themes: (1) navigating life and practical constraints in exercise commitment, (2) academic and family responsibilities as competing priorities, (3) health and well-being as intrinsic motivators, (4) social, environmental, and technological influences, (5) self-improvement and confidence-building through resilience, and (6) structured programs as enablers of consistency. Findings highlight that Filipino students’ volition in exercise is shaped by collectivist values, strategic scheduling, adaptive coping, and contextual limitations in resources. Thematic cross-comparison revealed that while the VEQ captures core constructs such as self-confidence, coping with failure, and reasons for exercising, it underrepresents adaptive postponement, socially mediated confidence, and the positive role of peer and family support. The study concludes that the VEQ requires cultural refinement to reflect the realities of Filipino students accurately. Results provide empirical grounding for the development of a Filipino Volition in Exercise Scale (F-VES) and inform the integration of culturally relevant strategies into PATHFIT programs and higher education curricula.

Keywords: Volition in exercise, phenomenology, Filipino college students, psychometric adaptation, cultural context

1. Introduction
   The Volition in Exercise Questionnaire (VEQ) was developed to assess exercise-related motivational and self-regulatory constructs across diverse populations (Elsborg et al., 2017; Gallotta et al., 2021). While it has shown reliability, cross-cultural application indicates limitations in capturing socio-cultural and environmental determinants of volition. Filipino students enrolled in LUCs often face decisions about exercise that are mediated not only by personal motivation but also by structural, social, and cultural factors. These include academic workloads, family obligations, financial constraints, and collective values that frame health behaviors as social responsibilities rather than purely individual pursuits. Previous research emphasizes that culturally grounded instruments are necessary to avoid misinterpreting adaptive strategies (e.g., purposeful postponement or distraction) as negative volitional deficits (Bento et al., 2023; Quinzi, 2024). Thus, contextualizing the VEQ is essential to strengthen its validity in Philippine higher education settings and to design interventions aligned with students’ lived realities.

2. Methods
   2.1 Research Design
   This study used a qualitative phenomenological design within a mixed-methods framework to explore Filipino college students’ lived experiences of volition in exercise (Gomez & Salva, 2025).
   2.2 Participants and Procedures
   A total of 70 students (aged 18–25) from eight Local Universities and Colleges (LUCs) in Northern Mindanao were purposively selected. Data collection consisted of 10 in-depth interviews (IDIs) and eight focus group discussions (FGDs), each with 6–10 participants. Recruitment was facilitated by PE faculty, and sessions were held in campus venues.
   2.3 Instruments and Materials Used
   Data were gathered using semi-structured interviews and FGD guides, validated by experts from the University of the Immaculate Conception (UIC). Questions explored motivations, barriers, coping strategies, and interpretations of exercise volition. Sessions were audio-recorded and supported by the researcher's field notes.
   2.4 Data Analysis
   Data were analyzed using thematic analysis (Braun & Clarke, 2006). Transcripts were checked for accuracy, coded, and grouped into themes. Credibility was ensured through member checking and triangulation across IDIs, FGDs, and observations.
   2.5 Ethical Considerations
   Ethical approval was secured from the UIC Research Ethics Committee (GS-ER-08-24-0107). Participants gave informed consent, were assured of confidentiality, and could withdraw at any time without consequences. Pseudonyms were used in reporting, and all files were securely stored.

3. Results and Discussion
   Five essential themes emerged: navigating life and practical constraints in exercise commitment, academic and family responsibilities as competing priorities, intrinsic health and well-being as core motivators, and social, environmental, and technological influences on exercise engagement, (5) self-improvement and confidence building through skill development and resilience, (6) structured programs as enablers of consistency.
   Furthermore, the interviews and group discussions identified three themes that explain how participants' experiences influence their beliefs: prioritizing health and well-being, recognizing the importance of social support, and embracing exercise as a key part of their identity. The role of experiences in shaping participants' attitudes revealed three emerging themes: cultivating a positive attitude toward exercise, setting and pursuing goal-oriented motivation, and building confidence and self-awareness. Regarding how experiences affect participants' commitment to exercise, three themes emerged that illustrate how their experiences influenced their dedication. The role of experiences in shaping participants' commitment highlights three emerging themes: establishing routines and discipline, utilizing exercise for self-care, and developing independence and resilience.
   Lastly, to assess the cultural and contextual relevance of the VEQ in the Filipino student population, a thematic cross-comparison was conducted. This process involved mapping the conceptual domains of each VEQ factor against the core qualitative themes derived from the lived experiences of Filipino college students from LUCs in Northern Mindanao. The analysis aimed to critically evaluate the extent to which the VEQ captures the motivational, cognitive, and affective dimensions of volition as experienced in this cultural context. This comparative synthesis offers insights into which VEQ constructs align with, overlook, or require adaptation based on Filipino students’ nuanced perceptions and socio-cultural realities regarding exercise volition.

4. Conclusion
   This study demonstrates that the volition of Filipino college students in exercise is multifaceted, influenced by individual, social, and environmental dimensions. While the VEQ provides a valuable foundation for assessing volitional constructs, its items require cultural refinement to avoid misinterpretation of adaptive strategies and to reflect collectivist and resource-constrained contexts better. Findings suggest the development of a Filipino Volition in Exercise Scale (F-VES), with subscales on strategic postponement, supportive social influence, practical integration, and resilience.
   For practice, PATHFIT instructors are encouraged to embed culturally responsive strategies into their modules by emphasizing exercise as a means of identity, self-care, and community engagement. Policy-level recommendations include supporting validation studies of the VEQ, funding wellness initiatives in LUCs, and institutionalizing structured and low-cost physical activity opportunities. Overall, this study contributes to the contextualization of psychometric tools in the Philippines and advances the discourse on volition in exercise within higher education.

Acknowledgment
The authors gratefully acknowledge the Commission on Higher Education (CHED) Region X, participating LUC administrators, PE faculty gatekeepers, and the student participants for their cooperation. Appreciation is extended to the University of the Immaculate Conception Research Ethics Committee for ethical oversight.

References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bento, A., Páez, L., & Raimundo, A. (2023). Mediating effect of motivation on the relationship of fitness with volitional high-intensity exercise in high-school students. Healthcare, 11(6), 800. https://doi.org/10.3390/healthcare11060800
Elsborg, P., Wikman, J. M., Nielsen, G., Tolver, A., & Elbe, A.-M. (2017). Development and initial validation of the Volition in Exercise Questionnaire (VEQ). Measurement in Physical Education and Exercise Science, 21(2), 57–68. https://doi.org/10.1080/1091367X.2016.1251436
Gallotta, M. C., Bonavolontà, V., Guidetti, L., Baldari, C., Innocenti, L., Cardinali, L., Falcioni, L., di Fronso, S., Emerenziani, G. P., & Zimatore, G. (2021). Initial validation of the Italian version of the Volition in Exercise Questionnaire (VEQ-I). PloS One, 16(4), e0249667. https://doi.org/10.1371/journal.pone.0249667
Gomez, O. N., & Salva, E. (2025). The influence of basic psychological needs and time management on volition in exercise: A convergent design. International Journal for Multidisciplinary Research, 7(1), Article 35160. https://doi.org/10.36948/ijfmr.2025.v07i01.35160
Quinzi, F. (2024). Influence of living settings on exercise levels and volition in exercise in male and female university students. PloS One, 19(7), e0304579. https://doi.org/10.1371/journal.pone.0304579

Abstract

     This study aims to realize an exchange of scientific insights, especially in physical education regarding its role in strengthening the psychosocial well-being of students at the elementary school level. The research method involves elementary school-aged children from Korea and Indonesia (ages 7–12) who participate in this study. The exploratory variable is the frequency of participation in sports classes each week, while the dependent variables include psychological well-being. The overall results of this research show that 17.9% of children reported that they were not very enthusiastic about participating in physical education classes, while 72.1% reported being very enthusiastic about engaging in physical education learning. After adjusting for academic achievement, family economic status, and levels of physical activity, it was found that greater participation in physical education classes is proportionally related to happiness in both genders and grade levels (p<0.05). On the other hand, participation in physical education classes conducted with enthusiasm is associated with a decrease/no stress in boys. The conclusion of this study is that more enthusiastic student participation in physical education classes is related to the psychological well-being of children in Korea and Indonesia. Increasing the number of mandatory physical education and sports sessions is a promising strategy to improve the psychological well-being of children in Korea and Indonesia.

Keywords: Indonesia, Korea, Physical Education, Psychosocial, Elementary School

Education moderated the nutrition literacy (NL) and physical activity (PA) among students. The objective of this study is to investigate the association of education with NL and PA, and its association with mental health, such as stress, anxiety, and depression. The design was a cross-sectional study that was conducted at the Faculty of Sports and Health Sciences, State University of Surabaya. In total, we recruited 99 nutrition students and 77 physical education students. The logistic regression model was used to assess the relationship between nutrition literacy, physical activity, depression, anxiety, and stress levels. Nutrition students had a higher percentage of upper average NL scores compared to physical education students (68% vs 29.5%). In addition, nutrition students had a greater percentage of low PA compared to physical education students (54.5% vs 7.4%). NL had a borderline significant 0.401 times lower risk of anxiety (p = 0.058). Moderate levels of PA were associated with lower risk of stress (OR=0.364) while high levels of PA were associated with higher risk of anxiety (OR=3.510). Education can improve NL among nutrition students and PA among physical education students. Implementing the appropriate PA with NL among students may be beneficial to improve mental health.

This research investigates the impact of service quality, customer satisfaction, and enthusiasm on the loyalty of gym members in Surabaya. A quantitative method was employed, involving 220 respondents selected through purposive sampling. Data were collected using a questionnaire consisting of 40 items, measured on a four-point Likert scale. To ensure validity, the analysis was preceded by classical assumption tests, including assessments of normality, multicollinearity, and heteroscedasticity and linierity. The main analysis used multiple linear regression to examine the relationships between variables. Findings revealed that all three independent variables such as service quality, satisfaction, and enthusiasm significantly and positively influenced member loyalty. Notably, customer satisfaction emerged as the most influential factor in predicting loyalty levels. Collectively, these variables accounted for 58.9% of the variance in loyalty (Adjusted R² = 0.589). The study highlights the critical role of integrating both service performance and emotional engagement in building sustained loyalty among gym users. These results offer valuable insight for fitness center managers aiming to enhance customer retention in a competitive and experience-driven health industry.

The study aimed to determine the level of motivation among students on physical activities towards health and fitness -1 (Movement Competency Training): basis for course evaluation in Jose Rizal Memorial State University. The significant questions addressed in the study were based on the following hypothesis: (1) Is there a significant difference between the demographic profile of students and the level of motivation towards the PATHFIT 1 components as follows: 3.1. Breathing and Core bracing, 3.2 Locomotor Movements, 3.3 Non-Locomotor Movements. (2) Is there a significant difference between the level of motivation among students and the PATH- FIT-1 course components as follows: 4.1. Breathing and Core bracing, 4.2 Locomotor Movements, 4.3 Non-Locomotor Movements.

The objective of this research was to study the effects of sleep behavior and physical exercise on menstrual conditions in female students at Srinakharinwirot University, Ongkharak Campus. The cross-sectional survey designed for determined sleep behavior, physical exercise activities, and menstrual conditions in 132 female undergraduate students-sample size with using accidental sampling. Data were collected through a questionnaire covering sleep behavior, exercise habits, and characteristics of menstrual conditions. The questionnaire was validated for content accuracy with index of item objective congruence (IOC). The statistical analysis with Chi-square test, Continuity Correction and Fisher’s Exact Test for confirmed the results revealed that female students with insufficient sleep behavior (less than 6 hours per night) and sedentary habits (no exercise or less than 30 minutes per week) were affected by various irregular menstrual conditions more than another group with sufficient sleep and more exercise lifestyle at significant level of 0.05.

Abstract

The global decline in physical fitness among youth requires the inclusion of physical fitness monitoring into health surveillance systems. Traditional clinical and field-based physical fitness assessments are often costly and time-consuming. A short scale assessing self-perceived health-related fitness has been developed as an alternative to field testing. However, further validation is needed, particularly within higher education contexts. The study aims to assess the reliability and validity of the International Fitness Scale (IFIS) for evaluating physical fitness among Filipino university students. A sample of 283 students from a small state university in Davao City, Philippines, completed the IFIS and performed a series of field-based physical fitness tests. These tests include the 20m multistage shuttle run for cardiorespiratory fitness, handgrip dynamometry and standing long jump for muscular fitness, the 4x10 shuttle run for agility/speed (motor fitness), and a modified sit-and-reach test for lower body flexibility. Results indicated that the IFIS demonstrated highly acceptable internal reliability, with a Cronbach’s alpha of .802 and item-total correlation ranging between .373 and .724. Bivariate correlation analyses showed a significant relationship between self-perceived physical fitness and various objective measures of physical fitness. These findings underscores the potential use of the IFIS in monitoring physical fitness among university students.

Keywords: fitness surveillance, college students, physical activity, cardiorespiratory endurance, exercise

The purpose of this study was to determine the relationship between nutritional status and dysmenorrhea in female students attending the Free Methodist Vocational School in Medan, North Sumatra; to determine the relationship between exercise and dysmenorrhea in female students attending the Free Methodist Vocational School in Medan; and to determine the relationship between nutritional status and exercise with dysmenorrhea in female students attending the Free Methodist Vocational School in Medan. The sample taken in this study was 20 female students. The study was conducted in Medan Helvetia, Medan City, North Sumatra. To conduct this sampling, questionnaires were distributed, body mass index (BMI) was calculated, and the participants' height and weight were measured. The conclusion of the findings: There is a relationship between a person's dietary health and the risk of developing dysmenorrhea. rhitung equals 0.651, and tabel equals 0.4438. There is a relationship between exercising regularly and not experiencing dysmenorrhea. r count is 0.573, while the table value is 0.4438. If f count > f table > 3.88, then Ho is rejected and Ha is accepted, which indicates that there is a strong relationship between X1 and X2 together to Y. Based on the hypothesis that has been explained above, it can be concluded that there is a significant relationship between the independent factor and the dependent variable.

Physical fitness plays a vital role, not only in maintaining physical health but also in promoting mental well-being, particularly among young adults. While existing studies highlight the benefits of cardiovascular endurance and muscular strength on mental health and quality of life, research examining the contribution of other physical fitness components remains limited. Addressing this gap is an emerging priority in physical fitness research. This study explored the relationships between health-related physical fitness components and mental health outcomes among university students. A total of 233 students (30% male; 70% female), aged 18-25 years (M = 19.25, SD = 1.10), from a state university in Davao City, Mindanao, Philippines, participated in the study. Participants completed the Depression, Anxiety, and Stress Scale (DASS-21) and the Short Form Health Survey (SF-36) and underwent standardized physical fitness assessments. Correlational and regression analyses revealed significant associations between mental health outcomes and all fitness components, except for BMI and flexibility. Cardiorespiratory endurance and muscular fitness emerged as the strongest predictors of mental health outcomes. These findings support the implementation of university-based fitness programs that prioritize both muscular and cardiorespiratory fitness to better support holistic mental health and overall well-being among students.

Keywords: Health Promotion in Higher Education, Inclusive Fitness Interventions, Physical Activity for Sustainable Development, Student Well-Being, Youth Mental Health

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MINDS is a Social Services Agency in Singapore which has four schools teaching students with special needs from ages 7 years to 18 years. Teachers in MINDS Schools developed a Physical Education (PE) curriculum for students with Moderate to Severe Intellectual Disabilities (MSID) adapted from the Physical Education Teaching and Learning Syllabus from the Ministry of Education in Singapore. This development encompassed three years of lesson observations, trials, and piloting the scope and sequence to ensure the holistic development of students with special needs during PE. The curriculum focuses on Swimming, Educational Gymnastics and Dance, Games and Sports, Outdoor Education, and Physical Health and Fitness. Apart from the psychomotor and cognitive development of students, Affective learning outcomes have also been factored in to ensure the holistic development of these students with special needs. The curriculum also comprises pedagogical strategies, and assessment ideas for teachers teaching students with MSID. The presenter will share how this book was developed as well as how this can be enacted in PE lessons.

NPO/NGO Hearts of Gold is cooperating with Ministry of Education, Youth and Sport to implement the project to develop and diffuse Physical Education (PE). The author was in charge of Svay Rieng province and monitored PE classes there; she noticed that the participation of female students at the High School level are less comparing to Primary School level. There might be barriers for them to actively involve with physical education classes.
Objective: This study is to understand the top barrier for female students in 1 High School participating in physical education class. Research Design: The author uses the focus group interview. 6 focus group of students, categorized by their grade, are asked open-ended questions. Their answers were analyzed into the data by using grounded theory. This theory is a qualitative research methodology that aims to generate theories based on data that are grounded in the empirical reality of the research context. Starting with identifying the subject, coded, created meaningful themes through analytic induction and constant comparison and categorized the themes (Noble & Mitchell, 2016). Result and Discussion: In total, the author could find out 9 categories. Those categories are 1. Physical Illness, 2. Emotion, 3. Personal Issue (Intrapersonal Barrier) 4. Parents, 5. Relative (Interpersonal Barrier) 6. School, 7. Teachers, 8. Content (Institutional Barrier), 9. Neighborhood (Community Barrier) and 10. Whether (Physical Environment Barrier). Conclusion: The author could find out that top barrier for Svay Rieng High School female students to participate physical education is Intrapersonal Barrier.

Background: Motor skill development during early elementary school years is crucial for children's physical and cognitive growth. Despite its importance, there is a lack of standardized, validated instruments specifically designed for assessing motor skills in first and second-grade students.
Objectives: This study aims to evaluate the validity and reliability of a newly developed Motor Skill Instrument Test (MSIT) for first and second-grade elementary school students.
Methods: The MSIT was constructed to measure fundamental motor skills appropriate for early elementary students. The test consists of 9 motor skill items. The instrument was administered to a sample of 54 students from first and second grade at an elementary school in Surabaya, Indonesia. Each student completed all test items under standardized conditions. To evaluate the instrument’s validity, item-total correlations were calculated using Pearson's correlation via SPSS 25.0. Items with a significance level of p < 0.05 were considered valid. The internal consistency reliability of the instrument was measured using Cronbach’s Alpha, with values above 0.27 (r table of product moment critical score).
Results: The analysis indicated that 8 out of 9 items demonstrated statistically significant item-total correlations, confirming their construct validity (p < 0.05). The valid items included tests of balance, locomotor, and object control skills. The overall reliability of the MSIT, as indicated by Cronbach's Alpha, was 0.38 (> 0.27).
Conclusion: The findings support the MSIT as a psychometrically sound tool for assessing motor development in young children.

Keywords: Early elementary school, motor skill assessment, instrument validity, instrument reliability, physical education

Motivational climate in physical education (PE) refers to the motivational environment shaped by teachers or peers that affects students’ engagement, perceived competence, and goal orientation. While studies have shown that empowering motivational climates support basic psychological needs and intrinsic motivation, limited research has investigated their relationship with students’ self-talk in PE settings. This study examined how empowering and disempowering motivational climates, as well as basic psychological needs, predict positive and negative self-talk among senior high school students. A total of 400 Filipino students (M = 17.1, SD = 1.03) from public and private schools completed validated self-reported measures: the Empowering and Disempowering Motivational Climate Questionnaire-PE, the Basic Psychological Needs in PE Scale, and the Automatic Self-Talk Questionnaire-PE. Correlational analyses showed that positive self-talk was positively associated with empowering motivational climate, controlling coaching, autonomy, competence, and relatedness. However, negative self-talk was positively related to disempowering motivational climates and negatively associated with task-involving, autonomy-supportive, and socially supportive environments, as well as with unmet psychological needs. Multiple linear regression analysis revealed that competence need satisfaction was the strongest predictor of positive self-talk, while controlling coaching predicted negative self-talk. Competence and relatedness needs emerged as negative predictors of negative self-talk. These findings highlight the importance of fostering a task-involving, autonomy-supportive, and socially inclusive motivational environment that supports students’ psychological needs and promotes adaptive self-talk, contributing to better engagement, emotional regulation, and well-being in PE contexts.

The quality of physical education classes is difficult to be measured. NPO/NGO Hearts of Gold has developed the Physical Education (PE) in Cambodia with Ministry of Education, Youth and Sport (MoEYS) since 2006. While there has been developed the PE class assessment sheet and utilized for PE classes, which was developed from the Observation Checklist in Physical Education Class (Hino, 1996), there are still some inconsistencies among MoEYS members to score the sheet because of the questions and structures of the assessment sheet. In order to make them easier to use, it has been revised with more detailed, easy-to-use format during the project. In this research, the author reviews the 79 latest PE class assessment results in 3 capital and provinces (Phnom Penh, Battambang and Svay Rieng) and investigates the results of the assessment sheets and finds the characteristics of questions, school levels, classes and capital and provinces. The research found that there are some characteristics such as, 1. Objective questions have more consistency among assessor score, 2. Lower and upper secondary schools had higher scores than primary schools, 3. Certain classes had tendencies to receive lower scores, 4. Svay Rieng had more classes scored higher while Phnom Penh had only primary school data and could not compare with other provinces. The research suggests taking more data from various school levels and kinds of sport which were taught in PE classes. The author further provides some suggestions in order to be able to assess more precisely in the future.

This study explores the factors influencing students' motivation to learn English at the National Institute of Physical Education and Sports (NIPES) in Cambodia. Despite the growing importance of English for academic success and international engagement in sports-related fields, many NIPES students demonstrate low motivation and limited progress in language acquisition. The objective of this research is to identify the key motivational drivers and barriers affecting English learning among physical education trainees. A mixed-method approach was employed, combining quantitative data from student questionnaires with qualitative insights from semi-structured interviews with both students and lecturers. The findings reveal that students are primarily motivated by career advancement, international communication opportunities, and academic requirements. However, obstacles such as lack of confidence, limited exposure to English outside the classroom, and perceived irrelevance to their field hinder sustained motivation. The study concludes that contextualized English instruction—integrating sports-related content and practical communication tasks—can enhance student engagement. Moreover, support from lecturers, peer encouragement, and digital learning tools significantly contribute to maintaining interest. This research highlights the need for a more tailored curriculum and targeted motivational strategies to improve English proficiency among future sports professionals. The findings provide valuable implications for curriculum designers, educators, and policymakers seeking to strengthen English education in specialized institutions like NIPES.

This study explores the types of feedback provided by teachers—namely, “Positive Feedback” and “Corrective Feedback” and how they influence students’ motivation in Physical Education (PE) at the National Institute of Physical Education and Sports (NIPES), Cambodia. Student participation in physical education classes highlights the importance of understanding the role of feedback in enhancing engagement and performance.
Objective: this study aims to address the existing gap concerning how teacher feedback impacts student engagement in physical education at NIPES, Cambodia. It also analyses students’ perceptions and classroom practices, highlighting effective teaching strategies, active learning approaches, and long-term student motivation within the field of physical education. Methodology: the study employed qualitative methods, including interviews with five students who performed a "Rhythm Exercise," as well as classroom observations. Result and Discussion: the findings indicate that both types of feedback are important; however, “Corrective Feedback” was found to be more frequently used by teachers in class. Meanwhile, “Positive Feedback “was reported by students to increase their enjoyment and effort during lessons (based on direct student interviews). Conclusion: this study highlights the clear impact of teachers' responses to students' tendencies in the field of physical education at the National Institute of Physical Education and Sports (NIPES), Cambodia. Nevertheless, this study was limited to a single class and does not reflect a broader or more comprehensive scope.

This research is aimed at studying, monitoring and evaluating the transfer of knowledge gained from participating of the Play and Learn for the Young Learners' Brain Development Workshop Project, applications in the management of learning in schools, and comparing transfer of learning gained through participation in schools by variables, as well as compiling additional issues and suggestions on applying the knowledge obtained in learning management in schools and in order to recognize the value and usefulness of this training project.
The target group is 15 schoolteachers attending the training from a specific selection. The tools used to gather data are queries. Statistics used to analyze basic statistics and content analysis to analyze problems and suggest maximum frequencies.
This study evaluates the impact of a training program on teachers' ability to manage learning effectively in educational institutions. The findings reveal that teachers who participated in the training successfully applied their knowledge at an optimal level. Despite having similar in education level, teachers exhibited differences in application based on sex, age, education, school location, and teaching experience. Notably, teachers from 1st -6th grades demonstrated the most practical application of knowledge. The problem of applying knowledge was found to be that the maximum frequency was the difficulty teachers faced in designing courses for students with deficiencies in inclusive classrooms. Teachers expressed a need for additional guidance in this area. Overall, the training program was deemed valuable, providing teachers with modern, up-to-date knowledge, which they could apply and transfer effectively in their teaching practices.

There is a growing need for effective early childhood interventions that promote brain development through engaging and evidence-based methods. However, limited evaluations exist on the effectiveness of workshops using structured assessment frameworks like the CIPP Model. Objective: This study aimed to evaluate the effectiveness of the "Play and Learn" workshop in enhancing young learners' brain development using Stufflebeam's CIPP (Context, Input, Process, Product) evaluation model. Methodology: A sample of 32 participants was selected to participate in the workshop. Data were collected using opinion questionnaires and knowledge tests, both of which demonstrated high reliability (Cronbach's alpha = 0.89 and 0.91, respectively). Descriptive statistics and t-tests were used for data analysis. Key Results: 1) The workshop's principles and objectives aligned with the participants' needs and met educational standards, receiving the highest ratings. 2) Trainers were well-prepared, with clear communication and appropriate language use. 3) Learning materials, particularly handouts, were rated as highly effective. 4) Implementation adhered closely to the plan, with adequate resources and effective coordination. 5) All participants surpassed the 60% evaluation benchmark. and 5) Knowledge significantly improved post-training (M = 12.31, SD = 1.55) compared to pre-training (M = 9.16, SD = 2.23), p < .001. Conclusion: The "Play and Learn" workshop effectively enhanced young learners’ knowledge and supported brain development. The use of the CIPP Model provided a comprehensive evaluation framework, highlighting the program’s strengths in design, delivery, and impact. This study contributes valuable insights into early childhood educational program evaluation and offers a replicable model for similar interventions.

Abstract
Students' shot put learning outcomes are still low. This is influenced by the teaching style of teachers and the strength of students' arm muscles, so it is necessary to examine the influence of both. This study focuses on ways to improve shot put learning outcomes. This study also aims to improve weaknesses in the physical education learning process and find solutions to make athletic activities enjoyable, happy, and able to improve physical fitness. The method used in this study is the field experiment method. The research design is a 2x2 design with three research variables: one dependent variable and two independent variables. The dependent variable is shot put performance, while the two independent variables are teaching style and arm muscle strength. The results of the study indicate that the self-check teaching style is more effective than the command teaching style in improving overall shot put performance. There is an interaction between teaching style and arm muscle strength. Students with high arm muscle strength are more suited to being taught using the command style, while students with low arm muscle strength are more effective when using the self-check style. In conclusion, the self-check teaching style is generally more effective in shot put learning. However, its effectiveness is influenced by arm muscle strength, where the command style is more suitable for students with high arm muscle strength, and the self-check style is more suitable for students with low arm muscle strength.
Keywords: Results, shot put, physical education

Gross motor skills are an important foundation for children's physical, cognitive and
psychosocial development. However, the increasing rates of obesity and physical inactivity among
Malaysian children have raised concerns about delayed motor development. This study aimed to
evaluate the effects of a rhythmic movement program on the development of gross motor skills in
primary school students aged 8 to 10 years. A total of 64 students were selected as a sample through
stratified sampling for treatment group and control group. A quasi-experimental design involving
treatment and control groups was used, with a 10-week intervention and the use of the TGMD-3
test to assess locomotor and manipulative skills. The study also took into account demographic
variables such as age, gender, body mass index, physical activity time and socioeconomic status.
The results of the study are expected to show an improvement in gross motor skills in the treatment
group and provide practical recommendations for the integration of rhythmic movement into the
primary school Physical Education curriculum in Malaysia.

This study examined the effect of a hybrid learning model (interactive video and traditional games) on elementary students' basic movement skills and learning engagement. Motivated by the importance of basic movement development and low student engagement, this study used a quasi-experiment with a pre-test post-test control group design. The results showed that the hybrid learning model significantly improved both aspects compared to conventional learning. The integration of interactive videos was effective for concept understanding, while traditional games increased motivation and interaction. In conclusion, this hybrid learning model is highly effective and recommended to create a more holistic and engaging learning experience.
Keywords: Hybrid Learning, Interactive Video, Traditional Games, Basic Movement Skills, Learning Engagement, Primary School Students

This study developed and evaluated Volley Bounce, an innovative team sport designed to address skill disparity, limited resources, and large class sizes in Physical Education (PE). Grounded in the ADDIE model, a mixed-methods approach combined surveys to measure acceptability and playability with interviews to enrich evaluation. Participants were 279 second-year college students enrolled in the PED014 subject, playing in mixed-gender groups to examine inclusivity. Volley Bounce featured simplified mechanics, smaller teams of three, and a reduced playing area—adaptations that lowered technical barriers, increased engagement among less-skilled players, and encouraged equitable participation among girls, boys, and non-binary students. Quantitative results showed high ratings for facilities and equipment (M = 4.52), playability (M = 4.41), officiating (M = 4.33), and rules and regulations (M = 4.21). Qualitative analysis identified three themes: (1) Accessibility and Inclusivity, (2) Engagement and Enjoyment, and (3) Teamwork and Communication. Findings demonstrate that Volley Bounce is effective, engaging, and inclusive, making it a promising addition to PE curricula. Minor rule refinements are recommended to enhance clarity and inclusivity. This study highlights the value of gender-responsive, culturally relevant sport innovations in promoting equity, active participation, and quality learning in PE, particularly in under-resourced settings.

Keywords: Volley Bounce, instructional innovation, inclusive game, adapted games, gender-responsive pedagogy

Background: This study explored the impact of a school-wide intervention aimed at reducing tardiness among physical education (P.E.) students at San Jose Adventist Academy (SJAA). High tardiness rates were leading to the loss of valuable instructional time, prompting the need for action. The researchers employed a qualitative approach, using observational data to assess the effectiveness of the intervention, which included clear communication of expected behaviour, intensified supervision during transition periods, and consistent penalties for tardiness. The results showed a marked reduction in tardiness, with the improvements being sustained over time. Initially, observations of 577 PE students revealed that 11.2% were consistently tardy, alongside a 9.53% absence rate, highlighting a significant challenge given the limited 60-minute class periods. Following the implementation and evaluation of five key interventions-reduced transition time, clear policies, positive/negative consequences, quizzes at the start of the class, and enhanced communication-a substantial improvement in student punctuality was observed, with the consistent tardiness rate decreasing significantly to 4.15 and the absence rate also dropping to 4.67%, demonstrating the effectiveness of the multifaceted intervention strategy. The findings suggest that well-structured, school-wide interventions can have a positive impact on student punctuality, benefiting overall instructional time. This study underscores the importance of proactive strategies and supervision in addressing tardiness issues. Recommendations for future research include exploring the role of student engagement and examining similar interventions in other schools.

The Adventist values ought to be policymakers in the different educational philosophies of Physical Education (PE) majors studying at an Adventist university in the Philippines. The mixed-methods case-study design used to collect the data consisted of surveys, in-depth one-on-one interviews, and focus group discussions with five senior PE students. After undergoing qualitative content and framework analysis, the results revealed that progressivism was the most prevalent educational philosophy held by these participants, focused on a student-centered and experiential type of learning. Values aligned with the Adventist tradition, such as respecting others, lifelong learning, being responsible, and humbly assisting others, were frequently articulated. This value system significantly shaped the educational philosophies of the participants, being more concerned with holistic student development, character building, and service-oriented teaching practice. Such findings show a strong connection between participants' progressive educational philosophies and their incorporation of Adventist values, which indicates a willingness to integrate them into their future role as PE educators and emphasizes the necessity of conducting value-based teacher education in Adventist institutions.

Abstract
Based on the problems identified, the researcher obtained information and facts in the field that many students still make mistakes in passing techniques. Therefore, the researcher aims to apply a variation of exercises that are easy to understand and perform, namely the Tri Angle passing exercise variation. The purpose of this study is to determine the effect of the Tri Angle exercise variation on improving passing accuracy using the inside of the foot in futsal. This study employs an experimental research method, and the research design uses a “One Group Pre-Test-Post-Test Design.” This research is quantitative in nature, with the population and sample consisting of 12 futsal extracurricular students. After conducting the research, the results showed that the Tri Angle passing exercise variation has an effect on improving passing accuracy using the inside of the foot among futsal extracurricular students. The conclusion is that the variation in Tri Angle passing exercises using the inside of the foot for futsal extracurricular students indicates that this exercise variation is suitable for application to futsal extracurricular students at school.
Keywords: Exercise, Passing, Futsal

The present study evaluated the effects of Velocity-Based Training (VBT) and Circuit Training (CT) on sprint and agility performance in collegiate male handball wing players, using a randomized controlled trial with a non-training control (CON) group. Over a six-week intervention, athletes were assigned to VBT (n = 6), CT (n = 7), or CON (n = 6) groups, with all participants continuing regular handball practice. Sprint (40m) and agility (Illinois Agility Test) were assessed pre- and post-intervention. Internal training load was monitored using session-RPE.

Results showed that the VBT group achieved significantly greater improvements in sprint (−0.21 ± 0.04 s) and agility (−0.38 ± 0.06 s) performance compared to CT and CON groups. The CT group demonstrated moderate improvements (sprint: −0.11 ± 0.03 s; agility: −0.21 ± 0.05 s), while the CON group showed negligible change. Despite similar training loads between VBT and CT, performance gains were greater in the VBT group, highlighting the role of neuromechanical specificity and velocity emphasis in eliciting functional adaptation.

These findings support VBT as a superior in-season training modality for improving explosive performance in handball wing players. The study offers evidence-based guidance for coaches aiming to enhance speed and agility in sport-specific contexts.

Keywords: Agility, Athletic Performance, Handball, Resistance Training, Sprinting

Strategy is a plan that is prepared before the match to obtain victory by covering various aspects such as attacking and defensive tactics. The purpose of this study is to analyze the attacking and defensive strategies used by the Indonesia U-23 national football team in the 2024 Asian Cup match. The research method used in this research is quantitative with a descriptive analysis approach. The design of the object of analysis through match videos uses a total of 24 instruments, consisting of 12 attacking aspects and 12 defensive aspects that have passed expert validation. In this study using video samples in matches at the Asian Cup in 2024. The results showed that overall, the Indonesian U-23 national team players applied a balance between attacking and defensive strategies in each match, with an average passing of 220 times and holding ball 196 times per match. However, the final completion rate of the strategy is low, reflected in the shooting results of only 7.4%. players also do a lot of ball control with an average of 160 times per match, but only clear as much as 10%. The conclusion of this study found that the attacking and defensive strategies applied by the Indonesian national football team at the 2024 Asian Cup were effective because they were able to adjust to the characteristics of the opponent through counter attacks and situational pressing. the lack of shooting made is one of the factors for the lack of opportunities to score goals against the opponent.

The purpose of this study was to examine the effects of an eight-week plyometric training (PT) program on selected skill-related performance parameters in male football players. A total of forty male football players (Except Goalkeepers) (aged 18.5 ± 0.5 to 22.4 ± 0.5 years) were randomly divided into two groups: a plyometric training group (n = 20) and a control group (n = 20). The PT group engaged in bilateral and unilateral lower-limb plyometric exercises three times per week in addition to their routine football training. In contrast, the control group continued with only their standard team-based football sessions. Performance metrics including 30-meter sprint speed, dribbling ability, agility with ball, and shooting accuracy were assessed before and after the intervention period. Post-intervention analysis revealed significant improvements (p < 0.05) in sprint speed, dribbling, and agility with ball performance in the PT group, indicating the effectiveness of plyometric exercises in enhancing functional, football-specific movements. The study found no meaningful difference in shooting accuracy between the two groups. These results indicate that although plyometric training can significantly boost explosive power and skill performance in dynamic situations, it may not directly improve precision-based actions like shooting. The research highlights the value of well-designed plyometric exercises in football training programs for enhancing overall performance during matches.

Keywords: Speed, Agility, Dribbling, Unilateral and Bilateral Plyometric training

Introduction: Wearable resistance (WR) is increasingly used in sport training to enhance performance by allowing athletes to perform sport-specific movements under added load. Despite its potential, research on the effects of WR during jumping kicks in Pencak Silat remains limited.
Objective: This study aims to determine the effects of wearable resistance with loading distributions on the kinematics of jumping kicks among Pencak Silat athletes.
Methodology: Fifteen university-level Pencak Silat athletes participated in a within-subjects, randomized crossover design. The acute effects of four WR conditions—3% of body mass (BM) applied at the shank, thigh, and combined shank and thigh—and an unloaded condition (0% BM) were examined during the execution of jump front kicks and back kicks. Kinematic variables analyzed included kicking velocity, kicking time, kicking height, hip angle, and leg displacement. Each participant completed one WR condition per session, with four sessions separated by at least 72 hours. Kinovea software was used for video-based motion analysis.
Results: Results showed that for the jump front kick, WR led to significantly longer kicking time, reduced kicking velocity, shorter kicking distance, and decreased hip angle and leg displacement compared to the unloaded condition. For the jump back kick, significant differences in kicking velocity were observed across WR load placements.
Discussion: This study demonstrates that applying 3% wearable resistance (WR) to the lower limbs induces subtle but measurable changes in the kinematics of jumping kicks among Pencak Silat athletes. Specifically, WR slightly reduced performance indicators such as kicking velocity, height, and displacement, particularly in the jump front kick. Although these changes were statistically significant, the magnitude of performance decline was minimal and likely within acceptable limits for training purposes. These findings suggest that low-level WR can be strategically used to stimulate neuromuscular adaptations without substantially impairing technical execution.
Conclusions: Applying 3% wearable resistance (WR) to the lower limbs resulted in measurable yet minor changes in kicking kinematics. While some performance variables such as kicking velocity and displacement were slightly reduced, the overall impact was limited. These findings support the use of WR as a sport-specific training tool to promote neuromuscular adaptation without substantially altering the measured kinematic patterns.

Cardiac Adaptations Among Universiti Putra Malaysia Rugby 7’s Athletes
Afiqah JAMALI1, Azhar YAACOB1, Safuraa SALIHAN2, Mohamed Hanief KHALID3, Muhammad Zyuraidi ABDUL MAJID4
1Department of Sport Studies, Faculty of Educational Studies, UPM, Malaysia
2Department of Human Anatomy, Faculty of Medicine and Health Sciences, UPM, Malaysia
3Faculty of Medicine and Health Sciences, USIM, Malaysia
4Sports Academy, UPM, Malaysia
azhar_y@upm.edu.my
Abstract
Electrocardiography (ECG) is a crucial diagnostic instrument in sports medicine for identifying physiological cardiac adaptations and possible pathologies in athletes. Rugby 7's is a high-intensity contact sport that puts a lot of stress on the heart and lungs, which could change the rhythms of the ECG. The objective of this study was to investigate ECG findings in Universiti Putra Malaysia Rugby 7's athletes. Nineteen athletes (8 males, 11 females) performed a conventional resting 12-lead ECG evaluation. The results were divided into normal sinus rhythm, sinus bradycardia, sinus tachycardia, benign early repolarization (BER), and left ventricular hypertrophy (LVH). All subjects exhibited normal sinus rhythm. BER was found in 36.8% of athletes, with a higher prevalence in males (62.5%) compared to females (18.2%). One male athlete (5.3%) had LVH. There were no recorded instances of sinus bradycardia or tachycardia. Most of the Universiti Putra Malaysia Rugby 7's athletes had normal resting ECG patterns, with some benign variations that were compatible with how their bodies adjust to intense training. The results show how important it is to have regular ECG screenings to tell the difference between normal athletic remodeling and possible underlying heart problems. This will keep athletes safe and help them perform better for longer.
Keywords: ECG, cardiac adaptation, left ventricular hypertrophy, benign early repolarization
1. Introduction
Electrocardiography (ECG) is a non-invasive diagnostic method that captures the heart's electrical activity, yielding essential data on rhythm, pace, and overall cardiac function. In sports medicine, ECG is very significant for telling the difference between normal changes in the heart that happen during training and any pathological disorders that could make competition more dangerous (Melekoğlu et al., 2019). Regular intensive training, as practiced by rugby athletes, frequently results in benign ECG changes, including sinus bradycardia and elevated voltage criteria for left ventricular hypertrophy—characteristics of the “athlete’s heart” phenomenon (Basu & Malhotra, 2018; Sokunbi et al., 2021). Nevertheless, such patterns might occasionally obscure first indications of severe illnesses like cardiomyopathies, which, if unrecognized, may render athletes susceptible to abrupt cardiac death (McClean et al., 2018).

Rugby is a high-intensity contact activity that requires a lot of endurance, strength, and speed. This puts a lot of strain on the heart and causes structural and electrical changes (Iso et al., 2023). Consequently, ECG screening is advised as an integral component of pre-participation assessments to guarantee athlete safety and the sustainability of performance (Caramoci et al., 2025).

The aim of this study was to investigate ECG findings among Universiti Putra Malaysia Rugby 7's athletes, offering insights into the prevalence and types of cardiac adaptations within this particular athletic cohort.
2. Methods
2.1 Research Design
This study is a quantitative cross-sectional design study. ECG reading was only taken once during athlete’s preparation phase before a tournament.
2.2 Participants and Procedures
The study included Universiti Putra Malaysia (UPM) Rugby 7’s athletes, consisting of 8 males and 11 girls, who officially represented UPM in the Malaysian University Games (MASUM) event. The final team roster sent to the UPM Sports Academy included the names of all the players, making sure that they had gone through the formal selection procedure and were actively training for competition.
2.3 ECG reading method
The subjects were comfortably lying on their backs, and their skin was prepared to make sure the electrodes made contact. The Cosmed Quark CPET machine was used to set up a typical 12-lead ECG. Before recording, athletes stayed still for five minutes. To get a baseline for heart activity, ECG data were acquired when the person was resting. This meant that there was little movement and normal breathing during the assessment.
2.4 Data Analysis
Descriptive analysis was used in this study.
2.5 Ethical Considerations
This study was approved by Ethics Committee for Research Involving Human Subjects, Universiti Putra Malaysia. The approval reference is JKEUPM-2024-1165.
3. Results and Discussion
There were 19 Universiti Putra Malaysia Rugby 7's athletes who took the ECG test, 8 men and 11 women. All of the athletes have a normal sinus rhythm. Benign early repolarization (BER), a frequent ECG variant in athletes, was more common in male athletes (62.5%) than in female athletes (18.2%). Only one male athlete (12.5%) had left ventricular hypertrophy (LVH), and none of the female athletes had LVH. There were no cases of sinus bradycardia or sinus tachycardia found in either group. These results indicate that most of the athletes exhibited normal resting ECG patterns, with sporadic benign alterations that align with physiological responses to constant rigorous training.
Table 1: ECG Findings Among Universiti Putra Malaysia Rugby 7’s Athletes
ECG Finding Men (n=8) Women (n=11) Total (n=19) Percentage (%)
Normal sinus rhythm 8 11 18 94.7
Sinus bradycardia 0 0 0 0.0
Sinus tachycardia 0 0 0 0.0
Benign early repolarization 5 2 7 36.8
Left ventricular hypertrophy 1 0 1 5.3

This study revealed that all Universiti Putra Malaysia Rugby 7’s participants displayed normal sinus rhythm, consistent with prior literature suggesting that the majority of well-trained athletes have normal resting ECG patterns (Melekoğlu et al., 2019). No instances of sinus bradycardia were noted, which is in contrast to previous research indicating a significant occurrence of this benign adaptation in rugby athletes attributed to enhanced vagal tone from endurance training (Khalili et al., 2012; Sokunbi et al., 2021). This difference could be due to differences in the degree of training, the timing of the examination, or how each person's heart responds.

Benign early repolarization (BER) was observed in 36.8% of participants, with a greater incidence in males (62.5%) compared to females (18.2%). This sexual disparity aligns with findings indicating that ER patterns are more prevalent among male athletes, potentially reflecting training-induced electrophysiological changes (Tanguturi et al., 2012; Warrington et al., 2025). While historically regarded as benign, various ER topologies have been associated with heightened arrhythmic risk in specific populations (Elenizi, 2024; Roberts & Gollob, 2013), highlighting the necessity for meticulous interpretation.
Only one male athlete (5.3%) had left ventricular hypertrophy (LVH). This low prevalence stands in contrast to other rugby cohorts, where LVH is commonly documented as a component of "athlete's heart" remodeling (Iso et al., 2023; Forsythe et al., 2018). The result may be due to variances in how much training, where they play, or how their bodies are made up.
4. Conclusion
In conclusion, the athletes from Universiti Putra Malaysia Rugby 7's mostly had normal sinus rhythm, with few benign ECG abnormalities such BER and LVH. The lack of abnormal patterns indicates that these athletes have healthy cardiac responses associated with advanced training. However, because physiological and pathological ECG alterations can sometimes be the same, regular screening is still very important for finding those who are at risk early and making sure that athletes are safe during competitions.
Acknowledgment
This study was conducted under the Geran Putra Berfokus initiative with the title ‘The Difference in Electrocardiogram Screening Between Athletes and Non-Athletes' Students in UPM’.
.
References
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Caramoci, A., Smaranda, A., Drăgoiu, T., & Bădărău, I. (2025). Ecg screening in athletes: a systematic review of sport, age, and gender variations. Reviews in Cardiovascular Medicine, 26(5). https://doi.org/10.31083/rcm38209
Elenizi, K. (2024). Prevalence and clinical significance of early repolarization in athletes: A systematic review. Annals of Noninvasive Electrocardiology, 30(1), e70032. https://doi.org/10.1111/anec.70032
Forsythe, L., MacIver, D., Johnson, C., George, K., Somauroo, J., Papadakis, M., … & Oxborough, D. (2018). The relationship between left ventricular structure and function in the elite rugby football league athlete as determined by conventional echocardiography and myocardial strain imaging. International Journal of Cardiology, 261, 211–217. https://doi.org/10.1016/j.ijcard.2018.01.140
Iso, Y., Kitai, H., Ichimori, K., Kubota, M., Tsujiuchi, M., Nagumo, S., … & Suzuki, H. (2023). Cardiac structure and cardiorespiratory fitness in young male Japanese rugby athletes. Journal of Cardiovascular Development and Disease, 10(1), 12. https://doi.org/10.3390/jcdd10010012
Khalili, M., Toufan, M., & Kazemi, B. (2012). Assessment of electrocardiography, echocardiography, and heart rate variability in dynamic and static type athletes. International Journal of General Medicine, 5, 655–660. https://doi.org/10.2147/IJGM.S33247
McClean, G., Riding, N., Pieles, G., Watt, V., Adamuz, C., Sharma, S., … & Wilson, M. (2018). Diagnostic accuracy and Bayesian analysis of new international ECG recommendations in paediatric athletes. Heart, 105(2), 152–159. https://doi.org/10.1136/heartjnl-2018-313466
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Warrington, C., Thompson, A., Read, J., Abram, J., Mill, N., Cooper, R., … & Oxborough, D. (2025). The 12‐lead electrocardiogram of the rugby football league athlete: Impact of sex and age. European Journal of Sport Science, 25(5), 654–662. https://doi.org/10.1002/ejsc.12304

Abstract

This study evaluated the reliability and validity of a Modified Stop Signal Task (mSST) specifically designed to measure inhibitory control in athletes. Unlike the traditional Stop Signal Task (SST), which relies on abstract arrow cues, the mSST incorporated sport-specific visual stimuli using colored teammate avatars (red and blue) as go signals and an opponent as the stop signal. A total of 21 male university students from UiTM Shah Alam participated, classified into three groups: sport-specific athletes, non-specific athletes, and non-athletes. Participants completed both the SST and mSST. Data were analyzed using SPSS Version 29, with reliability tested via Intraclass Correlation Coefficient (ICC) and validity assessed through Pearson correlations. Results indicated strong reliability for the mSST, with an average ICC of 0.818 (p < 0.001). Construct validity was also supported, with significant correlations between mSST and SST variables, particularly goRT_all and goRT_correct (r = 1.000, p < 0.001). However, SSRT did not show significant alignment (p = 0.136). These findings suggest that the mSST is a reliable and valid instrument for measuring inhibitory control, with enhanced ecological validity due to its sport-specific visual modifications. The task holds promise for cognitive testing in athletic populations, providing a more representative measure of inhibitory control in dynamic sporting contexts.

Keywords: athletes, inhibitory control, reliability, sports psychology, validity

1. Introduction

Inhibitory control, the ability to suppress prepotent responses in favor of goal-directed actions, is a key cognitive skill underpinning athletic performance. The Stop Signal Task (SST) is a widely used paradigm to measure inhibitory control. However, its reliance on abstract arrow cues limits ecological validity when applied to athletes, who typically respond to sport-specific visual information in fast-paced environments. To address this limitation, the Modified Stop Signal Task (mSST) was developed by replacing abstract cues with sport-relevant visual representations: teammates in colored jerseys served as go signals, while an opponent blocking the path acted as the stop signal. This modification was intended to improve ecological validity while maintaining the theoretical foundation of the SST. The present study aimed to evaluate the reliability and validity of the mSST among university students with varying athletic backgrounds. It was hypothesized that the mSST would demonstrate high reliability and strong construct validity compared to the traditional SST.

1. Methods

2.1 Research Design
This study employed a quantitative, experimental design to assess the psychometric properties of the mSST.

2.2 Participants and Procedures
Twenty-one male students (aged 18–25) from UiTM Shah Alam were recruited through convenience sampling. Participants were divided into three groups: sport-specific athletes, non-specific athletes, and non-athletes. Each participant completed both the General SST and the mSST in a controlled laboratory setting.

2.3 Instruments and Materials Used
The General SST presented arrow-based cues, while the mSST utilized teammate avatars in colored jerseys (red/blue) as directional go signals and an opposing avatar as the stop signal. Both tasks recorded measures such as goRT_all, goRT_correct, usRT, SSD, SSRT, and error rates.

2.4 Data Analysis
Statistical analyses were conducted using SPSS Version 29. Reliability was evaluated with the Intraclass Correlation Coefficient (ICC), while validity was tested using Pearson correlation between SST and mSST measures.

2.5 Ethical Considerations
Participation was voluntary, with informed consent obtained prior to testing. Confidentiality and the right to withdraw were guaranteed. Ethical approval was obtained from UiTM’s Research Ethics Committee.

1. Results and Discussion

3.1 Demographic Overview
All participants (n = 21) were male students aged 18–25. The sample comprised 7 sport-specific athletes (33.33%), 7 non-specific athletes (33.33%), and 7 non-athletes (33.33%).

3.2 Reliability
The ICC for the mSST demonstrated strong reliability, with an average measure of 0.818 (p < 0.001). This indicates that the task consistently measured inhibitory control across participants, supporting its use in athletic populations.

3.3 Validity
Pearson correlation analysis revealed strong construct validity between the SST and mSST, with significant positive correlations across most variables. The strongest correlations were observed for goRT_all and goRT_correct (r = 1.000, p < 0.001), followed by usRT (r = 0.968, p < 0.001) and SSD (r = 0.961, p < 0.001). However, SSRT did not yield a significant relationship (p = 0.136), suggesting variability in how inhibition latency is captured between the two tasks.

These findings align with prior studies demonstrating the utility of task modifications to enhance ecological validity while maintaining psychometric robustness. By integrating sport-specific visual stimuli, the mSST better reflects the perceptual and cognitive demands athletes face in competition, where inhibitory control is critical for decision-making under pressure.

1. Conclusion

The Modified Stop Signal Task (mSST) demonstrated strong reliability and validity in assessing inhibitory control among university students, particularly athletes. With an ICC of 0.818 and significant correlations with the General SST on key measures, the mSST offers a robust and contextually relevant tool. The lack of alignment in SSRT suggests further refinement may be needed for latency-based metrics.

Nevertheless, the incorporation of sport-specific visual stimuli enhances ecological validity, making the mSST particularly valuable for research and practice in sports psychology. Future studies should include larger, more diverse samples, including female athletes, to strengthen generalizability and explore its application across different sporting contexts.

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

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.

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

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

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 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 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

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
[1] Ma, C., Wang, F., & Lv, Y. (2024). Teaching effects of using bullet-screen technology during classes on students’ learning: The mediating effect of perceived interactivity. Education and Information Technologies, 29, 5283–5307.
[2] Hsieh, Y. H., & Zeng, X. P. (2022). Sentiment analysis: An ERNIE-BiLSTM approach to bullet screen comments. Sensors, 22(14), 5223.
[3] Zhang, L., & Wang, R. (2020). Comparative study of user commenting behaviors in online educational videos—Taking video comments on Bilibili.com as examples. Journal of Modern Information, 40(2), 62–71.
[4] Zhou, J., Zhou, J., Ding, Y., & Wang, H. S. (2019). The magic of danmaku: A social interaction perspective of gift sending on live streaming platforms. Electronic Commerce Research and Applications, 34, 100815.
[5] Lin, X., Huang, M., & Cordie, L. (2018). An exploratory study: Using danmaku in online video-based lectures. Educational Media International, 55(3), 273–286.
[6] Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
[7] Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior (pp. 24–77). Plenum.
[8] Qin, M., & Li, R. (2020). Research on the formation mechanism of user contribution behavior in online user communities: Perspectives from online social support and self-determination theory. Management Review, 32(9), 168–181.
[9] Yu, X., & Xu, Z. (2017). Research on the participation behavior of danmaku users in live streaming platforms: A perspective based on immersion theory. Information Science, 35(10), 147–151.

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.

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.

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

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

Abstract

This study investigated the effectiveness of two dance troupe models: community-based and local government unit (LGU). Financial backing and collaboration proved to be the most significant factors, with both models thriving under stronger resource allocation and teamwork. Interestingly, coaching also had a clear positive impact. The elements like facilities, recruitment, training, and rehearsals didn't show statistically significant differences between the models; their influence shouldn't be discounted. These aspects might hold equal importance for both types of dance organizations, and their effect could be more nuanced.
The study emphasized the importance of financial investment, collaboration, and professional guidance (coaching) for the success of dance troupes, regardless of their organizational structure. These factors likely create a more supportive environment, leading to better outcomes for the troupes. Future research could delve deeper into the specific mechanisms by which these factors influence effectiveness, potentially identifying which aspects were most crucial within each model.

Basicha: Development and Validation of Creative Multimedia E-learning Materials for Grade 9 Cha-Cha Dance Performance
Batiancila J1*, Morales JR.2

1 Bachelor of Physical Education, Mindanao State University - General Santos, Philippines
email: jeyrald.batiancila@msugensan.edu.ph

2 Bachelor of Physical Education, Mindanao State University - General Santos, Philippines
email : moralesjohnray021@gmail.com
*Corresponding author, email:moralesjohnray021@gmail.com

Abstract
The Basicha multimedia e?learning platform enhances Grade 9 students’ Cha?Cha dance proficiency within the Physical Education curriculum by addressing clearly identified weaknesses in Proper Execution (12.79/20) and Mastery & Timing (20.95/30), despite students showing strengths in etiquette and creativity; this performance gap stems in part from PE teachers lacking specialized dance training. Guided by the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—the platform incorporates front? and back?angle instructional videos (including slow?motion), step?pattern tables with counts, etiquette guidance, and sequential “Next” navigation to support varied learning styles. Validation by Physical Education instructors, Dancesport professionals, and IT experts yielded very high validity in all assessed domains. Content Quality (M = 4.86), Instructional Quality (M = 4.70), Technical Quality (M = 4.73), and Accuracy (M = 4.77) resulting in an overall mean of 4.77, confirming the platform’s effectiveness in strengthening technical skills, rhythm mastery, posture, etiquette, and creative expression.
Keywords: multimedia e?learning, ADDIE model, Cha?Cha dance, dance education, instructional design, performance validation

Background

In contemporary education, secondary students are increasingly recognized as visual and kinesthetic learners who benefit significantly from multimedia-rich instruction that fosters engagement, critical thinking, and retention. Although instructional videos and interactive content have proven effective in enhancing dance education by supporting self-paced learning and technical refinement, the integration of Cha-cha instruction within Physical Education remains limited. This is largely due to inadequate teacher training and low confidence in dance pedagogy, which in turn hampers students' technical execution, rhythm, and timing. Despite the inclusion of DanceSport particularly Latin dances like the Cha-cha in the school curriculum, the absence of structured and accessible multimedia teaching resources continues to undermine its educational potential. Therefore, there is a pressing need within the Philippine Grade 9 Physical Education context for a comprehensive e-learning platform that provides clear demonstrations, rhythmic guidance, and interactive features to support both teachers and learners, and effectively address the existing gaps in Cha-cha dance instruction.
Objectives
1.What is the performance level of Grade 9 physical education students before the development of creative multimedia e-learning material in terms of:
1.1 Proper Execution;
1.2 Dance Etiquette;
1.3 Mastery in Timing; and
1.4 Choreography and Creativity?
2.What creative multimedia e-learning materials will be developed to address the cha cha dance performance of grade 9 physical education students?
3.What is the validity level of creative multimedia e-learning materials for cha cha dance performance of grade 9 physical education students in terms of:
3.1 Content Quality;
3.2 Instructional Quality;
3.3 Technical Quality; and
3.4 Accuracy?
Methods
This study employed a Research and Development (R&D) design using the ADDIE model Analyze, Design, Develop, Implement, and Evaluate to create and validate BASICHA: Creative Multimedia for Cha Cha Dance Learning. A mixed-methods approach was utilized, combining quantitative data from Likert-scale evaluations on content, instructional, and technical quality, and qualitative insights from expert validators. The study was conducted in selected schools and institutions in South Cotabato, involving 156 Grade 9 students, 10 PE teachers, 3 licensed dancesport professionals, and 2 IT experts, all selected through purposive sampling. Data were gathered using an adapted DepEd LRMDS-based evaluation tool and analyzed using mean scores and thematic analysis. Ethical guidelines were strictly followed, with formal approval from the Institutional Ethics Review Committee (IERC). The study aimed to ensure that the developed multimedia material is pedagogically sound, technically functional, and effective in enhancing students' learning and performance in Cha Cha dance.
Results
Table 1. Diagnostic Score of Grade 9 Students Before the Development of Multimedia E-learning Material
Criteria 1 2 3 4 5 6 7 8 Mean Score Description
Score D Score D Score D Score D Score D Score D Score D Score D
Proper Execution (20%) 11.3 NSH 13.33 NSH 13 NSH 12.33 NSH 12 NSH 13.66 NSH 14 NSH 12.66 NSH 12.79 NSH
Dance Etiquette(10%) 9 VG 8.33 S 9 VG 8.33 S 8.33 S 8.66 G 9 VG 8.66 G 8.66 G
Mastery & Timing (30%) 18.33 NSH 22.33 FS 21.66 FS 21 FS 20.66 NSH 21.66 FS 22 FS 20 NSH 20.95 NSH
Choreography & Creativity (40%) 34.66 G 33.33 S 34 G 33.33 S 33.36 S 34.66 G 34 G 35 G 34.08 G
Mean Score 73.33 77.33 77.66 75 74.66 78.86 79 76.33 76.5
Description FS S S S FS S S S S
Scale: Proper Execution: 18.9 - 20 Excellent, 18 - 18.8 Very Good, 17 - 17.9 Good, 16 - 16.9 Satisfactory, 14 below Needs Special Help. Dance Etiqutte: 9.5 - 10 Excellent,, 9.0 - 9.4 Very Good, 8.5 - 8.9 Good, 8.0 - 8.4 Satisfactory, 7.4 - 7.9 Fairly Satisfactory, 7.4 below Needs Special Help. Mastery & Timing: 28.5 - 30 Excellent, 27.0 - 28.4 Very Good, 25.5 - 27.9 Good, 22.5 - 25.4 Satisfactory, 21.0 - 22.4 Fairly Satisfactory, 21 below Needs Special Help. Choreography and Creativity: 38 - 40 Excellent, 36 - 37 Very Good, 34 - 35 Good, 30 - 33 Satisfactory, 28 - 29 Fairly Satisfactory, 28 below Needs Special Help. Total Score: 95 - 100 Excellent, 90 - 94 Very Good, 85 - 89 Good, 75 - 79 Satisfactory, 70 - 74 Fairly Satisfactory, 70 below Needs Special Help.

The table 1 shows the diagnostic test results of Grade 9 students show strengths in Choreography and Creativity (34.08/40) and Dance Etiquette (8.66/10), but reveal weaknesses in Proper Execution (12.79/20) and Mastery and Timing (20.95/30). Performer 1 had the lowest overall score (73.33) due to issues in technique and timing, while Performer 7 scored highest (79) with consistent performance. The findings highlight the need for focused instruction on technical execution and rhythm, while continuing to nurture students’ creativity and etiquette.

Table 2. Key Indicators in addressing the dance performance of Grade 9 students.
Key Indicators Objective Strategy/Activity Materials/Resources References Link
Proper Execution
(12.79, NSH) Improve proper execution of students Instructional video of basic steps with proper execution WDSF Technique Books - Cha cha - cha (3rd edition) World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica. https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html
Mastery & Timing
(20.95, NSH) Develop students mastery & timing of basic steps Instructional video of basic steps with proper timing WDSF Technique Books - Cha cha - cha (3rd edition) World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica. https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html
Choreography & Creativity
(34.08, G) Demonstrate Originality and Expression Demonstration of advanced execution of the basic steps WDSF Technique Books - Cha cha - cha (3rd edition)

World DanceSport Federation. (2019). WDSF technique books: Cha-cha-cha (3rd ed.). Casa Musica.  https://casa-musica.com/en/literature-books/206-wdsf-technique-books-cha-cha-cha-3rd-edition.html

Dance Etiquette
(8.66, G) Learn the proper posture, behavior, and attire Dedicated section for proper posture and attire in social dance WDSF competition rules. World DanceSport Federation. (2013). WDSF competition rules. https://cdnb.worlddancesport.org/legacy-docs/competition/rules%20and%20bidding/2013/Competition%20Rules.pdf
Table 2 presents the key indicators used to assess the dance performance of Grade 9 students, highlighting areas that require improvement to enhance overall performance. The data emphasizes the need for significant focus on Proper Execution and Mastery & Timing, which recorded the lowest average scores among the four criteria. These results suggest that students struggle most with the technical and rhythmic aspects of the Cha-cha, such as maintaining proper posture, executing precise movements, and keeping in sync with the music. On the other hand, Choreography & Creativity and Dance Etiquette received relatively higher scores, indicating that only minor enhancements are needed in these areas. Students have shown strong potential in expressing originality and demonstrating appropriate behavior during performances. Thus, instructional efforts should prioritize refining technical skills and musical synchronization, while continuing to support and develop students' creativity and performance conduct.

Table. 3: Summary of the level of Validity of the developed e-learning materials for Grade 9 cha-cha dance mastery in physical education
Level of acceptability WM SD Description
1. Content Quality 4.86 0.34 VHV
2. Instructional Quality 4.7 0.53 VHV
3. Technical Quality 4.73 0.48 VHV
4. Accuracy 4.77 0.59 VHV
Overall Mean 4.77 VHV
Scale: Not Valid: 1.00 - 1.49, Less Valid: 1.50 - 2.49, Valid: 2.50 - 3.49, Highly Valid: 3.50 - 4.49, Very Highly Valid: 4.50 – 5
The overall acceptability of the developed e-learning materials for Grade 9 Cha-cha dance mastery in Physical Education was rated highly effective across all evaluated dimensions, as reflected in an overall mean score of 4.77, classified as Very Highly Valid (VHV). Among the four criteria, content quality achieved the highest mean of 4.86, indicating strong alignment with learning competencies, promotion of critical thinking, and use of age-appropriate language. Instructional quality followed with a mean of 4.7, affirming the material’s effectiveness in achieving educational objectives through diverse teaching strategies. Technical quality, with a mean score of 4.73, demonstrated the strength of the materials' audiovisual design and user-friendly navigation. Meanwhile, accuracy received a mean of 4.77, highlighting the clarity and correctness of content. These findings affirm that the e-learning materials are pedagogically sound and technically reliable, with only minor areas requiring improvement to further optimize the learning experience.
Conclusion
The study concludes that the Basicha creative multimedia e-learning material is a highly valid and effective tool for improving Grade 9 students’ Cha-cha performance in Physical Education. Diagnostic results highlighted technical weaknesses in Proper Execution and Mastery and Timing, which the material addressed using the ADDIE model through videos, guides, and rhythm exercises. Validation showed very high acceptability in content, instruction, technical design, and accuracy, with content quality rated highest. Overall, Basicha is a comprehensive and engaging resource that enhances Cha-cha instruction and supports meaningful student learning.
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Abstract
Guided by the interest-based motivation theory, this study examined the moderating effect of gender, age, and years of dance experience on situational interest and dance genre preference. The study used a descriptive correlational research design. The respondents of this study were the 248 undergraduate student dancers enrolled in Mindanao State University - Iligan Institute of Technology in the A.Y. 2023-2024. Logistic Regression Analysis was utilized to evaluate the significant relationship between situational interests in dance and preferred dance genre. The results show that only a student's situational interest in dance significantly predicted their preference for Ballet (p=0.013), Jazz Tap (p=0.001), and Zumba (p=0.005). Age only significantly moderated the relationship between situational interest and preferred dance genre for Jazz Tap (p=0.042), suggesting that as students get older, their interest has a slightly weaker association with choosing Jazz Tap. No other genre showed a significant main effect of situational interest or a moderating effect of age. Intrinsic motivation, as explained by the Interest-Based Motivation theory, is a key factor influencing dance preferences among MSU-IIT students, with genres like hip-hop and Zumba being highly favored. The study highlights a strong link between situational interest and dance genre choice, emphasizing the importance of individual preferences and the moderating role of age in shaping these interests.

Keywords: Situational Interest, Dance, Student

Within the changing environment of 21st-century learning, the integration of Information and Communication Technology (ICT) is critical to improve instructional practices and retain cultural heritage. Seeing the plight of MAPEH teachers, limited access to credible sources, lack of training in digital tools, and reliance on outdated or unverified materials. This research works on creating a vodcast (a video podcast) as a virtual instructional material for teaching basic Philippine folk dance movements. Utilizing the Successive Approximation Model (SAM), the researchers used a qualitative method that included expert consultation, iterative design, and thematic analysis. Data were collected using purposive sampling and comprised folk dance experts, MAPEH teachers, ICT experts, trained student models, and a music specialist to attest to the cultural relevance, pedagogic value, and technical quality of the vodcast. The process of development included planning lessons, developing a storyboard, shooting demonstrations, and finalizing the vodcast based on expert consultation. The completed vodcast is composed of compartmentalized episodes with a sequential teaching method: observe, practice together, and practice alone, aimed at facilitating self-paced and interactive learning. Findings showed that the vodcast successfully blended pedagogical correctness with cultural authenticity. Experts attested to its pedagogical validity, user engagement, and capacity to facilitate student learning at their own pace. The research concludes the development of the vodcast needed to be well planned and carefully combined with clear instructions, technical precision, and interactional elements. In spite of its challenges, it became a feasible and functional tool for teaching common Philippine folk dance. It is suggested that teachers and curriculum developers incorporate similar multimedia materials into teaching cultural subjects to promote both digital literacy and cultural appreciation.

Keywords: Vodcast, Philippine Folk Dance, ICT Integration, Successive Approximation Model (SAM)

The Higaonon tribe of Iligan City, Northern Mindanao, is renowned for its rich cultural traditions, including dances that embody their spirituality, lifestyle, and identity. While existing scholarship has largely documented these dances in descriptive or ethnographic form, there is limited integration of such movements into structured, culturally responsive fitness programs.

Addressing this gap, this study developed Hataw Higaonon, a low-impact dance fitness routine that blends indigenous Higaonon movements with contemporary exercise design. Guided by the Input–Process–Output (IPO) framework and the Successive Approximation Model (SAM), the research utilized a qualitative approach through immersive methods such as community consultations, cultural validation, participant observation, and focus group discussions.

From seven documented Higaonon performances, four were identified as culturally permissible for non-Higaonons, leading to the validation of seven essential steps which were choreographed into the Hataw Higaonon routine. The prototype was video-documented and pilot-tested with selected participants to ensure authenticity, cultural sensitivity, and practical applicability. Findings from cultural experts and participants revealed that the routine was culturally relevant, engaging, and enjoyable, while simultaneously fostering appreciation of Higaonon heritage.

The study concludes that Hataw Higaonon functions not only as a fitness intervention but also as a cultural archive, providing innovative pathways for cultural preservation, health promotion, and social identity reinforcement. These outcomes underscore the potential of indigenized fitness programs to contribute to the Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), by fostering inclusive, community-driven approaches to wellness and cultural continuity.

This paper presents MINDALIT, a digital repository designed to preserve and promote the folk and ethnic dances of Northern Mindanao, as a case study in applying digital innovation within Physical Education. Utilizing the Successive Approximation Model, the study followed iterative phases of preparation, design, and development to transform cultural knowledge into a functional high-fidelity prototype. Insights from ethnic dance experts and web application specialists guided the refinement of low-fidelity prototypes into a user-friendly platform developed through Google Sites and QR codes. Beyond safeguarding cultural heritage, MINDALIT supports Physical Education by providing accessible instructional resources that enhance the teaching and learning of traditional dances. This integration of technology into PE pedagogy illustrates how digital tools can sustain cultural identity while addressing the evolving needs of education in the digital era. The study underscores the potential of web-based repositories to bridge tradition and innovation, enriching both dance education and cultural preservation.

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

Physical activity has been traditionally important in treating mental health issues. This study aims to assess the impact of physical exercise engagement on students' mental health in Molave, Zamboanga del Sur during COVID-19 pandemic - a descriptive study using stratified sampling. The Kessler Psychological Distress Scale (K10), Patient Health Questionnaire (PHQ-9), and Generalized Anxiety Disorder (GAD) were used (GAD-7). It states that most of them are females aged 17-19, ideally in Senior High School (Grades 11 and 12), single, and living on less than Php 40,000 or (Php 3,333) annually. On average, participants engage in moderate to light physical activity for 15-29 minutes each day during their P.E. sessions, and 96% do their routine outside of class. With an average score of 18, individuals are expected to be well, with minor symptoms at an average score of 7 and mild anxiety at 6. The study also found a low negative connection between physical activity, psychological distress (r=-0.481) and a vital link (p=0.000). Exercise has a moderate negative relationship with depression severity (r=-0.619) and a significant negative correlation (p=0.000). It also shows a moderate negative association between physical activity and depression severity (r=-0.699) and a meaningful relationship (p=0.000). It also implies that increasing physical activity reduces psychological suffering, depression severity, and anxiety. Thus, physical exercise engagement is suggested to benefit everyone's mental health.

Keywords: physical exercise, mental health, students

Background
A disaster is defined as “a situation or event, which overwhelms local capacity, necessitating a request to a national or international level for external assistance; an unforeseen and often sudden event that causes great damage, destruction, and human suffering” by the Center for Research on the Epidemiology of Disasters (Choi et al, 2022, citing CRED, 2017). As the largest healthcare provider group, nurses play critical roles in holistically caring for injured people and their families throughout the four phases of disaster management (Al Harthi, 2020). This research aimed to determine whether respondent nurses deem Physical Fitness (Health [Normal Body Mass Index], Well-Being [Absence of Morbidities], and Physical Activity [Good Ability to Swim]) to affect their willingness to respond or report to work amidst a disaster.

As to Health, a Normal Body Mass Index (BMI) is chosen as an objective definition because it is a reliable assessment of a person’s nutritional and health status that applies to both adult men and women (Mohajan & Mohajan, 2023). Within limits, BMI is a quick and straightforward way to determine if one’s weight falls within a healthy range: 18.5 <BMI <29.9 (Bray, 2023); it calculates an individual’s body weight in relation to their height (Muscogiuri et al, 2023), universally expressed in units of kg/m2, resulting from mass in kilograms and height in meters (Haslam, 2005). Reporting to work in the midst of a disaster would require a certain level of agility that obese people in particular may not possess. Kung et al’s (2020) research on 3,863 respondents in Taiwan revealed that an abnormally high BMI is associated with less explosive power, muscular endurance, and flexibility.

Well-being, a multifaceted construct defined by the Centers of Disease Control as “the absence of negative emotions” (Bautista et al, 2023), is in this research operationally defined as the absence of morbidities. Morbidities refers to presence of any, some, or all of the following conditions, or conditions similar thereto, in respondent: [1] Hypertension, [2] Diabetes Mellitus, [3] Osteoporosis. The presence of morbidities among respondents may discourage their willingness to respond in a disaster. This is so because morbidities make people vulnerable in disaster situations (Jenkins et al, 2014).
As to Physical Activity, Good Ability to Swim is used as the objective

measure because in the Philippines, one of the most common natural disasters is typhoon-related flooding (Gray et al, 2022). An analysis of 18,515 pieces of data in Taiwan by Tsai & Hsu (2022) revealed that level of swimming ability was significantly correlated with regular exercise habits. Swimming increases muscle tone and strength, and causes flexibility improvements (Bure, 2019). Being able to swim empowers individuals to make choices, have agency, and be free to choose core aspects of their life, as such working safely on or near water (Borgonovi et al, 2022).

Objectives
This research aimed to determine whether respondent nurses’ deem Physical Fitness (Health [Normal BMI], Well-Being [Absence of Morbidities], and Physical Activity [Good Ability to Swim]) to affect their willingness to respond or report to work amidst a disaster. In particular, the objectives of this study are as follows:
(a) To determine whether Health (defined as Normal Body Mass Index [BMI]) affect respondents’ willingness to respond or report to work amidst a disaster;
(b) To determine whether Wellness (defined as Absence of Morbidities) affect respondents’ willingness to respond or report to work amidst a disaster;

(c) To determine whether Physical Activity (defined as Good Ability to Swim) affect respondents’ willingness to respond or report to work amidst a disaster;
(d) To determine whether there is significant relationship between respondents' demographic profile and their willingness to respond or report to work amidst a disaster.

Methods
This 2023 research utilized a descriptive-correlational approach and convenience sampling method. For the respondents, forty (40) registered nurses from Gregorio T. Lluch Memorial Hospital (GTLMH) Iligan City, and forty (40) registered nurses from elsewhere in Iligan City, were selected and were given a modified questionnaire as inspired by that of Goodhue et al’s (2012) research. The questionnaire retained the format of multiple choice, fill-in, and Likert-scale questions related to disaster preparedness.

The research instrument and paper were submitted for evaluation to the ethics committee under the Office of the Vice Chancellor for Research and Extension (OVCRE) of MSU-IIT. Informed consent has been required from respondents; they were provided with a brief and concise written description of the research and its objective; and an assurance that any personal data gained from them would be anonymized, and would not be made public at any time, and would be deleted after the research is completed. Any personal data gathered was also safely stored in an encrypted software.

Results
As to Health (defined as normal Body Mass Index [BMI]), 27.5% (22) of the respondents answered they would not respond to a disaster if their BMI is abnormal.
As to Wellness (defined as Absence of Morbidities), 31.3% (25) of the respondents answered they would not respond to a disaster if they have existing morbidities.

As to Physical Activity (defined as Good Ability to Swim), 66.3% (53) of the respondents answered that they would not respond to a disaster involving flooding if they do not have Good Ability to Swim.

Chi-Square Analyses of the hypothetical Physical Fitness Variables reveal that since X 30.07 > Tabular Value of 0.103, the null hypothesis is rejected; indicating that there is significant association between Physical Fitness variables (Health, Wellness, and Physical Activity) and respondents’ willingness to respond or report to work amidst a disaster.

Standard Regression Coefficient Analyses of the other (non-hypothetical) demographic variables of age, gender, civil status, religion, number of children, assigned areas, training, and high salary were all determined to be non-significant predictors of willingness to respond to or report to work during a disaster, as evidenced by their p-values over 0.05. Overall, only 28.7% (23) have a very high likelihood to respond or report to work amidst a disaster.

Conclusion
From the foregoing, it can be discerned that respondent nurses deem Physical Fitness Variables of Health (as defined as Normal BMI), Wellness (as defined as Absence of Morbidities), and Physical Activity (as defined as Good Ability to Swim) to exert a significant influence on their willingness to respond or report to work amidst a disaster. Hospitals should have exercise centers for employees, perhaps offer swimming lessons, and incorporate free medical check-ups for personnels.

Acknowledgments
Special thanks to the Good Nurses and Administrators of Gregorio T. Lluch Memorial Hospital.

References
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Act No. 3815 or the Revised Penal Code of the Philippines.

Al Harthi, M., Al Thobaity, A., Al Ahmari, W., Almalki, M., (2020). Challenges for Nurses in Disaster Management: A Scoping Review. Risk Management and HealthcarePolicy.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7678497/p df/rmhp-13-2627.pdf
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1997). Self-efficacy:The exercise of control. New York

Bautista, Tara et al (2023). What is well-being. A scoping review of the conceptual and operational definitions of occupational well-being. Journal of Clinical and Translational Science. 2023 Oct 2016; 17 (1): e227.doi:10.1017/cts.2023.647.

Body Mass Calculator (2022). Calculate your Body Mass Index. National Heart, Lung, and Blood Institute. https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm. (Accessed: Oct. 21, 2022. 6:47PM).

Borgonovi, Francesca et al (2022). Swimming skills around the world: evidence on inequalities in life skills across and within countries. Organization for Economic Cooperation & Development. https://dx.doi.org/10.1787/oc2c8862-en.

Bray GA (2023). Beyond BMI. Nutrients; 15 (10).
Bure, Anna (2019). Physical Activity in water and the human body. Bachelor Thesis Sport Coaching and Management 2019. Haaga-Helici University of Applied Science. https://www.theseus.fi/bitstream.

Caballes, A.B., Sollner, W., Nanagas, J. (2012). Financial Protection Mechanisms for inpatients at selected Philippine hospitals. Social Science and Medicine. 75 (2012) 1820-1827.

Centers for Disease Control and Prevention (2022). Body Mass Index. Healthy weight, Nutrition, and Physical Activity. https://www.cdc.gov/healthyweight/assessing/bmi/index.html#:~:text=Body% 20Mass%20Index%20(BMI)%20is,in%20meters%20(or%20feet) (accessed: Oct. 21, 2022. 6:45 PM).

Choi, W.S. et al (2022). Perceived Disaster Preparedness and Willingness to Respond Among Emergency Nurses in South Korea: A Cross-Sectional Study. International Journal of Environmental Research and Public Health. 2022, 10, 11812. https://doi.org/10.3390/ijerph191811812.
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Goodhue, C.J., Burke, R.V., Ferrer, R., Chokshi, N.K., Dorey, F., Upperman, J.S. (2012). Willingness to Respond in a Disaster: A Pediatric Nurse Practitioner National Survey. Journal of Pediatric Health. Vol. 26. No.4. Elsevier Inc. doi: 10.1016/j.pedhc.2010.11.003.
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Weight bias has been shown to negatively affect mental health, particularly among young adults. This study investigated the relationship between Weight Bias Internalization (WBI) and Mental Toughness (MT). WBI occurs when individuals who experience weight stigma begin to accept and believe negative attitudes about themselves based on body weight. Addressing WBI is important for fostering self-acceptance and promoting body positivity. MT, in contrast, refers to the capacity to remain resilient, motivated, and focused when confronted with pressure or setbacks. While the negative effects of weight bias are well-documented, limited research has examined its connection to MT. Using a snowball sampling method, data were gathered from 150 young adults with above-normal weight in selected barangays of Iligan City. Findings revealed a significant relationship between WBI and MT, suggesting that individuals who internalize weight bias may still demonstrate resilience and effective coping strategies. These results emphasize the importance of developing community-based programs that raise awareness about the psychological effects of weight bias and strengthen mental toughness to support overall well-being.

Abstract
This study explored the relationship between motivation and attitudes toward physical education (PE) among students in a STEM-oriented secondary school in Mindanao, Philippines. Employing a descriptive-correlational design, the research surveyed 243 Grade 7–12 students aged 12–18, representing 37% of the school population. Data were gathered using validated scales for motivation and PE attitudes, with analysis conducted through descriptive statistics, Pearson’s correlation, and simple linear regression.
Findings showed moderate to high motivation levels and generally favorable attitudes toward PE. A significant moderate positive correlation (r = 0.749, p < 0.001) indicated that higher motivation was linked to more positive perceptions of PE. Regression results confirmed that motivation significantly predicted attitudes, though other personal, social, and environmental factors may also influence student perspectives.
These results support self-determination theory, highlighting intrinsic motivation as a key driver of positive PE experiences and sustained participation. The study underscores the importance of creating autonomy-supportive, student-centered programs—such as gamified lessons, student-led activities, and personalized goal-setting—to foster motivation and improve attitudes. By extending motivation–attitude research to a culturally distinct STEM-focused context, the findings offer practical insights for designing inclusive, engaging PE programs that contribute to Sustainable Development Goals on health, education, and equality.
Keywords: Attitude, Motivation, Physical Education, STEM students, Physical Activity Perception
1. Introduction
Physical education (PE) plays a vital role in fostering physical fitness, cognitive growth, and social development, shaping lifelong attitudes toward health and well-being (Joldasbayev, 2024; Neto et al., 2024; Alfyanti et al., 2024). Positive PE experiences not only enhance mental health and resilience but also develop essential skills such as teamwork and communication (Singh, 2024; Bamta et al., 2023). However, classroom climate significantly shapes students’ perceptions. Task-involved climates that emphasize personal improvement promote engagement and motivation, while ego-involved climates often heighten anxiety, particularly among less athletic students (García-González et al., 2019).
Motivation is a key determinant of students’ attitudes toward PE, influencing their participation, persistence, and achievement (Sopiyanto et al., 2024; Fierro-Suero et al., 2023). While motivation-enhancing strategies are well-documented, most studies are conducted in Western contexts, leaving a gap in understanding within culturally distinct settings such as the Philippines, particularly in STEM-focused schools where academic demands may shape students’ engagement in PE (Oliveira et al., 2024).
This study examines the impact of motivation on attitudes toward PE among students in a STEM-oriented senior high school in Mindanao, Philippines. Findings aim to inform the development of inclusive, motivating PE programs that foster positive attitudes, encourage active participation, and contribute to Sustainable Development Goals (SDGs) on health, education, equality, and reduced inequality.
2. Methods
2.1 Research Design
This study employed a descriptive-correlational design to examine the relationship between motivational factors and students’ attitudes toward physical education. This non-experimental approach allowed the researcher to analyze the degree and direction of association between the variables without manipulating them.
2.2 Participants and Procedures
The study surveyed 243 Grade 7–12 students aged 12–18, selected through proportional stratified random sampling. With administrative and ethics approval, recruitment was done via class advisers, and informed consent was obtained. Data were collected over two weeks through a Google Forms survey containing validated motivation and PE attitude scales, with single, anonymous submissions.
2.3 Instruments and Materials Used
Data were collected using a structured Google Forms questionnaire composed of two standardized scales: a Motivation in Physical Education Scale and an Attitude toward Physical Education Scale. Both instruments were adapted from previously validated tools, ensuring content and construct validity. Reliability tests from prior studies reported Cronbach’s alpha values above 0.80 for both scales, indicating high internal consistency.
2.4 Data Analysis
Responses from Google Forms were exported to Microsoft Excel and analyzed using SPSS version 26. Descriptive statistics (frequencies, percentages, means, and standard deviations) summarized demographics and trends in motivation and attitudes toward PE. Pearson’s correlation examined the relationship between variables, while simple linear regression assessed motivation’s predictive effect on attitudes. Significance was set at p < 0.05.
2.5 Ethical Considerations
The study complied with ethical standards, with approval from the school’s research ethics committee. Participation was voluntary, with informed consent from all respondents and parental consent for minors. The Google Forms survey included the study purpose, confidentiality assurance, and the option to withdraw anytime. No personal identifiers were collected, and data were securely stored for academic use only.
3. Results and Discussion
The demographic profile of respondents reflected participation from all grade levels in a STEM-oriented secondary school. Of the 658 enrolled students, 243 responded to the survey administered via Google Forms, representing 36.9% of the total student population. The sample distribution was relatively balanced across grade levels, ensuring the representation of diverse student perspectives toward physical education.
Descriptive statistics indicated a moderate to high overall motivation level and generally favorable attitudes toward PE. The relationship between the two variables was examined using Pearson’s correlation coefficient, revealing a moderate positive association. This suggests that students with higher motivation tended to hold more positive attitudes toward PE. While the correlation is meaningful, it does not fully account for all variations in attitudes, indicating the influence of additional personal, social, and environmental factors.
Regression analysis further demonstrated that motivation significantly predicted students’ attitudes toward PE, with results achieving statistical significance at p < 0.001. This implies that motivation is a robust determinant of attitude formation, although it is not the sole contributing factor. Such findings are consistent with Kara and Rastorguyeva (2023), who noted that higher motivation levels not only improve students’ perceptions of PE but also promote healthier lifestyle choices. Similarly, Yang (2019) found that adolescents with self-determined motivation display more favorable PE attitudes, enhanced engagement, and reduced performance anxiety.
Haug et al. (2023) also identified intrinsic motivation as a driver for sustained participation in PE, particularly when students perceive the learning environment as autonomy-supportive. The present study echoes this perspective, highlighting the importance of classroom climates that emphasize choice, mastery, and personal relevance. Danthony et al. (2019) similarly demonstrated that motivation levels could reliably predict PE attitudes, reinforcing the current study’s conclusions.
Practical implications emerge for PE educators and curriculum planners. First, interventions that prioritize intrinsic motivation—such as gamified lessons, student-led activities, and personalized goal-setting—could enhance attitudes toward PE. Second, teachers may need to address external factors (e.g., peer influence, self-efficacy, perceived competence) that interact with motivation to shape overall perceptions.
The findings also offer theoretical contributions, supporting self-determination theory’s assertion that intrinsic motivation is a fundamental driver of positive educational outcomes. By validating motivation as a key predictor of PE attitudes in a STEM-focused academic setting, the study extends its applicability to specialized educational environments.
Table 1
Distribution of Respondents by Grade Level

Grade Number of Students Number of Respondents
1. Grade 7 119 45
2. Grade 8 119 44
3. Grade 9 120 44
4. Grade 10 120 44
5. Grade 11 90 33
6. Grade 12 90 33
Total N = 658 n = 243

Table 2
Regression Analysis for the Direct Effect of Motivation towards Attitude in Physical Education among the Students

Independent Variable Dependent Variable Correlation coefficient p-value
Motivation Attitude in Physical Education 0.749 0.000
H0: Motivation is not a significant predictor of attitude in Physical Education among the students.
Significant at α = 0.05

1. Conclusion
   This study found a moderate but significant positive correlation between motivation and students’ attitudes toward physical education, indicating that higher motivation is linked to more favorable perceptions of the subject. While motivation plays a key role, other factors likely influence attitudes as well. These findings support the importance of fostering intrinsic motivation through engaging, student-centered PE programs. Educators and school leaders can use these insights to design strategies that enhance motivation and promote lifelong participation in physical activity, benefiting both students and the wider community.
   Acknowledgment
   The authors would like to thank the participating school and students for their cooperation in completing this study.

References

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Danthony, S., Mascret, N., & Cury, F. (2019). Development and validation of a scale assessing test anxiety in physical education. Journal of Teaching in Physical Education, 38(1), 1–32. https://doi.org/10.1123/jtpe.2018-0282
Fierro-Suero, S., Castillo, I., Almagro, B. J., & Sáenz-López, P. (2023). The role of motivation and emotions in physical education: Understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14, 1253043. https://doi.org/10.3389/fpsyg.2023.1253043
García-González, L., Sevil-Serrano, J., Abós, Á., Aelterman, N., & Haerens, L. (2019). The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in physical education. Physical Education & Sport Pedagogy, 24(4), 344–358. https://doi.org/10.1080/17408989.2019.1592145
Haug, E., Castillo, I., Samdal, O., & Smith, O. R. F. (2023). Body-related concerns and participation in physical education among adolescent students: The mediating role of motivation. Frontiers in Psychology, 14, 1266740. https://doi.org/10.3389/fpsyg.2023.1266740
Joldasbayev, P. M. (2024). Physical education and its impact on mental health. International Journal of Pedagogics, 4(11), 220–224. https://doi.org/10.37547/ijp/volume04issue11-42
Neto, A. P. de C., Irber, E. V., de Oliveira, G. C., dos Santos, G. M., Ramborger, H. M., Cardoso, J. L. M., Espíndola, J. L., Espíndola, L. dos S. R., Teixeira, L. E., de Oliveira, M. F. G., Júnior, R. N., & Giordani, R. (2024). O papel da educação física no bem-estar mental e físico na sociedade moderna. RevistaFT, 28(138), 23–24. https://doi.org/10.69849/revistaft/ch10202409141623
Oliveira, A., Cardoso, C., Saldanha, F., Schmaedecke, F., Rosa, G., Mendes, G., Silva, J., Colman, K., Lammel, K., Tittello, M., Miranda, M., & Giordani, R. (2024). Métodos de motivação para aumentar a participação dos estudantes em aulas de educação física. RevistaFT, 55–56. https://doi.org/10.69849/revistaft/fa10202407301855
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Arnis, the national martial art of the Philippines, embodies discipline, skill, and tradition. Developing a brochure dedicated to beginner practitioners requires careful planning, ensuring clarity, engagement, and accessibility.

A well-crafted Arnis brochure must begin with an introduction to its origins, highlighting its deep cultural roots and importance in Filipino heritage. This section should briefly discuss its evolution from traditional combat techniques to a recognized sport and self-defense system.

Next, the brochure should outline essential equipment, including rattan sticks, protective gear, and training attire. Visual aids illustrating correct grip, stance, and movement can enhance understanding, especially for those new to the practice.

Fundamental techniques such as blocking, striking, and footwork must be clearly explained, with step-by-step instructions and simple terminology to ensure ease of learning. Incorporating QR codes or links to instructional videos can provide additional learning resources.

The safety section is crucial—emphasizing proper handling of weapons, awareness of training space, and respect for fellow practitioners. By instilling safety measures early, beginners develop a responsible and disciplined mindset.

Finally, the brochure should promote local Arnis clubs and training centers, encouraging community engagement and continuous learning. A brief guide on progression and available certification programs can motivate practitioners to advance their skills.

By structuring the brochure effectively, beginners gain a strong foundation in Arnis, fostering confidence and appreciation for this dynamic martial art. A well-designed and informative guide ensures that mastery begins with understanding and proper training.

The purpose of this study was to determine the relationship of physical activity to self- esteem of the students, and to determine whether body image moderates the effect of the relationship of physical activity and self-esteem.

This study employed the descriptive-correlational type of research. This was conducted among the Department of Physical Education (DPE) students of Mindanao State University- Iligan Institute of Technology (MSU-IIT) in Iligan City. The International Physical Activity Questionnaire (IPAQ) developed by Dinger, Behrens & Han (2006) was used to measure physical activity, Rosenberg Self- Esteem Scale (RSES) developed by Dr. Morris Rosenberg (1965), utilized to evaluate individual self-esteem, and the 19-Item Body Image Questionnaire, developed by Marilou Bruchon-Schweitzer (1987) to measure the body satisfaction associated with sex, health, and with current and future emotional judgment.

Frequency and percentage distribution were used to assess the descriptive data. Linear regression and ANOVA were used in analyzing the data through the Statistical Package for Social Science v.20 to assess the relationship of the independent variable to the dependent variable, and the moderating variable of this study.

The results show that there is no significant relationship found in physical activity and self-esteem. However, a significant relationship was found, which body image moderates the relationship of physical activity and self- esteem.

Keywords: physical activity, self- esteem, body image

Abstract
Despite extensive research on physical appearance perfectionism and social physique anxiety, the mediating role of self-esteem in this relationship, specifically in the Physical Education academic setting, remains unexplored. Therefore, the present study sought to examine this mediating effect. A total of 250 university students enrolled in the required Physical Education course participated in the study, which utilized an online survey and standardized, validated instruments to measure the key variables. The results show that students who are more dissatisfied with their body image and who hold high hopes of achieving body image perfection experience less anxiety about how their bodies are perceived by others. Moreover, high hopes for perfection are associated with higher self-esteem, which implies that striving for body image perfection and admiring physique imperfection is linked to self-confidence. Furthermore, students with lower self-esteem are more likely to experience higher levels of social physique anxiety. This means that students who do not feel good about themselves may worry that others negatively evaluate their physical appearance. In light of these findings, the indirect effect of perfectionism, specifically hope for perfection, on social physique anxiety through self-esteem was statistically significant and negative, demonstrating that increased hope for perfection contributes to increased self-esteem, which in turn leads to a reduction in social physique anxiety. Therefore, a stronger sense of self-worth serves as a protective factor against body-related anxiety, highlighting self-esteem as a critical psychological tool for resisting external pressure and body image concerns.
Keywords: Perfectionism, Self-Esteem, Social Physique Anxiety

Sexual harassment in higher education is a serious problem that negatively affects students' mental well-being, academic performance, and learning climate. Unfortunately, these cases often go uncovered due to stigma, fear of retaliation, and lack of effective reporting mechanisms. This article presents a comprehensive review of the prevalence of sexual harassment on campus, causative factors, psychological, social, and academic impacts experienced by victims, and evidence-based coping strategies. This research uses the literature review method by examining various relevant studies and reports in the context of higher education. The literature study shows that the prevalence of sexual harassment on campus is quite high, with contributing factors including patriarchal culture, unequal power relations, lack of education about consent, and weak campus policies. The impacts include mental disorders, decreased motivation and academic achievement, and social isolation. Therefore, this article recommends the development of strict policies, gender equality education, safe reporting mechanisms for victims, and the provision of psychosocial support to create a safe, inclusive and equitable campus.

The effects of Pilates and Aerobic Exercises on Students’ Balancing-Ability and Interest in Physical Education
Canna M. Nicolay, MAED-SPE 1, Jovert A. Hillado, MAED-SPE 2
1 Capitan Angel Integrated School, DEPED-Malaybalay City, Bukidnon, Philippines
2 Bukidnon State University-Talakag Campus, Philippines
Joverthillado2131315@gmail.com
Abstract

This study aimed to determine the performance levels of first-year Physical Education students in enhancing their balancing ability and their interest in the PE subject through an intervention program involving Pilates and aerobic exercises. A Quasi-experimental research design was utilized in this study. A total of sixty (60) students participated in the study, divided into two (2) intervention groups. A validated and modified research instrument was used in the study to collect data. Descriptive Statistics were used including Mean, Standard Deviation and Analysis of Covariance (ANCOVA) for the treatment of the data. Regarding the program intervention, the first group of participants engaged in Single-Leg Stance and Side-Leg Series, whereas the second group participated in Step Aerobics and Jumping Exercises. The Pre-test results for both Pilates and Aerobic Exercises showed that there was already a high level of Balancing-Ability during their exposure to both exercises. The post-test results also indicated a high level of balancing ability following exposure to both exercises. On the other hand, the results regarding students' interest in Physical Education showed an increase in performance before and after they were exposed to both Pilates and aerobic exercises. Along with the pre-test and post-test scores showing similar levels of performance, the results after the program intervention also indicated that participants increased their balancing ability and interest in Physical Education following exposure to both Pilates and aerobic exercise interventions. Therefore, it is suggested that Physical Educators conduct further studies or research on the effectiveness of both Pilates and aerobic exercises in improving individuals' balancing abilities and their interest in the subject of Physical Education replicating these variables and at the same time adding relevant others.
Keywords: Aerobics, Jumping Exercises, Pilates, Side-Leg Series, Single-Leg Stance, Step Aerobics

1. Introduction
   In an era marked by sedentary lifestyles and a surge in musculoskeletal disorders, the dual challenge of maintaining physical stability and promoting general fitness is increasingly being recognized. Physical Education, traditionally a cornerstone of holistic education, is significant in addressing these challenges. Given the transformative potential of exercise program interventions, this study investigates innovative Physical Education approaches to develop effective interventions that empower individuals to overcome the negative impacts of a sedentary lifestyle and embrace a healthier, more active way of life.
   However, existing issues, as highlighted by Romar et al. (2023), reveal a decline in physical activity among children and young adults, indicating a need for innovative approaches in Physical Education. An essential aspect identified in recent studies is the part of Interest as a motivational factor determining students' engagement, steering them toward activities that foster both physical and cognitive development (Renninger & Hidi, 2016). Therefore, Interest is a crucial factor in motivating students' engagement in physical activity. In addition, integrating students' interests into Physical Education programs can result in more successful outcomes regarding to physical fitness, general well-being, and a lifelong commitment to healthy living, mainly when using interventions like Pilates and Aerobics exercises.
   Despite the acknowledged importance of Physical Education, a notable gap exists concerning the declining levels of physical activity, especially among the youth (Romar, 2023). The study conducted by Solak et al. (2022) further emphasized the impact of decreased balancing ability on daily activities and the increased risk of falls. While various exercises, such as Yoga, Tai Chi, Aerobics, and Pilates, have shown promise in improving balance, the comparative effectiveness of Pilates and Aerobic Exercises on balancing ability remains underexplored (Bavlı, 2016; Patti, 2021).
   By evaluating how well Pilates and Aerobic exercises improve balance and increase students’ interest, this study aims to add to the body of knowledge already in the field. While previous research has independently assessed the impact of these exercises on various aspects of physical well-being, a comparative analysis of their influence on balancing ability remains limited (Patti, 2021). Focusing on students in a specific academic setting, like Bukidnon State University, adds a unique perspective, emphasizing practical implications for the academic community.
   The primary aim of this study was to investigate the effectiveness of Pilates and Aerobic Exercises in the enhancement of Balancing-Ability and increasing students’ interest in the subject among First Year students enrolled in Physical Education classes at Bukidnon State University. By addressing the identified gaps in the literature, this research aimed to provide insights into structured exercise interventions that can be universally applicable and adaptable for individuals of all ages and fitness levels. The ultimate goal is to contribute in improving physical health, overall well-being, and the quality of life, particularly for students engaged in Physical Education Programs.

2. Methods
   This section deals with the research methodology that was used in this study. It includes the research design, participants and procedure, instruments and materials used, data analysis and ethical considerations.
   2.1 Research Design
   This study utilized a quasi-experimental pre-test-post-test group design. When the researcher's goal was to determine the effectiveness of Pilates and Aerobic Exercises in enhancing students' performance in balancing ability and their interest in the Physical Education subject, a quasi-experimental design was utilized (Bloomfield et al. 2019).
   Similarly, Collins (2020) investigated causal hypotheses using a quasi-experimental design. Participants performed a preliminary observation (pre-test), gave them treatment, and then have conducted a follow-up observation (post-test) as what is referred to as a quasi-experiment. Two distinct exercise regimens, namely: Pilates and Aerobics Exercises, were introduced to two groups in this study.
   2.2 Participants and Procedures
   The study participants were the Two (2) sections of first-year Physical Education students enrolled in the Second Semester of the School Year 2023-2024. The participants of this study age range from Nineteen to Twenty-Three (19-23) years old.
   Simple Random Sampling was utilized in this study. Simple random sampling was used for populations that are highly homogeneous and members of the research team are chosen randomly to participate in the survey (Bhardwaj, 2019). Two (2) sections from PE classes were selected to be the study participants. Section One (1) were the Pilates Group and the section Two (2) are the Aerobic Group.
   2.3 Instruments and Materials Used
   Two (2) instruments were used in gathering data for this study. One of the two instruments was a rubric adapted and modified from the Mini-BESTest: Balance Evaluation Systems Test. It was used to assess balancing skill of an individual through various aspects. Each item is scored on a 3-point scale including 3-(Normal 30 Sec), 2-(Moderate <30 sec), and 1-(Severe Unable), and the total score indicates of the individual's overall balance abilities. The MiniBESTest has gained popularity both as a clinical tool and as a research outcome measure of dynamic balance control, as stated in the study by Boonsinsukh et al. (2016). The other instrument used was a survey questionnaire employing a Likert Scale to assess student's interest in the subject after receiving the treatment.
   Individual Interest Questionnaire (IIQ) was used in this study, which measures students’ inclination and willingness to interact with a subject at school, as well as their favorable attitude toward the subject and propensity to reengage with it over time, and was validated by Rotgans (2015). These questionnaires have the benefit of producing a uniform, unidimensional measure of individual interest that captures the various dimensions of the construct and can be used across the curriculum.
   2.4 Data Analysis
   To facilitate the analysis of the interpretation of data, the following statistical tools were employed:
   Mean and Standard Deviation -- were used to answer problem one and problem three and to explain the mean average of the participants’ score to see if there is progress, as well as the difference between the pre-test and post-test scores of participants.
   Analysis of Covariance (ANCOVA). This instrument was used to answer problems two and four to determine the significant difference in post-test scores between students who are exposed to Pilates and Aerobics Exercises. Analysis of covariance (ANCOVA) will be employed to assess changes in the mean values of the dependent variables to the effect of the independent variables.
   This study utilized statistical instrument such as Mean, Standard Deviation and Analysis of Covariance since it is used to examine the study’s hypothesis as stated by Creswell, (2018).
   2.5 Ethical Considerations
   The researchers followed the University protocol to ensure the quality and orderly data collection of the study. The researcher secured permission from the Liceo de Cagayan Research and Ethics Board, as well as permission from the Dean of the School of Teachers Education and the President of Bukidnon State University. Upon approval by the school principal, the researcher then conducted the study. The data will be gathered during the final term of the second semester of the Academic Year 2023-2024.

3. Conclusion
   This section should provide a clear and concise summary of the study’s findings. Conclusions must be based on the results and highlight key insights or implications of the study. Recommendations should emerge logically from the findings and suggest specific, actionable steps. These may include practical applications, policy suggestions, or directions for future research. Indicate the intended audience or beneficiaries of the recommendations. This section should be written in cohesive essay form—not as a numbered list.
   The findings of problem one revealed that students’ balancing ability increased after exposure to Pilates and aerobic exercises. In problem two, it showed that both Pilates and aerobic exercises are equally practical in improving students balancing ability. Pertaining to problem three, students’ interest increased after they were exposed to Pilates and aerobic exercises. And lastly, in problem four, both Pilates and aerobic exercises have a similar impact on students' interest in physical education. Neither Pilates nor aerobic exercises significantly outperformed the other in influencing participants' interest in physical education.

Moreover, physical education instructors could prioritize continuing professional development, including innovative instructional approaches, and emphasize practical application to improve their coaching abilities. To add more, trainers and coaches could incorporate balance drills from Pilates and aerobic workouts into training programs to improve athletes' coordination and stability, particularly in sports that require advanced balancing skills. Furthermore, athletes could consider incorporating exercises like Pilates and aerobics into their training regimens, as these activities enhance coordination, reaction time, and balance. And finally, future researchers could build on the findings of this study to look more into the precise components of Pilates and aerobic exercises that contribute to improved balancing ability. Future research in this area could adjust exercise programs and training regimens to maximize the benefits for people looking to improve their balance and coordination.

The results of the study showed that both Pilates and Aerobics exercises improve students' balancing abilities, showing that both activities have the potential to to contribute to physical health positively. Furthermore, the data show that exposure to both workouts enhances student’s interest in Physical Education, indicating an avenue toward getting students involved in physical activities. It also implies that integrating diverse exercise modalities into educational programs to accommodate various preferences and enhance the benefits for students' general well-being and participation in physical fitness activities.

Furthermore, studying the long-term impact of these exercises on balancing abilities and overall athletic performance could provide helpful information for designing more tailored therapies in sports medicine and physical therapy.

This study aims to investigate the effect of a hybrid learning model that integrates interactive video with traditional games on improving basic movement skills and learning engagement of primary school students. This learning model is designed to utilise the advantages of digital technology in material delivery (interactive video) while maintaining the pedagogical values of collaborative physical activity (traditional games). Through a quantitative approach, this research will involve primary school students as subjects to measure the effectiveness of the hybrid model in developing students' gross and fine motor aspects, as well as their level of participation and motivation in the learning process. The next two months will be dedicated to the implementation of the experiment, data collection through observation, movement skills test, and learning engagement questionnaire, as well as statistical data analysis. The results of this study are expected to contribute significantly to the development of innovative and effective learning strategies to improve the quality of physical education at the primary school level.

Abstract
Character education has become a global priority, with physical education (PE) strategically fostering respect, teamwork, and perseverance. However, its implementation remains inconsistent, and comprehensive bibliometric studies are still limited. This study aims to analyze global research trends on character education in PE from 2001 to 2025 through bibliometric methods using RStudio 4.5.1. Findings indicate an annual growth rate above 12%, led by the United States, Indonesia, and the United Kingdom, with extensive collaboration networks across America, Europe, and Asia. Keyword analysis highlights the dominance of values education, social learning theory, and experiential learning, alongside emerging themes such as digital PE, gamification, and inclusive pedagogy. Teachers appear as key transformative agents through professional development and reflective practice. Regional variations are evident: Europe emphasizes teacher professionalization, while Asia focuses on primary school character education. Overall, PE is affirmed as a vital arena for life skills, citizenship, and social participation.

Keywords: Character Education, Physical Education, Bibliometric Analysis

1. Introduction
   Character education has become a central theme in contemporary education, with physical education (PE) offering unique opportunities to foster respect, teamwork, and perseverance (Barba-Martín et al., 2020; Kirk, 2019). Sports and physical activities enable students to practice moral decision-making and strengthen virtues through lived experiences (Agboola & Tsai, 2012). However, research reveals inconsistencies in its implementation and assessment across educational contexts (Pérez-Ordás et al., 2021; Yoon & Armour, 2017). Findings are often fragmented due to diverse conceptual frameworks and teaching strategies in different cultures (Bailey et al., 2009; Casey & Goodyear, 2015; Quennerstedt, 2019). Many PE teachers also lack sufficient training and resources to effectively integrate moral education (Baldwin et al., 2007).
   Bibliometric evidence shows a surge in publications since 2020, spanning developed and developing nations such as the US, UK, Australia, Indonesia, and Brazil (Barker et al., 2017; Cervantes & Meaney, 2013; Downward et al., 2018). The urgency arises from social challenges, including declining youth moral engagement and increasing behavioral problems in schools (Calderón-Almendros et al., 2024; Ward et al., 2021). Global educational reforms highlight character development as essential for preparing ethical citizens (Muhtar et al., 2021; Pozo et al., 2018). Its integration with social-emotional learning and behavioral interventions underscores the need for evidence-based approaches (Dhuli et al., 2022; Kosak et al., 2024).
   Despite growing interest, comprehensive bibliometric studies mapping global research on character education in PE remain limited (Camerino et al., 2019; Kirk, 2019). Few reviews address intersections with inclusive education, sustainable development, or culturally responsive pedagogy (Alcalá et al., 2019; Harvey et al., 2014).
   This study aims to conduct a bibliometric analysis of global research trends on character education in PE (2001–2025), focusing on publication patterns, theoretical frameworks, pedagogical models, keyword evolution, collaboration networks, and future research direction.

2. Methods
   Figure 1 Methodology used (Danvila-del-Valle et al., 2019)
   2.1 Research Design
   This study applies a bibliometric research design using the RStudio application version 4.5.1 (https://posit.co/download/rstudio-desktop/) to map and quantitatively evaluate scientific publications on physical education, sports, and character development from 2001 to 2025. This design systematically identifies trends, collaborations, and thematic evolutions.
   2.2 Procedures
   This dataset was retrieved from Scopus (https://www.elsevier.com/products/scopus). Cleaning of unstructured or messy data included removing duplicates, verifying metadata, and preparing files for bibliometric analysis using OpenRefine (https://openrefine.org/). The data was then entered into RStudio for analysis.
   Table 4. Documents obtained from searches in the databases
   2.4 Data Analysis
   Bibliometric indicators were analyzed using Bibliometrix in RStudio by analyzing six research questions on relevant biblioshiny output, ensuring comprehensive insights.
   Table 1. Research Questions

3. Results and Discussion
   Figure 1. Main Information
   Research on character education in physical education (PE) has shown consistent growth from 2001 to 2025, with an annual increase above 12%. The United States leads the field with nearly 400 publications, followed by Indonesia (~300), the United Kingdom (>250), and Australia (~160). China, Spain, and Canada contribute between 100-150 works, while Turkey, Malaysia, and Greece publish fewer than 100. These trends highlight the US as a global driver and emphasize strong Asian involvement, particularly from Indonesia and China. Collaboration networks demonstrate extensive partnerships across North America, Europe, and Asia, with leading journals including Physical Education and Sport Pedagogy and the Journal of Teaching in Physical Education.
   Regarding theoretical frameworks, values education, social learning theory, and experiential learning dominate, with character education and life skills emerging as central themes. Recent trends indicate a shift toward inclusive and technology-based approaches, particularly digital PE and inclusive pedagogy.
   Teachers are consistently identified as transformative agents positioned strategically in conceptual structures central to character formation. Research increasingly emphasizes their professional development and reflective practice, moving beyond instructional roles to shaping pedagogical beliefs and agency. Contextual analysis reveals that secondary education is the most studied level, although primary, higher education, and teacher training contexts also appear prominently. Regional differences are evident: European research highlights teacher professionalization, while Asian studies emphasize character education in primary schools.
   Innovative approaches such as gamification, sport-based interventions, and digital PE are increasingly adopted, particularly since 2018. Finally, PE is strongly linked to value transfer in life skills, citizenship, and civic engagement. A thematic evolution is observed from a focus on self-discipline toward broader goals of social participation and digital citizenship. Overall, PE emerges as a strategic platform for fostering moral values, life skills, and civic responsibility across diverse educational and cultural contexts.

4. Conclusion
   The bibliometric analysis reveals significant growth in character education research within physical education (2001–2025), led by the United States, Indonesia, and the United Kingdom. Findings highlight the dominance of values education, social learning theory, and experiential learning, alongside shifts toward inclusive and technology-driven pedagogy. Teachers emerge as key transformative agents, while regional variations show distinct priorities. Overall, physical education is affirmed as a strategic platform for cultivating life skills and citizenship.

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ABSTRACT
Physical education (PE) research often relies on Likert-type scales to measure complex constructs such as motivation, coaching effectiveness, and learner attitudes. However, inconsistencies in how researchers interpret Likert-scale data - particularly the widespread use of unstandardized total score intervals - introduce risks to both reliability and pedagogical decision-making. This study introduces the Range-Gem+ Method formula, a novel approach that standardizes Likert-scale interval interpretation using a micro-adjustment factor (Gem) to ensure equal-width and mid-point adjusted class intervals. Using the Positive Coaching Strategies Scale-30 (PCSS-30) as a pilot instrument, demonstrates how Range-Gem+ overcomes key limitations of total score interpretation, enhances comparability, and improves the rigor of data categorization. These findings support a shift away from total score dependence toward a unified mean score-based interpretation model.
Keywords
Likert-type scales, Range-Gem+ method, Positive Coaching Strategies Scale-30, Mean vs. Total scores, Unified Mean Score-based Interpretation Model

INTRODUCTION
The foundation of Likert-scale methodology stems from the work of Rensis Likert (1932). Likert-type scales are central to data collection in PE quantitative researches, often used to assess abstract but critical constructs such as student motivation, coaching quality, and self-efficacy. Despite their ubiquity, the interpretation of such scales remains inconsistent. Most researchers default to total score interpretation and derive class intervals arbitrarily - practices that lack methodological rigor and compromise the validity of findings. This study addresses that gap by introducing the Range-Gem+ Method and demonstrating its application in a PE context.
The Range Method was developed by prevalent use of Total Score Intervals (TSI) across various colleges - including PE - reflects an unexamined norm rather than a validated standard. Through Conventional Range Method with formula discrepancy, TSIs can lead into unequal or arbitrary class widths. Much more for multi-domain questionnaire, can lead to misinterpretation of attitudinal constructs. This becomes problematic when such flawed interpretations inform pedagogical decisions, program assessments, or student evaluations. There is a need for a standardized method that ensures interval consistency, scalability, and clarity.
The Range-Gem+ Method developed by Ebardo et al. (2025) addresses these issues. By adding a micro-adjustment factor (Gem = 10-n; n = decimal precision), this method develops an accurate formula that ensures equal-widths and midpoint-centered class intervals. It allows for consistent interpretation across domains, enhancing the validity and clarity of Likert-based evaluations.
This study critiques the conventional Range Method for its flawed class interval widths and formula inaccuracy and proposes the Range-Gem+ Method as a superior alternative. Additionally, this paper aims to demonstrate how the Range-Gem+ Method can standardize Likert-scale interpretation in PE research through mean score rather than total score interval. The method is empirically demonstrated using pilot test data from the Positive Coaching Strategies Scale-30 (PCSS-30), as a test instrument to show how this method enhances unified interpretive reliability and supports informed pedagogical decisions.
METHODOLOGY
This study employs a methodological-comparative design. The Positive Coaching Strategies Scale-30 (PCSS-30), a self-made Sports Psychology questionnaire, was randomly administered to 25 individual-event student-athletes during a pilot test at the 2024 ROTC Games in Zamboanga City, Philippines. The instrument comprises five domains:
• Communication and Feedback (7 items)
• Motivation and Team Building (8 items)
• Personal Development and Well-being (5 items)
• Self-Assessment and Improvement (10 items)
• Overall PCS (30 items)
Student-athletes rated each item on a 5-point Likert scale (1 = Very Low, 5 = Very High). Internal consistency was measured using Cronbach's alpha.
The critical and nuanced distinction between the conventional Range Method and the Range-Gem+ Method are mathematically investigated, compared, and synthesized - testing assumptions, refining clarity and demonstrating accuracy.
Two interpretation methods through Range-Gem+ were used for comparison:
A. Mean score with unified class intervals
B. Total score with factor-specific class intervals
RESULTS / DISCUSSION
Reliability Analysis:
• Full Scale Alpha: .988 (Very High)
• Subscale Alphas (Very High):
o Communication: .972
o Motivation: .973
o Well-being: .974
o Self-Assessment: .985
These values indicate remarkable scale coherence - suggesting that each set of items strongly measures a single construct. The internal consistency of the scale components justifies aggregation of item scores and supports the legitimacy of using mean scores for analysis and interpretation.
Demonstrating Accuracy: Range-Gem+ vs. Conventional Range Method 9
Range-Gem+ Method Conventional Range Method
1-3 Likert @ 1-decimal precision; n = 1

Gem = 10-n = 10-1 = 1/101 = 1/10 = 0.1

CW = [(HS - LS) + Gem] / k; k = 3
= [(3 - 1) + 0.1] / 3 = [2 + 0.1] / 3
CW = 0.7 (Exact)
Expect 3 intervals of 0.7 equal CWs 1-5 Likert @ 1-decimal precision
CW = (HS – LS) / k; @ k = 5
= (5 – 1) / 5
= 4 / 5
CW = 0.8 (Exact)
Expect 5 intervals of 0.8 equal CWs

Interval    Class Width
4.3–5.0 0.8

Interval Class Width 3.5–4.2 0.8
2.4–3.0 0.7 2.7–3.4 0.8
2.7–2.3 0.7 1.9–2.6 0.8
1.0-1.6 0.7 ✔ 1.0–1.8 0.9 ✘
Introduced:
• Consistent class widths across all
• Formula accuracy. • Inconsistent class widths
• Formula inaccuracy
The comparison exposes a fundamental flaw of conventional Range Method: it does not maintain equal class widths, even when it's claimed to. These inconsistency and inaccuracy gaps strengthen the Range-Gem+ Method superiority - robust for analysis and interpretation.
Class Intervals through Range-Gem+ Method: Mean Score vs Total Score
A. Mean score class intervals
1-5 Likert @ n = 2 (2-decimal precision); Gem = 10-n = 10-2 = 1/102 = 1/100 = 0.01
CW = [(HS - LS) + Gem] / k; k = 5, Gem = 0.01
= [(5 - 1) + 0.01] / 5 = [4 + 0.01] / 5 = 4.01 / 5 = 0.802 ≈ 0.81

The Range-Gem+ Method offers 1-set of intervals accommodating all domains.
Domain Interval CW Interpretation
Overall PCS
Communication and Feedback
Motivation and Team Building
Personal Development and Wellbeing
Self-Assessment and Improvement 4.22–5.02 (≥4.22) .81 Very High
3.41–4.21 .81 High
2.60–3.40 .81 Moderate
1.79–2.59 .81 Low
0.98–1.78 (≤1.78) .81 Very Low
The strengths of this unified structure:
• Mathematically balanced (midpoint adjusted and equal interval width of 0.81).
• Interpretively elegant (all components interpreted using one set of intervals).
• Psychometrically justified (supported by very high reliability from pilot testing).
• Supports comparability across all domains.
B. Total score class intervals
1-5 Likert @ n = 0 (0-decimal precision), Gem = 10-n = 10-0 = 1 / 100 = 1 / 1 = 1
CW = [(HS - LS) + Gem] / k; k = 5, Gem = 1
Domain Item CW Interpretation
Very Low Low Moderate High Very High
Overall PCS 30 24.5 ≈ 25 28-52 53–77 78–102 103–127 128-152
…Feedback 7 4.8 ≈ 5 6-11 12–17 18–23 24–29 30-35
…Team Bldg. 8 6.4 ≈ 7 7-13 14–20 21–27 28–34 35-41
…Wellbeing 5 4.2 ≈ 5 3-7 8–12 13–17 18–22 23-27
…Improvement 10 8.2 ≈ 9 8-16 17–25 26–34 35–43 44-52
Total score methods produce interpretation bands that are specific to each component’s number of items. However, this:
• Requires unique class intervals per domain, adding interpretation complexity.
• Allows unequal psychological weighting across dimensions leading to interpretation potential biases.
• May obscure cross-component comparisons.

The results affirm the advantages of mean score interpretation using the Range-Gem+ Method. The conventional use of total scores is mathematically sound but impractical for comparative or multi-component analysis. Total score intervals vary by item count, which complicates data presentation and weakens cross-factor comparability.
The Range-Gem+ Method standardizes mean score interpretations using equal-width, midpoint-aligned categories. By refining the boundary error in the conventional Range Method, the technique ensures interpretive accuracy and simplifies reporting. The method supports more intuitive communication of results to academic, educational, or policy audiences.
This study positions the Range-Gem+ Method as a standardized unifying interpretative framework for Likert-scale data, preserving the benefits of mean score usage while refining its common limitations.
CONCLUSIONS
This study encouraged the transition from total score dependence to a simplistic mean-based interpretations using the Range-Gem+ Method. By introducing a micro-adjustment factor “Gem” to refine conventional range-based discrepancies, the method provides equal-width, statistically sound, and replicable class intervals. Its application improves consistency, clarity, and cross-study comparability, particularly in instruments with multiple domains.
The Range-Gem+ Method represents a significant step forward in the methodological treatment of Likert-scale data, offering researchers a more transparent and standardized interpretation. Its adoption is a scholarly pedagogical decision-making and could mark methodological turning point for questionnaire-based research in Physical Education and beyond. Future studies should explore its generalizability across diverse instruments and fields.

REFERENCES
Ebardo, G. M., Fadare, S. A., Alcopra, A. R., Derramas, C. A., Kamlian, C. A., Aksan, J.
A., & Ebardo, G. J. M. (2025). Unlocking Accurate Data Categorization: The Range Gem+ Approach to Meaningful Intervals for Global Development Perspectives. Salud, Ciencia y Tecnología – Serie de Conferencias, 4:1434. https://doi.org/10.56294/sctconf20251434

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology,
140, 1–55.77

This research examines the transition of Physical Education instructors from online to face-to-face training, laying the groundwork for theoretical development. This study used Charmaz's grounded theory, which organizes inductive methods to construct theories in qualitative research. Purposive sampling was employed to select ten participants for this study, ensuring diversity. Physical education educators from universities participated. Theoretical sampling determined the sample group size. They were recruited through professional networks and academic conferences, providing a diverse range of perspectives. This investigation provides two phases of early data. The researcher hypothesizes the categorized phenomena. Second-phase studies indicated that themes were forming as the data saturated. The data was presented using Charmaz's (2006) themes. Phase 1 includes technology adaptation, integrated learning, creative teaching, student involvement, support networks, and mental health awareness. Phase 2 encompasses technology integration and adaptation, addressing obstacles and finding solutions, and promoting flexibility and participation in teaching and learning. Finally, the ideas were merged, and the Adaptive Educational Resilience Theory (RGB) was defined. In conclusion, some key findings from physical education teachers transitioning from online to in-person teaching approaches are helpful for transition teaching.

Introduction: The educational landscape has been shifted by the advent of digital technologies reconfiguring traditional pedagogical practices and forcing educators to rethink their teaching skills.
Purpose: This study sought to explore how Secondary Physical Education teachers of senior high schools in Davao City develop their teaching competencies in distance education implementation specifically on content adaptation, technology integration, and assessment competencies.
Method: A phenomenological method was employed to six PE teachers in 2020–2021 through semi-structured interviews. Data was analyzed using Colaizzi's seven steps method.
Findings: Three themes were identified: Content Adaptation Competency Challenges (70-75% feeling prepared, constraints of tablet module), Technology Integration Competency Gaps (Learning Management Systems (LMS) navigation difficulties, low digital literacy) and Assessment and Feedback Competency Adaptations (held onto pedagogical confidence but encountered difficulties with virtual feedback delivery).
Discussion/Conclusion: Physical educators showed perseverance in the face of severe competency difficulties. To achieve a successful distance PE, professional development on technological pedagogical content knowledge, improved infrastructure and distributed systems is needed.

Keywords: TPACK framework, modular learning, digital literacy, pedagogical adaptation, emergency remote teaching

A significant challenge arises from the misalignment between the CHED-prescribed BPEd curriculum and the broader competencies required in the MAPEH program of basic education, a gap that becomes most evident during internships when pre-service teachers encounter difficulties in teaching Music and Arts. Thus, this study explored the lived experiences of BPEd graduates teaching MAPEH, with emphasis on the challenges they encountered, their coping mechanisms, and the implications for teacher preparation. Utilizing a mixed-methods design, quantitative data were collected from 34 BPEd graduates through an online survey assessing content knowledge in Music and Arts, while qualitative insights were obtained from focus group discussions with eight purposively selected participants. Data were analyzed using descriptive statistics and Thematic Content Analysis. Results revealed difficulties stemming from limited subject-matter knowledge, curriculum misalignment, and challenges in handling Music and Arts. This study emphasizes that effective teaching requires adequate content expertise, as educators cannot impart knowledge they do not possess. It underscores the need to equip BPEd graduates with relevant competencies to minimize instructional struggles. The study recommends a systematic review and enhancement of the BPEd curriculum to ensure alignment with MAPEH requirements and to prepare future educators for the complex demands of teaching.

Digital tools have become significant in modern education, but many teacher trainers face challenges and difficulties in integrating them into their teaching practices. This study aims to investigate the challenges and problems faced by teacher trainers at the National Institute of Physical Education and Sport in using digital tools for instruction. A quantitative research method was conducted by using a Google Forms survey. There are 46 teacher trainers with 41 responses collected. The results reveal that lack of digital training, confidence, limited knowledge, lack of equipment are the main barriers for teacher trainers in National Institute of Physical Education and Sport. The study suggests that targeted digital training programs, increased access to equipment, and ongoing support are vital to help teacher trainers integrate digital tools or ICT effectively into their teaching practices. In brief, this study is vital for all teacher trainers in National Institute of Physical Education and Sport. This helps them see the effective, strength, and weaknesses of the teachers in using digital tools for their teaching. However, the research does not meet the high academic standard yet. Finally, I would like to suggest other researchers to conduct deeper to explore which digital tools are the most effective.

Anatomy is a cognitively demanding course in Physical Education, requiring students to recall extensive information that serves as a foundation for professional practice. Despite its importance, many students struggle with immediate recall of anatomical knowledge due to the subject’s complexity and the traditional lecture-based approaches commonly used in instruction. This challenge highlights the need for innovative teaching strategies that actively engage learners and enhance memory retention.
Game-based learning has emerged as a promising pedagogical approach that integrates interactive, competitive, and rewarding elements into the educational process. Games stimulate active participation, foster motivation, and create meaningful learning experiences, which can facilitate encoding and retrieval processes essential for immediate recall. Embedding game-based activities into lesson plans provides a structured means of reinforcing content in a way that is both engaging and effective.
In this study, a quasi-experimental design was employed to examine the effectiveness of game-based activities in improving immediate recall among students enrolled in Anatomy. Lesson plans embedded with game-based activities were validated by experts to ensure content accuracy and pedagogical appropriateness. A pre-test was conducted one week prior to the intervention, and the same instrument was administered as a post-test following the lesson. The results demonstrated a significant improvement in immediate recall (p < .001), suggesting that integrating game-based activities into Anatomy instruction can enhance students’ ability to remember content in the short term.

Keywords: Game-based learning, immediate recall, cognitive learning

This study aims to develop application-based electronic teaching materials in the wrestling extracurricular course at Medan State University by applying the Outcome Based Education (OBE) approach. This study uses a research and development (R&D) method referring to the Borg and Gall model which consists of ten systematic stages, starting from research and data collection to product dissemination. The trial subjects consisted of 30 students of the Physical Education study program consisting of an initial trial of 10 students and a trial in a large group of 20 students and 3 material experts consisting of media and language. Data collection instruments were in the form of a validation questionnaire and a user response questionnaire. Data were analyzed using quantitative descriptive analysis techniques in the form of percentages. The results of validation by experts showed that the electronic teaching materials were categorized as valid and suitable for use, both in terms of material content, media display, and language. Field trials showed that these teaching materials were able to improve students' understanding of basic wrestling techniques and support the achievement of learning outcomes. The OBE approach applied in this development succeeded in aligning learning objectives, processes, and evaluation. Thus, this application-based electronic teaching material can be used as an alternative learning resource in extracurricular wrestling learning in higher education.

This study aims to develop a Multi-Dimensional Training Program based on Smartwatch (PLMDS) to enhance holistic fitness—physical, mental, and emotional. With sedentary lifestyles on the rise and non-communicable diseases becoming more common, smartwatches offer strategic support for fitness through real-time data and instant feedback. This research addresses current gaps by designing a personalized training application that integrates gamification, interactive guidance, progress tracking, and online community support.

The application follows the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. The analysis and design phases are complete, and the project is now in development. In the analysis stage, user needs were identified, revealing key barriers like limited time, lack of motivation, and poor access to quality training. These insights guided the intervention design and program scope.

In the design stage, the training framework was structured: cardio and strength exercises for physical health, guided meditation for mental well-being, and mood tracking for emotional support. An intuitive smartwatch interface and evaluation indicators were also created based on physiological and psychological metrics.

Now in development, the program is being integrated into a smartwatch-compatible application that allows users to monitor heart rate, exercise duration, stress levels, and sleep patterns in real time. Initial trials are ongoing with 30 smartwatch users in Medan City, North Sumatra, using on-site sampling. The expected result is a technically feasible, user-friendly PLMDS application that supports sustainable holistic fitness improvement for smartwatch users.
Keywords: training program, multidimensional, smartwatch, holistic fitness,

Physical education (PE) teachers faced new challenges in the field of exercise and health promotion, as a nationwide application of Physical Activities toward Health and Fitness (PATHFit) in physical education towards improving health outcomes through movement competency. The researcher believes that through PATHFit as a new platform in teaching physical education focusing on health and fitness as integration for the improvement and expanding the scope and content of the curriculum. The readiness of the physical education teachers on the implementation of PATHFit as the new trend in teaching physical education (PE) across all courses.
The study used quantitative and qualitative; descriptive research design focusing on the implementation of PATHfit as the new platform of instruction in physical education as an advocacy for health and fitness. The study was conducted among selected HEI’s schools at the Province of Tawi-Tawi, BARMM. The researcher utilized the probability sampling technique. The sampling method that involves randomly selecting a sample, or a part of the population (physical education teachers) to determine the impact of PATHfit as new platform towards maintain health and fitness. Hence, the use of Pearson r (Product Moment Correlation) was utilize to determine the relationship on the implementation of PATHFit and the Teacher’s readiness to integrate PATHFit into the curriculum.
It was concluded that, varied approach to increase teachers’ competencies and literacy on the increasing prominence of PATHFit in physical education that serves as an avenue to promote the importance of physical fitness and its impact to health maintenance and lifestyle change. The implementation of the PATHFit is crucial towards providing lifelong learning skills both teachers and students that transcend the importance of physical activity and its effects towards health and fitness. The teachers must be equip with the right competencies, literacies and training towards effectively integrate PATHFit not limited to physical education but encourage as a health intervention plan throughout the program.
It was recommended for teachers to be open to change and not resistant to embrace the principles of PATHFit as a tool towards promoting healthier lifestyle Teachers were suggested to put emphasis on strengthening the core curriculum and training involving well – organize seminar and training for teachers to improve the implementation of PATHFit. Consequently, access opportunities like training/s to improve on his or her own professional practice were highly recommended with strong collaboration among schools domestic and abroad.

Keywords: Physical Education, Physical Activity, Health, Fitness, Lifelong Learning Skills

Abstract. This study aimed to find the relationship between student’s perception and academic performance in learning Physical Education using blended learning. The study used a descriptive correlational quantitative method research design. The respondents were the PATHFIT students of Northwestern Mindanao State College of Science and Technology in the first semester of the academic year 2023-2024. The level of students’ perception of blended learning in physical education is average. The academic performance of students in Physical Education was very good. There was no relationship between student’s perception and academic performance in learning Physical Education using blended learning. The transition of learning modality from face-to-face classes to distance learning caused by the COVID-19 pandemic challenged PE students and teachers. In order to increase blended learning's overall efficacy in physical education, educators should consider discussion on the issues related to perception and support in addition to technical challenges in the future.

Keywords: academic performance, blended learning, PATHFIT

Background
Since the dawn of industrialization, numerous changes have occurred in all facets of human life. People nowadays live very differently than they did in the past. Many aspects of communication, transportation, and the economy have improved. Along with these, the learning model of education has become more accessible as new technologies develop.
However, a global crisis due to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), COVID-19 has changed the world. According to the World Health Organization (WHO), COVID-19 is responsible for global excess mortality. As stated by Tria (2020), the educational sector was mostly affected. Face-to-face classes were suspended to stop the infection from spreading and to ensure the safety of the learners, teachers, and personnel.
However, to guarantee the continuous delivery of education under the “New Normal”, the Higher Education Commission (CHED) released a memorandum order no. 4 series of 2020 whose subject is the Guidelines on the implementation of flexible learning. This memorandum states that in compliance with the relevant Republic legislation Act No. 7722 (RA), also referred to as the “Higher Education Act of 1994”, Republic Act No. 11469, otherwise known as the” Bayanihan to Heal As One Act”, and by the virtue of Commission en Banc (CEB) Resolution No. 412-2020, the Higher Education Commission (CHED) hereby adopts and promulgates the Guidelines on Flexible Learning (FL) to be implemented by public and private Higher Education Institutions (HEI). This document contains the general guidelines that all levels of public and private higher education institutions in the nation must follow when implementing flexible learning and teaching options, approaches, strategies, systems, pedagogies, and modalities in undergraduate and graduate programs, including those that require permits. It will apply to all current HEI students, including incoming first-year students. Programs, courses, and learning interventions are designed and delivered to meet the individual needs of learners concerning location, pace, learning method, and learning outcomes. It covers face-to-face or in-person learning, learning outside of the classroom, and a combination of learning modes of delivery. It also involves the use of digital and non-digital technology. When the use of conventional teaching methods is impractical, like in the case of national emergencies, it guarantees the continuation of inclusive and accessible education. In this context, educators and students collaborate to create knowledge and have the authority to tailor learning experiences to improve student learning based on the realities of our classrooms. Therefore, flexible learning is an adaptable modality to teaching and learning that considers students' different learning styles and needs for different access points to course materials.
Correspondingly, there were several considerations upon the selection of the alternative learning delivery modality, such as the availability of materials at home, location, convenience, and printing cost. Results from the survey showed that only a few students had gadgets at home and the majority could not access the internet, thus online distance learning was not possible. To respond to the gap, a state college in the city of Tangub, one of the provinces in Misamis Occidental was able to come up with a solution of making a module for each subject course. The institution then tapped every nearby municipality to have a drop box area where students could submit their modules.
Two learning delivery modalities were crafted; the online modality through the use of Google Classroom and the modular type of learning where it was printed and distributed by the institution. Both are uniquely beneficial to the students. However, only those students who have an internet connection can access the Google Classroom. Thus, some students regardless of their location selected modular as their learning modality.
As a newly implemented mode of learning in the “New Normal Education”, the researchers aimed to assess the effectiveness of online and modular modalities of learning. It further sought to find out whether the blended type of learning has effects on students’ perception, and academic performance as well as the relationship of both student’s perception of blended learning and the academic performance of the respondents.

Statement of the Problem
This study aimed to find out the effectiveness of blended learning in Physical Education among the students of a state college in Tangub City and its relationship on students’ academic performance in the new normal delivery of instruction.
1. What is the level of students’ perception of Physical Education using blended learning?
2. What is the academic performance of students in Physical Education?
3. Is there a significant relationship between a student's perception and academic performance in Physical Education using blended learning?

Methods
This study used a descriptive-correlational design. It sought to find out whether there was a significant correlation between students' perception and their academic achievement when learning physical education through blended learning. The participants of this research were the 92 PATHFIT students of a state college in Tangub City, Northern Mindanao school year 2023-2024.
A modified questionnaire was pilot-tested to ensure its reliability and validity. The number of participants from each block was determined using stratified random sampling. Moreover, the data were statistically treated using weighted mean, and Pearson product-moment correlation coefficient.

Results
Based on the data that were gathered, the study's key conclusions are as follows:
1. Students’ level of perceptions in Physical Education using blended learning, was all average.
2. The level of academic performance of the students in Physical Education was very good.
3. There was no significant relationship between students’ perception on blended leaning and academic performance in physical education.

Conclusion
PATHFIT students and teachers faced challenges due to the COVID-19-related shift in the learning modality from in-person instruction to blended learning. Although, students value features like self-paced learning and flexible scheduling, questions remain about how effective blended learning is. Despite these reservations, a student's excellent academic achievement shows that they may succeed in a mixed-learning setting. Nonetheless, the lack of a strong link between students' perceptions and their academic achievement highlights the call for a more complex understanding of the variables affecting blended learning success. Going forward, teachers must think about addressing not just the technical difficulties but also the factors connected to perception and assistance in the hope of boosting blended learning's overall efficacy in physical education.

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Zheng, W., Ma, Y.-Y., & Lin, H.-L. (2021). Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students. SAGE Open, 11(4). https://doi.org/10.1177/21582440211058196.

This research utilized a phenomenological qualitative approach, in
which Physical Education teachers teaching SHS from Cotabato Province were
interviewed. Data reduction, data display, and conclusion drawing, and
verification analysis had been used to validate the accuracy of the information. The findings of the research are comprehensively illustrated in a form of a table. The first table is labelled as “FAVORABLE EXPERIENCES OF PHYSICAL EDUCATION TEACHERS IN TEACHING SPECIALIZED
AND APPLIED COURSES OF SHS SPORTS TRACK” to represent four themes.The second table is labelled as “PROBLEMS THAT PHYSICAL EDUCATION TEACHERS ARE HURDLING IN TEACHING SPECIALIZED AND APPLIED COURSES OF SHS SPORTS TRACK” to represent six themes. The study drawn that these themes have respective interventions like: a) Invest in retooling and enhancement of teachers’ skills specifically through specialized seminars; b) Retention Policy should be established to achieve a concentrated population of kinesthetically intelligent students; c) Revisit DepEd’s curriculum for SHS sports track to do curriculum mapping; d)School administrators should hire highly skilled physical education teachers; e) Schools should prioritize the budget allocation for facilities and equipment; f)
Institutional support and external collaboration should be amplified to broaden the opportunities of the; g) Non-Physical Education graduates teaching in Sports Track Program should be required to undergo proper training and education in Physical Education pedagogy through seminars and workshops. The researchers highly recommend this study as essential reading for the teachers and students alike, as it can help widen our understanding with what we need to know in order to address the problems and challenges facing the education system. It is time for everyone– the Department of Education, the teachers, the students, and all its stakeholders to work hand in hand and make the solutions a reality.

Keywords:Lived Experiences of Physical Education Teachers, Phenomenology, Sports Track

Gross motor skills are an important foundation for children's physical, cognitive and psychosocial development. However, the increasing rates of obesity and physical inactivity among Malaysian children have raised concerns about delayed motor development. This study aimed to evaluate the effects of a rhythmic movement program on the development of gross motor skills in primary school students aged 8 to 10 years. A total of 60 students were selected as a sample through stratified sampling for treatment group and control group. A quasi-experimental design involving treatment and control groups was used, with a 10-week intervention and the use of the TGMD-3 test to assess locomotor and manipulative skills. The study also took into account demographic variables such as age, gender, body mass index, physical activity time and socioeconomic status. The results of the study are expected to show an improvement in gross motor skills in the treatment group and provide practical recommendations for the integration of rhythmic movement into the primary school Physical Education curriculum in Malaysia.
Keywords: Gross Motor Skills, Rhythmic Movement, Physical Education, Locomotor Skills, Manipulative Skills, Curriculum Development, Motor Development

The purpose of this study was to evaluate the impact of combined plyometric and weight training on Shot Put performance among intercollegiate male athletes over a 12-week training intervention. Thirty-two male students, aged 21 to 28, from Dr. Sivanthi Aditanar College of Physical Education, Tiruchendur, participated in the study. The intervention involved a structured training program with progressive intensity levels ranging from 60% to 80%, assessed at three key points: before, during, and after the 12-week period. Shot Put performance served as the dependent variable, while the timing of assessment acted as the independent variable. Data were analyzed using descriptive statistics and repeated measures ANOVA with a significance level set at 0.05, utilizing SPSS software. Post hoc tests were conducted when significant F-values were observed to identify the stages with notable performance differences. The results showed a consistent and statistically significant improvement in Shot Put performance, especially in the second half of the training period (weeks 6–12), as compared to the baseline and initial phase (weeks 1–6). These findings underscore the effectiveness of training cyclicity, neuromuscular adaptation, and the role
of eccentric-concentric muscle contractions in power development. The study concludes that a combined plyometric and weight training approach, when applied with proper progression, significantly enhances Shot Put performance in collegiate athletes.

Abstract

The Special Program in Sports (SPS) plays a crucial role in enhancing the physical, social, and academic development of students, particularly those with a strong interest in athletics. This study examined the challenges faced by teacher coaches in implementing the SPS in Lanao del Norte Division for the 2024-2025 school year. The participants consisted of six teacher coaches, six school administrators, and six learners. They were chosen through a purposive sampling technique. An Interview Guide was used in gathering the data. Yin’s method of data analysis was employed in analyzing the collected data. The data gathered yielded the following main themes: 1) institutional and instructional barriers in special programs in the implementation of the sports, 2) academic, time, and motivational pressures, 3) navigating dual roles through time management, 4) enhancing learner satisfaction through support, motivation, and safety, 5) institutional and structural support systems and holistic professional growth and student-centered development. The practical implementation of the Special Program in Sports requires addressing institutional and instructional barriers, supporting teacher-coaches in balancing dual roles, and providing comprehensive resources. Schools and program implementers may provide sufficient funding, continuous capacity-building for teacher-coaches, structured institutional support, and adopt learner-centered strategies.
Keywords: motivation, sports implementation, student-athlete, support system, teacher-coaches

This study aims to: 1) determine the coaching pattern provided to athletes who participate in training, 2) determine what are the supporting and inhibiting factors for coaching Badminton UKM at the Bina Guna Sports and Health College (STOK). This research design is a qualitative study with a descriptive method. Data collection techniques are carried out by means of observation, interviews, documentation. The key instrument in this study is the researcher himself and assisted by supporting instruments in the form of a mobile phone, blank notes. The steps of data analysis are data reduction, data presentation. The results of this study are 1) The strength of Badminton UKM at STOK Bina Guna is its high-achieving athletes, 2) The weakness of Badminton UKM at STOK Bina Guna is the lack of attention from the foundation so that Badminton UKM at STOK Bina Guna still experiences a lack of facilities and infrastructure such as for heavy training equipment, 3) Opportunities that exist in the STOK Bina Guna Badminton UKM is a badminton student/athlete association that is highly respected in Medan City, especially if they have participated in district/city or provincial level events, 3) Threats (Threats) positive threats can be a motivation for athletes and coaches to improve their training achievements in the STOK Bina Guna Badminton UKM, while negative threats are the still low support from the foundation and for students/athletes who still have lecture schedules until the afternoon so that their training time is very minimal.

Abstract
Growing interest in sports-related programs at the tertiary level has been observed as more universities now offer associate and bachelor’s degrees in this field. It is crucial to admit students who are the best fit for the program. However, not all universities that offer sports courses have a systematic screening process.

This paper describes the academic profile, fitness test results, and athletic portfolios of 76 applicants to an associate-level sports program in a state university in Mindanao. Results showed that applicants who competed in national-level events generally scored higher in the fitness tests compared to those with a lower level of competition. However, this was not consistent across all tests. Some applicants who are academically strong but have limited competitive experience also performed adequately in the physical fitness tests.

Reviewing the academic performance, physical fitness, and athletic portfolios of applicants provides valuable insights that can help define indicators that determine who will be suitable for the sports program.

Keywords: Sports program admission, physical fitness profile, athletic portfolio.

Sustainability has emerged as a central concern in sports marketing, particularly regarding packaging practices. This conceptual paper examines how sports consumers’ preference for biodegradable packaging influences their purchase intention towards sports products. Drawing on the COM-B Model, this study positions biodegradable packaging not only as an environmental necessity but also as a strategic marketing tool for sports brands. The paper synthesizes existing literature to propose a conceptual framework whereby the elements of capability, opportunity, and motivation are related to consumer preferences to purchase sports products. A conceptual contribution, this paper does not present empirical data but provides insight that can guide future research. Ultimately, the framework developed here offers a foundation for future empirical testing and contributes to advancing sustainable practices in sports marketing.

In today’s world, many sport massage companies have shown inconsistent service and struggle to close the gap between customer perception and purchase intention. This study aims to investigate how consumer perception influences purchase intention towards sport massage services among university students at UiTM Shah Alam. As interest and wellness and recovery services rises, understanding the role of perceived convenience, service quality, and perceived value becomes crucial for services providers targeting the student demographic. Using a quantitative approach, data were collected from 95 students via online questionnaires with a 5- point Likert scale. Analysis through SPSS version 29 includes descriptive statistics and Pearson correlation The finding reveals a significant, positive correlation between consumer perception and purchase intention (r = 0.741, p < 0.05), with service quality emerging as the strongest influence (r = 0.703, p < 0.05) followed by perceived convenience (r = 0.679 p < 0.05) and perceived value (r = 0.633 p < 0.05). These results provide practical insight for improving marketing strategies enhancing service delivery and adjusting offerings to student needs. Ultimately, the study contributes to the growing literature on consumer behaviour in wellness services and offers actionable recommendations on increasing engagement in sport massage offering among university students.

The research aimed to investigate the needs and expectations of stakeholders involved in organizing a "Play and Learn to Development of Children's Brains" workshop project. The stakeholders were categorized into three groups: participants, sponsors, and supervisors of participants. The study utilized survey questionnaires and in-depth interviews as research tools. Statistical analysis of the data included averaging, standard deviation, and percentage calculations. Key findings from the research include demographic information of the respondents, with 62.5% male, 31.25% female, and 6.25% unspecified gender. A significant portion (25%) of respondents fell within the age range of 25-30 years, predominantly holding bachelor's degrees, with the largest percentage (37.5%) being teachers. Regarding the needs and expectations of stakeholders, the survey identified high-level needs in terms of location, equipment, and facilities (mean = 4.83, SD = 0.47), speakers (mean = 4.79, SD = 0.56), knowledge acquisition (mean = 4.97, SD = 0.13), activity planning (mean = 4.90, SD = 0.25), and overall expectations for successful organization (mean = 4.87, SD = 0.36). Interviews with sponsors revealed their expectation that funding or product support would contribute to achieving project objectives, with the additional hope that participants would become familiar with and prefer their products in the future. Supervisors of participants emphasized their expectation that staff would apply workshop knowledge to enhance teaching, research, and child development activities. Overall, the research highlighted critical insights into stakeholder needs and expectations, providing valuable guidance for organizing future educational workshops aimed at children's brain development.

Abstract: Student-athletes often face the dual challenge of balancing academic demands with sports commitments. While moderate stress can foster growth and resilience, excessive academic pressure may lead to burnout and a decline in participation in sports. This study aimed to explore how academic stress and burnout influence the level of sports engagement among non-elite university student-athletes. A descriptive-correlational design was employed with 1,486 student-athletes (64% male, 36% female), aged 18-24 from various universities in Iligan City, Philippines. Respondents were selected based on their competitive experience and years of participation. Standardized survey instruments measured academic stress, burnout, and sports engagement, and responses were analyzed to determine patterns and associations. Findings revealed that academic stress produced mixed effects on sports engagement. While some stress factors, such as self-perception and performance pressure, contributed positively to motivation and participation, heavy workloads and high expectations diminished engagement. Burnout consistently lowered sports engagement, with dimensions such as cynicism, exhaustion, and inadequacy showing strong negative impacts. The results highlight the dual role of academic stress, acting as both a motivator and a barrier depending on its intensity and the athlete’s coping strategies. Burnout, however, emerged as a uniform risk factor, undermining enthusiasm, energy, and commitment to sports. To sustain student-athletes’ engagement, schools and athletic programs must balance academic rigor with support systems that reduce burnout risks. Strategies such as academic flexibility, stress management initiatives, and mentorship can help student-athletes thrive in both academic and athletic domains.

Keywords: Student-Athletes, Academic Stress, Burnout, Sport Engagement

The fear of failure exerts a significant influence on the motivational orientation of student-athletes, often shifting their drive from intrinsic to extrinsic sources. Grounded in Self-Determination Theory (SDT), this study examined the predictive relationship between fear of failure and athletic motivation. A total of 321 student-athletes from various educational institutions in Iligan City participated, all of whom possessed at least five years of athletic experience and had competed in tournaments ranging from the regional to the national level. The Performance Failure Appraisal Inventory (PFAI) was employed to assess fear of failure, while the Sport Motivation Scale (SMS) was used to evaluate motivation. Data were analyzed through bivariate correlation and multiple regression using JASP version 28. Results revealed that all five dimensions of fear of failure significantly influenced student-athletes’ motivation. Among these, fear of displeasing important others was identified as the strongest predictor, followed by fear of experiencing shame and guilt, fear of devaluing one’s self-worth, fear of an uncertain future, and fear of losing others’ interest. The findings suggest that fear of failure undermines the basic psychological needs of autonomy, competence, and relatedness, thereby fostering controlled rather than autonomous forms of motivation. Consequently, creating autonomy-supportive environments and ensuring psychological safety are essential in reducing fear-based pressures and in promoting sustainable, self-determined motivation among student-athletes

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.

Designing for Culture: The Development of ‘Tara, Dula’ Higaonon Games and Sports Manual
Braylin A. CAPITAN1, Cristian Jel B. LABADISOS2, Vienna Lou L. CARBONELL3
1,2,3Mindanao State University – Iligan Institute of Technology, Philippines
viennalou.libres@g.msuiit.edu.ph

Abstract
It is vital to preserve indigenous culture through education, particularly for groups that are underrepresented in the mainstream curriculum. In order to document and promote the rich traditional games and sports of the Higaonon community, this study aims to develop an instructional manual called Tara, Dula: Higaonon Games and Sports Manual. Guided by the Successive Approximation Model (SAM), the study followed three iterative phases: preparation, iterative design, and development. A total of four (4) traditional games and four (4) indigenous sports were selected based on cultural relevance and physical education potential. In the development phase the manual went through three (3) rounds of validation from the four (4) experts, through integrating feedback, the developed manual improved to better serve educational goals enhancing overall learning experiences. The iterative process helps refining the material’s format, content, presentation and organization, accuracy and up-to-datedness ensuring effectivity in various educational contexts. Therefore, after the thorough iterative evaluations, the validators' insightful recommendations have significantly contributed in enhancing the comprehensiveness of the manual which will serve as a repository of the Higaonon games and sports to cultivate preservation promote its rich culture. It is recommended that the manual will be implemented in rural and urban elementary schools.

Keywords: Instructional manual, Culture Preservation, Development, Games, Sports.

This study presents Duelo, a choreographic work that synthesizes Arnis, the Philippines' national martial art, with traditional Filipino dance motifs to portray a layered narrative of courtship, conflict, and cultural identity. Framed within a practice-based research methodology, the composition integrates the twelve basic Arnis striking techniques into folk-inspired movement vocabularies. These are arranged across six choreographic figures: The Grace of Fierceness, A Warrior’s Charm, The Courtship, Duelo, Striking Techniques, and Combo Finale. Each segment demonstrates martial elements such as kumintang hand gestures, triangular formations, cartwheels, forward rolls, and warrior stances, emphasizing both narrative fluidity and combat precision. The creative process involved collaborative movement generation, reflective journaling, and audience feedback, supporting the thematic development of each sequence. Beyond its artistic function, Duelo offers a cultural and pedagogical tool for promoting Filipino values such as bravery, honor, and love while presenting a dynamic model for integrating martial heritage into physical education and MAPEH curricula. The study argues that hybridized performance forms like Duelo can serve as impactful vehicles for cultural preservation, curriculum enrichment, and the sustainability of indigenous knowledge systems, especially within Southeast Asian academic and community settings.

Keywords: Arnis, Filipino martial arts, cultural dance, practice-as-research, performance studies, Southeast Asian arts

ABSTRACT
Physical activity is essential for maintaining overall health and well-being, offering numerous physical and mental health benefits. However, for Muslim women, particularly Meranao women, engaging in regular physical activity is often constrained by cultural and religious contexts. This study aimed to explore the complex relationship among cultural barriers, exercise adherence, and the mediating role of physical activity motivation among Meranao women aged 18–30, officially enrolled at Mindanao State University–Marawi City during Academic Year 2024–2025.
Using a descriptive-correlational and mediation design, the study investigated how cultural and religious beliefs, gender norms, family and social support, clothing expectations, environmental barriers, and external perceptions impact motivation and adherence. A total of 369 purposively selected respondents answered three adapted survey tools: Cultural Barriers Questionnaire, Adherence to Exercise Rating Scale, and the Motivation for Physical Activity Questionnaire. Data were analyzed using SPSS Version 20, employing the estimation-maximization technique to address missing values.
Findings revealed that Meranao women face significant structural and cultural constraints, including the lack of women-only spaces, gender-segregated facilities, modesty norms, and limited role models. Despite these, many women exhibited intrinsic motivation rooted in personal well-being and self-development. Regression analysis showed that motivation significantly predicts exercise adherence, while cultural barriers exert both direct and indirect effects. Environmental barriers emerged as the strongest predictor, followed by clothing norms and family support.
The study emphasizes the importance of culturally sensitive interventions that consider both motivational and structural dimensions to effectively promote physical activity among Meranao women.
Keywords: cultural barriers, exercise adherence, motivation, Meranao women, physical activity

This study aims to examine the integration of local cultural values and increase students' physical activity through the traditional game of Patok Lele in Physical Education learning in elementary schools. The Patok Lele game, which comes from the culture of the people of North Sumatra, contains elements of the value of cooperation, sportsmanship, and motor skills that are in accordance with the competencies of Physical Education learning. The research method used was descriptive qualitative with a field study approach. Data were collected through observation of student activities, interviews with Physical Education teachers, and documentation of game implementation. The results showed that the application of the Patok Lele game was able to increase students' active participation, strengthen social interaction, and instill local cultural values in the learning process. Thus, the integration of traditional games in Physical Education subjects not only contributes to the development of motor skills, but also enriches students' character education. This study recommends the use of traditional games as contextual media in Physical Education learning to preserve culture while achieving national education goals.

This study explores the historical origins and evolution of the Kappa Malong
Malong dance of the Maranao people through a mini-ethnographic approach. Using
semi-structured interviews, participant observation, and historical documents, the
research highlights how the dance evolved from a cultural expression into a
performance art form shaped by both tradition and modern influences. Findings reveal
that while institutional figures such as the Darangen Cultural Troupe and Prof. Ele
were central in its popularization, community custodians such as the onor (traditional
chanters) and elders played a vital role in preserving authenticity. Two major themes
emerged: (1) The Historical Origins, highlighting the roles of documentation,
attribution, creative inspiration, and cultural memory; and (2) The Evolution,covering
the transformation of movements, expressive styles, and external influences such as
borrowed choreography and audience-oriented adaptations. Seven key participants
contributed diverse perspectives: a cultural practitioner, cultural expert, local official,
community member, cultural ambassador, student performer, and physical education
teacher. Their insights reveal a balance of lived memory, institutional record, and
contemporary reinterpretation. Results underscore the importance of preserving the
dance’s authenticity amid modernization pressures. The study concludes that the
Kappa Malong Malong is both a cultural archive and a living performance, requiring
balanced preservation and adaptation to remain relevant for future generations.

Keywords: Kappa Malong Malong; Maranao dance; cultural preservation;
performance evolution

The purpose of this study was to determine how the implementation of outdoor education affects mental health. Mental health of students has become a major concern in the last decade, especially related to stress and depression that can affect student activities in the college environment. This study aims to explore the effectiveness of adventure-based outdoor education in reducing student stress. The method used in this study was an experiment with a two-group pretest-posttest design, this study involved 30 students (15 sports students and 15 non-sports students) who were selected randomly. The research instrument used the validated Perceived Stress Scale (PSS-14) questionnaire. The results showed that involvement in outdoor activities (outdoor education) can reduce stress levels. Based on the results of data analysis, the significance value was 0.019 which indicated a significant effect of outdoor education on student stress levels. The conclusion of this study is that there is a significant effect of outdoor education on student stress levels. Outdoor education can be used as a media or tool to reduce student stress levels.

Mental health problems like depression and sedentary behavior are increasing, especially among university students. This research and development study aimed to create and develop recreational programs to promote student happiness. The research was conducted in three phases. The sample group in the first phase consisted of 400 students from Rajamangala University of Technology, Lower Central Higher Education Network Group, Thailand, and the sample group in 2-3 phases consisted of 19 experts. The research tools used include a questionnaire and in-depth interview guidelines. Phase 1 revealed that the preferred activities among students were, e.g., outdoor/nature activities (mean = 3.13), special activities during festivals (mean = 3.11), and social activities (mean = 3.10). Phase 2 developed a recreational program that included eight activities based on student needs: 1. Separation activity...tell them to identify 2. Self-reflection activity...in the shadows of the past 3. Running activity...don't roll and fall backwards. 4. Volunteer activity for artificial coral conservation 5. Tie-dye activity...tie and dye 6. Karaoke Singing Contest activity 7. Beautiful garden arrangement in glass bottles activity and 8. Tea Tree Ranger parade activity. These programs are offered in three formats: a full-time format (eight weeks, once a week), a condensed format (four weeks, twice a week), and the interest format, which is to choose 1-2 activities according to the sub-components of happiness. A 42-item happiness assessment tool was also developed to fit the context of those students. The findings of Phase 3 were that the recreational program was feasible and suitable for implementation

Transportation plays a crucial role in facilitating students’ engagement in outdoor recreation, particularly for those enrolled in recreation-based academic programs. This study examines the role of the bus travel system in enhancing access to outdoor recreation among Outdoor Recreation students in the Faculty of Sports Science and Recreation, Universiti Teknologi MARA (UiTM) Shah Alam. A quantitative research design was employed using a structured questionnaire distributed to 120 students, with data analyzed through descriptive statistics and inferential tests. Findings revealed that the availability, reliability, and affordability of the bus system significantly influence students’ participation in outdoor activities, with accessibility identified as the strongest contributing factor. The study highlights the importance of efficient transportation in ensuring equitable opportunities for experiential learning and recreational engagement. Recommendations include strengthening the scheduling, frequency, and management of the bus system to better support students’ academic and recreational needs. This research contributes to the discourse on mobility and recreation accessibility in higher education, offering practical insights for policy makers and university administrators.

In the 21st century, the field of education has undergone rapid changes, placing increasing demands on student teachers. Bachelor teacher trainees in physical education, in particular, often face both academic and physical pressures that may lead to significant stress.
Purpose: This research aims to understand the level of stress, the causes of stress, and the methods of stress management among student teachers at the National Institute of Physical Education and Sports. Method: The researcher employed a mixed-method approach, combining both quantitative and qualitative methods. Results: Among the 25 student teachers, 22 experienced moderate stress, while one experienced high stress. The main causes of stress were excessive research assignments, high expectations for academic performance, low self-confidence, and the curriculum. For stress management, the student teachers primarily used coping strategies such as time management and adjusting their attitudes and beliefs. They did not utilize the counseling services at the National Institute because they felt too shy and lacked confidence in the effectiveness of those services.

Empirical evidence indicates that children and adolescents engaged in sports are more likely to meet physical activity guidelines compared to non-participants, and they tend to remain active in adulthood. With the high prevalence of physical inactivity among youth worldwide, sports participation provides a viable means for them to engage in physical activity. Thus, promoting youth sports participation can be an important public health strategy. The prevalence of sports participation among adolescents in the Philippines, particularly in Mindanao, remains undocumented. This cross-sectional study used data from the 2019 Functional Literacy, Education, and Mass Media Survey to describe the prevalence of sports participation among children and adolescents in Mindanao and to examine its correlates. The sample included 4,388,347 children and adolescents aged 10 to 17 years (M = 13.49, SD = 2.26), with 50.8% males and 49.2% females. Findings revealed that only 4.4% of Filipino youth reported engaging in sports. Binary logistic regression analysis indicated that older adolescents and females are less likely to participate in sports, whereas those residing in rural areas and attending private schools are more inclined to engage in sports. Results suggest that most Filipino children and adolescents do not participate in any sport activities. Sports leaders, educators, health professionals, local government officials, and policymakers, need to extend sports opportunities to a broader youth demographic, rather than concentrating efforts solely on those already exhibiting athletic tendencies. Females, adolescents, urban residents, and those from public schools could particularly benefit from such initiatives.

Keywords: public health, organized sports, youth

Abstract
Mental health is an important issue in Indonesia, but still faces various challenges. The 2022 Indonesian National Youth Mental Health Survey (I-NAMHS) revealed that: 34% of Indonesian adolescents experience mental health problems. Initial data through observations of 80 students at the Bina Guna Sports and Health College, Department of Physical Education and Recreation Health regarding the description of student mental health, 64 felt easily worried, 66 fearful, 78 shy, 68 distrustful, 42 unfocused and 53 emotional. The focus of this study is to analyze the effect of yoga exercises (Kapha and Hatha), self-compassion (high and low) and gender (female and male). This study used an experimental method with a 2x2x2 factorial design. The population and sample in the study were 40 PJKR students from the 2021 class of the Bina Guna Sports and Health College, consisting of 20 females and 20 males. The measurement of students' mental health used the GHQ-12 mental health questionnaire, which consisted of 24 questions. The results of the two-way repeated measure analysis showed that there was an influence of yoga exercises (Kapha and Hatha) on mental health, there was an influence of self-composition (High and Low) on mental health, there was an influence of gender (female and male) on mental health. The conclusion of this study is that there is an influence of yoga exercises, self-composition, and gender on mental health in STOK Bina Guna Medan students.

Keywords: Yoga, Self Compossion, Gender, Mental Health, Students

Introduction: The massive increase in T2D rates worldwide is primarily due to population aging, rising obesity levels, and physical inactivity. Physical activity minimizes diabetes-related cardiovascular diseases by delaying prehypertension progression. This study aimed to determine the relationship between obesity factors and diabetes mellitus linked to physical activity in Indonesia.
Methods: This cross-sectional study utilized Indonesian Family Life Survey (IFLS-5) data from 34,241 participants meeting inclusion criteria. Main risk factors were physical activity, obesity, and diabetes mellitus, with age, gender, education, marital status, and cholesterol as confounding variables.
Results: Diabetes mellitus affected 779 respondents while 33,462 were non-diabetic. Non-obese individuals had 59% lower diabetes risk (OR=0.41) than obese individuals. Moderate physical activity reduced diabetes risk by 17% (OR=0.83, 95%CI: 0.672-1.034), while vigorous activity provided 45% risk reduction (OR=0.55). Low physical activity had highest diabetes risk (OR=1.121, 95%CI: 0.948-1.326), while moderate to vigorous activity had significantly lower risk (OR=0.552, 95%CI: 0.443-0.687).
Conclusion: Individuals with low physical activity had highest diabetes risk. Obesity combined with low physical activity significantly increases diabetes mellitus risk in the Indonesian population.

Abstract
Adolescents, particularly student-athletes, face heightened vulnerability to stress, anxiety, and symptoms of depression (SAD) due to ongoing brain maturation, academic demands, and competitive pressures. Unaddressed psychological challenges can negatively impact their athletic performance, academic success, social development, and overall well-being. This quantitative study assessed SAD levels among 391 junior and senior high school student-athletes from Region 10 (Northern Mindanao), Philippines, using the Depression, Anxiety, and Stress Scale – 21 Items (DASS-21). Respondents were selected through stratified random sampling based on competition level (local, regional, national). Data were analyzed using SPSS version 12, and all ethical protocols—including informed consent, assent, and confidentiality—were strictly followed. Findings revealed that student-athletes exhibited mild levels of stress, severe levels of anxiety, and mild levels of depression. These results indicate that adolescent athletes are at significant emotional risk, with anxiety emerging as the most pressing psychological concern. The study underscores the need for targeted psychological interventions, such as stress management programs, mental health awareness campaigns, and coach-led support initiatives, to reduce SAD levels among student-athletes. Addressing these concerns can enhance their well-being, academic success, and athletic performance, aligning with the goal of holistic learner development in Philippine education.

Keywords: Anxiety, Depression, High School, Level, Stress, Student-Athletes

While the significance of effective hand hygiene (HH) in disease prevention, both in clinical settings and the community, is well-established, there exists a notable research gap concerning the intricate relationship between individual socioeconomic factors and hand-washing behavior among school children. For this reason, this study aimed to investigate the relationship between hand hygiene and the socioeconomic status of elementary Students in Iligan City. A total of 492 Grade six students from different schools of Iligan City participated in the study comprising 41% male and 59% female. The result showed that most of the respondents - believed that it is important to wash their hands before eating. When it comes to Hand cleaning practices most of the students indicated that they washed their hands when their hands were visibly dirty with water and soap. Furthermore, most of the students used personal towels or handkerchiefs when drying their hands. Furthermore, the results also indicated that there is a significant relationship between the SES of the students and their hand hygiene knowledge level and practices. Therefore, the higher the SES status the higher their hand hygiene knowledge and practices will be. Lasty, including other factors that may affect the hand hygiene knowledge and practices of the students such as gender and age in the study is highly recommended.

This study aims to develop and validate the TGFU-ABC (Teaching Games for Understanding–Anti-Bullying Character) model as an innovative learning medium to promote psychosocial development in elementary school physical education. The developed product consists of four types of modified tactical games; Invasion games, Net/Wall games, Target games, and Striking & Fielding games that integrated with anti-bullying behavioral values. The research employed research and development (R&D) design, involving expert validation, small-scale trials, large-scale implementation, and dissemination. Validation by two experts resulted in a score of 87%, indicating high validity. A small-scale trial involving 80 students and ten product-related statements yielded a score of 82%. Feedback from ten elementary physical education teachers suggested improvements in simplifying game rules and adjusting the complexity of movements in each game type. After revisions, a large-scale trial with 200 students produced a score of 90%, showing that the model was well-accepted and suitable for classroom implementation. The final stage involved dissemination by publishing the TGFU-ABC guidebook, complete with tutorial videos, and distributing it through teacher training activities and subject forum groups. In conclusion, the TGFU-ABC model is valid, practical, and appropriate as a learning medium for integrating psychosocial values into elementary physical education.
Keywords: Anti-Bullying, Physical Education, Psychosocial Development, TGFU-ABC

Project-Based Learning (PBL) is a constructivist theory where students learn and develop critical thinking skills by investigating and solving real-world problems. This research uses PBL framework as a teaching method aligned with the American Council on the Teaching of Foreign Languages (ACTFL) guidelines where students respond to a problem by writing and creating an informative, persuasive, and visually appealing infographic-infomercial project proposal. The project integrates ACTFL standards such as communication and communities to ensure that students develop strong writing skills that are effective and applicable in various contexts. The project begins with the senior high school (SHS) students working in groups to solve problems in the school campus. Throughout the project, students engage in various stages of writing, including drafting, revising, and finalizing content. Data were collected over the course of 18 weeks and consisted of students’ drafts, scripts, and writing skills assessment rubric scored by the teachers. The project culminates with student presentations, which highlight the real-world applications of their work. Findings indicate that using PBL enhances SHS students' writing skills. Peer collaboration and feedback play a crucial role in this development, helping students progress from intermediate to advanced writers leading to improved quality of their writing.

Keywords: project-based learning, peer collaboration, feedback, writing skills, real-world application

Abstract
This study investigates the influence of school sports facilities and equipment on student engagement in Physical Education (PE), emphasizing the teachers’ self-efficacy. Results show that while the availability of facilities (e.g., basketball and volleyball) is high, individual and culturally significant sports are underserved. Regression analysis reveals that teacher self-efficacy significantly predicts student engagement across intellectual, psychomotor, and learning dimensions (p < .001), whereas facilities alone have a direct effect on students’ engagement. The findings highlight that self-efficacy is a stronger predictor of engagement than resource availability. This suggests that improving PE outcomes requires not only addressing disparities in infrastructure but also strengthening teacher development programs. Therefore, the study recommends equitable resource allocation, promotion of inclusive sports programs, and continuous professional development to empower teachers and foster a more engaging, holistic, and culturally responsive physical education environment.

Keywords: Physical Education, facilities, equipment, student engagement, teacher self-efficacy, regression analysis, resource allocation, professional development.
1. Introduction
Learner engagement is a key indicator of success in Physical Education (PE), promoting motivation, autonomy, and holistic development through physical activity, teamwork, and discipline. However, many PE programs—particularly in rural areas—struggle due to inadequate facilities and equipment, limiting both instructional quality and student participation. Studies (Rosete et al., 2022; Kroupis et al., 2019) highlight that insufficient resources negatively affect both student engagement and teacher confidence.
Teacher satisfaction with available resources strongly influences their self-efficacy, which plays a vital role in enhancing students’ intellectual, psychomotor, and learning engagement. While past research has explored the separate roles of resources and teacher effectiveness, few studies have examined how these factors interact—especially in under-resourced settings.
This study aims to assess the impact of PE facilities and equipment on teacher satisfaction and self-efficacy, and how these in turn affect student engagement. It also provides a socio-demographic profile of public and private high school teachers in Iligan City, examining how differences in resource availability influence engagement strategies across school types. The findings aim to inform policies that promote equitable access, teacher development, and improved PE outcomes.
2. Methods
This study employed a descriptive-correlational quantitative design using stratified and purposive sampling to examine the impact of PE facilities and equipment on teacher self-efficacy and student engagement in public and private schools in Iligan City. Data were gathered through structured, adapted survey questionnaires assessing socio-demographic characteristics, resource adequacy, self-efficacy, and engagement strategies. Tools included a resource checklist (Valenzuela, 2018), the General Self-Efficacy Scale (Tsai et al., 2014) (α = 0.85), and the Teacher Engagement in PE Questionnaire (Nguyen, 2023) with high reliability (α=0.82–0.90). Quantitative data were analyzed using Jamovi, applying descriptive statistics (mean, median, mode, standard deviation) to evaluate perceptions of PE program effectiveness and engagement. This study followed a systematic approach to ensure accurate and reliable data collection. The researchers first obtained an approved letter of consent to conduct the survey. This letter was then submitted to the relevant authorities of each private high school and to the Superintendent of the DepEd Iligan for public schools, to ensure proper authorization. Approval from both private and public school administrators was obtained to facilitate the survey process. The researcher gathered data through surveys administered to all suitable respondents. Both printed survey questionnaires and google forms were utilized to ensure inclusivity and accessibility, allowing for a comprehensive data collection process.
3. RESULTS AND DISCUSSION

3.1 Demographic Profile
Majority of teachers are under 30 years old (46.7%), female (68.3%), and PE majors (88.3%). Most hold a bachelor’s degree (86.7%) and have varied teaching experience, with 31.7% having over 10 years. Respondents were equally distributed between public and private schools (50% each), enabling balanced comparisons. According to Miao et al. (2024), new teachers are often full of energy and enthusiasm, which plays a significant role in actively engaging students in physical education activities. However, 30% of the teaching is positively associated with job satisfaction particularly when it aligns with teachers’ perceived needs (Smet, 2021). Additionally, female respondents make up 68.3% of the population, reflecting the international trend of a higher proportion of women in the teaching profession (Barni et al., 2019). Martone (2020) emphasized that teachers’ sex should be considered in the teaching-learning process, as it can help foster a more effective learning environment between students and teachers.Deng and Maria (2024) noted that higher levels of education are often accompanied by increased self-confidence and greater innovation in teaching methods. In terms of teaching experience, a substantial portion of teachers have more than ten years in the profession, indicating a mix of both experienced educators and new entrants. Experienced teachers are typically associated with more advanced teaching skills, which contribute to greater student engagement and academic performance (Hidaya et al., 2023). Furthermore, private schools often offer superior facilities that enhance student engagement and learning outcomes (Lamba, 2022). In contrast, public schools may face challenges due to rescue limitations, which can hinder educational quality and student participation (Herpratana & Sumaryanti, 2019).

3.2 Availability of Facilities and Equipment
Team sports facilities like volleyball (90%) and basketball (83%) are widely available. Individual and culturally significant sports (e.g., arnis: 48%, taekwondo: 38%) are less supported. Equipment for basketball and volleyball is fully available (100%), while others like lawn tennis (28%) and track and field (28%) are limited. Intellectual sports like chess (93%) and scrabble (63%) are relatively well-supported.
The result shows that overall self-efficacy significantly predicts overall involvement with positive effect; β = 0.276 with low correlation and p = 0.002. This indicates that a person who has a little higher level of self-efficacy is more likely to display a higher involvement level. A previous study (Abun, 2021) found that self-efficacy influences work performance and is shaped by the work environment. Individuals confident in handling challenges are more likely to engage fully (Centeio et al., 2022), aligning with research linking self-efficacy to sustained learner motivation (DeMartini & Villemaire, 2023). While facilities can enhance engagement, their impact is often secondary to factors like instructional quality and teacher support (Herpratana & Sumaryanti, 2019; Kroupis et al.,2019; Widiastuti, 2019). Overall, boosting self-efficacy may be more effective in increasing participation than improving facilities alone (Wardanis et al., 2023).
4. Discussion
This study intends to explore the impact of school sports facilities and equipment on student engagement in Physical Education (PE), with a focus on the mediating role of teacher self-efficacy. The findings of this study is interesting in a number of ways:
Firstly, female respondents make up 68.3% of the population,while male respondents comprise 31.7%. This distribution reflects broader trends in the teaching profession, where women continue to outnumber men. Martone (2020) emphasized that the teacher’s sex should be considered in the teaching-learning process, as it can contribute to a more effective and responsive classroom environment. Supporting this view, Gong et al., (2018) found that assigning female middle school teachers in China resulted in higher academic achievement and greater social adaptation among female students, suggesting that gender alignment between students and teachers can positively influence learning outcomes.
Secondly, the quality of sports facilities and equipment in schools significantly affects students’experiences, levels of participation , and overall satisfaction with physical education programs. This reveals that the availability of these resources plays a pivotal role in shaping students’ intellectual, psychomotor, and learning engagement within the physical education context.
Lastly, self-efficacy is a more powerful predictor of student engagement than the direct availability of facilities. Facilities support engagement indirectly, particularly when leveraged by confident and skilled teachers. Disparities in equipment availability, especially for individual and culturally significant sports, highlight the need for more equitable resource distribution.

Abstract
This mixed-methods study successfully developed a structured pamphlet for Arnis livestick patterns to enhance the practice and mastery of these techniques among beginner practitioners. The research addresses the challenge beginners face in mastering the complex and fluid movements of livestick patterns due to a lack of structured and accessible educational materials. Employing a purposive sampling method, the study involved ten respondents, including five expert arnisadors and five beginner practitioners. Data was gathered through a structured questionnaire, feedback forms, and expert consultations. The qualitative data was analyzed using thematic analysis, while quantitative data was analyzed using descriptive and inferential statistics. The result is a comprehensive, user-friendly, and systematic educational resource designed to facilitate skill development and improve training outcomes by providing clear, step-by-step guidance on livestick patterns.
Keywords
Arnis, Livestick Patterns, Educational Materials, Structured Pamphlet, Mixed-Methods Research

Abstract
This research aims to develop a method for implementing a model-based practice (MbP) in physical education by integrating it with effective teaching methods, strategies, and styles. Three learning models are chosen as the main delivery themes: movement education, fitness education, and cooperative learning. The enablers to be integrated in this practice are five features of ‘meaningful physical education /MPE': social-interaction, challenge, motor competence, fun, and self-expression. The progress of teachers in implementing the teaching approaches in their classes was monitored and guided by facilitators, following a qualitative ethnographic approach using Casey & Ann MacPhail’s method. The results show that most teachers felt satisfied with their teaching performances in applying model-based practices, particularly in teaching physical activities and fundamental basic skills that directly contribute to health-related fitness. However, many teachers felt confused by the multitude of delivery systems needed to clarify the positions and roles of methods, strategies, and teaching styles. They lost track of the MPE features. Additionally, some teachers remain trapped in traditional methods of teaching PE and are perplexed mainly by the complexity of combining two or three learning models in one lesson. Generally, a significant gap persists between teachers’ mindsets and the teaching skills necessary to foster student voices, choices, and ownership.
Keywords: model-based practice, meaningful PE, motor competence, social interaction.

1.Introduction

This research aims to develop a method for implementing a model-based practice (MbP) in physical education (Metzler, 2017; Casey and Kirk, 2024), by integrating it with effective teaching methods, strategies, and styles. Three learning models are chosen as the primary delivery themes: movement education, fitness education, and the cooperative model. The enablers to be integrated in this practice are five features of ‘meaningful physical education /MPE' as: social-interaction, challenge, increased motor competence, fun, and delight (Beni, S., Fletcher, T., Ní Chróinín, D. , 2017; Beni, S., Fletcher, T., & Ní Chróinín, D., 2018). However, the implementation of this model has not been widely applied, which is understandable, considering the numerous limitations teachers and prospective teachers face in understanding learning models in PE (Casey, A., 2014).

2.Methods

This study uses an ethnography-based action approach. Two analytical questions to inform and guide our analysis: (1) What did teachers learn about implementing MBP through this project that will help other physical education practitioners implement the multi-model MBP approach? and (2) What are the enablers and main obstacles to implementing the initial MBP?

2.1 Research Design
Borrowing from Casey & Ann MacPhail’s method, the PE Teacher Competency Development program is organized into six parts. In the first part, the researcher and participants discussed MBP from a multi-model perspective. In the second part, the researcher explored which models to integrate. The third part details that teachers should note, experience, and reflect on their teaching performance during teaching practice in their own schools. Fourth, discuss the teachers’ performance based on the results that emerge from data analysis of the videos. In the fifth section, to revisit the two previously mentioned frameworks (the curriculum and pedagogical model). Finally, we conclude by suggesting that a balance needs to be struck between the aspirations of each pedagogical model —the MBP approach — and the realities of school life.

2.2 Participants and Procedures
The sample consisted of 32 people, comprising 18 from Lampung Province and 14 from Central Kalimantan Province. Lampung province comprises 10 female teachers and 8 male teachers, while Central Kalimantan comprises 6 female participants and 8 male participants.

2.3 Data Analysis
To maintain and improve the focus of data collection, teachers use a reflective cycle in their lesson-by-lesson diary. This cycle focuses on six stages of reflection: (1) Description: what happens? (2) Feelings: What does the teacher think? (3) Evaluation: What was good or bad about the experience? (4) Analysis: What meaning can the teacher make from this situation? (5) Conclusion: What else can teachers do? and (6) Action plan: if teaching again, what will the teacher do?

3.Results and Discussion

Through the expressions and discussions, this study formulated so many results, but this report only exposes the following results:
1. The study included sixteen teaching unit lessons that used the movement education model and the fitness education model applied to various subject matters selected by the respective teachers.
2. Most teachers are making progress in implementing model-based practices, especially in emphasizing physical activity, which leads directly to health-related fitness improvement.
3. Most teachers are still confused by the numerous delivery systems required to differentiate between teaching methods, approaches, strategies, and styles. Single-model MbPs have not been positioned as a quick fix for physical education, and multi-model MbPs tend to be more complex.
4. Students, on the other hand, have felt the meaning of the lessons they attended, especially in the aspects of physical and motor skills, the pleasure of following lessons, the presence of challenges, and social significance.

4.Conclusion

Based on the results above, it can be concluded that:
1. The implementation of MbP in PE lessons has helped PE teachers integrate several models that combine subject matter-focused models and models emphasising educative purposes, without compromising the use of methods, strategies, and teaching styles in each episode of the lesson.
2. Teaching skills that have been considered equivalent to other features, such as methods, approaches, strategies, and teaching styles, should be used as generic terms to accommodate the concept of teaching skills.
3. Previous pedagogical features in teaching PE, such as methods, strategies, styles, and even teaching models, have helped teachers and prospective PE teachers reinforce the pedagogical model, particularly cooperative learning, in their teaching skills.
4. The meaning of meaningful PE learning has been more understood as strands that should be utilized as indicators of the practical PE lessons that PE teachers should strive for in every action of their teaching, particularly when they implement the MbP.
5. Teachers are eager and willing to involve students in every domain beyond the single physical domain. They also really believe that the development of students' voice, choice, and ownership was strengthened when they implemented the MbPs.

Acknowledgment
This research was funded by a grant provided by Universitas Pendidikan Indonesia # 284/UN40.LP/PT.01.03/2024).

References
Casey and Kirk (2024). Applying Models-based Practice in Physical Education. Routledge-4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN.
Beni, S., Fletcher, T., Ní Chróinín, D. (2017). Meaningful experiences in physical education and adolescent sport: A literature review. Quest, 69(3), 291-312.
Beni, S., Fletcher, T., & Ní Chróinín, D. (2018). Use meaningful experiential features to guide basic physical education practices. European Physical Education Review, 1356336X18755050.
Casey, A. (2014). Model-based practice: great white hope or white elephant? Physical Education and Sports Pedagogy, 19(1), 18–34. https://doi.org/10.1080/17408989.2012.72697
Ennis, CD (2013). Implement a meaningful and educational curriculum and assessment in a complex school environment. Sports, Education and Society 18(1): 115–120.
Kemdikbud, 2024. Pembekalan Enumerator Pemantauan Diseminasi Gelombang. 2 (https://docs.google.com/presentation/d/1NbYFxznuyqE0_GLvNRy3oIk57bQ3NvEY8Pn2KTHlAXo/edit#slide=id.g30a609ef4f3_0_0)
Metzler, Michael W. 2017. Instructional models for physical education. (3rd. ed.) Routledge.
2 Park Square, Milton Park, Abingdon, axon OX14 4RN.

Teacher competence is a fundamental factor in ensuring effective instruction and achieving quality education outcomes. In the Philippine context, the Philippine Professional Standards for Teachers (PPST) provides a benchmark for evaluating the preparedness of future educators. This study assessed the level of competency among Bachelor of Physical Education (BPEd) pre-service teachers, who represent the pioneering graduates of the program in Mindanao State University–Iligan Institute of Technology. Specifically, it sought to determine their strengths and readiness across the seven domains of the PPST.
A descriptive-quantitative research design was employed, and the respondents consisted of 75 graduating BPEd students from the academic year 2021–2022. Data were gathered through a standardized PPST-based survey questionnaire distributed electronically, and results were analyzed using weighted mean. The findings revealed that the pre-service teachers demonstrated high competence across all domains, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community
linkages and professional engagement, and personal growth and professional development. Notably, the highest competencies were observed in establishing effective learning environments and pursuing continuous professional development, while slightly lower but still high ratings were recorded in addressing learner diversity. Despite facing challenges from two years of online learning brought by the COVID-19 pandemic and the pressure of being the first cohort under the revised BPEd curriculum, the respondents were able to achieve the standards of beginning teachers. These results underscore the adaptability, resilience, and readiness of pre-service teachers in navigating curriculum shifts and evolving educational landscapes. The study highlights the need for flexible and responsive teacher education curricula that can adapt to future disruptions while sustaining high levels of teacher preparation. It also emphasizes the importance of fostering continuous professional growth to produce globally competitive educators capable of meeting 21st-century teaching demands.

Abstract
Perfectionism is a prevalent trait among athletes that can either serve as a driving force for achievement or contribute to psychological distress when left unmanaged. This study investigates the relationship between perfectionism and burnout among junior high school student-athletes in the Philippine context, where empirical evidence on the topic remains limited. Utilizing a quantitative descriptive-correlational design, the study surveyed student-athletes using standardized instruments to assess levels of perfectionism and burnout. Results showed high levels of self-oriented perfectionism and emerging indicators of emotional and physical exhaustion. A weak but significant correlation was found between maladaptive perfectionism and burnout. Findings emphasize the need for mental health support systems in school-based athletic programs, aligning with the global agenda of promoting well-being through sports.

Keywords: Perfectionism, Burnout, Student-Athletes, Mental Health, Junior High School

Background
Perfectionism, characterized by the pursuit of flawlessness and high personal standards, is commonly found among athletes and is often regarded as both a strength and a vulnerability (Flett & Hewitt, 2021). While adaptive perfectionism can enhance motivation and performance, maladaptive perfectionism, marked by excessive concern over mistakes and external expectations, has been linked to increased psychological strain and burnout (Hill & Madigan, 2017). Burnout in athletes typically manifests as emotional exhaustion, reduced sense of accomplishment, and devaluation of sport participation (Raedeke & Smith, 2001).

Despite significant international research on this topic, localized studies on perfectionism and burnout among adolescent athletes in Southeast Asia, particularly the Philippines, are scarce. Adolescents engaged in competitive sports are especially vulnerable to psychological stress due to developmental transitions and pressure to perform (Appleton & Curran, 2020). This gap in the literature calls for research that contextualizes perfectionism and burnout in Filipino youth athletes to inform appropriate educational and psychological interventions.

Objectives
This study aims to:
1. To determine the level of perfectionism among athletes.
2. To assess the level of burnout experienced by athletes.
3. To determine the relationship between perfectionism and burnout among athletes.
4. To investigate the influence of perfectionism on burnout among athletes.

Methods
A quantitative descriptive-correlational research design was adopted for this study. Participants included junior high school student-athletes from selected public and private schools in the Philippines, selected through purposive sampling. Two standardized instruments were used: the Multidimensional Perfectionism Scale (MPS) by Hewitt & Flett (1991), which measures personal standards, concern over mistakes, and perceived external expectations. Athlete Burnout Questionnaire (ABQ) by Raedeke & Smith (2001), assessing emotional and physical exhaustion, reduced accomplishment, and sport devaluation. Data were analyzed using descriptive statistics to determine central tendencies and Pearson’s r to assess the correlation between perfectionism dimensions and burnout indicators. Ethical protocols were followed, including informed consent and data privacy safeguards.

Results
The findings revealed that participants exhibited high levels of self-oriented perfectionism, particularly in personal standards. While the overall burnout scores were within low to moderate ranges, early signs of emotional and physical exhaustion were noted in several respondents. A weak but statistically significant positive correlation (r = .29, p < .05) was found between maladaptive perfectionism traits, particularly concern over mistakes and perceived external pressures, and burnout components, suggesting that perfectionistic tendencies may contribute to stress and fatigue over time. Adaptive forms of perfectionism, however, were not strongly associated with burnout symptoms.

Conclusion
This study highlights the dual nature of perfectionism in the lives of junior high school student-athletes. While striving for excellence is an essential aspect of competitive sport, maladaptive perfectionism may lead to emotional exhaustion and potential burnout if not properly addressed. These findings underscore the urgent need to integrate mental health and wellness programs into school-based athletic environments, particularly those that promote healthy coping strategies and resilience. In line with Sustainable Development Goal 3: Good Health and Well-being, educational institutions, coaches, and sport organizations should be equipped to recognize psychological risks and foster balanced environments where performance and well-being can coexist. Further research is recommended to explore longitudinal effects and intervention strategies in the adolescent athletic population.

References
Appleton, P. R., & Curran, T. (2020). Adaptive and maladaptive perfectionism in sport: A review and research agenda. International Review of Sport and Exercise Psychology, 13(1), 1–26. https://doi.org/10.1080/1750984X.2019.1663255

Flett, G. L., & Hewitt, P. L. (2021). The perfectionism pandemic meets COVID-19: Understanding the stress, distress, and problems in living for perfectionists during the global health crisis. Journal of Concurrent Disorders, 3(1), 81–105.

Hill, A. P., & Madigan, D. J. (2017). A short review of perfectionism and sport. International Journal of Sport Psychology, 48(4), 310–319.

Raedeke, T. D., & Smith, A. L. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport and Exercise Psychology, 23(4), 281–306.

United Nations. (2021). Sustainable Development Goals: Goal 3 – Ensure healthy lives and promote well-being for all at all ages. https://sdgs.un.org/goals/goal3

Athlete performance is the ability to achieve optimal results in sports, which is influenced by various physical, psychological, and nutritional factors. The application of an elite athlete physical performance monitoring system aims to determine the level of fitness and physical condition of athletes, which will then be combined into an application.
This study is a continuation of previous research, using a battery of fitness tests to detect fitness levels within an integrated digital administration framework. The implementation of this study is similar to that of a typical test, but the difference is that the process will be integrated online with the equipment, and the test results will be automatically entered upon completion of the test.
The research method uses the Borg and Gall Model research and development (R & D) method which is divided into 2 research stages; Stage 1, development of test tools and Stage 2, development of application software. The results of the study were tested on 100 athletes from 10 sports that the test results of three product assessment indicators that the effectiveness of product use, display of use and the results of the test evaluation on this elite athlete monitoring system application can be used with an overall percentage of 89% is suitable for use.
The conclusion of the research trial was to improve the appearance of the test equipment to make it more attractive and the appearance of the test results application to make it easier for users to read the results. This research will contribute to the development of test implementation in North Sumatra Province, Indonesia.

This report presents an innovative, strategic framework for a collegiate badminton training program developed by synthesizing the coaching philosophies of elite coaches. The program's design is guided by the Input-Process-Output (IPO) and Successive Approximation Model (SAM) frameworks, ensuring a dynamic and adaptable system for continuous improvement. The framework includes a tiered curriculum focusing on progressive skill development, from foundational drills like hitting accuracy and footwork to advanced tactical drills such as "netshot recover kill" and counter-tactics. It outlines a phased approach to physical conditioning, integrating general fitness with sport-specific endurance through high-intensity multi-feeding drills and plyometrics. The program emphasizes a continuous evaluation cycle, utilizing tools like timed drills, quarterly assessments, and performance in tournaments to monitor athlete progress and refine the training regimen. This model moves beyond a static list of drills to provide a living system that can be meticulously tailored to the diverse needs of collegiate student-athletes, enhancing their performance, fitness, and strategic thinking for competitive play.

Keywords: Badminton, Training, Collegiate Athletics, Coaching, Performance Enhancement

Abstract
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

Abstract
This experimental study examined the impact of a six-week Push-Pull-Leg (PPL) resistance training program on the strength, power, and agility of male volleyball athletes at the University of Antique. Thirty male athletes were purposively assigned to either an experimental group (n=15), which participated in PPL training three times weekly for two hours per session, and a control group (n=15) that continued their regular volleyball training regimen. Pre- and post- intervention assessments included the 1-Repetition Maximum (1- RM) Bench Press to measure upper body strength, the Vertical Jump Test for explosive lower body power, and the Southeast Missouri (SEMO) Agility Test for overall agility. Nonparametric statistical analyses revealed that the experimental (PPL) group achieved significant gains in both explosive power and agility compared to the control group, which exhibited only marginal improvements. However, maximal strength enhancements were modest and did not differ significantly between groups. These findings suggest that integrating a short-term PPL resistance training protocol with routine practice can effectively improve key volleyball-specific physical attributes, particularly explosiveness and agility, in collegiate athletes. To induce greater strength adaptations, future protocols may require a longer duration and increased progressive overload. Overall, the PPL approach demonstrates promise as a supplementary training tool for volleyball players, principally for boosting power and agility.

Keywords: Resistance Training, Push-Pull-Leg, Strength, Power, Agility, Volleyball, Athletes

1.Introduction

Elite volleyball performance depends on the integration of skill, power, agility, and strength. While skill-based and aerobic training forms the bedrock of most volleyball programs, a growing body of research highlights the necessity of structured resistance training to maximize athletic outcomes3-4. The Push-Pull-Leg (PPL) split is a resistance training model that divides training sessions into days focused on pushing, pulling, and leg exercises. This approach, popular among fitness enthusiasts, is designed to ensure comprehensive muscle development and adequate recovery. Despite its appeal, limited empirical evidence exists on its efficacy for competitive athletes, especially in volleyball where explosive vertical movements and rapid direction changes are central to success. At the University of Antique, coaching analysis revealed gaps in explosive vertical power and on-court agility areas not adequately addressed by traditional routines. Guided by the theoretical frameworks of Connectionism and Periodization theories, which stress the value of readiness, systematic progression, and repeated practice, this research aimed to determine whether a structured PPL program would improve strength, power, and agility among university-level volleyball players. The central hypothesis posited greater enhancement in all three metrics for athletes completing the PPL regimen compared to standard training.

2.Methods

2.1Research Design
This study employed a quasi-experimental design with a before and after intervention approach to determine the effects of the Push-Pull-Leg (PPL) Resistance Training Programs on purposively selected thirty male volleyball athletes from the University of Antique, actively
participating during the 2024–2025 academic year.

2.2 Participants

The participants of the study were the purposively selected thirty male Volleyball Athletes from University of Antique and were randomly divided into an experimental group (n=15) and a control group (n=15). The experimental group engaged in a PPL resistance training program spanning six weeks, with three sessions per week, each lasting two hours. Training included multi-joint compound exercises designed to target push (bench press, shoulder press), pull (barbell row, pull-ups), and leg (squats, lunges) movements, and followed a progression of load and complexity while standard volleyball training continued. The control group maintained their typical volleyball training, without added resistance sessions.

2.3 Instruments and Materials used

A Push-Pull-Leg Resistance Training Program was designed and implemented as the functional training intervention. Pre- and post-intervention assessments evaluated upper body strength using the 1-RM Bench Press (Wood, 2008), explosive power with the Vertical Jump Test (Sargent, 1921), and agility using the Southeast Missouri (SEMO) Agility Test, adapted from Kirby (1971). This structured training approach allows for balanced muscle group targeting, promoting optimal recovery and strength gains, as supported by research on split training protocols

2.4. Data Analysis

All tests were administered under standard protocols and results were categorized based on normative scales. Descriptive statistics (mean, standard deviation, mean gain) were computed, and inferential analysis used the Wilcoxon Signed Rank Test for within-group changes and the Mann-Whitney U Test for between-group comparisons, with a significance level of 0.05.

2.5 Ethical Considerations

Ethical protocols were strictly observed. An informed consent was obtained from all participating athletes, along with the consent of their coach. Approval to conduct the study and use university facilities was granted by the University President and Sports Director. Participation was voluntary, with the right to withdraw at any time. Data confidentiality was maintained, and all training sessions were safely supervised with appropriate warm-up and cool- down routines.

3.Results & Discussion

Analysis revealed clear differences between the experimental (PPL) and control groups across all measured variables. Assessment of upper body strength via the 1-RM Bench Press revealed slight, comparable improvements in both groups. The experimental group’s mean increased from 0.63 (SD = 0.09) to 0.77 (SD = 0.11), while the control group improved from 0.70 (SD = 0.12) to 0.76 (SD = 0.13). Despite these gains, both means remained classified as “poor.” The mean difference in improvement between the groups (0.14 vs. 0.06) was not statistically significant (p = .905), indicating that short-term PPL training did not confer a clear advantage in maximal strength development over standard volleyball training.

Lower-body explosive power, measured by the Vertical Jump Test, demonstrated substantial improvement in the experimental group. Their mean performance rose from from "above average" (M = 60.20, SD = 6.69) to "excellent" (M = 72.20, SD = 6.61), with a mean gain of 12.00. In contrast, the control group improved from 60.04 (SD = 7.90) to M= 66.93 (SD = 6.54), ), a mean increase of 6.89 cm, which did not reach the “excellent” threshold. The between-group difference in power gains was statistically significant (t(28)= 2.193, p = .037), supporting the effectiveness of the PPL intervention in enhancing vertical explosive power among volleyball athletes.

Agility, assessed using the SEMO Agility Test, improved substantially in the PPL group, with mean times decreasing from 12.35 seconds (SD = 0.58) to 10.91 seconds (SD = 0.39) a shift from “average” to “good.” The control group’s mean improved from 12.51 seconds (SD = 0.60) to 11.30 seconds (SD = 0.52), also reflecting improvement, though to a lesser extent. The PPL group’s mean gain in agility (-1.44 seconds) exceeded that of the control group (-1.21 seconds Although the experimental group showed a greater reduction in agility test times, the between-group difference was not statistically significant (p =.320). Performance on the SEMO Agility Test showed pronounced gains in the PPL group, where mean times decreased from 12.35 seconds (SD = 0.58, “average”) to 10.91 seconds (SD = 0.39, “good”), resulting in an average gain of -1.44 seconds. The control group also improved, from 12.51 seconds (SD = 0.60) to 11.30 seconds (SD = 0.52), a mean gain of - 1.21 seconds. Although the experimental group showed a greater reduction in agility test times, the difference between-group was not statistically significant (p = .320). Baseline comparisons confirmed no significant differences between groups in strength, power, or agility (all p > .05), validating the comparability of groups at the outset. This strengthens confidence that the observed improvements in power and agility can be attributed to the PPL training intervention.

4.Conclusion

This study demonstrates that a structured six-week Push-Pull-Leg (PPL) resistance training program, combined with regular volleyball practice, significantly improves lower-body power and agility in male collegiate volleyball players. Gains in vertical jump and agility are attributed to the PPL's multi-joint, high-velocity exercises that enhance neuromuscular adaptation. However, no significant maximal strength improvements were observed, likely due to the program’s short duration, as longer, progressively overloaded training is generally needed for strength gains in trained athletes.
Importantly, these results show that effective performance improvements can be achieved in university settings with limited equipment, highlighting the value of well-designed resistance programs. The findings support incorporating periodized PPL training into collegiate volleyball conditioning to boost explosive power and agility, while suggesting longer interventions are necessary for strength development. Future research should explore extended training durations, varying intensities, and their impact on performance, skill acquisition, and injury prevention.

Given the shared demands for explosive power and agility, this PPL approach may also benefit athletes in sports like basketball, dragon boat racing, and lawn tennis, which require rapid, multidirectional lower-body movement.

Acknowledgement

The researchers would like to thank the student athletes, panelists, validators, and all participants who generously shared their time and insights. Their support and contributions were invaluable to the success of this study.

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