It gives me great pleasure to share some of the activities we have been developing this year. In addition to the special issue on Gender that we published early this year in partnership with IAPESGW, the elected ISCPES Board has been undertaking various responsibilities. ISCPES continues its work in three main directions: publication, research and events. In terms of publication, the journal International Sport Studies has continued its regular publication schedule, and interest in publishing in it has increased enormously! Our Co-Editors-in-Chief, Maria Luisa M. Guinto and Richard Peter Bailey, together with the editorial team, have been doing a great job coordinating the workflow and maintaining quality. We appreciate the addition of Walter Ho as Associate Editor to the editorial team. Our ISCPES Book Series, published by Routledge, is also proud to announce the publication of Physical Education in India. Tradition, Development, and Contemporary Perspectives, edited by Usha Nair. The book features nearly 50 contributors, and Usha Nair has done an impressive job coordinating its compilation. We have two more book proposals in progress at this stage! On March 12th, we celebrated our first 2026 webinar. On International Women’s Day, the theme of the webinar was: 'Empowering Women Through Sport: Student Voices on Women’s Participation in Sport'. The event was held together with the students from the Master Program in Sport Administration of the Russian International Olympic University (RIOU), who served as speakers. We had speakers from China, Ghana, Guatemala, India, Kazakhstan, Nigeria, Pakistan, Russia, The Gambia, Uganda, Zambia, and Zimbabwe. Thanks to the logistical support from Ms. Iya Macharadze and the technical team from RIOU. In August, we will celebrate our 2nd webinar. For more information, please check our webpage! In terms of research, the International Study on Quality Physical Education (ISQPE), coordinated by Dr Walter Ho, was launched in July 2026. The purpose of the research project is to develop a benchmark and evaluation tool that can be used internationally to investigate the overall performance and developmental proficiency across four issues in physical education: 1. Inclusion in QPE, 2. Extended Learning in Sport, Exercise and Physical Activities, 3. Classroom Learning, and 4. Use of the Latest Technology in Physical Education. The invitation to participate as a researcher is still open! Finally, I am pleased to announce that our ISCPES 24th Biennial Conference will take place from 6 to 8 October 2027 in the beautiful city of Monterrey, Mexico. It will be hosted by the Universidad Autónoma de Nuevo León (Autonomous University of Nuevo León) at the Faculty of Sport Organization (FOD). Please include it in your academic agenda for 2027. Further information will be available on our website!
Physical education (PE) can contribute to whole-person development, yet its potential is often constrained by mind–body dualism, narrow performance priorities, and limited teacher preparation. This systematic review examined how holistic PE has been conceptualised, enacted, evaluated, and challenged in research published from 2015 to 2025. Following PRISMA guidance, six databases were searched for peer-reviewed studies. After title, abstract, and full-text screening, 35 studies addressing holistic PE in formal educational settings were included. An inductive, domain-based thematic synthesis combined open coding with thematic clustering across four predefined domains: conceptualisations, practices, outcomes, and challenges. The analysis generated 152 codes, 189 subthemes, and 15 meta-themes. Across the literature, holistic PE was commonly framed through physical and health literacy, embodiment, whole-person health, and the development of personal and social resources. Reported practices included embodied, reflective, culturally responsive, and interdisciplinary approaches. Outcomes extended beyond physical competence to cognitive development, social and emotional learning, values, agency, and health literacy. Persistent barriers included standardised assessment, mind–body dualism, weak cultural integration, and insufficient teacher preparation. Based on these findings, the review proposes the Holistic Physical Education Ripple Framework (HPERF), informed by the Tai Chi symbol and systems thinking. HPERF represents holistic PE as an evolving ecosystem in which concepts, practices, outcomes, and challenges interact dynamically. It provides a flexible structure for curriculum design, reflective teaching, evidence mapping, and future longitudinal research.
Numerous studies have shown that athletes’ dispositional mindfulness is positively associated with sports performance, psychological skills, and mental toughness. Purpose: This study tested whether self-confidence mediates the association between mindfulness and mental toughness among Thai national athletes and investigated whether sport type moderates this mediation model. Participants included 408 Thai national athletes (Mage = 22.52, SD = 5.92) representing individual (n = 219) and team sports (n = 189). Data were collected using the Mindfulness in Sport Questionnaire (Thai version), the Revised Competitive State Anxiety Inventory-2 (CSAI-2R) for self-confidence, and the Thai Mental Toughness Questionnaire. Internal consistency for all scales ranged from 0.76 to 0.97. The results demonstrated that mindfulness significantly predicted both self-confidence and mental toughness, with self-confidence acting as a partial mediator. The moderated mediation analysis (Model 59) was significant (Index of Moderated Mediation = 0.105, 95% CI [0.021, 0.208]). Specifically, the mindfulness-confidence linkage (Path a) was stronger in team sports, whereas the confidence-mental toughness relationship (Path b) was more pronounced in individual sports. This study contributes to the literature by clarifying the mindfulness–self-confidence–mental toughness pathway. Within the Thai context, mindfulness is positioned as a 'naturalised grounding' derived from Buddhist heritage, offering a unique baseline for elite athletes. Finally, the findings suggest that coaches should implement sport-specific mental training—focusing on filtering social noise for team sports and bolstering internal belief for individual sports
There is increasing interest in the association between psychological well-being, motivation, physical literacy, self-regulation, and physical education. While the impact of each of these variables on students’ health is well established, a comprehensive review of their interconnections has been limited. A thematic literature review was conducted using Web of Science, ScienceDirect, PubMed, and Google Scholar, searching for English-language studies published from 2020 to 2024. The keywords were “self-regulation”, “motivation”, “physical education”, and “psychological well-being”. After selection, 82 peer-reviewed articles and relevant books were included from different cultural contexts, using longitudinal, cross-sectional, and survey-based designs. The findings were integrated using a thematic synthesis approach. The review highlights the significance of self-regulation in enhancing physical performance, stress management, attention control, and positive attitudes towards exercise, which are related to psychological well-being and academic success. Motivation, particularly students’ motivation, has been identified as a key factor in the development of physical literacy and long-term physical activity engagement. These constructs co-occurred and mutually reinforced one another across studies, with self-regulation and motivation jointly predicting both physical and psychological performance outcomes and indicators of psychological well-being. Improving self-regulation and motivation in physical education could contribute to better psychological well-being and physical literacy among students. These findings have important implications for the development of evidence-based educational programs, educational strategies, and educational policies to promote resilience, lifelong physical activity, and balanced student development.
Recently, there has been an increase in mental disorders among university students, which constitutes a public health problem. Therefore, factors such as unhealthy lifestyles and academic pressure significantly influence the emotional well-being of this population. An analytical, observational, and cross-sectional study at an exploratory level was conducted. This study aimed to analyse the relationship between Physical Activity, lifestyle, and mental health (anxiety, depression, and stress) in 60 chemical sciences students (25 men and 35 women, 22 ± 2.33 years old). The DASS-21 mental health assessment scale, the FANTASTIC lifestyle questionnaire, and the IPAQ-short Physical Activity questionnaire were administered. Statistical analysis included descriptive statistics, chi-square tests, and Spearman correlation coefficients. The results showed that 90% of participants met the WHO recommendations for Physical Activity. No associations were found between Physical Activity and emotional symptoms. In contrast, a significant relationship was found between lifestyle and symptoms of depression (p = 0.003), anxiety (p = 0.035), and stress (p = 0.004). Students who reported an excellent lifestyle had a higher proportion of moderate-to-severe symptoms across all three subscales. This finding, although limited by the sample size (n = 60), suggests the need to explore whether the lifestyles and characteristics of chemical science students could act as potential psychological risk factors in this population. The results indicate that, in the sample studied, lifestyle showed a stronger association with mental health outcomes than physical activity.
The advent of the emerging technologies era opened up new modes of digital learning tools, such as Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR). As an expressive form of physical education, performing arts e.g. dance/movement processes require individualized learning modes to respond to students' diverse needs guided by physical educators. Literature reveals that MR is a transformative tool to facilitate the rapidly evolving field of movement/physical education. This mixed-method research aims to develop a survey instrument to examine the ‘Needs’ of physical education learners, as well as their understanding and acceptance of hybrid learning modes. The study also proposes the 'MENG' framework to guide module design and support students’ online learning through MR. Findings from instrument validation revealed high learner acceptance, evidenced by a 85% survey response rate. Correlation analysis revealed statistically significant relationships (p < 0.01) among ‘Internet Usage’(IU), ‘Students' Understanding’(SU) of MOOC+SPOC, and ‘Students' Attitudes’(SA) towards Blended Learning, with correlation coefficients of 0.644, 0.712 and 0.962 respectively, indicating a moderate positive relationship among these three variables. Complementing these findings, the qualitative research using ‘Exemplary-case Analysis’(ECA) revealed that MR-driven educational systems enable the creation of personalized and engaging learning experiences tailored to learners' individual styles and diverse preferences. Through integrating MR into physical education, educators can create engaging and contextualized learning environments to meet the needs of learners from diverse sociocultural backgrounds. Moreover, it also facilitates curricular adjustments for students’ learning through hybrid mode. This study contributes to advancing Sustainable Development Education by leveraging MR to innovate and personalize physical education.
Flipped learning relocates direct instruction to pre-class activities and uses class time for guided practice, feedback, and collaboration. Its effectiveness in physical education (PE), where learning spans cognitive, psychomotor, and social domains, remains unclear. This systematic review was registered in PROSPERO (CRD42024543676) and reported in accordance with PRISMA 2020. Five bibliographic databases and Google Scholar were searched for peer-reviewed intervention studies published from January 2018 to January 2024. Ten studies met the eligibility criteria, and their findings were synthesised thematically. Across secondary and tertiary PE settings, flipped lessons were generally associated with higher motivation, participation, self-efficacy, collaboration, conceptual understanding, and skill performance. Outcomes varied according to the quality and alignment of pre-class materials, students’ completion of preparatory work, teacher readiness, and contextual factors. Most interventions were short and geographically concentrated, and heterogeneity in study designs and measures precluded strong causal or long-term conclusions. Flipped lessons are a promising approach to active learning in PE, but benefits are not automatic. Effective implementation requires accessible, well-designed pre-class resources, purposeful in-class activities, teacher training, and support for students who struggle with self-directed preparation. Longer, more diverse, and methodologically robust studies are needed.
This paper analyses team and competition dynamics in Unified Sports® handball at the Special Olympics National Games 2022. Unified Sports® offers three distinct approaches that provide joint sports activities for individuals with intellectual disabilities, called athletes, and those without, referred to as partners. In this study, 25 guideline-based interviews were conducted with players pursuing the Competitive model and analysed using the coding process of Grounded Theory. An objective was to investigate the players’ team and competition experience as well as interaction patterns and their underlying causes in a nuanced manner. The results show prevailing complementary interactions within the handball teams. Partners assume primary responsibility in almost all contexts, guide athletes both within and beyond the sporting context, and provide emotional and practical support. They demonstrate higher handball-specific performance and a more pronounced game understanding than athletes. These performance differences are closely connected to the category of disability. Consequently, the analysed dynamics cannot be clearly attributed to disability or sporting performance. Further interaction patterns may partly be explained by specific requirements of the Unified Sports® concept and the partners’ prosocial behaviour. Because of prevailing ambivalent goals, an area of tension emerges between social inclusion and competition. The results indicate that the competition in Unified Sports® handball does not fully comply with the principles of the Competitive model postulated by Special Olympics.
In recent years, the media visibility and framing of the Paralympic Games have received considerable attention because of their potential to raise awareness of disability and promote societal change. This study had two objectives: (i) to examine the media visibility of the 2016, 2020, and 2024 Paralympic Games in Greek media, and (ii) to analyse how the Games were framed in selected national newspapers and news websites. Quantitative and qualitative content analyses were employed. The quantitative analysis measured the total hours of coverage provided by ERT, Greece's official Paralympic media rights holder, and the number of articles published by nine selected national newspapers and news websites (N = 814: 203 in 2016, 210 in 2020, and 401 in 2024). The qualitative analysis examined the same 814 articles using nine coding units: Informative, Athlete First, National Success, Publicity, Supercrip/Superhuman, Multidimensional, Impact of the PG, Business, and Political/Legal. The visibility of the Paralympic Games in the selected newspapers and news websites increased by 3.45% from 2016 to 2020 and by 90.95% from 2020 to 2024. In contrast, ERT television coverage declined by 6.95% from 2016 to 2020 and by a further 9.35% from 2020 to 2024. In 2016, Athlete First and National Success were the dominant coding units, while Athlete First remained dominant in 2020 and 2024. The underrepresentation of foreign athletes' achievements, including world records, and the continued prominence of the National Success frame indicate a strong nationalistic focus and suggest that the broader significance of the Paralympic Games may be undervalued in Greek media. Although the low prevalence of the Supercrip/Superhuman frame is encouraging, the nationalistic focus may limit broader recognition of Paralympic accomplishments.
Artificial intelligence has entered academic publication. It is already present in drafting, editing, translation, formatting, reviewing, and manuscript preparation. It is used by students, early-career researchers, senior scholars, reviewers, editors, and publishers. Some uses are minor. Some are substantial. Some are legitimate. Some are not. The task for journals is therefore not to pretend that AI can be excluded from scholarly writing. The task is to decide how it should be used, disclosed, governed, and judged. Academic writing has always involved tools. Authors use word processors, grammar checkers, reference managers, statistical software, translation programmes, plagiarism-detection systems, and journal submission platforms. These tools have changed the mechanics of writing and publication. Generative AI changes more than mechanics. It can produce fluent prose. It can summarise complex material. It can imitate disciplinary styles. It can create abstracts, titles, responses to reviewers, tables, outlines, and plausible literature overviews. It can also invent references, distort arguments, conceal weak reasoning, and produce text that appears scholarly without being scholarly. This editorial offers a simple position. AI is not an author. AI is not a scholar. AI is not a source of academic responsibility. It is a tool. Used well, it can support clarity, accessibility, and editorial preparation. Used poorly, it can damage quality. Used dishonestly, it can threaten trust in academic publication. The distinction matters. A journal should not treat all AI use as misconduct. Nor should it treat all AI use as harmless assistance. The proper standard is human accountability.
This study examined the surface electromyographic characteristics of the Chen-style Tai Chi Lanzhayi movement across different practice methods to clarify its neuromuscular demands and inform scientific training. Nine experienced practitioners completed slow practice, rapid power practice, practical combat practice, and a 60-s standing exercise. Surface electromyographic signals from 16 muscles and synchronised video data were collected using a MEGWIN 6000 16-channel telemetry system. Root mean square (RMS) amplitude and integrated electromyography (iEMG) were analysed. Stage 3 of the three dynamic conditions was compared using repeated-measures analysis of variance, and activation sequence was examined descriptively in one expert participant. In stages 1 and 2, the left and right tibialis anterior muscles showed the highest RMS and iEMG values. In stage 3, RMS differed significantly among conditions and increased from slow practice to rapid power practice and practical combat practice, whereas total iEMG did not differ significantly. In the expert-case analysis, activation sequence varied across practice methods and did not follow a fixed foot-leg-waist-hand order. During the standing exercise, left-leg iEMG exceeded right-leg iEMG, whereas right-arm iEMG exceeded left-arm iEMG. Practice method influenced muscle activation intensity and coordination during Lanzhayi. Training that more closely approximates practical combat may be useful for developing combat-specific performance. The traditional principle that power begins in the feet, passes through the legs, is controlled by the waist, and manifests in the hands may guide whole-body coordination, but should not be interpreted as a fixed sequence of muscle activation. The observed left-right asymmetries require confirmation in larger samples.
While gender equality is a stated goal of Philippine education policy, physical education (PE) and sports facilities in junior high schools remain structurally unequal. These spaces often reflect and reinforce gender norms that disadvantage girls and female students, limiting their participation, safety, and agency in PE contexts. This study investigates how PE and sports facilities in junior high schools promote or hinder gender equality for girls and identifies inclusive practices that can transform physical environments into equitable learning spaces. A qualitative case study approach was conducted across four junior high schools in Laguna using purposive sampling. Participants included 20 female students (ages 13–15, Grades 7–9) and 8 PE teachers. Data were collected through 28 semi-structured interviews, facility audits using a validated inclusivity assessment tool (Santos, 2023; content validity and inter-rater agreement established), and document analysis. Thematic analysis guided interpretation using Braun and Clarke’s reflexive framework. Ethical safeguards included IRB approval, student assent, parental consent, and confidentiality measures. Four major themes appeared: (1) Prioritized access for boys’ sports limited girls’ opportunities; (2) Inadequate privacy and safety infrastructure led to discomfort, with 70% of girls reporting concerns about changing spaces; (3) Facilities were perceived and used as male-dominated zones, with one student stating, “The gym feels like it belongs to the boys, not us”; and (4) Student-led initiatives demonstrated agency and demand for inclusive reform. Despite policy rhetoric on inclusion, physical spaces often reproduce exclusionary norms. However, small, student-driven innovations offer pathways to gender-responsive transformation. This study proposes a framework for transforming PE facilities based on feminist pedagogy, inclusive design, and participatory planning. It affirms the value of applying validated assessment tools to school environments and contributes to SDG 4 and SDG 5 by promoting equitable, inclusive, and empowering PE for all genders.
The implementation of Adapted Physical Education (APE) in the Philippines faces significant challenges that are viewed through a gendered lens. The Special Education (SPED) teaching field is predominantly female, and girls with various disabilities face compounded and intersecting barriers to participation. This study explores the lived experiences of female SPED teachers in teaching APE to girls with diverse special educational needs. A phenomenological qualitative design was employed. Five female SPED teachers from the Division of Science City of Muñoz, Nueva Ecija, were selected via total population sampling and participated in in-depth interviews. Data were analysed using thematic analysis. Key findings revealed significant challenges, including a lack of specialised APE training, inadequate facilities, and difficulties in differentiating instruction for a diverse student population. Gender-specific barriers, such as the lack of private changing areas and tailored strategies for engaging girls with varying disabilities, were prominent. Facilitators included administrative support, collaboration with multidisciplinary teams, and teacher resilience, which involved developing adaptive, gender-responsive strategies. The study underscores the urgent need for enhanced professional development focused on gender-responsive pedagogies that address the spectrum of disabilities, improved resource allocation for gender-sensitive and disability-specific facilities, and stronger institutional support. These findings offer critical implications for creating truly equitable and inclusive APE programs that meet the unique needs of all learners, especially girls with various disabilities.
Despite extensive research on body image in Western contexts, a significant gap remains in understanding how Filipino cultural values influence female college students' participation in Physical Education. This study aimed to understand the lived experience of female college students regarding body image in PE classes at a state university in the Philippines. Using a qualitative phenomenological design, the study engaged ten female college students who experienced body image concerns in physical education. Data were gathered through semi-structured interviews to gain insights into their bodily perceptions, challenges, and the social dynamics of PE activities. The data were analysed using Braun and Clarke’s six-phase thematic analysis to identify recurring themes and patterns. Results revealed three primary dimensions of influence: self-perception (mixed emotions and self-consciousness), environmental factors (uniform discomfort, teasing, and spatial insecurity), and social influences (peer judgment, comparison, and instructor behaviour). Findings show that the combined effects of self-concept, environmental conditions, and social dynamics shape body image concerns among female college students. These dynamics significantly diminish student confidence and performance, highlighting the urgent need for inclusive PE environments that value body diversity. By situating these experiences in a localised context, this study contributes to Filipino PE literature by providing an empirical basis for culturally sensitive pedagogical shifts that prioritise student well-being. The findings underscore the need for a more inclusive and supportive PE environment that values body diversity and reduces judgment, ultimately promoting student well-being and engagement.
The study aimed to assess the utility of a fatigue-monitoring protocol for determining athletes’ readiness post-competition and to present sex-related variation in its use. Methods included a subjective assessment of specific dimensions of perceived readiness (dRIs) and an objective evaluation of the physical readiness (RDs). dRIs evaluated fatigue upon waking up, sleep quality, mood, and muscle soreness, while RDs consisted of 3 field tests. Twenty-one male and 23 female athletes were tested 4 days per week, starting from the match day (MD): MD+2, MD+3, MD+5. Results indicated no significant differences in dRIs among females, whereas for males, fatigue upon waking was lower at MD+2, MD+3, and MD+5 than at MD, and muscle soreness was higher at MD+5 than on the other days. For RDs, only a significant difference in adductor strength was found in females between MD and MD+2, as well as between MD+2 and MD+3, whereas no notable changes were evidenced in males. Between sexes, the dRIs comparison showed significant differences on MD; for RDs, a difference was found only for the Adductor Squeeze Test on MD+3. In conclusion, sex differences in the utility of dRIs have been noted: they appear less suitable in females, whereas in males they reflect the expected fatigue pattern. Instead, in terms of RDs, they seemed limited in fatigue detection in both sexes; they serve as useful tools for assessing physical readiness with eventual differences in ROM and strength.
Community-led programmes are increasingly recognised as effective approaches to promote physical activity among women and girls. Evidence on how these programmes are informed by cultural context and local knowledge remains fragmented. This scoping review aimed to identify and synthesise evidence on community-led physical activity programmes for women and girls that are culturally grounded and embedded within community settings. We conducted the review in accordance with the Joanna Briggs Institute methodology and Arksey and O’Malley framework. The findings were reported using the PRISMA-ScR guidelines. The literature search included Web of Science, Scopus, PubMed, and CINAHL, covering studies from database inception to August 2025, and was supplemented by a forward citation search. We included peer-reviewed articles on community-led physical activity programmes targeting women and girls across their lifespan. Eight studies were included, mapped, and thematically synthesised, yielding three models of community-led programmes, differentiated by programme design and community engagement characteristics. Our findings highlight that varying levels of community involvement can be effective depending on the context, with culturally grounded and gender-sensitive approaches demonstrating the potential to enhance participation, social inclusion, and local ownership. These findings underscore the importance of culturally informed and community-responsive designs in physical activity initiatives for women and girls.
Republic Act No. 9850 declares Arnis the National Martial Art and Sport of the Philippines and mandates its integration into the school curriculum. Although historically male-dominated, women now serve as coaches, educators, and promoters of Arnis. This study assessed the knowledge, skills, and perceptions of women Arnis coaches in Nueva Ecija, examining their role in implementing RA 9850 and sustaining Arnis as both a sport and a cultural practice. Using a descriptive mixed-methods design, 46 elementary and secondary school coaches completed a structured questionnaire covering four promotion dimensions (education, activities, advocacy, funding) and five coaching skill domains (basic skills, combative skills, Anyo, strategies and tactics, coaching practices). Quantitative data were analysed descriptively. Qualitative data were examined using thematic analysis to capture issues and challenges faced by coaches, along with their recommendations. Results indicated strong curriculum integration and active educational roles, with the highest scores in education and coaching practices. Funding and other skills were identified as areas needing improvement. Qualitative findings revealed insufficient resources, limited professional development, and weak institutional support. Coaches recommended increased funding, training programmes, and stronger policy implementation. The study highlights the essential contributions of women coaches in promoting Arnis while emphasising the need for targeted support to enhance their professional capacity and foster sustainable, inclusive martial arts education.
Physical Education (PE) in higher education often reinforces fixed gender roles and heteronormative practices that marginalise students with diverse sexual orientations. This descriptive phenomenological study explored the lived experiences of cisgender women identifying as lesbian, bisexual, or queer (LBQ) in a Philippine state university, focusing on their experiences, challenges, and proposed inclusive pathways in college PE. Data were collected through semi-structured interviews and were analysed thematically. The students’ experiences were marked by ambivalence: enjoyment and social engagement coexisted with emotional discomfort, identity concealment, and pressure to conform to binary gender expectations. Challenges were institutional, pedagogical, and social, including rigid gender divisions, limited curricular representation, and instructor silence. Participants recommended gender-inclusive curricula, safer, more flexible physical spaces, supportive school cultures, and participatory teaching practices. These findings underscore the need to redesign PE as an inclusive and affirming environment responsive to diverse sexual identities. By situating these experiences within the Philippine higher education context, this study addresses a significant geographical and cultural gap in predominantly Western-centred LGBTQ+ sport and PE research.
Grounded in liberal and intersectional feminist frameworks, this study investigates the impact of collegiate Physical Education (PE) basketball on female college students’ physical fitness, team cohesion, and self-confidence. The central objective was to determine whether structured participation in a basketball-based PE program enhances both physical and psychosocial development, while providing an inclusive learning environment that empowers women in sport. It was hypothesised that regular engagement in PE basketball would yield significant improvements in agility, endurance, coordination, perceived team cohesion, and self-confidence. A mixed-methods sequential explanatory design was employed, combining quantitative assessments of physical performance and psychosocial variables with qualitative focus group discussions (FGDs). Sixty female students aged 18-22 from a state university in the Philippines participated in a 12-week basketball intervention. Physical tests measured agility, endurance, and coordination, while validated scales, the Group Environment Questionnaire (Carron et al., 1985) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), assessed team cohesion and confidence. Thematic analysis of FGDs explored perceptions of empowerment, social belonging, and gender norms. Results showed significant pre–post improvements in agility (p < .01), endurance (p < .05), and coordination (p < .01), alongside increased team cohesion and self-confidence (p < .01). Qualitative findings revealed three interrelated themes: empowerment through movement, social belonging, and breaking stereotypes. Together, these results demonstrate that collegiate basketball can function as a feminist pedagogical space challenging gender hierarchies, building agency, and fostering inclusive participation. The study contributes to global and regional dialogues on gender equity in education, aligning with Sustainable Development Goals (SDGs) 3, 4, and 5, and advocates integrating women-centred, inclusive frameworks into PE curricula to promote holistic empowerment in higher education.
Low motivation in Physical Education (PE) remains a persistent concern among female college students, often resulting in minimal engagement and participation. This study was grounded in feminist pedagogy, which emphasises student voice, agency, and equitable learning environments, to examine the experiences of female students with low motivation in PE at a state university in the Philippines. Twelve participants shared their perspectives through semi-structured interviews, and the data were analysed using thematic analysis. Findings indicate that participants frequently perceived PE as disengaging, monotonous, and emotionally uncomfortable, often regarding it primarily as a course requirement rather than a meaningful learning experience. Contributing factors included repetitive activities, discomfort with uniforms and limited privacy, and feelings of exclusion in mixed-gender settings. Participants emphasised the need for more inclusive and responsive PE practices, including diverse activities, flexible attire policies, greater instructor sensitivity, and emotionally and physically safe learning environments. The study highlights the importance of applying feminist pedagogical principles to enhance autonomy, confidence, and sustained participation among female students.
