Early childhood education is widely recognized as crucial for the development of human potential. In Japan, play-based activities are designed to promote children's physical development, social skills, and language acquisition. While continuous improvement of educational practices through reflection is essential, Japanese caregivers rarely have opportunities to reflect on their own practices due to the absence of established methodologies for reviewing Physical Activity in Early Childhood Education (PAECE). This contrasts sharply with elementary and higher education, where established self-analysis methodologies exist for teachers, highlighting a significant gap in early childhood education. Against this backdrop, this study aimed to develop a framework for analyzing and visualizing PAECE. The findings revealed that caregivers found the terms "learning" and "teaching," commonly used in conventional analysis methods, to be unsuitable and preferred the simpler term "activity." Furthermore, the study identified the concept of "being present with" (or "attentive presence") as an important, yet previously unaddressed, aspect of PAECE within conventional analytical frameworks. Based on these findings, a novel framework for analyzing PAECE was developed. This framework is expected to contribute to improved educational practices by facilitating the analysis and reflection of PAECE.
Engaging in classroom discussions and completing assignments positively affects academic achievement, which also contributes to lifelong health benefits. This article discusses the benefits of physical activity and sports for K-12 students and raises concerns about cutting health-enhancing programs in schools. It suggests programs like the Comprehensive School Physical Activity Program (CSPAP) to improve both physical and academic health. Research shows that physical activity improves students' concentration and behavior in classrooms. Numerous studies have found a positive correlation between high levels of physical activity and better academic performance. Compulsory physical education (PE) has been shown to improve students' overall performance, yet many schools have reduced PE programs. Initiatives like CSPAP could ensure students obtain the recommended physical activity while also boosting academic performance. Enhanced physical health can positively influence cognitive functioning, leading to better academic outcomes. Continuous support for these physical activity programs is essential for students' health and academic success.
This study assessed the impact of the gymnastics flexibility training program on the flexibility performance of Arnis men athletes in combat games. Specifically, it focused on 11 male athletes at Baybay City, Leyte. The study utilized a quantitative approach with a descriptive research design, and participants were chosen through convenience sampling, a non-probability sampling method. Data analysis employed descriptive statistics, the Wilcoxon signed-rank test, and Spearman’s rank correlation test. Overall, the results revealed a significant improvement in athletes’ flexibility performance when they integrated the gymnastics flexibility training program into their routines rather than just doing regular physical training alone. The difference between post-test and pre-test was 16.8 cm, indicating that, on average, athletes increased their flexibility by 16.8 cm after the flexibility training program. Since the p-value, 1.2e-15, was significantly less than the standard significance level of 0.05, the null hypothesis was rejected. The results showed a statistically significant difference in the flexibility performance of athletes before and after the flexibility training program. Additionally, the study found no significant relationship between the athletes’ demographic profiles (age, years of experience, height, and weight) and their levels of flexibility. This indicated that the demographic profiles of the athletes did not determine their flexibility levels. Instead, the improvement in flexibility performance was directly attributed to their participation in the gymnastics flexibility training program.
This study explores the impact of professional development on MAPEH (Music, Arts, PE, and Health) teachers’ competencies in the Philippines. It focuses on how training programs enhance teaching efficacy, particularly for non-MAPEH majors. Using a qualitative research design, semi-structured interviews, focus group discussions, and document analysis were conducted with purposively selected MAPEH teachers. Thematic analysis was applied to extract key insights on professional development outcomes. The findings revealed that structured training programs improved instructional strategies and subject mastery. Non-MAPEH major teachers highlighted challenges in classroom management and pedagogy, but professional development was instrumental in mitigating these gaps. This study concludes that continuous professional development is vital in enhancing both teaching competencies and student outcomes in MAPEH subjects. More tailored training programs are recommended to address the specific needs of non-MAPEH majors.
Internships are a critical component of sport management education, serving as a bridge between academic preparation and professional practice. The purpose of this study is to examine supervisors’ perceptions of the career readiness skills developed by undergraduate students during their senior internship experiences. This study conducted a secondary analysis of archival internship evaluation data collected from 371 site supervisors between the years 2022 and 2025 at a large public university in the southeastern United States. Results indicate that students were rated highly across all skill domains, with mean scores ranging from 4.38 to 4.74 on a 5-point scale. Professionalism-related competencies, including professional dress and ethical behavior, were rated highest, while analytical/critical thinking, leadership, and communication skills were comparatively lower. Statistically significant improvements from midterm to final evaluations were found in analytical/critical thinking, problem solving, interpersonal/teamwork, and overall performance (p < .05), while other skill areas showed non-significant gains. Yearly comparisons revealed statistically significant declines in written communication and overall performance scores over time. These findings provide evidence that internships effectively support the development of career readiness skills, particularly higher-order and interpersonal competencies, while also identifying areas for targeted curricular enhancement within sport management programs.
