Search

Advanced filters
Published After
Published Before

Search Results

##search.searchResults.foundPlural##

  • Promoting gender responsiveness in teaching physical education

    Ryan Cazel Lalog1
    1. Batangas State University , PH
    2025-04-04
    doi https://doi.org/10.56003/pessr.v4i1.392
    Published Online: 04 April 2025
    |
    page 1-14
    Abstract

    Background: Implementing gender policies in physical education at Batangas State University remains moderate, with challenges in ensuring gender-responsive and equitable activities for male and female students. Issues such as students' self-confidence, self-perception, and limited gender mainstreaming strategies and resources hinder the development of a more inclusive learning environment.

    Objectives: This study examined gender policy implementation, the use of strategies and resources in various physical education activities, differences in male and female instructors' assessments, challenges in gender mainstreaming, and the development of gender-responsive activities.

    Methods: A descriptive research method was used, collecting data from 105 university physical education instructors (77 males, 28 females) through a researcher-made survey questionnaire.

    Results: Findings revealed that gender policies were moderately implemented (mean score: 3.47), while both male (3.67) and female (3.63) instructors highly utilized strategies and resources in physical fitness, rhythmic activities, individual and dual sports, and team sports. No significant differences were observed in male and female educators' assessments, indicating shared perspectives on gender mainstreaming.

    Conclusions: The study emphasizes the need for more vigorous policy enforcement and improvements in sports-related content to enhance gender inclusivity. Addressing self-confidence, self-perception, and individual differences is crucial for fostering equitable learning experiences. Universities should provide continuous professional development for PE instructors on gender-sensitive teaching strategies. Future research should explore the long-term impact of gender-responsive approaches on student engagement, performance, and overall well-being in physical education.

    APA Citation Style
    Lalog, R. C. (2025). Promoting gender responsiveness in teaching physical education. Physical Education and Sports: Studies and Research, 1-14. https://doi.org/10.56003/pessr.v4i1.392

  • Fun game–based learning improves gross motor skills in early primary school children

    Ahmad Muttaqin Darussalam1, Sugiharto Sugiharto2, Sapto Adi3
    1. State University of Malang , ID
    2. State University of Malang , ID
    3. State University of Malang , ID
    2025-11-23
    doi https://doi.org/10.56003/pessr.v4i3.613
    Published Online: 23 November 2025
    |
    page 236-249
    Abstract

    Background: Children who face difficulties in gross motor skill development may withdraw from physical activities, experience low self-esteem, and suffer from social anxiety. Physical education plays a vital role in fostering gross motor development, especially when delivered through enjoyable and engaging activities such as fun games.

    Objectives: This study aimed to investigate the impact of fun game–based learning on the development of gross motor skills in early primary school children.

    Methods: The study employed a quasi-experimental design with a non-equivalent control group. A total of 36 second-grade students from SDIT Mutiara Hati in Malang participated in this study. Participants were assigned to one of three groups: a control group, a group-based fun games intervention, and an individual-based fun games intervention. The interventions were implemented three times a week for 30 minutes over a period of seven weeks. Gross motor skills were measured before and after the intervention using the Test of Gross Motor Development–Third Edition (TGMD-3), a reliable and validated instrument. Data were analyzed using homogeneity and normality tests, paired-sample t-tests, one-way ANOVA, and Tukey's HSD post hoc tests, with a significance level set at p < 0.05 (SPSS version 25).

    Results: Both the individual and group fun game–based learning interventions produced significant improvements in gross motor skills compared with the control group (p < 0.05). Moreover, a significant difference was found between the two intervention types, indicating that the mode of fun game delivery influences outcomes (p < 0.05).

    Conclusions: Fun game–based learning, whether delivered individually or in groups, effectively enhances gross motor skills among early primary school children. Additionally, individual fun game–based learning demonstrated a significantly greater improvement compared to group-based learning.
    APA Citation Style
    Darussalam, A. M. , Sugiharto, S. , & Adi, S. (2025). Fun game–based learning improves gross motor skills in early primary school children. Physical Education and Sports: Studies and Research, 236-249. https://doi.org/10.56003/pessr.v4i3.613

  • Immediate effect of thoracic spinal manipulation versus passive stretching on upper trapezius pain in university students: A randomized controlled trial

    Sherin Nada Salsabila1, Adnan Faris Naufal2
    1. Universitas Muhammadiyah Surakarta , ID
    2. Universitas Muhammadiyah Surakarta , ID
    2025-11-26
    doi https://doi.org/10.56003/pessr.v4i3.634
    Published Online: 26 November 2025
    |
    page 250-265
    Abstract

    Background: Pain disorders in the upper trapezius muscle are often experienced by students due to non-ergonomic postures and excessive duration of device use. Interventions such as spinal manipulation and stretching exercises are non-invasive interventions often used to reduce pain and improve muscle function.

    Objectives: This study compares the effectiveness of two interventions in reducing trapezius muscle pain among university students.

    Methods: This randomized controlled trial involved 40 physiotherapy students divided equally into two intervention groups. Group I received thoracic spinal manipulation, and Group II received passive stretching. Each intervention was administered in a single 15-minute session. Pain intensity was measured using the Numeric Rating Scale (NRS) before and immediately after treatment. Data were analyzed using the Wilcoxon Signed-Rank test for within-group comparisons and the Mann–Whitney U test for between-group analysis, with an alpha level of 0.05.

    Results: The Wilcoxon test revealed a significant decrease in pain within both groups (Group I: median pre 4.5 [3.63–5] to post 2.5 [1.50–3.38], p = 0.000, r = 0.879; Group II: median pre 4.25 [3–5] to post 1 [0.13–3], p = 0.000, r = 0.84), indicating a significant effect of both interventions. The Mann–Whitney U test showed no statistically significant difference in pain reduction between the two groups (median pain difference = 2 [1–3] for both, U = 186.5, Z = –0.375, p = 0.707, r = 0.06).

    Conclusions: Both thoracic spinal manipulation and passive stretching were effective in reducing upper trapezius pain immediately after a single session, but no significant difference was found between the two interventions. These findings suggest that both approaches provide comparable short-term benefits; however, further research with larger samples, multiple sessions, and more extended follow-up periods is needed to confirm their long-term efficacy.

    APA Citation Style
    Salsabila, S. N. , & Naufal, A. F. (2025). Immediate effect of thoracic spinal manipulation versus passive stretching on upper trapezius pain in university students: A randomized controlled trial. Physical Education and Sports: Studies and Research, 250-265. https://doi.org/10.56003/pessr.v4i3.634
1 - 3 of 3 items