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Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework
Teejay D. Panganiban1, Samboy Nabor21. Batangas State University TNEU JPLPC-Malvar , PH2. University of Perpetual Help System Dalta Las Piñas , PH2026-04-14|page 147-159AbstractBackground: Athlete motivation and sustained engagement are essential for retention in collegiate sports programs; however, the institutional and environmental factors that influence these outcomes remain underexplored.
Objectives: This study aimed to examine the determinants of athlete motivation and engagement in collegiate team sports using a Self-Determination Theory perspective, with engagement serving as a proxy for retention behavior.
Methods: A mixed-methods design was employed involving 75 collegiate student-athletes representing basketball, volleyball (men and women), baseball, and softball teams. Quantitative data were collected using a validated, researcher-developed questionnaire based on Self-Determination Theory and analyzed using descriptive statistics, Pearson's correlation, multiple regression, and Structural Equation Modeling (SEM). In contrast, qualitative data were analyzed using thematic analysis.
Results: Findings revealed that organizational commitment (M = 3.42) and environmental support (M = 3.47) were rated very high, while incentives and facilities were rated high. All program components were significantly associated with athlete engagement (p < .05). Regression analysis showed that environmental support (β = .36) and perceived support (β = .31) were the strongest predictors, explaining 68% of the variance (R² = 0.68). SEM results indicated a good model fit (CFI = 0.95; RMSEA = 0.061).
Conclusions: Qualitative findings highlighted intrinsic motivations, such as passion and belonging, as well as extrinsic motivators, including scholarships and rewards, alongside barriers, including financial delays, academic conflicts, and burnout. The study concludes that environmental and perceived support are the primary determinants of athlete engagement, emphasizing the critical role of competence-supportive environments in sustaining motivation and improving athlete retention.
APA Citation StylePanganiban, T. D. , & Nabor, S. (2026). Determinants of athlete motivation and engagement in collegiate team sports: Toward a sports development framework. Physical Education and Sports: Studies and Research, 147-159. https://doi.org/10.56003/pessr.v5i1.718 -
The effect of peer teaching and think pair share on rhythmic gymnastics learning outcomes
Muhammad Lutfi Hasan1, Ibnu Fatkhu Royana2, Utvi Hinda Zhannisa31. Universitas PGRI Semarang , ID2. Universitas PGRI Semarang , ID3. Universitas PGRI Semarang , ID2025-08-14|page 195-203AbstractBackground: Rhythmic gymnastics plays a vital role in developing students' motor skills, coordination, and rhythm, yet many still face challenges in mastering movement concepts.
Objectives: This study compared the effectiveness of Peer Teaching and Think Pair Share (TPS) cooperative learning models in improving rhythmic gymnastics learning outcomes.
Methods: A quasi-experimental design with a two-group pretest–posttest was conducted on 68 eighth-grade students (male and female) at State Junior High School 4 Semarang, divided into Peer Teaching (n=34) and TPS (n=34) groups. Learning outcomes were assessed using a validated rhythmic gymnastics performance test, and data were analyzed descriptively with gain score calculation.
Results: The TPS group achieved a greater improvement in posttest scores (from 67.21 to 79.59; +18.41%) compared to the Peer Teaching group (from 79.18 to 79.85; +0.85%). These results indicate that TPS enhances students' understanding, coordination, and engagement in rhythmic gymnastics learning.
Conclusions: TPS is recommended for physical education teachers to improve performance, particularly for students with lower initial skills. Further studies should explore its long-term effects and retention.
APA Citation StyleHasan, M. L. , Royana, I. F. , & Zhannisa, U. H. (2025). The effect of peer teaching and think pair share on rhythmic gymnastics learning outcomes. Physical Education and Sports: Studies and Research, 195-203. https://doi.org/10.56003/pessr.v4i2.619 -
Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball Indonesia
Fajar Gumilang H.M1, Agung Nugroho2, Rumpis Agus Sudarko3, Fauzi Fauzi4, Fajar Sriwahyuniati51. Yogyakarta State University , ID2. Yogyakarta State University , ID3. Yogyakarta State University , ID4. Yogyakarta State University , ID5. Yogyakarta State University , ID2026-04-09|page 113-124AbstractBackground: Many basketball clubs aim to enhance athlete satisfaction through service quality, communication, and motivation; however, empirical evidence validating these factors as measurable constructs remains limited.
Objectives: This study examines whether these variables function as latent constructs influencing athlete satisfaction and validates their measurement structure using confirmatory factor analysis.
Methods: This study used a quantitative survey and included 263 basketball athletes from various clubs in Sidoarjo, comprising 110 males and 153 females. The participant characteristics focused on players still in the developmental stage who had been actively participating in club training programs for 3 to 6 months, with educational levels ranging from junior high school to college. Participants were selected using purposive sampling. Data were collected using a valid and reliable Likert-scale questionnaire and analyzed using Structural Equation Modeling (SEM) via AMOS 22.
Results: The results demonstrate that service quality (β=0.337, ????=0.000) and communication (β=0.439, ????=0.000) significantly enhance motivation. Furthermore, motivation significantly affects athlete satisfaction (β = 0.582, ???? = 0.000). Crucially, the analysis confirms that motivation mediates the relationship between service quality (indirect effect=0.139) and communication (indirect effect=0.240) on satisfaction.
Conclusions: Theoretically, this study confirms motivation as a vital psychological mediator linking managerial inputs to athlete satisfaction. In practice, the findings demonstrate that while high-quality physical facilities provide a necessary structural foundation, they must be integrated with effective, supportive coaching communication to optimally ignite athletes' intrinsic drive and maximize their overall club experience.APA Citation StyleH.M, F. G. , Nugroho, A. , Sudarko, R. A. , Fauzi, F. , & Sriwahyuniati, F. (2026). Structural relationships between service quality, communication, motivation, and athlete satisfaction in basketball: Indonesia. Physical Education and Sports: Studies and Research, 113-124. https://doi.org/10.56003/pessr.v5i1.691 -
Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education
Zenny Ni'matul Ulya1, Donny Anhar Fahmi2, Ibnu Fatkhu Royana31. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID3. Department of Physical Education, Faculty of Social Sciences and Physical Education, Universitas PGRI Semarang , ID2026-08-31|page 233-247AbstractBackground: Teaching rhythmic activities in physical education continues to face challenges due to the limited availability of visual learning aids that demonstrate movements systematically, repeatedly, and accessibly.
Objectives: This study aimed to develop and evaluate Aero’Zen, a web-based interactive flashcard tool integrating movement illustrations, QR codes, and demonstration videos for basic low-impact rhythmic activities.
Methods: This research and development study employed the ADDIE model. Following product development and expert validation, learning outcomes were evaluated using a one-group pretest–posttest pre-experimental design involving 30 tenth-grade students at SMK Negeri 2 Semarang. Product feasibility was assessed by media experts, subject matter experts, and a physical education practitioner. Pretest and posttest scores were analyzed using the Shapiro–Wilk test for normality and paired-samples t-tests, with the significance level set at α = .05.
Results: Aero’Zen was rated highly suitable by media experts (95.75%), subject matter experts (94.50%), and a physical education practitioner (88.75%). Mean scores increased from 75.40 to 89.97 in the cognitive domain, from 28.80 to 32.77 in the affective domain, and from 19.87 to 32.00 in the psychomotor domain. Paired-samples t-tests revealed significant differences between pretest and posttest scores across all three domains (all p < .001).
Conclusions: Aero’Zen is a highly suitable web-based learning medium with the potential to support students’ cognitive, affective, and psychomotor learning outcomes, including movement coordination and performance, in low-impact rhythmic activities. Its integrated flashcards, QR-code access, and demonstration videos provide a flexible resource for repeated and independent learning. Future studies should use randomized controlled trials with larger and more diverse samples to strengthen causal inference and generalizability.
APA Citation StyleUlya, Z. N. , Fahmi, D. A. , & Royana, I. F. (2026). Development and evaluation of a web-based interactive flashcard tool (Aero’Zen) for low-impact rhythmic activity instruction in physical education. Physical Education and Sports: Studies and Research, 233-247. https://doi.org/10.56003/pessr.v5i2.761 -
Motor activity and foreign language learning in preschool: A review of movement-based and total physical response interventions
Manuela Valentini1, Nausicaa Simone2, Alessandro Beretta31. Department of Humanities, University of Urbino Carlo Bo , IT2. Department of Humanities, University of Urbino Carlo Bo , IT3. Department of Humanities, University of Urbino Carlo Bo , IT2026-04-02|page 93-105AbstractBackground: Movement may support early foreign-language learning through embodied learning, but the preschool evidence base is fragmented.
Objective: To review empirical studies on movement-based and Total Physical Response (TPR) interventions for foreign-language learning in preschool children.
Method: This study employed a systematic review design based on PRISMA 2020 guidelines, involving database searches and citation tracking to identify empirical studies on movement-based and Total Physical Response (TPR) interventions in preschool foreign-language learning. Studies were screened using predefined eligibility criteria and appraised using the Mixed Methods Appraisal Tool (MMAT). Data from eligible studies were extracted and synthesized narratively due to methodological heterogeneity.
Results: Eight studies met the inclusion criteria. Across stronger controlled studies, semantically integrated movement generally produced more favorable vocabulary and verbal memory outcomes than sedentary teaching or less integrated movement. Evidence focused specifically on TPR was positive in terms of engagement and short-term learning, but methodologically heterogeneous and less robust.
Conclusion: Current preschool evidence supports the promise of integrated movement-based language teaching, particularly when movement is tightly aligned with instructional content. However, the evidence base remains small, largely limited to vocabulary-related outcomes, and further rigorous preschool trials are needed to clarify optimal implementation and the distinct contribution of TPR.APA Citation StyleValentini, M. , Simone, N. , & Beretta, A. (2026). Motor activity and foreign language learning in preschool: A review of movement-based and total physical response interventions. Physical Education and Sports: Studies and Research, 93-105. https://doi.org/10.56003/pessr.v5i1.694 -
Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation
Defri Mulyana1, Adang Suherman2, Komarudin Komarudin3, Bambang Abduljabar4, Fegie Rizkia Mulyana51. Indonesia University of Education , ID2. Indonesia University of Education , ID3. Indonesia University of Education , ID4. Indonesia University of Education , ID5. Siliwangi University , ID2025-05-14|page 71-82AbstractBackground: Motivation and skill development are vital in physical education, particularly football. Tactical learning emphasizes decision-making and game understanding, while technical learning focuses on mastering fundamental skills.
Objectives: This study aimed to analyze the impact of a TPACK-based tactical and technical learning approach on student motivation and football skill acquisition among high school students in Tasikmalaya.
Methods: The study applied the TPACK framework—integrating Technological, Pedagogical, and Content Knowledge—in designing the learning model. Using an experimental method with a pre-test–post-test design, 30 students were divided into two groups. Motivation was assessed via a Likert-scale questionnaire, while football skills (passing, heading, dribbling, shooting, and playing ability) were evaluated through standardized tests. Data were analyzed using paired and independent t-tests with a significance level of p < 0.05.
Results: The technical approach significantly enhanced basic football skills, notably heading (t = 8.47) and shooting (t = 8.29), proving its effectiveness in improving fundamental competencies. Conversely, the tactical approach showed a notable increase in student motivation (t = 4.98) and playing ability (t = 5.94), reflecting its strength in fostering strategic understanding and engagement. TPACK integration further reinforced both approaches through effective use of technology.
Conclusions: The study highlights the importance of combining tactical and technical approaches to promote holistic student development. Continued research is needed to explore the long-term effects and potential of integrating diverse technological tools in physical education.
APA Citation StyleMulyana, D. , Suherman, A. , Komarudin, K. , Abduljabar, B. , & Mulyana, F. R. (2025). Integrating technology in physical education: The impact of TPACK-based tactical and technical approaches on football skills and student motivation. Physical Education and Sports: Studies and Research, 71-82. https://doi.org/10.56003/pessr.v4i1.523 -
Fun game–based learning improves gross motor skills in early primary school children
Ahmad Muttaqin Darussalam1, Sugiharto Sugiharto2, Sapto Adi31. State University of Malang , ID2. State University of Malang , ID3. State University of Malang , ID2025-11-23|page 236-249AbstractBackground: 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 StyleDarussalam, 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 -
Impact of plyometric training using step-up and lateral box jumps on the improvement of leg muscle power in youth school futsal athletes
Risky Sandy Kurniawan1, Donny Anhar Fahmi2, Setiyawan Setiyawan31. Universitas PGRI Semarang , ID2. Universitas PGRI Semarang , ID3. Universitas PGRI Semarang , ID2025-08-15|page 212-221AbstractBackground: Futsal is a high-intensity sport that requires leg muscle power, especially in aerial duels, anticipating the ball, and performing powerful kicks. Limited jumping ability can reduce leg muscle power and overall performance.
Objectives: This study aims to test the impact of plyometric training using step-up and lateral box jumps on the improvement of leg muscle power in youth school futsal athletes.
Methods: A quasi-experimental single-group pretest-posttest design was conducted with 40 male participants over a four-week plyometric training program. Leg muscle power was measured using a vertical jump test before and after the intervention. Data were analyzed using a t-test with the assistance of SPSS.
Results: Both step-up and lateral box jumps significantly increased leg muscle power (p < 0.05). The step-up group showed an average increase of 4.20 cm, while the lateral box jump group showed an average increase of 3.45 cm, with no statistically significant difference (p = 0.326).
Conclusions: Both training methods effectively enhance leg muscle power and can be integrated into school-based futsal training programs to improve performance.
APA Citation StyleKurniawan, R. S. , Fahmi, D. A. , & Setiyawan, S. (2025). Impact of plyometric training using step-up and lateral box jumps on the improvement of leg muscle power in youth school futsal athletes. Physical Education and Sports: Studies and Research, 212-221. https://doi.org/10.56003/pessr.v4i2.611 -
Enhancing locomotor skills in preschoolers through play jump rope
Nancy Trisari Schiff1, Andy Supriady21. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2. Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Pasundan , ID2026-04-14|page 135-146AbstractBackground: Fundamental Motor Skills (FMS), particularly in the Locomotor Skills domain, are an essential prerequisite for lifelong physical participation. However, the dominance of a sedentary lifestyle threatens young children's mastery of these skills.
Objectives: This study aims to test and prove the effectiveness of the jump rope play intervention program in improving locomotor skills in 5–6-year-old children.
Methods: This research uses a quasi-experimental one-group pretest-posttest design. The sample consisted of 19 males and 11 females, for a total of 30 children. Locomotor skills are measured objectively using the Locomotor subtest of the Test of Gross Motor Development-2 (TGMD-2). The Jump Rope Game intervention was implemented in a structured manner over 8 weeks (3 sessions/week). The data were analyzed using the Paired-Samples T-Test.
Results: The research results show a highly significant improvement in locomotor skills scores after the intervention. The average score increased from 23.30 on the pretest to 27.87 on the posttest, reflecting a 19.61% increase. The paired-samples t-test yielded a p-value of 0.000 (p<0.05), confirming that the difference between the two measurements was statistically significant.
Conclusions: Jump rope games have proven to be an effective, efficient, and enjoyable intervention for significantly improving young children's locomotor skills. This research recommends integrating inexpensive, easily accessible play-based activities into the early childhood education curriculum as a practical strategy to support physical literacy and address basic movement deficits.
APA Citation StyleSchiff, N. T. , & Supriady, A. (2026). Enhancing locomotor skills in preschoolers through play jump rope. Physical Education and Sports: Studies and Research, 135-146. https://doi.org/10.56003/pessr.v5i1.652 -
Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial
Ferdinando Cereda11. The Catholic University of the Sacred Heart in Milan , IT2026-03-08|page 7-27AbstractBackground: The global decline in adolescent physical activity necessitates pedagogical innovation to counter disengagement. Traditional norm-referenced physical education (PE) often alienates less skilled students, whereas gamification offers a promising criterion-referenced strategy to enhance motivation and learning.
Objectives: This study investigated the efficacy of a 12-week gamified didactic intervention on perceived physical self-concept, health-related fitness, and physical activity enjoyment among high school students.
Methods: A two-arm, parallel-group, cluster randomized controlled trial (Cluster-RCT) was conducted with 210 Italian adolescents (mean age 15.4 ± 0.9 years) nested within 10 intact classes (average cluster size = 21). Intact classes were randomised to an experimental group (gamified ‘MoveQuest’ module, k = 5) or a control group (traditional direct instruction, k = 5). Data were collected using the Revised Physical Self-Perception Profile (PSPP-R-IT), the ALPHA-FIT test battery, and the Physical Activity Enjoyment Scale (PACES). Following a per-protocol analytical approach, Linear mixed models (LMMs) were employed to analyse the data, accounting for the nested structure of the educational setting and handling cluster-level variance intraclass correlation coefficients (ICCs). Significance levels were interpreted considering the multiplicity of outcomes.
Results: Significant group × time interactions were observed, with the gamified group demonstrating superior improvements in sports competence (d = 0.65), physical self-worth (d = 0.58), and enjoyment (d = 0.82) compared to the control group. Physiologically, the experimental group showed significantly greater gains in cardiorespiratory fitness (V̇O₂ max) and agility, while body attractiveness remained stable in both groups.
Conclusions: Gamified didactics significantly enhance psychological engagement and specific motor performance parameters by prioritising individual progress over social comparison. This approach represents a valuable pedagogical tool for fostering physical literacy in secondary PE.APA Citation StyleCereda, F. (2026). Improving physical self-perception and health-related fitness through gamification in physical education: A cluster randomized controlled trial. Physical Education and Sports: Studies and Research, 7-27. https://doi.org/10.56003/pessr.v5i1.677 -
Global trends of gamification in enhancing students’ social skills in physical education (2015–2025)
Rajip Mustafillah Rusdiyanto1, Ari Wibowo Kurniawan21. State University of Malang , ID2. State University of Malang , ID2025-07-01|page 125-138AbstractBackground: The development of digital technology has triggered a more interactive learning transformation through gamification, namely using game elements to increase students' motivation, engagement, and social skills, such as cooperation, communication, empathy, and problem solving.
Objectives: This study aims to analyze global research trends on gamification in enhancing students' social skills, particularly in physical education, through a bibliometric analysis from 2015 to 2025.
Methods: This study employed a bibliometric design. Data were retrived from the Scopus database on April 22, 2025, using specific keywords: (gamification OR gamified learning OR game-base-based learning) AND ("physical education" OR "PE class" OR "sport education") AND (social skills" OR "social competence" OR "social interaction") AND (elementary school" OR "primary school" OR "midle school" OR "junior high school" OR "high school" OR "secondary school" From an initial 120 documents, 47 met the inclusion criteria. VOSViewer was used to analyze keyword co-occurrence, visualize trends, and identify thematic clusters by completely counting on all keywords with at least two documents per author.
Results: 47 relevant articles were identified, with publication peaking in 2020. Keyword analysis revealed five main thematic clusters: gamification in education, digital game-based learning, collaborative learning, emerging technologies, and motivation. The most frequent keywords were game-based learning (n=12), gamification (n=9), and students (n=8). The University of Patras emerged as the most productive institution, while the leading journal was the International Journal of Learning, Teaching and Educational Research.
Conclusions: Although research on gamification has grown significantly, its application in physical education remains underexplored. This study reveals a gap in leveraging gamification to develop students' social skills in physical education. Future research should focus on integrating gamification in this context while considering sociocultural and technological factors to ensure inclusive and effective implementation.
APA Citation StyleRusdiyanto, R. M. , & Kurniawan, A. W. (2025). Global trends of gamification in enhancing students’ social skills in physical education (2015–2025). Physical Education and Sports: Studies and Research, 125-138. https://doi.org/10.56003/pessr.v4i2.598
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