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All Journal ACPES Journal of Physical Education, Sport, and Health (AJPESH) ACPES Journal of Physical Education, Sport, and Health
Ompoc, Harlyn Mae S.
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Health Professions

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Remote Teaching Instruction Through The Lens of Physical Education Teachers: Challenges During The Covid-19 Pandemic Ompoc, Harlyn Mae S.
ACPES Journal of Physical Education, Sport, and Health (AJPESH) Vol 3 No 2 (2023)
Publisher : Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ajpesh.v3i2.76114

Abstract

The COVID-19 pandemic, with its widespread transmission, has profoundly impacted the world. It led to millions falling ill, and a significant loss of lives. This unprecedented crisis resulted in global measures like school closures, home quarantine, and social distancing, compelling educators and employees to embrace remote work and technology. In Physical Education (PE), characterized by its hands-on approach, teachers faced the challenge of adapting to remote instruction without adequate training. While research on quality in-person PE instruction is well-established, there is still much to uncover about remote PE instruction. This study delves into teachers' experiences during remote learning amidst the COVID-19 pandemic. Adopting a qualitative methodology, the study utilized an interview guide as the primary tool and applied a constant comparative approach for data analysis. Ten participants specializing in Physical Education, drawn from various colleges and universities in the southern Philippines, were purposefully selected for the study. Despite some having prior blended learning training, they faced challenges, including concerns about the authenticity of students’ work, connectivity issues, assessing output, quality challenges, feedback delays, and difficulties in motor skill acquisition. The findings underscore the need for targeted training programs addressing these challenges, emphasizing the importance of ongoing support and professional development for PE educators navigating remote learning environments.
The Role of Motivation Towards Sports Participation among Student-Athletes Richardson, Donnamey; Ompoc, Harlyn Mae S.
ACPES Journal of Physical Education, Sport, and Health (AJPESH) Vol. 4 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ajpesh.v4i1.4594

Abstract

This study aimed to investigate the role of motivation in the sports participation of student-athletes in Iligan City, Philippines. The Motivation for Sports Measure–Revised (MSM-R), adapted from the Motivation for Physical Activity Measure-Revised developed by Ryan et al. (1997), was utilized to assess motivation, while the Sports Participation Model Questionnaire (SPMQ) developed by Aicenena (2012) was employed to evaluate athletes' sports involvement. A total of 1015 college student-athletes from various Colleges and Universities in Iligan City participated by completing a series of questionnaires pertaining to motivation and sports participation. Analysis of the motivation subscales revealed that appearance, competence, and social interaction exhibited significant associations with sports participation among the student-athletes. Conversely, interest/enjoyment and fitness did not demonstrate a significant relationship with sports participation. These findings suggest that appearance, competence, and social interactions are the primary drivers motivating student-athletes to engage in sports activities. Hence, the findings of this study indicate that student-athletes participate in sports not primarily out of interest, enjoyment, or fitness concerns, but rather to enhance their physical attractiveness and social interactions. This underscores the importance of understanding motivational factors influencing sports participation and their implications for promoting and sustaining engagement among student-athletes.
Co-Authors Richardson, Donnamey