PERCEIVED PHYSICAL LITERACY AS INFLUENCED BY ATTITUDES TOWARD PHYSICAL ACTIVITY AND QUALITY PHYSICAL EDUCATION: A CONVERGENT DESIGN

Rolan L. Mancha, Porferia S. Poralan

Abstract


Physical literacy is the foundation of physical education, sports, and public health agendas. Low physical literacy among individuals was reported as a prevalent issue and continues to be a primary concern for physical educators. Although there is a growing interest in investigating physical literacy, there is still an existing scarcity of studies that investigated the interplay of attitudes toward physical activity, and quality physical education using a mixed-method approach. This study utilized a mixed methods approach, specifically convergent design, to determine the influence of attitudes towards physical activity and quality physical education on the perceived physical literacy among state universities and colleges in region X. A sample of 400 respondents, 14 in-depth-interviews and 7 FGD participants were involved in the study. Sets of adapted survey questionnaires and the interview guide were used to extract data relative to the research questions. The multiple regression analysis was used to analyze the influence of two independent variables on the dependent variable as statistical treatment. In the qualitative strand, thematic analysis was employed. Results showed that the two independent variables – attitudes towards physical activity and quality physical education significantly influenced on perceived physical literacy. In the qualitative phase of the study, five essential themes emerged from the lived experiences of the participants, such as physical and mental health benefits, motivation and personal growth, challenges and barriers, social interaction and community support, and educational and knowledge gaps. Furthermore, the merging of quantitative and qualitative findings produced a merging-converging nature on the attitudes towards physical activity and roles on the experiences in shaping the attitudes and beliefs, and a merging-diverging nature on the quality of physical education, perceived physical literacy and role of experiences in shaping commitment.

 

Article visualizations:

Hit counter


Keywords


physical literacy, physical activity, quality physical education, convergent design, attitudes towards PA

Full Text:

PDF

References


Basoglu, U. D. (2018). The Importance of Physical Literacy for Physical Education and Recreation. Journal of Education and Training Studies, 6(4), 139-142. http://dx.doi.org/10.11114/jets.v6i4.3022

Cagas, J. Y., Mallari, M. F. T., Torre, B. A., Kang, M. G. D., Palad, Y. Y., Guisihan, R. M., ... & Capio, C. M. (2022). Results from the Philippines' 2022 report card on physical activity for children and adolescents. Journal of Exercise Science & Fitness, 20(4), 382-390. https://doi.org/10.1016%2Fj.jesf.2022.10.001

Chen, C., Kulinna, P., Spring, K., Ryuh, Y., & Holmes, M. (2022). The evaluation of physical literacy of preservice physical educators. The Physical Educator, 79(5), 548-568. https://doi.org/10.18666/tpe-2022-v79-i5-10908

Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. Retrieved from https://pedevalguide.safestates.org/wp-content/uploads/2020/07/Steps-in-Conducting-a-Scholarly-Mixed-Methods-Study.pdf

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage Publications. Retrieved from https://collegepublishing.sagepub.com/products/designing-and-conducting-mixed-methods-research-3-241842

Giblin, S., Collins, D. & Button, C. (2014). Physical Literacy: Importance, Assessment and Future Directions. Sports Med 44, 1177–1184 https://doi.org/10.1007/s40279-014-0205-7

Ho, W., Ahmed, M. D., D’Amico, R. L. D., Ramos, A., Ferreira, E. L., Ferreira, M. B. R., ... & Wong, B. (2018). Measuring the perception of quality physical education in Latin American professionals. Revista Brasileira de Ciências do Esporte, 40, 361-369. https://doi.org/10.1016/j.rbce.2018.05.006

Jansson, A., Sundblad, G. B., Lundvall, S., Bjärsholm, D., & Norberg, J. (2021). Students’ perceived learning in physical education: variations across students’ gender and migration background in Sweden. Sport, Education and Society, 27(4), 421–433. https://doi.org/10.1080/13573322.2021.1878129

Kwasnicka, D., Dombrowski, S. U., White, M., & Sniehotta, F. (2016). Theoretical explanations for maintenance of behaviour change: a systematic review of behaviour theories. Health Psychology Review, 10(3), 277-296. https://doi.org/10.1080/17437199.2016.1151372

Martin, J. T., Tubera, J. G., Monta, V. D., Naguiat, E. S., Yambao, M. J. C., Tullao, M., ... & Baligad, R. (2016). Motivation and physical activity participation of Filipino college students. Asia Life Sciences, 25(1), 245-54. Retrieved from https://www.researchgate.net/publication/289607213_Motivation_and_physical_activity_participation_of_Filipino_college_students

McKay, C., Hoch, J., Hoch, M., & Dlugonski, D. (2023). Sports specialization, physical literacy, and physical activity levels in young adults. Journal of Sport Rehabilitation, 32(2), 190-195. https://doi.org/10.1123/jsr.2022-0057

Mercier, K., Simonton, K., Centeio, E., Barcelona, J., & Garn, A. (2022). Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior. European Physical Education Review, 29(1), 40-54. https://doi.org/10.1177/1356336x221106051

Ramayudha, B. (2019). How is the achievement of students’ physical literacy?. Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). https://doi.org/10.2991/icsshpe-18.2019.34

Shearer, C., Goss, H. R., Edwards, L. C., Keegan, R. J., Knowles, Z. R., Boddy, L. M., ... & Foweather, L. (2018). How is physical literacy defined? A contemporary update. Journal of Teaching in Physical Education, 37(3), 237-245. http://dx.doi.org/10.1123/jtpe.2018-0136

Stevens, C. J., Baldwin, A. S., Bryan, A. D., Conner, M., Rhodes, R. E., & Williams, D. M. (2020). Affective determinants of physical activity: a conceptual framework and narrative review. Frontiers in Psychology, 3366. https://doi.org/10.3389/fpsyg.2020.568331

Šunda, M., Gilić, B., Sekulić, D., Matić, R., Drid, P., Alexe, D. I., Cucui, G. G., & Lupu, G. (2018). Out-of-School Sports Participation Is Positively Associated with Physical Literacy, but What about Physical Education? A Cross-Sectional Gender-Stratified Analysis during the COVID-19 Pandemic among High-School Adolescents. Children (Basel), 9(5), 753. https://doi.org/10.3390/children9050753

Tremblay, M. S., Costas-Bradstreet, C., Barnes, J. D., Bartlett, B., Dampier, D., Lalonde, C., ... & Yessis, J. (2018). Canada’s physical literacy consensus statement: process and outcome. BMC Public Health, 18(2), 1-18. https://doi.org/10.1186/s12889-018-5903-x

Ydo, Y. (2021). Physical literacy on the global agenda. Prospects, 50(1-2), 1-3. https://doi.org/10.1007/s11125-020-09524-8




DOI: http://dx.doi.org/10.46827/ejpe.v12i1.5766

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Rolan L. Mancha, Porferia S. Poralan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015 - 2026. European Journal of Physical Education and Sport Science (ISSN 2501 - 1235) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).