34 research outputs found
Gen Z’s Fitness Concepts and Ways to be Fit: Insights to Strengthen Students’ Learning Experiences in Tertiary Physical Education
Full text linkBeing dubbed as digital natives born and raised in the highly industrial era, generation z students
differ from previous generations. A recent study revealed an increasing number of dropped-out
students in physical education classes in one of the leading State Universities in the Philippines.
Several reasons have been revealed, and one of those is the current tertiary physical education
curriculum content. Hence, this study aimed to determine the fitness concepts and ways to stay fit of
generation Z students and utilize in enhancing the curriculum content and improve the students’
learning experiences in tertiary physical education. Using the descriptive phenomenology research
design, 95 research participants took part in focus group discussions, in-depth interviews, and
unobtrusive participant observations. The findings of this inquiry indicated three (3) reasons why
generation Z students still perceive physical education as an essential course in schools (gadget
addiction; early childhood diseases; and stress release) and six (6) ways to stay healthy (exercise and
physical activities; balanced diet; enough sleep/rest; self-discipline; and use of technology to promote
fitness). The findings and conclusions served as critical components in strengthening the tertiary
physical education curriculum to tailor the learning experiences to generation Z students' concepts,
ways, and preferences
An Ethnographic Probe on the Cultural Values and Symbols of Generation Z Students: Implications for Course Contextualization
Full text linkThis research aimed to look into the cultural values and symbols of Generation Z Students as implications for contextualizing Physical Education courses in one of the leading State Universities in the Philippines to make learning more engaging and responsive to the needs and interests of students. This research employed a qualitative ethnographic research design with 205 research participants who participated in focus group discussions, extensive field observations, in-depth interviews, and field notes. The findings revealed seven (7) cultural values, namely: bonding, relaxing, able to share, knowing how to get along, updated with trends, being aware of surroundings, and open-mindedness; and three (3) symbols: gadget, online games, and social media were identified as essential implications in the contextualization of Physical Education course. This resulted in the conceptualization of a contextualized course syllabus in Tertiary Physical Education as a potential reference in the effective delivery of instruction.
Students’ engagement in Philippine tertiary PE program: a path for enhancing experience and curriculum development
Get PDFThis study aims to assess student engagement across several dimensions of the PATH-Fit program and explore the interrelationships among these dimensions to inform curriculum development and enhance students’ experience. Using a quantitative research design, precisely a descriptive correlation approach, the study employed a modified research instrument to measure various aspects of student engagement, including Interest and Motivation, Perceived Benefits, Teaching and Learning Environment, Assessment and Feedback, and Overall Satisfaction. A sample of 633 college students from Southern Philippines was selected using simple random sampling to ensure representative and unbiased data. The results reveal that students exhibit moderate engagement in the PATH-Fit program. Analysis shows significant relationships among all engagement variables, indicating that improvements in one area, such as the teaching and learning environment, can positively influence others, like interest and motivation. The interrelationships highlight the interconnectedness of engagement dimensions, suggesting that a holistic approach is necessary for enhancing overall student involvement. In conclusion, while the PATH-Fit program succeeds in capturing students' interest to some extent, there is considerable potential for increasing engagement. By addressing multiple dimensions of engagement simultaneously, the program can better meet students' needs and improve their overall satisfaction and involvement
Aging, Gender and Neighbourhood Determinants of Distance Traveled: A Multilevel Analysis in the Hamilton CMA
Full text linkThe objective of this study is to investigate the determinants of mean trip distance traveled by different mode types. The study uses data from the Hamilton CMA in Canada, and multilevel models to investigate demographic aging factors, gender differentials, and neighbourhood attributes on distance traveled. The results of the study validate previous findings regarding the decline in distance traveled as age advances. In addition, it is found that: 1) While this effect of age is present for all modes analyzed (car-driving, car-passenger, and bus) it is considerably more marked for car-driving; 2) There are significant gender effects compounded by the interrelated factors of employment constraints, household dynamics, and greater reliance on travel modes other than car driving; and 3) Neighbourhoods with high commercial and residential mix showed a negative relation with distance traveled only in the case of car-driver.distance traveled, aging, elderly, gender, neighbourhood influence, multilevel analysis
Cell carbon content and biomass assessments of dinoflagellates and diatoms in the oceanic ecosystem of the Southern Gulf of Mexico
Full text linkThis study assessed the cell carbon content and biomass for genera of dinoflagellates and diatoms in the oceanic ecosystem of the Southern Gulf of Mexico. Carbon content estimates were based on biovolume calculations derived from linear dimension measurements of individual cells and the approximate geometric body shape of each genus. Then, biomass assessments were performed for both groups in two gulf regions (Perdido and Coatzacoalcos) using these carbon content factors and cell abundances. After four seasonal cruises, 11,817 cells of dinoflagellates and 3,412 cells of diatoms were analyzed. Diverse body shapes and cell sizes were observed among 46 dinoflagellate genera and 37 diatom genera. Nano-cells of dinoflagellates (68% <20 μm) and micro-cells of diatoms (77% 20–200 μm, mostly 50–75 μm) were predominant. According to this cell-size structure, on average, diatoms contained 40% more carbon per cell than dinoflagellates. Contrasting carbon content estimates were observed within the genera of both microalgae. Large carbon averages (>10,000 pg C cell-1) were attributed to Gonyaulacal and some occasional genera of dinoflagellates (e.g., Pyrocystis and Noctiluca) and centric diatoms. In contrast, values up to 3 orders of magnitude lower were found for Peridinial and Gymnodinial dinoflagellates and pennate diatoms. Based on these carbon content estimates, which can be considered representative for most of this oceanic ecosystem, seasonal and regional differences were found in the biomass assessments conducted for these functional groups. Overall, dinoflagellates (mostly low-carbon Gymnodinales) had larger depth-integrated biomass than diatoms (mainly rich-carbon centric forms) within the euphotic zone. An exception to it was the late-summer cruise at the Coatzacoalcos region when a surface bloom of centric diatoms was observed in stations influenced by river runoff. This work contributes useful reference information for future ecological studies and models for understanding the biogeochemical functioning of this open-ocean ecosystem. © 2021 Linacre et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Suggestions for a better tertiary physical education experience: insights from students at a rural state university
Get PDFThis study explored the concerns and suggestions of generation Z students in rural communities to improve the newly implemented tertiary physical education (PE) program in the Philippines - physical activity towards health and fitness (PATHFit). Employing a qualitative-ethnographic approach, data were gathered from 20 generation Z students who were selected and participated in purposive interviews using open-ended questions validated by experts. The findings highlighted several themes following the data analysis using the Colaizzi method: PE should be engaging and fun, moving beyond traditional books and materials; a more flexible curriculum is needed, one that does not feel like a rigid prescription; student-centered activities should be prioritized to promote active involvement; lectures should be limited, with a greater focus on interactive, hands-on experiences; access to sports equipment through a borrowing system is crucial for student participation; and high-quality teaching, characterized by clear communication and practical demonstrations, is essential for a more meaningful learning experience. The study concludes and implies that generation Z students in rural communities desire a more engaging, flexible, and interactive PATHFit program that aligns with their interests and needs. Their insights provide valuable direction for enhancing the curriculum, promoting active student involvement, and ensuring that teaching is clear, practical, and engaging
In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students
Get PDFThis study aims to explore the relationship between sports and physical anxiety and life satisfaction among college students in a leading Philippine state university. Employing a quantitative research design, specifically descriptive correlation, data were collected from 2,043 respondents using simple random sampling. The research utilized the physical activity and sport anxiety scale and the life satisfaction index to measure the respective constructs, with analyses conducted using Spearman’s rho correlation coefficient to assess relationships between variables. Results indicated a significant relationship between sports and physical anxiety and life satisfaction, revealing that higher levels of anxiety corresponded to lower life satisfaction. These findings highlight the importance of addressing sports and physical anxiety to improve overall well-being. Implications suggest that institutions should implement mental health and wellness initiatives aimed at reducing anxiety and promoting supportive environments in physical education settings. By fostering a culture that prioritizes psychological well-being alongside physical engagement, institutions can enhance students’ life satisfaction and overall quality of life
La influencia del apoyo emocional del profesor en el compromiso académico de los estudiantes universitarios: Examinando el papel de la motivación académica a través de la teoría de la autodeterminación.
Full text linkDespite substantial studies on the influence of emotional support from teachers on student engagement, there is a dearth of research regarding how academic motivation improves the effectiveness of teacher support in improving college student engagement. This study investigates the mediating role of academic motivation in the relationship between teacher emotional support and student engagement. Utilizing Self-Determination Theory (SDT), we examine how intrinsic and extrinsic motivation, as well as amotivation, influence engagement. This study employs a quantitative, cross-sectional research design to examine the mediating role of academic motivation in the link between teacher emotional support and student engagement. A total of 1,250 university students participated, responding to validated scales measuring teacher emotional support, academic motivation, and engagement. The results revealed that teacher emotional support significantly predicts both academic motivation and student engagement. Furthermore, academic motivation partially mediates this relationship, with intrinsic and extrinsic motivation enhancing engagement, while amotivation negatively impacts it. These findings underscore the importance of emotional support in fostering motivation, leading to greater academic engagement. The study highlights the psychological mechanisms underlying student engagement, contributing to research on higher education strategies. The results emphasize the need for educators to create emotionally supportive environments to maximize student motivation and engagement. Future research should explore correlational design to establish causality and examine additional factors such as peer support and learning environments.A pesar de los numerosos estudios sobre la influencia del apoyo emocional de los docentes en el compromiso estudiantil, hay una escasez de investigaciones sobre cómo la motivación académica mejora la efectividad del apoyo docente en la participación de los estudiantes universitarios. Este estudio investiga el papel mediador de la motivación académica en la relación entre el apoyo emocional del docente y el compromiso estudiantil. Utilizando la Teoría de la Autodeterminación (SDT), examinamos cómo la motivación intrínseca, extrínseca y la desmotivación influyen en el compromiso académico. Este estudio emplea un diseño de investigación cuantitativo y transversal para analizar el papel mediador de la motivación académica en la relación entre el apoyo emocional del docente y el compromiso estudiantil. Un total de 1,250 estudiantes universitarios participaron en la investigación, respondiendo a escalas validadas que miden el apoyo emocional del docente, la motivación académica y el compromiso. Los resultados revelaron que el apoyo emocional del docente predice significativamente tanto la motivación académica como el compromiso estudiantil. Además, la motivación académica media parcialmente esta relación, donde la motivación intrínseca y extrínseca mejoran el compromiso, mientras que la desmotivación lo afecta negativamente. Estos hallazgos resaltan la importancia del apoyo emocional en el fomento de la motivación, lo que conduce a un mayor compromiso académico. El estudio destaca los mecanismos psicológicos subyacentes en el compromiso estudiantil, contribuyendo a la investigación sobre estrategias en la educación superior. Los resultados enfatizan la necesidad de que los educadores creen entornos emocionalmente solidarios para maximizar la motivación y el compromiso de los estudiantes. Las investigaciones futuras deberían explorar diseños correlacionales para establecer causalidad y examinar factores adicionales como el apoyo de los compañeros y los entornos de aprendizaje
Association between Tetrodotoxin Resistant Channels and Lipid Rafts Regulates Sensory Neuron Excitability
No full textPubMed ID: 22870192This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Activity preferences of Gen Z in rural communities: key insights for improving the Philippine PATH-Fit program
Full text linkThis study explored the activity preferences of Generation Z (Gen Z) students in rural communities to enhance the implementation of the Philippine physical activity towards health and fitness (PATH-Fit) program. Utilizing a qualitative-ethnographic approach, insights were obtained from 20 selected Gen Z students through expert-validated open-ended questions. The findings highlighted seven key preferences: lessen the lectures, holistic activities, sports and physical activities, comfort, accessibility, and convenience, community and outdoor activities, activities to deviate from technology, and activities that do not add stress. The study revealed that Gen Z students in rural areas prefer PATH-Fit activities that are engaging, diverse, and supportive of their overall well-being. They favor fewer lectures to allow for more interactive learning experiences that integrate social, mental, and emotional aspects alongside physical activities. Additionally, they seek activities that are comfortable, accessible, and convenient, valuing easy access and minimal hassle. Community engagement and outdoor experiences are also crucial to them, as are opportunities to disconnect from technology and avoid stress. These preferences emphasize the need for a well-rounded and adaptable approach to physical education (PE) that aligns with Gen Z students’ diverse needs and well-being in rural communities
