Perceived Physical Literacy of Notre Dame of Marbel University College Students

Arzel John  Cause,; Erika  Gaurana,; John  Renon,; Eliseo  Villaganas Jr,

Perceived Physical Literacy of Notre Dame of Marbel University College Students

Arzel John Cause | Erika Gaurana | John Renon | Eliseo Villaganas Jr

Discipline: Education

Abstract:

This study described the level of perceived physical literacy of NDMU students. A descriptive research design was employed to determine this level. The researcher purposefully selected the respondents from the Socio-Cultural and Sports Club Varsity at Notre Dame of Marbel University using the adapted survey questionnaire. The perceived physical literacy among NDMU students is very high, which means that the students have knowledge and understanding, self-expression and communication with others, and a sense of self and self-confidence. This means that the students understand the benefits of physical activity, establish friendships with others, and are willing to play sports for health reasons.

References:

Alpe, M. A., & Alforja, N. S. Effectiveness of Physical Literacy Program on the Enhancement of Skill-Related Fitness Performance of Senior High School Students.
Carreiro-Da-Costa, F. (2019). Educación física como proyecto de innovación y transformación cultural. Recie. Revista Caribeña De Investigación Educativa, 3(2), 19–32. https://doi.org/10.32541/recie.2019.v3i2.pp19-32
Cengiz, C. (2023). An Examination of Physical Literacy of High School Students. Shanlax International Journal of Education, 11(2), 83–91.
Choi, S. M., Sum, R. K. W., Leung, E. F. L., & Ng, R. S. K. (2018). Relationship between perceived physical literacy and physical activity levels among Hong Kong adolescents. PloS One, 13(8), e0203105. https://doi.org/10.1371/journal.pone.0203105
Atienza, J. 2019. Assessment of Physical Literacy among Grade 10 Students of Batangas State University Integrated School. International Journal of Recent Innovations in Academic Research, 3(3): 66-78.
Li, M. H., Sum, R. K. W., Sit, C. H. P., Liu, Y., & Li, R. (2021). Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children. Journal of Exercise Science & Fitness, 19(3), 171–177. https://doi.org/10.1016/j.jesf.2021.03.001
Longmuir, P. E., Boyer, C., Lloyd, M., Yang, Y., Boiarskaia, E., Zhu, W., & Tremblay, M. S. (2015). The Canadian assessment of physical literacy: methods for children in grades 4 to 6 (8 to 12 years). BMC public health, 15, 1-11.
Öztürk, Ö., Aydoğdu, O., Yıkılmaz, S. K., Feyzioğlu, Ö., & Pişirici, P. (2023). Physical literacy as a determinant of physical activity level among late adolescents. PLoS ONE, 18(4), e0285032. https://doi.org/10.1371/journal.pone.0285032
Pushkarenko, K., Cavell, M., Gosse, N., & Michalovic, E. (2023b). Physical literacy and the participant perspective: Exploring the value of physical literacy according to individuals experiencing disability through composite narratives. Journal of Exercise Science & Fitness, 21(3), 237–245. https://doi.org/10.1016/j.jesf.2023.03.001
Roetert, E. P., Ellenbecker, T. S., & Kriellaars, D. (2018). Physical literacy: why should we embrace this construct? British Journal of Sports Medicine, 52(20), 1291–1292. https://doi.org/10.1136/bjsports-2017-098465
Watson, R. (2015). Quantitative research. Nursing standard, 29(31).
Sum, R. K. W., Ha, A. S. C., Cheng, C. F., Chung, P. K., Yiu, K. T. C., Kuo, C. C., ... & Wang, F. J. (2016). Construction and validation of a perceived physical literacy instrument for physical education teachers. PloS one, 11(5), e0155610.