Gamification in a Virtual Ecology (GIVE): Enhancing Classroom Engagement in Physical Education among Senior High School Students

The study was geared toward determining the influence of integrating Gamification in a Virtual Ecology (GIVE) in enhancing classroom engagement in physical education among senior high school students in a state university in Pampanga, Philippines. This qualitative-descriptive study included a complete enumeration of the Grade 12 Technical-Vocational-Livelihood (TVL) students who voluntarily participated in this qualitative investigation (n = 58) by responding to open-ended questions. Results of the open-ended questionnaire decipher the influence of gamification on students’ level of engagement and the barriers encountered upon its inclusion. The study utilized Braun and Clarke's Thematic Analysis strategy, which was aided by computer-assisted qualitative analysis software, MAXQDA Analytics Pro 2022. The study revealed two emerging themes that described the influence of gamification in the students' virtual ecology, namely: (1) the effects of the integration of gamified instruction on students’ engagement; and (2) students' problems in using gamified instruction. The findings of this study may predate the institutionalization of the prospective enhancement of the teacher’s capabilities through the aid of gamification to improve the classroom engagement of the students in a virtual ecology towards a better understanding of the lessons in physical education settings

Knowledge and readiness of filipino physical educators in addressing injuries in physical education settings

In school, there are a lot of lesson, skills and  experiences that may took place. It is inevitable to encounter unexpected certainties during class hours, especially during Physical Education classes. There are a lot of unexpected certainties like injuries that may took place, the latter may deprove the students in attaining the knowledge and skills they may acquired during their physical education classes. Moreover, it is the teacher's primary role to keep the students safe from any harm. Thus, this study aimed to assess the knowledge and readiness of Filipino Physical Educators in addressing injuries in Physical Education settings. This mixed-method sequential explanatory research considered twenty (20) physical educators of a state-funded higher education institution were selected for the quantitative phase. Four (4) of them were selected in the qualitative phase via extreme case sampling that measured their demographic profile, knowledge, readiness, and experiences in first aid management. Using the Pearson r test manifests a negative relationship between the variables of this study and the demographic profile of the respondents/participants. As per the  results of the quantitative phase and the findings of the qualitataive phase this study delineates that the Physical Educators do have a sufficient level of knowledge and readiness in terms of addressing and responding to unexpected certainties that may took place on their respective physical education classes. Furthermore, it is recommended that Physical Educators must consider a variety of strategies to improve their knowledge and readiness in dealing with injuries. With this, further knowledge and information should be obtained to strengthen and enhance the knowledge and readiness they initially have