Background and Study Aim. The relationship between coach and athlete may significantly influence an athlete's experience in sports. Elements such as closeness, commitment, and complementarity are key aspects of this relationship. The current study aimed to examine the association between motivation and athletes' engagement in sports, as mediated by the coach-athlete relationship. Material and Methods. A sample of 408 student-athletes from various universities in Iligan City participated in the study. They completed a set of questionnaires assessing motivation, the coach-athlete relationship, and athlete engagement. The participants were between 18 and 25 years old. The measures used in the study included the Coach-Athlete Relationship Questionnaire (CARTQ), the Sports Motivation Scale (SMS), and the Athletic Engagement Questionnaire (AEQ). Ethical approval was obtained from all participants. Results. The results showed that coach-athlete relationships were characterized by closeness, commitment, and complementarity. These relationships significantly mediated the link between intrinsic and extrinsic motivation and athlete engagement in sports. Strong connections between coaches and athletes enhance the positive effect of motivation on engagement. This occurs by fulfilling athletes' psychological needs for autonomy, competence, and relatedness. Conversely, amotivation was negatively associated with engagement through the dimensions of the coach-athlete relationship. Athletes with high levels of amotivation are more likely to disengage. This highlights the need for coaches to foster a supportive environment that reduces negative motivational states. Conclusions. The evidence supports the utilization of Self-Determination Theory (SDT) to better understand the importance of relationship factors in enhancing motivation. This approach leads to long-term engagement in sports. These results offer a more comprehensive view of the delicate dynamics of the coach-athlete relationship and its consequences for motivation and athletic engagement in sports.

Despite 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.

Background and Study Aim. Improving students’ physical competence and engagement relies on effective physical education programs. The use of innovative teaching methods is becoming increasingly prevalent in education. This study aims to investigate the effect of game skill-based activity in physical education to enhance movement competence of students. Material and Methods. The study included 60 students, aged 18 to 21, from different universities. They were divided into experimental and control groups using a quasi-experimental design. The Movement Competency Screen (MCS) was used for assessment. The movement competency test evaluated students' movement skills before and after the intervention. The test included bodyweight squats, lunges and twists, push-ups, bend-and-pull exercises, and single-leg squats. Results. There were no significant differences in motor competence screening scores between the two groups (p > .05). However, the experimental group showed significant improvements across all movement competency screen assessments. This finding highlights the effectiveness of game-based learning in enhancing skill acquisition, coordination, and overall physical skills. In contrast, the control group demonstrated only a moderate increase in movement skills. The results suggest that the game-based collaborative learning method positively impacted motor competence. It promoted the regulated, harmonious, and holistic development of students' movement skills. Conclusions. The study postulates that a 12-week game skill-based activity in physical education promotes physical competency. It also offers social and psychological benefits. This approach presents a promising pedagogical method to enrich physical education experiences. It encourages cooperation, teamwork, and active participation among students, fostering a more supportive and dynamic learning environment.

Background and Study Aim. Plyometric training is widely utilized to improve athletic performance by increasing explosive power, speed, and agility. Despite extensive research on its benefits for professional athletes, there is a lack of empirical studies investigating how plyometric exercise training influences specific fitness components in novice volleyball players. This study aimed to investigate the impact of a 4-week plyometric training program on particular physical fitness components in novice volleyball players under 21 years of age. Material and Methods. This study involved 40 novice volleyball players under 21 years of age (M = 19.28 ± 0.93 years). Participants were randomly assigned to an experimental group (n = 20), which engaged in an organized 4-week plyometric training program, or a control group (n = 20), which adhered to their conventional training schedule. Performance in lateral cone hops, burpees, squat jumps, box jumps, and a 40-meter sprint was evaluated through pre- and post-test assessments. Data were analyzed using paired and independent samples t-tests, with a significance threshold of p < 0.05. Results. The results showed substantial enhancements in all assessed training metrics for the experimental group relative to the control group. Significant improvements were noted in lateral cone hops, squat jumps, and sprint performance. The results indicate that short-term plyometric training markedly improves specific fitness components essential for volleyball performance. Conclusions. A four-week plyometric training program significantly enhances particular fitness components in U21 novice volleyball players. These findings underscore the need to include plyometric exercises in training programs to improve athletic performance. Future studies should investigate the long-term effects and adaptations across various levels of athletes.

Several studies have explored the mechanism in increasing sports engagement. However, the underlying dynamics that drive engagement in sports remain a subject of ongoing investigations. This study aimed to delve deeper into the intricate relationship between passion and student athletes’ engagement in sports. A total of 408 student athletes aged from 18–27 years old (Mage= 20.93 years, SD= 2.09) completed the questionnaire packet. The sample was composed of 37.07% male athletes (n=139) and 65.93% female athletes (n=269). Measures in the study include Sports Passion Scale (SPS) and Athletic Engagement Questionnaire (AEQ). Ethical approval was gained from the participants. The findings reveal a direct and significant relationship between passion and athletes’ engagement in sports. These results highlight that passion shown by student athletes is a factor that determines a high level of engagement in sports among student-athletes. The interaction between passion and engagement highlights the need to establish a conducive atmosphere that fosters athletes’ interest in their sport, resulting in increased involvement in sports.

Educators today face relentless challenges, making academic resilience crucial for success. However, limited research has examined how school climate, a multidimensional construct shaping students’ experiences, influenced resilience among Physical Education Teacher Education (PETE) students. This gap was particularly evident across cultural and educational contexts, leaving institutions without clear strategies to nurture resilience in future educators. This study addressed this gap by investigating the influence of school climate on the academic resilience of 515 PETE students in selected higher education institutions across three countries. It also examined whether perceptions of school climate and academic resilience varied by sex/gender identity or country of origin. Multiple regression was employed to determine the predictive influence of school climate dimensions on academic resilience, while one-way ANOVA was used to assess differences in perceived school climate and academic resilience across sex/gender identity and country. Findings revealed no significant differences across these variables. However, overall, school climate positively influenced academic resilience. Interestingly, the physical safety dimension showed a negative association, suggesting complexities in how students perceived safety within their environments. Additionally, group cohesion and teacher motivation did not significantly influence resilience, challenging common assumptions about their universal importance. These results underscored the nuanced role of school climate in fostering resilience, prompting higher education institutions to reevaluate their policies and practices. By nurturing inclusive relationships, addressing overlooked dimensions, and creating supportive learning environments, schools can better prepare PETE students to navigate challenges. This study filled a critical research gap and provided actionable insights for building resilience among future physical educators.