The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

This study aims to identify the following factors that affect the physical inactivity of the students in saint joseph college aged 12- 16 years old. It aims to understand the impact of this crisis and how to address this pressing issue. A descriptive- survey research design was utilized to document the respondents' behavior, demographics, and experiences correlated to the questions provided. The questionnaire includes 15-item questions that seek to gather information on their basic profile, current experiences, and behavior towards physical activities. The study discovers that teenagers aged 12-16 years old are inactive in physical activities and sports due to some reasons like exposure to too much time to gadgets, whether the activity provides a fun and offers socialization, lack of motivation, occupied schedules for other matters, the covid-19 pandemic, costly sports equipment on the sports of their interest, the unavailability of playing area, and lastly health concerns. Therefore, physical inactivity only alleviates certain issues, physically, mentally, spiritually, and socially. Physical inactivity is the result of demotivated individuals, physical illiteracy, prolonged screen time, and health issues.

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.

The purpose of the study. The aim of this study is to identify the prevalence of participants in physical activities, the motivation needed by the students to engage in the activity, challenges encountered by the implementors, health benefits, and recommendations and suggestions needed for the improvement of the implementation. Materials and methods. Using Arksey and O’Malley’s (2005) scoping review framework, a systematic analysis of the data of different articles was conducted. Results. It was found out that the implementation of active recreational activities offers different health benefits to the youth, physical literacy and orientation and motivation played a vital role in the implementation of the recreational activities. Conclusions. Therefore, the implementation of the active recreational activities must be strengthened in schools not just for the sake of participation but because they are motivated to. And the engagement of these activities must not only limit to school grounds but also engaged even at home and in the community.

The fundamental reason for this survey is to point out the challenges encountered by the teachers, students, schools, and parents in facing and handling oral speech communication subjects during the pandemic. Given that, most of the medium of instruction used is distance learning. It poses issues and concerns about how our respondents dealt with the situation. A descriptive- survey research design was used to obtain themes and phenomena to the questions provided. The questionnaire includes questions that seek to gather information on their basic profile, current experiences, and behavior towards the problem. It was found out that the different problems encountered by the teachers, students, school, and parents include the validity of the issue, the lack of motivation which was a very complicated problem because it deals with emotional readiness and stability, and the difficulty in comprehending the topics of the module because lessons are not explained personally by the teachers. Therefore, oral speech communication requires an in-depth shift in lesson delivery to cater to the needs for improvement.

This study investigated the influence of perceived instructor emotional support on academic resilience among 363 first- and second-year university students enrolled in Physical Education (PE) courses at a State University in the Philippines. Using the Teacher Emotional Support (TES) Scale and Academic Resilience Scale (ARS-30), the research focused on three components of emotional support: Positive Climate (PC), Instructor’s Sensitivity (IS), and Regard for Adult Perspective (RAP). The findings revealed a significant relationship between TES and ARS, with IS and RAP influencing students’ ability to persevere through challenges. However, PC did not show a statistically significant influence on resilience. Regression analyses indicated that IS fostered resilience by addressing students’ emotional needs, while RAP enhanced autonomy and engagement by valuing students’ perspectives. These results underscored the importance of emotional support from PE instructors in creating inclusive environments that fostered student resilience. The study contributed to a growing body of literature emphasizing the critical role of university instructors in shaping students’ academic success and well-being. Practical recommendations included the need for professional development programs to equip PE instructors with strategies to provide adequate emotional support. Despite the limitations of a single institution sample, this research offered valuable insights into fostering resilience in higher education, particularly in contexts where academic and emotional challenges intersected. Future research was recommended to explore diverse educational settings to validate these findings and examine additional factors, such as socioeconomic status, that might have mediated these relationships.