ATTITUDES OF 3RD YEAR PHYSICAL EDUCATION

STUDENTS IN CAPITOL UNIVERSITY TOWARDS

IMPROVING PHYSICAL HEALTH

CYRIL ANN CARREON

GIN ROSE CLARABAL
RHEYMIE ROSE DAYA
MARCHIELYN DAIRO
BONJO SALVO

BACHELOR OF PHYSICAL EDUCATION

COLLEGE OF EDUCATION

JUNE 2022
CHAPTER 1
Introduction

According to the Motivation and Opportunity (MODE) model (Fazio and Olson, 2014, pp. 155–171),

attitudes are individual associations of "attitude subjective values" and their attitude subjective values

stored therein, the overall evaluation of memory is defined as the assessment of attitude values depends

on the individual's perceived beliefs, emotions, and past experiences, or even various combinations of

these cognitive, emotional, and behavioral sources, all derived from the individual's memory. Attitudes

are ideas or feelings that one may have about something as a result of part experience or as a result of

imaginative likes and dislikes. When condition or change in the environment occurs, whether for better or

worse, we can usually expect to see a change in attitudes (Chek, S.A., & Pandey, U. March, 2016).

Positive and negative attitudes could affect one's physical health. Researchers continue to find compelling

evidence that a positive attitude has beneficial effects to our well-being and health. Studies consistently

find links between attitude and health when related to: A longer life span, Lower rates of depression, Less

susceptibility to airborne illnesses such as colds, Reduced risk of death from cardiovascular disease.

Sometimes the direct effect of our attitude on health is even more obvious. Consider how we approach

weight loss.

Physical health has become a major topic in the world of health. There is a wide range of attitudes

towards physical health that can be seen across different levels, genders, and ages. Some students actively

seek to learn more about exercise, while others are apathetic, even hostile, towards the idea of being

physically healthy. Furthermore, mostly students engage in some form of exercise, but never dedicate

themselves to it. It is important that we make a conscious decision to prioritize our health and develop a

positive attitude towards improving physical health. Physical activity (PA) and exercise are important in

the prevention of chronic diseases. From the motivational perspective, one’s positive attitude towards
Physical Activity and exercise will help in improving physical health. However, showing a negative

attitude towards exercise and physical activity could lead to chronic and more complex diseases.

As a Physical Education student, it is important to apply the concept and knowledge of being Physically

healthy. To observe, many students are not interested in the concept of exercise and physical activity, yet

they are obsessed with being physically fit. In this study, the researcher would like to explore the factors

affecting the attitude of the students towards improving their physical health. The researchers intend to

find out the attitude of the Physical education students in performing physical activity and exercises. And

how this attitude helps in improving their physical health.

Theoretical Framework

This study is anchored on the dual process model by Ron Sun, an account of how thought can arise in two
different ways, or as a result of two different processes. Often, the two processes consist of an implicit
(automatic), unconscious process and an explicit (controlled), conscious process. Dual-process models of
health behavior posit that implicit and explicit attitude independently drive healthy behavior. Verbalized
explicit processes or attitudes and actions may change with persuasion or education; though implicit
processes or attitudes usually take a long amount of time to change with the forming of new habits.
Implicit attitudes are automatic, emotional responses to stimuli (Gawronski & Bodenhausen, 2006).
Implicit attitudes are believed to be the result of prior direct or indirect experience with the target object
or activity and may differ in magnitude and direction from an individual’s explicit attitudes about exercise
(Markland, Hall, Duncan, & Simatovic, 2015).

According to the System of Evaluation Model (SEM), individuals rely more on explicit attitudes when
engaging in deliberate, planned behavior (Rydell & McConnell, 2006). Therefore, explicit attitudes may
be more important in the planning of future exercise activity, while implicit attitudes may guide a
person’s decision to persist in an exercise session despite negative outcomes, such as discomfort or
boredom.

This study therefore focuses on exploring the attitude of the respondents towards improving physical
health. The implicit and explicit attitude are the factors affecting the motivation of the students in
performing physical activity. Through that it can help improve student’s physical health and well-being.

Conceptual Framework

Student attitudes toward physical education and other physical activity contexts become increasingly
negative as students become older (Silverman & Subramaniam, 2007). Positive attitudes formed toward
physical activity in physical education may play an important role in maintaining an active lifestyle
outside school (Silverman & Subramaniam, 2007), as individual psychosocial variables can prevent
declines in physical activity among adolescence (Duncan, Duncan, Strycker, & Chaumeton, 2007)

The rapidly increasing obesity cases and physical inactivity among teenagers is one of the major
challenges in our health today. This study focuses on exploring the attitude of 3rd year Physical
Education students towards improving physical health in Capitol University. Through this study it can be
determined and identified the attitude and behavior of the students with regards to improving their
Physical health. This study examples the independent variable of attitude in responding to a certain
physical activity and exercises. The concept of the study presented in a research paradigm as a figure 1.
Figure 1. Schematic diagram showing the cause-and-effect relationship of the independent and
independent variables.

Statement of the Problem

This study aims to know the attitudes of third year Physical Education students at Capitol
University towards improving physical health. Specifically, this study seeks to find the answers
of the following questions.

1. What is the attitude of the 3 rd year BPED students at CU towards improving physical
health?

2. How does attitude towards physical activity impact physical health?

3. What factors affect attitude towards improving physical health?

Objectives of the Study

The objective of this study is to explore the ATTITUDES OF 3RD YEAR PHYSICAL EDUCATION
STUDENTS IN CAPITOL UNIVERSITY TOWARDS IMPROVING PHYSICAL HEALTH. Thus,
attitudes can affect physical education students toward physical activity and perceptions about physical
education classes are a good way to understand physical activity intentions as they can influence an
individual's decision to begin or to continue participation in physical activity (Martin, Oliver, &
McCaughtry, 2007; Shen, Rinehart-Lee, McCaughtry, & Li, 2012).
Significance of the Study

This research may provide information and knowledge regarding the attitudes of students towards
improving physical health. The findings of the study would be beneficial in the following:

Students. This research will provide and benefit the Physical Education students by making them think
about their health and well-being. Also, this study will help the Physical Education students in managing
their health by giving the researchers the response to their questions as a guide in accomplishing the
study.

Teachers. The results of the study will help the teachers/advisers to evaluate the performance of every
student. This study also can help the School staff to implement concrete programs and effective seminars
for the purpose of improving physical health and how attitudes of students can help to improve their
performances.

Parents. This research will provide parents with information regarding the attitudes of physical education
students in improving physical health.

Future Researchers. This research study will give information that can be used as a reference date for
further study. This would also act as reference material that will give them clearer understanding. This
research study can provide primary information for future researchers who wish to conduct a study related
to this issue.

Scope and Limitations

This study aims to determine the Attitudes of Physical Education Students Towards Improving Physical
Health. Also, to know the other factors affecting the attitude and behavior of the students in doing
physical activity and exercise.

The respondents are the 3rd year students of Physical Education in Capitol University. The selection of
respondents is simple random sampling. This will determine their answer as well as to identify their
attitudes in improving their physical health.

Definition of Terms
1. Attitude - Positive and negative response toward physical activity and exercise.

2. Physical Health - a state of physical well-being in which the individual is able to perform daily
activities without problems

3. Physical activity- defined as encompasses different activities that can affect the physical health
of the students.

Chapter 2

Review of Related literature

Physical education (PE) in schools is one of the most common sources of physical activity (PA) for
children and adolescents. It is well accepted that PE plays an important role in the overall educational
process by helping students to develop a healthy lifestyle (Expert Group on Health-Enhancing Physical
Activity [EGHEPA], 2014). School-based Physical Education interventions have been shown to be
effective in increasing levels of Physical Activity and possibly improving physical fitness of students
(Kriemler et al., 2011).  Nevertheless, research has revealed that students’ motivation to participate in PE
at school declines as they grow older (Gu & Zhang, 2016). On the other hand, for many students, PE is
the only opportunity to be engaged in PA (Morgan, Beighle, & Pangrazi, 2007; Pate, Ward, O’Neill, &
Dowda, 2007) This emphasizes the necessity of gaining a deeper knowledge of students' attitudes toward
PE and the factors that influence their attitudes. Interventions that could help to increase participation in
both Physical Education and independent Physical Activity.
Potential correlates of students’ attitude toward PE have been studied. Among such factors, age,
sex, enjoying Physical Activity, self-perception of a physically active lifestyle, self-perception of physical
competence, Physical Activity, and physical fitness have been shown to strongly relate to students’
attitude toward PE (Carroll & Loumidis, 2001; Colquitt, Walker, Langdon, McCollum, & Pomazal, 2012;
For example, While it appears that boys and girls have varied levels of interest in PE lessons the literature
is still inconsistent. Some studies have shown that boys have a more positive attitude toward PE than girls
do (Colley, Comber, & Hargreaves, 1994; Hünük & Demirhan, 2010; Koca, Aşçı, & Demirhan, 2005;
Zeng et al., 2011), while others have shown no differences between males and females (Subramaniam &
Silverman, 2007). These disparities in views could be ascribed to previous PE experiences as well as the
amount of education. The Physical Education teacher's abilities, the curriculum, the facilities, and the
equipment As a result, determining the underlying reasons why some pupils fail, Do not take pleasure in
Physical Education could lead to the creation of more effective school-based therapies. It has been
suggested that children and adolescents who have a more positive attitude toward Physical Activity are
more likely engaged in PA at school and in their leisure time (Hünük & Demirhan, 2010; Koca &
Demirhan, 2004; Subramaniam & Silverman, 2007). Similarly, students who experience enjoyment in
organized and non-organized PA show a more positive attitude toward PE at school (Subramaniam &
Silverman, 2007). As a result, PE teachers should assist students to improve their physical abilities and
urge them to engage in everyday physical activity.
Self-concept, defined as the general evaluation of oneself based on knowledge and an evaluation
of one’s competencies and skills, is an important agent of behavior (Stiller & Alfermann, 2007). Physical
educators who promote physically active lifestyles assume a significant role in improving physical self-
concept, mainly by using a self enhancement strategy, promoting self-esteem, and enhancing the skill
development strategy and the students’ physical competence (Ferrer-Caja & Weiss, 2000; Stiller &
Alfermann, 2007). As a result, one could claim that PE classes influence self-concept, develop
competence, and encourage successful experiences, all of which could be important factors. Physical
Activity participation is a lifelong factor. This highlights the importance of focused interventions in PE
classes for the improvement of the motivational climate, the intrinsic motivation, and the general
enjoyment (Gråstén, Jaakkola, Liukkonen, Watt, & Yli-Piipari, 2012; Stiller & Alfermann, 2007). This
reinforces the hypothesis that the creation of 30 students' perceptions of physical education students'
learning and behavior may be influenced by the presence of a pleasant learning environment. This could
help students adopt a much more positive attitude and incorporate frequent Physical Activity into a
healthier lifestyle. 
Concerning the mentioned self-competence by itself, physical fitness (an integrated measure of
psychoneurological, musculoskeletal, cardiorespiratory, blood-circulatory, and endocrine-metabolic
functions) is an important well-known goal in PE (American College of Sports Medicine, 2014;
EGHEPA, 2014). Research has shown that girls and boys with high physical fitness have a more positive
attitude toward PE and better Physical Activity-related self-concept than those with low physical fitness
do (Aktop, 2010; Colquitt et al., 2012). The improvement of physical fitness in Physical Education
classes can be a key component of the educational process, helping students to develop physical abilities,
self confidence, a positive physical concept, and generally, a more positive attitude toward Physical
Education and sports (Meredith & Welk, 2010).
 Although there is a lot of information on the correlates of students' attitudes toward PE, no
research has looked at the impact of each of the aforementioned correlates in predicting whether students
will have a good or negative attitude toward Physical Education. This is critical, though, because it will
aid in identifying the characteristics that most strongly influence views regarding Physical Education.
This knowledge could be used to develop particular school- and individual-based treatments aimed at
improving kids' attitudes about Physical Education and, as a result, improving Physical Activity in
general. This study took a comprehensive approach to investigating the relationships between students'
attitudes toward PE and their correlates by taking into account multiple individual variables (age, sex,
enjoying PA, self-perceived physically active lifestyle, self-perception of physical competence, PA, and
physical fitness) and the ability to distinguish the relationship patterns of correlates for students with a
desirable and undesirable attitude toward PE.
 Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the methodology and procedures that were used in the study. It describes the
following: research design, participant, instrumentation, data analysis, and ethical consideration.

Research Design

This study seeks to explore the attitude of 3 rd year Physical education Students in Capitol
University towards improving physical health. This study will be conducted using a qualitative
methodology in order to obtain meaningful responses and gain insight into students’ experiences.

Participants

Purposive sampling was the most suitable choice for the selection of participants, specifically, in
times of COVID whereby people are more under the global trauma of internalized fear and anxiety. Also,
in qualitative research mostly the sample is purposeful to the need of the research and the phenomenon
under study as it allows the researchers to set underlying assumptions related to the context where
participants are based and select research samples based on inclusion criteria. For this study, a set of 15
third year BP ED students are chosen to be part of this study.

Instrumentation
 The data collection instrumentation consisted of only one section: Semi-Structured or in-depth
interviews. Structured interview was not opted since the researchers want to include a number of planned
questions, but the interviewer has more freedom to modify the wording and order of questions so that the
researchers would collect complex information with a higher proportion of option-based information. The
option semi-structured interview was chosen by the researchers for several reasons that is more likely to
be elaborated if the researchers would ask more questions to the participants. Considering covid risks, the
researchers opted for sending of google meet link or video call by means of messenger or simply have it
face to face with the participants.

Data Analysis

Manual Thematic Analysis of the data will be done. Questions wise documents prepared, and a query was
run to explore the word frequency for each question. The researchers verified the codes, themes, and sub-
themes to ensure consistent interpretations.

Ethical Consideration

Ethical considerations were ensured throughout the study point. The participants were given an
informed consent message via social media platform and were asked to volunteer for the study
understanding all the rights of withdrawal and refusal there was no data sought which could exhibit the
participants direct identity like names, telephone number, addresses, area, or national identification
number.
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