Have a personal or library account? Click to login
“Making Gymnastics Enjoyable and Sustainable:” Positioning Gymnastics in Physical Education through Individual Interest Bolstering Study Engagement for a Lifelong and Healthy Lifestyle Cover

“Making Gymnastics Enjoyable and Sustainable:” Positioning Gymnastics in Physical Education through Individual Interest Bolstering Study Engagement for a Lifelong and Healthy Lifestyle

By:
Open Access
|Jun 2025

References

  1. Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2022). Scaffolding Matters? Investigating Its Role in Motivation, Engagement and Learning Achievements in Higher Education. Sustainability, 14(20), article 13419. https://doi.org/10.3390/su142013419">https://doi.org/10.3390/su142013419
  2. Aruta, J. J. B. R., Barretto, I. D. E., Shin, Y., & Jang, A. (2019). The Experience of Power in Teacher-Student Relationships in Collectivistic Context. Psychological Studies, 64(3), 316–331. https://doi.org/10.1007/s12646-019-00523-0">https://doi.org/10.1007/s12646-019-00523-0
  3. Avdonina, L., Lopuhina, A., & Peskova, E. (2019). Gymnastics is an elective discipline in physical culture and sports for students of technical University. Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic Development and Investment Attraction” (ISPCBC 2019). https://doi.org/10.2991/ispcbc-19.2019.26">https://doi.org/10.2991/ispcbc-19.2019.26
  4. Bautista, C., De Dios, D. A., & Lobo, J. (2023). The Nexus between individual interest and school engagement in bolstering Physical Culture for a habitual healthy régime: A case of a state university. Physical Education of Students, 27(1), 24–35. https://doi.org/10.15561/20755279.2023.0104">https://doi.org/10.15561/20755279.2023.0104
  5. Budiarti, R., Nugroho, W., & Nurfadhila, R. (2020). Contributions of Physical Condition to Gymnastics Basic Skills of College Students. Proceedings of the 3rd International Conference on Sports Sciences and Health 2019 (ICSSH 2019). https://doi.org/10.2991/ahsr.k.201107.028">https://doi.org/10.2991/ahsr.k.201107.028
  6. Capangpangan, S. B., Pongase, M. R. D., Merquita, R. A. J. D., Bungabong, G. L. B., Barrete, D. J. A., & Bulilawa, R. Y. (2024). Gymnastic skills: Challenges and compensatory measures. EPRA International Journal of Multidisciplinary Research, 10(7), 271–279. https://doi.org/10.36713/epra17767">https://doi.org/10.36713/epra17767
  7. Carbinatto, M. V., & Nunomura, M. (2016). Gymnastics in higher education: Reflections on assessment. Revista Brasileira de Educação Física e Esporte, 30(1), 171–181. https://doi.org/10.1590/1807-55092016000100171">https://doi.org/10.1590/1807-55092016000100171
  8. Carmona-Halty, M. A., Schaufeli, W. B., & Salanova, M. (2019). The Utrecht Work Engagement Scale for Students (UWES–9S): Factorial Validity, Reliability, and Measurement Invariance in a Chilean Sample of Undergraduate University Students. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01017">https://doi.org/10.3389/fpsyg.2019.01017
  9. Chao, L. (2020). The Innovative Method of Improving the Teaching Quality on gymnastics in colleges and universities. Frontiers in Sport Research, 2(1), 33–36.
  10. Cronin-Golomb, L. M., & Bauer, P. J. (2023). Self-motivated and directed learning across the lifespan. Acta Psychologica, 232, article 103816. https://doi.org/10.1016/j.actpsy.2022.103816">https://doi.org/10.1016/j.actpsy.2022.103816
  11. Duda, J. L., & Appleton, P. R. (2016). Empowering and Disempowering Coaching Climates: Conceptualization, Measurement Considerations, and Intervention Implications. In Sport and Exercise Psychology Research (pp. 373–388). Elsevier. https://doi.org/10.1016/B978-0-12-803634-1.00017-0">https://doi.org/10.1016/B978-0-12-803634-1.00017-0
  12. Fierro-Suero, S., Castillo, I., Almagro, B. J., & Saénz-López, P. (2023). The role of motivation and emotions in physical education: Understanding academic achievement and the intention to be physically active. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1253043">https://doi.org/10.3389/fpsyg.2023.1253043
  13. Flory, S. B., Nieman, C. V., & Wylie, R. C. (2023). Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis. Journal of Teaching in Physical Education, 42(3), 401–409. https://doi.org/10.1123/jtpe.2021-0312">https://doi.org/10.1123/jtpe.2021-0312
  14. Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39. https://doi.org/10.2307/3151312">https://doi.org/10.2307/3151312
  15. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059">https://doi.org/10.3102/00346543074001059
  16. Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In Sage. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7">https://doi.org/10.1007/978-3-030-80519-7
  17. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8">https://doi.org/10.1007/s11747-014-0403-8
  18. Hidi, S., & Renninger, K. A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4">https://doi.org/10.1207/s15326985ep4102_4
  19. Jaya, L. H. S., & Ariyanto, E. (2021). The Effect of Vigor, Dedication and Absorption on the Employee Performance of PT Garuda Indonesia Cargo. European Journal of Business and Management Research, 6(4), 311–316. https://doi.org/10.24018/ejbmr.2021.6.4.1006">https://doi.org/10.24018/ejbmr.2021.6.4.1006
  20. Jurat, V., Moga, C., Grigore, M.-F., Carp, I., Ulăreanu, M.-V., Drăgan, R.-Ș., Popescu, D.-C., & Cieslicka, M. (2024). Development of specific competencies in gymnastics in specialized higher education. Physical Education of Students, 28(1), 4–15. https://doi.org/10.15561/20755279.2024.0101">https://doi.org/10.15561/20755279.2024.0101
  21. Li, J., & Shao, W. (2022). Influence of Sports Activities on Pro-social Behavior of Children and Adolescents: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(11), 6484. https://doi.org/10.3390/ijerph19116484">https://doi.org/10.3390/ijerph19116484
  22. Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059">https://doi.org/10.3390/bs13010059
  23. Lobo, J., Martin, J., Argarin, J., Tubera, J., Narciso, H. A., & Dimalanta, G. (2023a). Physical culture for lifelong healthy participation: Expanding the horizon of individual interest and university engagement in physical education in higher education. Masyarakat, Kebudayaan Dan Politik, 36(3), 342–355. https://doi.org/10.20473/mkp.V36I32023.342-355">https://doi.org/10.20473/mkp.V36I32023.342-355
  24. Lobo, J., Peralta, R., Prevandos, F. G., Bautista, C., Agupitan, J., & Mabolo, J. G. (2023b). The importance of individual interest and school engagement to the advancement of physical culture promotion in schools of higher education. Health, Sport, Rehabilitation, 9(3), 24–39. https://doi.org/10.58962/HSR.2023.9.3.24-39">https://doi.org/10.58962/HSR.2023.9.3.24-39
  25. Martinek, T., Holland, B., & Seo, G. (2019). Understanding Physical Activity Engagement in Students: Skills, Values, and Hope. [Entender la participación de la actividad física en los estudiantes: conocimientos, valores y esperanza]. RICYDE. Revista Internacional de Ciencias Del Deporte, 15(55), 88–101. https://doi.org/10.5232/ricyde2019.05506">https://doi.org/10.5232/ricyde2019.05506
  26. Mérida-López, S., Extremera, N., & Chambel, M. J. (2021). Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement. International Journal of Environmental Research and Public Health, 18(10), 5434. https://doi.org/10.3390/ijerph18105434">https://doi.org/10.3390/ijerph18105434
  27. Nuutila, K., Tapola, A., Tuominen, H., Kupiainen, S., Pásztor, A., & Niemivirta, M. (2020). Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00036">https://doi.org/10.3389/feduc.2020.00036
  28. Oliveira, M. S., Galdino da Silva, Y. T., & Da Costa Silva, P. C. (2018). Pursuing a gymnastics for all and by all. Science of Gymnastics Journal, 10(1), 111–122. https://doi.org/10.52165/sgj.10.1.111-122">https://doi.org/10.52165/sgj.10.1.111-122
  29. Pasco, D., & Roure, C. (2022). Situational interest impacts college students’ physical activity in a design-based bike exergame. Journal of Sport and Health Science, 11(2), 172–178. https://doi.org/10.1016/j.jshs.2021.03.003">https://doi.org/10.1016/j.jshs.2021.03.003
  30. Renninger, K. A., & Hidi, S. E. (2022). Interest: A unique affective and cognitive motivational variable that develops. In Advances in Motivation Science (vol. 9, pp. 179–239). Elsevier. https://doi.org/10.1016/bs.adms.2021.12.004">https://doi.org/10.1016/bs.adms.2021.12.004
  31. Ribeiro, E., Farias, C., & Mesquita, I. (2024). “The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education. Education Sciences, 14(10), 1077. https://doi.org/10.3390/educsci14101077">https://doi.org/10.3390/educsci14101077
  32. Rieger, S., Göllner, R., Spengler, M., Trautwein, U., Nagengast, B., & Roberts, B. W. (2022). The persistence of students’ academic effort: The unique and combined effects of conscientiousness and individual interest. Learning and Instruction, 80, article 101613. https://doi.org/10.1016/j.learninstruc.2022.101613">https://doi.org/10.1016/j.learninstruc.2022.101613
  33. Robinson, D. B., Randall, L., & Andrews, E. (2020). Physical education teachers’ (lack of) gymnastics instruction: An exploration of a neglected curriculum requirement. Curriculum Studies in Health and Physical Education, 11(1), 67–82. https://doi.org/10.1080/25742981.2020.1715232">https://doi.org/10.1080/25742981.2020.1715232
  34. Rochnia, M., & Gräsel, C. (2022). Can the utility value of educational sciences be induced based on a reflection example or empirical findings—Or just somehow? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1006079">https://doi.org/10.3389/feduc.2022.1006079
  35. Roemer, E., Schuberth, F., & Henseler, J. (2021). HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling. Industrial Management & Data Systems, 121(12), 2637–2650. https://doi.org/10.1108/IMDS-02-2021-0082">https://doi.org/10.1108/IMDS-02-2021-0082
  36. Rotgans, J. I., & Schmidt, H. G. (2017). Interest development: Arousing situational interest affects the growth trajectory of individual interest. Contemporary Educational Psychology, 49, 175–184. https://doi.org/10.1016/j.cedpsych.2017.02.003">https://doi.org/10.1016/j.cedpsych.2017.02.003
  37. Roure, C., Lentillon‐Kaestner, V., & Pasco, D. (2021). Students’ individual interest in physical education: Development and validation of a questionnaire. Scandinavian Journal of Psychology, 62(1), 64–73. https://doi.org/10.1111/sjop.12669">https://doi.org/10.1111/sjop.12669
  38. Roure, C., & Pasco, D. (2018a). Exploring situational interest sources in the French physical education context. European Physical Education Review, 24(1), 3–20. https://doi.org/10.1177/1356336X16662289">https://doi.org/10.1177/1356336X16662289
  39. Roure, C., & Pasco, D. (2018b). The Impact of Learning Task Design on Students’ Situational Interest in Physical Education. Journal of Teaching in Physical Education, 37(1), 24–34. https://doi.org/10.1123/jtpe.2017-0046">https://doi.org/10.1123/jtpe.2017-0046
  40. Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36(3), 627–652. https://doi.org/10.1007/s10212-020-00500-6">https://doi.org/10.1007/s10212-020-00500-6
  41. Scott, W. D., Penningroth, S. L., Paup, S., Li, X., Adams, D., & Mallory, B. (2022). The Relational Self-Schema Measure: Assessing Psychological Needs in Multiple Self-with-Other Representations. Journal of Personality Assessment, 104(1), 74–85. https://doi.org/10.1080/00223891.2021.1900207">https://doi.org/10.1080/00223891.2021.1900207
  42. Tatiana, S., Hanna, J., & Kristiina, M. (2023). The relationship between secondary school students’ situational interest and their collaborative learning interactions. SN Social Sciences, 3(8), 138. https://doi.org/10.1007/s43545-023-00738-z">https://doi.org/10.1007/s43545-023-00738-z
  43. Teuber, Z., Tang, X., Salmela-Aro, K., & Wild, E. (2021). Assessing Engagement in Chinese Upper Secondary School Students Using the Chinese Version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA). Frontiers in Psychology, 12, article 638189. https://doi.org/10.3389/fpsyg.2021.638189">https://doi.org/10.3389/fpsyg.2021.638189
  44. Thomas, F. B. (2022). The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social Sciences in Research Methods, 2(5). https://justagriculture.in/files/newsletter/2022/january/47. The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social Sciences in Research Methods.pdf
  45. Trajković, N., Madić, D., Sporiš, G., Aleksić-Velković, A., & Živčić-Marković, K. (2016). Impact of Gymnastics Program on Health-Related Fitness in Adolescent Pupils. Science of Gymnastics Journal, 8(2), 157–166.
  46. Urhahne, D., & Wijnia, L. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review, 35(2), 45. https://doi.org/10.1007/s10648-023-09767-9">https://doi.org/10.1007/s10648-023-09767-9
  47. van Witteloostuijn, A., Vanderstraeten, J., Slabbinck, H., Dejardin, M., Hermans, J., & Coreynen, W. (2022). From explanation of the past to prediction of the future: A comparative and predictive research design in the Social Sciences. Social Sciences & Humanities Open, 6(1), article 100269. https://doi.org/10.1016/j.ssaho.2022.100269">https://doi.org/10.1016/j.ssaho.2022.100269
  48. Wang, H., Shen, B., & Bo, J. (2022). Examining Situational Interest in Physical Education: A New Inventory. Journal of Teaching in Physical Education, 41(2), 270–277. https://doi.org/10.1123/jtpe.2020-0218">https://doi.org/10.1123/jtpe.2020-0218
  49. Wrench, A., & Garrett, R. (2021). Culturally Responsive Pedagogy in Health and Physical Education. In Critical Pedagogies in Physical Education, Physical Activity and Health (pp. 196–209). Routledge. https://doi.org/10.4324/9781003003991-13">https://doi.org/10.4324/9781003003991-13
  50. Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: Patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology, 11(1), 38. https://doi.org/10.1186/s40359-023-01071-z">https://doi.org/10.1186/s40359-023-01071-z
  51. Zhao, H., Liu, X., & Qi, C. (2021). “Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students’ Academic Engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.697822">https://doi.org/10.3389/fpsyg.2021.697822
DOI: https://doi.org/10.2478/pcssr-2025-0030 | Journal eISSN: 1899-4849 | Journal ISSN: 2081-2221
Language: English
Page range: 61 - 72
Submitted on: Dec 18, 2024
Accepted on: May 29, 2025
Published on: Jun 9, 2025
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 4 times per year

© 2025 Joseph Lobo, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.