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The main purpose of this study was to explore the CoachEye movement analysis application features most preferred to enhance engagement and learning experience among learners. This study adopted the mixed-method research design comprising both qualitative and quantitative methodologies. Participants consisted of 30 undergraduate physical and health education major students ages between 20-26 years (16 males and 14 females respectively). The qualitative data were gathered via focus group discussions (i.e., 6 sessions, 5 participants/session) while quantitative data were collected through a modified TSCI questionnaire at the beginning and end of this study. Data analysis was conducted with SPSS (version 26.0) using tests such as descriptive statistics (e.g., means, standard deviation, percentage) and inferential statistics to determine the relationship between variables. The paired sample t-test was also used to compare mean values between pre-and-post intervention while graph and table were utilised to demonstrate behavioural changes. The phenomenological approach was used to gather qualitative data and analysed using Consider.ly software. The participants' knowledge and perceptions towards technology-assisted physical education improve across intervention with greater efficacy (7.47 ± 0.64) at the post compared to pre-intervention (6.57 ± 0.4). With regards to features, positive values associated with the abilities to analyse movements and identification of correct and false techniques while negative values associated with confusion and lack of confidence. This study demonstrated the addition of technology was generally effective to complement teaching and learning. Nonetheless, issues such as practice time, personal preferences, and digitised perceptions serve as future challenges in this topic.

The purpose of this study was to evaluate individuals’ knowledge of, perceptions about, and barriers to promoting physical literacy (PL) in Malaysia. Random samples of 360 participants of different genders, ages, races, and education levels (aged 15–60 years) residing in Malaysia participated in this study, which was conducted on online platforms between the months of February and May, 2019. The participants’ knowledge was assessed using a modified Physical Literacy Knowledge questionnaire (PLKQ). Open-ended questions were also conducted to assess perceived perceptions and barriers to improving participants’ PL, thus strengthening the validity and reliability of data collection. Quantitative data were analyzed using descriptive statistics (e.g., means, SD) and the Pearson correlation coefficient, while the analysis of qualitative data involved the usage of the Interpretive Phenomenological Approach (IPA). The participants showed greater efficacy about standards in physical education and believed that PL is developed throughout one’s lifetime, with (M = 3.2, SD = 1.02) and (M = 3.78, SD = 1.02), respectively. Additionally, most participants pointed to the necessity of having specific skills and experience to develop PL among young people as the main barrier to improving PL in Malaysia, with (M = 3.25, SD = 1.02). This initial study will provide better direction for future researchers and educators to plan an intervention to increase PL among Malaysians and advocate for physical activity in individuals’ daily lives. Additionally, this study will be useful to inform future educators’ teaching practices, particularly in Malaysian schools.

Study aim: The purpose of this study was to evaluate the effects of astudent-centered approach and alternative assessments on students’ learning domains (i.e., cognitive, affective, psychomotor) during health education learning sessions.

Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The in­tervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use recip­rocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

The prevalence of non-communicable diseases has increased worldwide, and their complications pose a significant threat to Malaysia, creating the leading causes of morbidity. Due to that, many instruments were developed to assess a healthy lifestyle in general; however, the measurement issue remains important for scholars, especially when it involves different samples. Furthermore, the quality of instruments is influenced by their validity and reliability. This study aims to translate, adapt, and establish validity evidence and reliability for the Malay version of the Adolescents' Healthy Lifestyle Questionnaire in Klang Valley, Malaysia. The validity evidence was tested using exploratory factor analysis (EFA) and reliability using Cronbach's alpha. There are 11 components: healthy diet, physical activity, substance abuse, health responsibility, sleep quality, interpersonal relationships, social health, mental health, accident prevention, environmental health, and suicidal tendencies, with 116 items created for the instrument. From EFA, ten components with 64 items of the healthy lifestyle questionnaire among adolescents explained 55.60% of the variance in the pattern of relationships among the items. All ten components had high reliability (a =. 733 -- a = .906). Hence, the items can be used for data collection to understand the practices of a healthy lifestyle for future research. [ABSTRACT FROM AUTHOR]