Unveiling the lived experiences of non-bodily kinesthetic students in performance-based assessment in PE subjects

Abstract

This study aimed to unveil the lived experiences of non-bodily kinesthetic students in performance-based assessment in PE subjects. The participants were 14 students, seven (7) for in-depth interview and another seven (7) participants for focus group discussion, under the Department of Teacher Education at UM Tagum College. This study used the qualitative method, utilizing a phenomenological approach. The 15 questions from the semistructured interview guide were used to collect the data. The study's results revealed that participants experienced difficulty in the execution of basic skills in sports and dances, lack of confidence and performance anxiety, and feelings of inadequacy and insecurity. Furthermore, most participants used various coping mechanisms to overcome such challenges. The adaptive strategies mentioned were different forms of motivation, constant practice, and relaxation before the performance. The consistency of the results suggests that teachers could modify their strategies and simplify methods of instruction in teaching physical education to accommodate the needs of these students, considering their difficulties in using their bodies skillfully to perform basic skills of activities such as sports and dance. Physical education teachers could also apply strategies such as positive reinforcement and innovative activities to boost students’ learning motivation to participate more enthusiastically in physical education class while developing their kinesthetic ability.