Activity Preferences of Generation Z Students For Tertiary Physical Education: Implications For Curriculum Enhancement

Multidisciplinary Journal for Education http://polipapers.upv.es/index.
php/MUSE/
Social and Technological Sciences e-ISSN: 2341-2593
Activity Preferences of Generation Z Students for

Tertiary Physical Education: Implications for
Curriculum Enhancement
Ruben L. Tagare, Jr. a , Geraldine D. Villaluzb

a
Instructor, Department of Physical Education, Institute of Sports, Physical Education, and Recreation,
University of Southern Mindanao, Kabacan, 9407, Philippines
b
Parttime Faculty, School of Education, University of San Carlos, Cebu City 6000, Philippines
* Correspondence: [email protected]
Received: 16 January 2020; Accepted: 26 February 2021; Published: 1 March 2021
Abstract
This research aimed to look into Generation Z Students' preferred activities to enhance the
curriculum content of Tertiary Physical Education in one of the leading Universities in the
Philippines using the phenomenological research design due to the fact that a great number of
students in Physical Education have dropped out. A total of 110 research participants were involved
in focus group discussions, in-depth interviews, and extensive field observation. Results from
focus group discussions, interviews, and extensive observations resulted to five concerns: less
lectures, practical activities needed, minimal competition programs, and group activities. Findings
from this study served as basis for a contextualized Physical Education program for Generation Z
students in Southern Philippines.
Keywords: Activity Preference in Physical Education; Generation Z Students; Enhancing

Tertiary Physical Education; Phenomenology Research
To cite this article: Tagare, R., & Villaluz, G. (2021). Enhancing Tertiary Physical Education by
Determining the Activity Preferences of Generation Z Students. Multidisciplinary Journal for Education,
Social and Technological Sciences, 8(2), 92-106. https://doi.org/10.4995/muse.2021.15492
Tagare and Villaluz (2021)

Mult. J. Edu. Soc & Tec. Sci. (2021), 8(2), 92-106. https://doi.org/10.4995/muse.2021.15492
92
Multidisciplinary Journal for Education http://polipapers.upv.es/index.php/MUSE/
1. Introduction
Generation Z students have gained a lot of interest because of their distinct characteristics
and behaviors. One of their generation's significant distinctions is that they were born in a world
where technology is pervasive. The biographies of these students consistently suggest that mentors
in the academe must consider these new students’ characteristics to cultivate them efficiently.
Generation Z was born between 1995 and 2010 (Rothman, 2014), accounting for one-third of the
Philippine population. Their age is thought to be remarkable in many respects since they did not see
computers, the internet, and technology as merely weapons but as an essential part of their lives
(Philippine Statistics Authority, 2019).
Generation Z students were seen as Digital Natives in the global culture, educated in a
technologically advanced society, nurtured in various environments and terrorism issues, and linked
globally in the virtual home. Despite being more innovative, more adaptable, and inclusive of
different cultures, Generation Z Students face challenges and issues that will be significant concerns
for many industries in the coming years. They are egocentric mammals who imagine themselves as
CEOs and owners with their own companies rather than workers after college graduation. Generation
Z Students are ready to get what they want right away, prematurely old, pampered, and risk-averse
(Singh, 2014).
Researchers discovered that in the United States, most educators in the academe made
appropriate changes to their instructional strategy to make it more immersive and experiential-based,
considering the characteristics of Generation Z Students. They also discovered that Generation Z
students' distinct and unusual characteristics pose a problem in conventional classroom structures.
Educators now recognize that the traditional teaching–learning approach is no longer reliable and
applicable for these students (Skiba and Barton, 2006).
Since 2018, Philippine Higher Education Institutions have been welcoming pioneer Senior
High School graduates, and research has shown that there is a need for new approaches in the
teaching-learning phase, which would be a step toward permanently changing the landscape of
Philippine education in irreversible ways. Generation Z students were extremely busy, creative,
multi-taskers, digitally literate, and ethnically diverse. Scholars have identified this generation as

93
self-assured, unique, under strain, team-oriented, and effective. Since they depend on good results to
gain high scores and marks, academic competitions are intense and occur regularly to this generation
(Debard, 2004).
Apart from non-participative students during class activities, the growing number of
dropouts in Physical Education classes in one of the leading Universities in the Philippines is a
significant concern.
60
50 56
40 43
30
30 32
20
10
0
1ST SEMESTER, AY 2017- 2ND SEMESTER, AY 2017- 1ST SEMESTER, AY 2018- 2ND SEMESTER, AY 2018-
2018 (30) 2018 (32) 2019 (43) 2019 (56)
Table 1 Graph of the Total Number of Dropouts in Physical Education Classes in one of the leading
State Universities in the Philippines (Information and Communication Technology Office, 2019).
In the year 2020, an inquiry was undertaken to find a clear solution to this issue by describing
the flaws in the implementation of Tertiary Physical Education in the abovementioned school from
the perspective of Generation Z students. The investigation revealed five (5) significant concerns that
transpired during the triangulation of the results. These were: duplication of activities from senior
high school Physical Education, stress due to very high Physical Fitness Test standards, very time-
consuming take-home tasks in Physical Education that affect their time for other matters, very high
teachers’ expectations, and teachers’ absenteeism. Apart from the students' problems, the program
quality of the new Tertiary Physical Education of the University was one of the leading factors in the
growing number of dropout Students. As a result of this analysis, it is proposed that the existing

94
curriculum be revisited and updated and suggest contextualizing the course material by adding the
local notions and preferred activities of Generation Z Students (Tagare and Villaluz, 2019).
With the current problem found, this study aimed to look into the activity preferences of
Generation Z students in their Tertiary Physical Education classes as a way to strengthen the course
offering. This research shows how educational content can be enriched by integrating local
knowledge and how learning environments can be strengthened by grasping native principles as a
platform for enhancing a curriculum that is tailored to Students' generation patterns, preferences, and
expectations.
This phenomenology investigation has created a venue for Generation Z students to express
themselves by airing out their opinions and suggestions, which acted as the base principles for
understanding their behavior interests in Tertiary Physical Education. Critical themes were generated
and considered to improve the Physical Education curriculum content and offerings. This analysis
should be used as a guide for program authors, instructors, and scholars to show that instructional
improvement can be achieved by looking into Students' behavior to tailor learning environments to
their preferences and interests. Considering the design of this study, a research question was
formulated:
1. What are the preferred activities of Generation Z Learners for Tertiary Physical Education?
2. Methods and Materials
2.1 Research Design
This research employed a qualitative research design, specifically applying the steps of the
Phenomenology approach. The experiences of generation Z Students in their Physical Education
classes were analyzed through multiple data collection procedures to create a realistic portrait of
how they behave, think, and talk to realize the outcomes of this study. Phenomenology is an
analytical description of a scenario, traditionally written in the third person and empirically based
on data gathered from researchers at a field site (Creswell, 2012). In this analysis, the researchers

95
invested enough time in the actual locations of the research participants for focus group discussions,
in-depth interviews, non-obtrusive participant observations, journal writing, and field notes to
accurately gather the correct evidence needed to closely address Generation Z’s preferred
meaningful activities for Physical Education.
2.2 Research Procedures
To perform a qualitative phenomenology study, it was necessary first to seek approval from
the head of the schools and acquire an informed consent contract from the research participants.
Following the approval of the required information, the researcher performed a series of orientations
to clarify the study's goals and the costs and advantages of the participants' participation.
The qualitative analysis relied heavily on fieldwork. Following the preliminaries,

immersion in the actual study setting started to provide a more detailed and accurate image of
generation Z students' experiences in Physical Education. In this phenomenological approach, in-
depth interviews were conducted in sites where Generation Z students gather and spend their leisure
hours. Primary sources were obtained through unobtrusive observations, journal writing, memoing,
and focus group discussions. To complement the primary evidence, nonobtrusive participant
observation and journal writing were used. Speech recorders, video camera recorders, and journal
writing were used to collect the participants' responses. The best method for authentically capturing
the attitudes and emotions of the study participants was to observe them in their natural
environment, where they could easily share their feelings.
2.3 Research Participants
Since there are so many Generation Zs in the research setting, the sample participants were
selected using a purposive sampling process. The key participants for this research were 110
Generation Z students who are born between 1995 - 2010. Students from the University Laboratory
School, Kabacan National High School, and Tertiary Students from the University of Southern
Mindanao served as primary participants for this research.

96
2.4 Research Instrument
In this study, casual and semi-structured dialogues were used to perform the interviews.
Open-ended guide questions were used to help capture the participants' responses. The guide
questions were subjected to an ethics review to ensure that no derogatory contents could affect the
research participants' emotional well-being. These approaches seem to be informal discussions, but
they have a clear and implicit goal: to understand how generation Z students conceptualize and
arrange their interactions into concrete categories.
2.5 Data Analysis and Interpretation
Word analysis, coding, and thematization of concepts were used to analyze and interpret the
data. Open codes were generated to classify the most important and recurring words and ideas
mentioned by the research participants. After the open coding, axial coding was performed to build
the relationship between concepts and exclude outlier ideas and phrases. After the coding, essential
themes have been established. Validation and triangulation were also used to ensure the
trustworthiness and reliability of gathered data.
3. Results and Discussions
Research Question 1. What are the preferred activities of Generation Z Learners for Tertiary
Physical Education? As can be gleaned from the result, Generation Z Students unveiled “Inclusion
of Larong Pinoy (Filipino Recreational Activities),” “Holistic Activities for Physical Education,”
“Lessen the Lectures, Focus on Practical Activities,” “Minimize the Competition in Physical
Education Classes,” and “Inclusion of Group Activities” as their preferred activities that they wish
to be integrated into their Tertiary Physical Education Classes. These ideas are noticeable in the
following excerpts of their responses below:
1. Inclusion of Larong Pinoy (Filipino Recreational Activities).

The “larong Pinoy,” or Filipino Recreational Games, was one of the top responses
from Generation Z Students as an activity that they would like to be included in their Physical

97
Education classes. Apart from its nostalgic importance as a representation of Filipino culture,
research participants clarified that larong Pinoy provides Filipino youths with entertainment,
relaxation, and the growth of motor skills, strategic logic, social maturity, and problem-
solving skills. They shared concern about preserving Filipino traditional games, as these
traditions are increasingly losing their importance due to the threat of digital era. They agree
that having larong Pinoy in Physical Education classes encourages nationalism and love for
traditional Filipino games and pastimes. They still like conventional games because they
experience less strain and tension while playing them, as reflected in the following
responses:
“I would prefer including the larong Pinoy (Filipino

Recreational Games) to retain it, and so that we could
have more physical activities rather than just using
gadgets…” (Participant 70)
“…It would be better if the larong Pinoy (Filipino

Recreational Games) including luksong baka and other
games will be rekindled and played by the youth today as
these games are entertaining and are boredom-busters.”
(Participant 71)
Existing studies have established a connection between participation in recreational

activities and academic achievement. The researchers discovered that time spent outdoors
and participating in recreational activities was a good predictor of academic grades, even
when achievement test scores were taken into account in a sample of middle school and
college students. They discovered that participation in recreational activities helped predict
academic achievement even after gender, grade level, ethnic origin, free lunch eligibility,
and level of adult supervision after school were statistically controlled (Barnett & Weber,
2008).
Further, Biddle & Asare (2011) and Eime et al. (2013), as cited by Alanazi (2020),
demonstrated that those who participate actively in recreational activities experience less
symptoms of anxiety than those who do not. Previous research findings indicate that active

98
involvement in recreation is a critical predictor of mental health (Biddle & Asare, 2011; Eime
etal., 2013; Rafferty et al., 2016; Johnson, Connolly, & Tully, 2017).
Additionally, the literature demonstrates that involvement in leisure activities

increases self-esteem, self-efficacy, self-concept, chance for social interaction, and decreases
alienation and loneliness. Recreation has been shown to be beneficial in the treatment of
different types of stress and anxiety (Goldstein, 2012; Paggi et al., 2016; Whitebread et al.,
2017).
2. Holistic Activities for Physical Education.

Additionally, the Research Participants favored holistic exercises and emphasized
that their Physical Education classes do not solely concentrate on physical development. For
them, learning is more enjoyable and meaningful if they can participate in various activities
that help them grow their whole selves. Additionally, it will boost their confidence and
involvement, ultimately resulting in increased participation in Physical Education classes.
Physical Education is an essential part of the educational process since it helps
develop and balance a growing individual's physical, academic, social, and emotional
dimensions by professionally chosen physical activities. Physical Education subjects must
take a comprehensive approach to cater to the development of each learner's well-being by
providing diverse but appropriate learning experiences. The following excerpts from the
Research Participants' answers indicate that they still tend to involve holistic activities:
“…I hope for the inclusion of mental, emotional, and

social activities to enjoy and to learn for greater
participation. It should not only focus in physical
trainings.” (Participant 35)
“…it should not only focus on physical activities, I want

to have an activity that is beyond physical development
because there are also students who are not
kinesthetically inclined, so even if they try harder, but they
will also take ample time to learn a specific skill. With
that, I want to suggest for us to experience holistic

99
activities that could bring development in physical,

mental, and social…” (Participant P31)
Numerous sources suggest that in the twenty-first century of teaching and learning,
holistic education should be applied to new waves of Students to foster a more realistic
worldview, encourage more holistic development and nurture the relationship between the
different facets of the personality (intellectual, physical, moral, mental, social, and aesthetic)
(Mahmoudi et al., 2012).
Bhardwaj (2016) reinforced this notion further in his inquiry into the value of holistic
education in human life, revealing that education is not limited to acquiring knowledge.
Fundamentally, it should be about instilling holistic ideals in all students to develop into
responsible people. Additionally, his research indicates that in the educational program, it
should be observed that values and holistic activities are integrated in an engaging manner
such that students master them at any stage of their education. On the other side, the value
must be emphasized equally since it is critical to students' holistic growth.
3. Lessen the lectures – Focus on Practical Activities

Generation Z Students desire to reduce lecture time in Physical Education classes,
stating that they spend most of their day exposed to other topics taught through the lecture
process. The Research Participants stated that they were dissatisfied with Physical Education
due to the excessive lectures. Additionally, the Generation Z Students recommend that
teachers incorporate stress-relieving activities into their lessons rather than relying solely on
lectures.
Additionally, Generation Z Students chose practical exercises in Physical Education
over sitting and listening to their teachers' lecture to alleviate academic tension associated
with applied and advanced courses. To help them appreciate Physical Education classes
more, they should find enjoyment and enthusiasm in their learning activities to provide a
brief respite from their stresses. As a result, their willingness to reduce the lectures is
expressed in the following responses:

100
“…for it not to be boring, lectures should be lessened

because other subjects are already doing lots of lectures.
Physical Education should focus more on giving practical
activities rather than lecturing the whole period”
(Participant 81)
“…the teacher shouldn’t focus merely on lectures;

Physical Education should focus on stress-relieving
activities…” (Participant 49)
Previous research findings reveal that schools can develop 21st-century knowledge
by incorporating practical activities into the curriculum (Morris, 2019). Several scholars
demonstrated that one effective strategy for fostering behavioral improvement is to provide
Students with dynamic and realistic experiences that train them for real-world jobs. As a
result, multicomponent school-based interventions that typically provide enhanced practical
activities are effective in students' physical activity (Voogt, 2013).
Additionally, Generation Z Students demonstrate an eagerness to participate

effectively in the teaching–learning phase since they have a low attention period of about 20
minutes (Proctor & Prevatt 2009). Recent research findings indicate that Generation Z
Students cannot sustain an excessive amount of lecture approaches because they get bored
with the teacher-centered strategy, frustrated with the lack of opportunities for student
activity, and disinterested in their passive involvement in the learning process (Marshall,
2016).
4. Minimize the Competition in Physical Education Classes

Prompted by the pressures of their applied and advanced courses, Generation Z
Students chose to minimize the intensely competitive learning activities in their Physical
Education classes to alleviate the strain. Additionally, they emphasized that making
competitive group assignments is unjust because they do not share the same competencies;

101
thus, some will receive a high grade due to their talent while others will not because it is not
their field.
Further, providing highly competitive activities in Physical Education make them
more grade-oriented, which contradicts the central aim of Physical Education in the school
curriculum which is to provide students with enjoyable and meaningful interactions that will
help them realize the conviction to engage in lifelong physical activity to promote fitness.
The following are excerpts from respondents' answers about why they choose to avoid
competitions in their Physical Education classes:
“…competition should be minimized. Like groupings in

dancing where you will be given grade as one group. I
think it is not fair enough to depend the grade on it since
the skills of each one differs from one another…”
(Participant 57)
“For our Physical Education class, we prefer to lessen

the highly competitive course works for us to have fun and
enjoyment while learning. Because if thorough
competitions are still integrated into this subject, we tend
to focus on beating other groups to earn better grades,
which adds too much pressure. Allocating so much time
to prepare for competitions beyond class hours can ruin
our schedules and add more stress to us…” (Participant
69)
Scholars have shown that classroom competitions result in stress and anxiety,
especially when they encourage academic competitiveness among individual students. This
tension can cause students to prioritize academics over other interests and extracurricular
activities, resulting in an unbalanced school experience. A less-than-perfect outcome will
affect the child's feelings since they may be upset if they do not succeed, which will erode
their trust and self-confidence (Bao, 2009).
Additionally, if a classroom competition does not have an attainable target for all
students, the game becomes unbalanced, with certain students leaping forward and others
falling behind. This is the kind of rivalry that can result in distress and a decreased motivation

102
to engage in similar activities. An unhealthy rivalry could be solely based on competing

rather than honing a new talent or functioning cooperatively (Wilkins, 2012).
5. Inclusion of Group Activities.

The last activity that Generation Z Students desire to incorporate into their Tertiary
Physical Education courses is group activities. They prefer group collaborations over
individual tasks because they believe that it foster a more harmonious relationship with their
peers and boost their morale while completing an academic mission. It is much more
beneficial to include community activities in Tertiary Physical Education to alleviate their
shyness and produce high-quality outputs through their collective efforts.
Additionally, they prefer group practices in Tertiary Physical Education because
they can share thoughts and inputs with their classmates. Their ability to incorporate
community activities into their Physical Education class is shown in the following responses:
“…if you have groupmates then you tend to blend with the
group where you don’t get shy compared to that of being
alone where you get shy most of the time” (Participant
52)
“…it’s better if it is with groups because you have each

other in doing the activities…” (Participant 12)
This viewpoint is consistent with LaFave's (2019) observations that group activities
are recommended in the twenty-first-century teaching-learning phase because it fosters
collaboration, strategic thought, enhances partnerships, broadens logical viewpoints, shakes
things up, and increases self-confidence, both of which Generation Z Students need more in
preparation for the world of work.
Choi & Yong (2015) elaborated on the benefits of group activities for Students,
stating that they enable them to tackle more complex problems than they may on an
individual assignment, practice delegating roles and responsibilities, share diverse

103
perspectives, provide a pool of knowledge and skills, receive social support and
encouragement to take risks, and develop new aptitudes.
4. CONCLUSIONS
Based on the findings, this research concludes that Generation Z Students are under stress
and pressure due to their academic pursuits, as shown by their responses during interviews. This
involves academic course works and demands from their teachers and society, which urges their
desire to eliminate intensely competitive academic activities in Physical Education to de-stress. They
prefer to incorporate recreational activities that allow students to have fun and enjoy themselves
while they learn. Generation Z Students also value friendship, as shown by their preference for social
activities and the reduction of highly competitive academic tasks in Physical Education.
Additionally, this study concludes that Generation Z Students retain a sense of patriotism, as
shown by their preference to include Larong Pinoy (Filipino Recreational Activities), which they fear
would soon become extinct due to technological advancement. Additionally, this study concludes
that students preferred to engage in various activities that focused on their holistic development.
Finally, this study concludes that the Research Participants are committed students, as shown
by their enthusiasm for increased participation in their Physical Education classes. Generation Z
students prefer fewer lecture lessons and more time for practical and valuable tasks over sitting and
listening to their teachers.
Acknowledgements: The researchers would like to thank all individuals who have contributed to the success
of this Study. To the Examining Panel, Dr. Maria Rosita A. Hernani, Dr. Antonio Batomalaque, and Dr.
Rita May P. Tagalog for the substantial information and constructive criticisms that they have provided
for the betterment of this study. To the Commission on Higher Education, University of San Carlos, and
University of Southern Mindanao for supporting the researchers and providing necessary favors
throughout the study. To the research participants, for their time allotted to participate in the data
gathering and validation. Above all, to Almighty God for the strength, guidance, and protection.
Funding: This research was funded by The Philippine Commission on Higher Education.
Conflicts of Interest: The authors declare no conflict of interest. The funders had no role in the design of the
study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the
decision to publish the results.

104
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Multidisciplinary Journal for Education http://polipapers.upv.es/index.

Activity Preferences of Generation Z Students for

Ruben L. Tagare, Jr. a , Geraldine D. Villaluzb

Keywords: Activity Preference in Physical Education; Generation Z Students; Enhancing

Tagare and Villaluz (2021)

Tagare and Villaluz (2021)

Tagare and Villaluz (2021)

2. Methods and Materials

2.1 Research Design

Tagare and Villaluz (2021)

2.2 Research Procedures

The qualitative analysis relied heavily on fieldwork. Following the preliminaries,

2.3 Research Participants

Tagare and Villaluz (2021)

2.4 Research Instrument

2.5 Data Analysis and Interpretation

3. Results and Discussions

1. Inclusion of Larong Pinoy (Filipino Recreational Activities).

Tagare and Villaluz (2021)

“I would prefer including the larong Pinoy (Filipino

“…It would be better if the larong Pinoy (Filipino

Existing studies have established a connection between participation in recreational

Tagare and Villaluz (2021)

Additionally, the literature demonstrates that involvement in leisure activities

2. Holistic Activities for Physical Education.

“…I hope for the inclusion of mental, emotional, and

“…it should not only focus on physical activities, I want

Tagare and Villaluz (2021)

activities that could bring development in physical,

3. Lessen the lectures – Focus on Practical Activities

Tagare and Villaluz (2021)

“…for it not to be boring, lectures should be lessened

“…the teacher shouldn’t focus merely on lectures;

Additionally, Generation Z Students demonstrate an eagerness to participate

4. Minimize the Competition in Physical Education Classes

Tagare and Villaluz (2021)

“…competition should be minimized. Like groupings in

“For our Physical Education class, we prefer to lessen

Tagare and Villaluz (2021)

to engage in similar activities. An unhealthy rivalry could be solely based on competing

5. Inclusion of Group Activities.

“…it’s better if it is with groups because you have each

Tagare and Villaluz (2021)

Tagare and Villaluz (2021)

Tagare and Villaluz (2021)

Marshall, D. (2016). Diagnostic validity of attention-deficit/hyperactivity disorder in college students: A

Tagare and Villaluz (2021)

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