The Effects of Physical Activities on Students Interpersonal Relationships of Bachelor of Physical

Education (BPEd) students

_______________________________________

A Thesis

Presented to the Faculty of the Undergraduate School

ISABELA STATE UNIVERSITY

City of Ilagan, Isabela

_______________________________________

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF PHYSICAL EDUCATION

_______________________________________

Zydan Mikaela Fajardo

Allyssa Kaye A. Mendoza

Jhon Patrick R. Anquillano

2024
 CHAPTER 1

PROBLEM AND ITS BACKGROUND

INTRODUCTION
Physical education plays a significant role in shaping students interpersonal

relationships. As students transition from high school to university, they experience various

social, environmental, and psychological changes. Interpersonal skills are crucial during this

phase, especially as students face stressors like academic challenges, personal relationships,

and career decisions. University life involves socializing and learning to develop relationships,

which can be challenging to maintain.

In alignment with the United Nations’ Sustainable Development Goals (SDGs),

UNESCO advocates for physical activities to achieve several key objectives. Physical activities

contribute to SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), among

others. UNESCO's policies and programs often focus on integrating physical activities into

community development projects, which can drive economic growth, create job opportunities,

and enhance the quality of life in various regions.

Research has shown that physical activity, a key component of physical education,

greatly influences students' mental and physical health. Regular physical activity reduces the

risk of various health conditions, including heart diseases, diabetes, and obesity, while also

improving mental well-being. However, the World Health Organization highlights that a

significant portion of the global population, including school-aged teenagers, does not engage

in sufficient physical activity.

Studies have indicated a positive correlation between physical activity and mental

health, particularly in adolescents. Those who are physically active are less likely to develop

symptoms of depression, which in turn plays a role in social interactions. Furthermore, team
sports participation has been associated with lower levels of depression and anxiety,

contributing to positive mental health among students.

The relationship between physical activity and interpersonal relationships is crucial for

students' overall well-being. Physical activity not only promotes physical health but also

enhances psychological well-being, contributing to positive interpersonal relationships. By

engaging in regular physical activities, students can improve their mental health, develop

positive self-perception, and enhance their interpersonal skills, ultimately fostering healthy

relationships with their peers, teachers, and the community.

According to Quarmyne (2018), an interpersonal relationship is an intense or potent

association between individuals working together in the same organization. Interpersonal

relationships play a key role in the outcome of activities in the workplace. The relationship that

exists between individuals at the workplace determine the kind of working environment in

which various tasks will in turn be assigned to and completed by individuals.

Youth sports programs that intentionally and methodically employ sports as a means of

teaching participants life skills and fostering self-discovery are those that foster psychosocial

development in athletes. These programs also have well-defined objectives and methods to

improve the transferability and generalizability of life skills to other significant areas of life. It

is strongly advised to take a constructive stance toward the growth of children in addition to

providing an intentional and organized environment. Instead than focusing on issues that need

to be resolved, or taking a negative tack and minimizing antisocial behavior like bullying, the

emphasis should be on the individual's strengths (e.g., prosocial behavior like appreciating

others) (Holt, 2016).Policymakers, researchers, and practitioners are paying more and more

attention to how physical education and sports may foster social and personal development

(e.g. Dudley et al., 2017; Haerens et al., 2017).

 While some research examines the general effects of physical activities on social

relationships, there is limited exploration into how different types of activities (team sports,

dance, and recreational activities) differentially impact interpersonal relationship. In this

context, our study embarks on an exploration about the impact of physical activities on students

interpersonal relationship of the Bachelor of Physical Education students at Isabela State

University – City of Ilagan Campus. It aims to find out if Physical activities does have a

important role on students interpersonal relationship. In order to conduct this study, researchers

will know the possible reasons why some student having low self-esteem and unmotivated, that

will make this research more inquisitiveness.

Statement of the Problem

This study aims to determine the impact of Physical Activities on students interpersonal

relationship of Bachelor of Physical Education students at Isabela State University - City of

Ilagan Campus. It aims to answer the following questions:

1. What is the profile of Bachelor of Physical Education students in terms of:

1.1. Sex

1.2.Age

1.3.Year level

2. What is the effect of physical activities to the respondents' interpersonal relationships?

3. Is there a significant difference between the effect of physical activities to the respondents'

interpersonal relationship when grouped according to their demographic profile?

4. How do physical activities such as dance, sports, and recreational activities influence

students' ability to work in teams and build friendships?

Significance of the study

This research will be undertaken to determine the impact of physical activities on

students’ Interpersonal relationship. The researchers believed that this study will benefit

many people.

School Administrators. By recognizing the role of PE in enhancing social skills,

administrators can foster a more positive and inclusive school climate, reducing instances of

bullying and promoting a sense of community. Understanding the positive effects of PE on

interpersonal relationships helps administrators make informed decisions about curriculum

design and resource allocation.

Teachers. can integrate findings into their teaching strategies to promote social skills

and teamwork in both PE and other subjects. Teachers improved interpersonal relationships

among students can lead to better classroom management and a more harmonious learning

environment.

Students. Participation in PE helps students develop essential social skills such as

teamwork, communication, and conflict resolution. And also Regular physical activity can

improve mental health, reduce stress, and foster better interpersonal relationships, contributing

to overall well-being.

Parents. Parents gain a deeper understanding of how PE contributes to their child’s

social and emotional development, beyond physical health. Students whose parents may be

more inclined to encourage their children to actively participate in PE, understanding its

benefits for social skills and relationships.

Researchers. May investigate the correlation between physical education and

interpersonal relationship. Studying how physical activities impact students interpersonal

relationships. Research findings may guide educators and policymakers in implementing

effective support systems, fostering physical activities, and ultimately enhancing student’s

interpersonal relationships.

Future researchers. The study can help future researchers understand the impact of

physical activities on student’s interpersonal relationships and how it can be leveraged to

improve holistic student development.

Scope and Delimitation

This study focused on the demographic profile of the Bachelor of Physical Education
students at Isabela State University - City of Ilagan Campus according to their sex, age, and
year level.
This study is limited to the Bachelor of Physical Education students at Isabela State
University - City of Ilagan Campus enrolled during the second semester of academic year 2024-
2025.
Definition of Terms
Impact. To have a strong effect or influence on a situation or person.
Interpersonal Relationships. Refers to communication between two or more people,
involving emotional connection, communication and mutual understanding to address
challenges, promote well-being, and foster personal growth.
Physical Activities. Physical activities refer to any movement of the body that requires
energy expenditure, including exercises, sports, and recreational activities
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shall present a review of literature and studies related to how Physical

Activities that affects the interpersonal relations of students. Attention then would be placed on

the relevance of Physical Activities in enhancing social interaction and, significantly, how the

same can enhance social skills and relationships.

Foreign Literature
According to Pishghadam et al. (2021), teachers' positive verbal and non-verbal

communication positively correlates with their students' motivation and perception of

competence. This study result proves effective communication works on the students to an

achievement not only related to their specialty in subject matter but also works on their social

development: good communication in P.E. will ensure that students participate more actively

with peers and engage themselves in group activities, thus developing better interpersonal

relationships. This will see the gains retarded by barriers to effective communication in

differences of language and lack of proper communication skills. Transcendence of such

barriers, according to Johnson et al. (2020), is quite important to enhance the effectiveness of

PE programs within schools and bring about better social interactions amongst students.

Effective verbal communication, through clear and supportive language, enhances the students'

understanding and participation in the exercise. Increased understanding and participation

enhance interpersonal relationships.

According to Magulandam (2019) and Zheng et al. (2022), some of these physical

activities such as dancing and basketball are efficient in enhancing interpersonal relationships

and lowering the feelings of negativity. Carter & Asmus (2016), argue that through PE social

networks are enhanced which offer a source for a person to get academic, emotional and

informational support. According to Ciotto and Gagnon (2018), PE assists learners in

identifying and dealing with their feelings, establishing healthy relations, and making

responsible decisions.

Effective Verbal Communication in Physical Education Learning and Sports Coaching

to Improve Achievement and Health: A Systematic Review
Chen and Luo (2023) provided evidence that PE and sports coaching are considered

one of the very critical components in developing students' physical, mental, and social skills.

Not only will physical education programs improve the students' physical fitness, but they are

also underscored to have great influence on the social and interpersonal skills of learners. Team

games and physical activities allow learners to acquire social skills, mainly cooperation,

effective communication, and conflict resolution, that are very important in building positive

interpersonal

Dancing with passion: A look at interpersonal relationship

Dance- e.g. Contemporary dance, ballroom dance, Hip-hop dance, folk dance and

ballet. Dance activities were not included as a separate activity category in the sports club

studies. However, dance practices are often understood as including creative and cooperative

ways of participating, leading us to expect that dance practices, like team sports for example,

researchers with a special interest in descriptions and analyses of creative dance courses and

team sports such as volleyball, basketball, baseball, and etc. in schools are well suited to

fostering interpersonal relationships among the participants.

In another study focusing on the ways physical education is taught in Swedish schools,

Larsson and Karlefors (2015) emphasized that in creative dance practices, students negotiated

actively how different kinds of movements were to form part of their dance. In a very simple

way, this part of Larsson and Karelfors' article illustrates that even with minimal teacher

facilitation of cooperation, creating a dance together seems to promote the development of

interpersonal relationships. Partnered social dances, including tango, salsa, and swing, are an
excellent type of PA that has a bonus of establishing new relationships. The form of physical

activity is socially more engaging than some other exercises like visiting a gym. Researchers

like Maraz et al. (2015) emphasize that the dances are communicative, where movements are

involved, hence developing different qualities of relationship among dancers. The study states

that dancing tends to be a passion carried on for different aims like mastering, performing, or

even socializing. Drawing on this research, such passion in an activity can spill into conflicted

time allocation in another life domain, e.g. romantic relationships. The current study considers

the Dualistic Model of Passion and aims to study the quality of relationships among people

with passion for dancing, determining harmonious passion and obsessive passion that are key

forms of passion and differing in the way in which the activity is integrated in one's identity.

Acceptance without restraint characterizes HP, although OP is experienced as pressure that

conflicts with other aspects of life. Specifically, HP leads to benefits for the quality of

relationship and friendships, but OP may have conflictual outcomes. Other orientations, like

mastery and performance goals, also show effects on relationship quality in the social dancing

context.

The Formation of Interpersonal Relationships in Dance Practice

Recent survey-based studies have confirmed that interpersonal relationships are formed

through organized sports and physical activity, where team sports create stronger relationships

compared to individual activities. Although dance was not specifically accommodated in

isolation, it is hypothesized to contribute positively to interpersonal relationships owing to its

nature, not dissimilar to team sports that are creative and collaborative. School-based research

on dance programs reveals that it fosters the development of new friendships and cooperation.

A research study investigating urban dance programs in Belgium confirmed that dance

activities do indeed enhance peer relationships and lead to positive interactions. These results
of the study coincide with similar survey-based studies providing evidence of cooperative

dimensions of dance practices in forming the basis of interpersonal relationships.

The Effect of Participation Motivations on Interpersonal Relationships and Learning

Achievement of Female College Students in Sports Club: Moderating Role of Club
Involvement
Chang et al., (2020), interpersonal relationships with the other students who are

members of a sports club do not form a significant part of the relationship between motivation

for participation and sports clubs. It is because since students join clubs with the aim of making

friends from different backgrounds and tries to maximize their communication ability, previous

studies showed that the club participants form their social networks and learn how to increase

cohesion. Participation motivation also positively affects the learning effectiveness because

motivated people realize the necessity of learning many more skills and knowledge. As shown,

this factor positively influenced learning effectiveness since motivated clubs were associated

with enhanced learning outcomes or better learning effectiveness. Club involvement also

matters significantly with respect to enhancing interpersonal relationships and learning

effectiveness since the time said together in the club or involvement in club activities by the

student gradually improves her social and learning skills. Thereby, time said by a girl in the

sports club in several activities significantly enhances skills and interpersonal relationships and

it was noted that more involvement in a club led to higher learning effectiveness. Hence, the

level of club involvement moderates the influence of participation motivation on the

interpersonal relationships and learning effectiveness of female college students in sports clubs.

The Relationship between Intramural Sport Participation, Social Integration, and

Institutional Commitment
Shenise Power, 2016, tries to explain how participation in intramural sports relates to

students’ social integration and commitment to their institution. This research becomes relevant

to the in-depth understanding of how physical education influences interpersonal relationships

in students, since it focuses on the role that out-of-classroom activities play in forming social
experiences and campus community bonds among students. Power built his research on

previous literature that underlined the idea that non-academic activities like team building,

mind games, and sports such as soccer, football, and frisbee make students enhance cognitive,

psychosocial, and moral development and increase life satisfaction. This research is guided by

a college impact approach, whereby there is special emphasis on how the campus environment,

through activities like recreational intramural sports, advances social integration and

institutional commitment. This concurs with the greater understanding that co-curricular

experiences are very influential in creating interpersonal relationships among students, thereby

promoting the general postulation that physical education exists to enhance social bonding

among students and a sense of belonging.

Local Literature
As Liad (2021) puts it, co-curricular activities, which include physical education, are

an indispensable part in the holistic development of students. These activities are not just

associated with the physical fitness aspect; they equally provide relevant settings that can allow

students to work in teams and exercise leadership and interpersonal skills. This concurs with

the view that PE activities may significantly influence students' social interactions and

relationships through the facilitation of activity settings in which cooperation and team building

may take place. It is through their involvement in sports and other PE-related activities that

students acquire the skills of communication, negotiation, conflict resolution, and the ability to

establish strong friendships. These are some of the indispensable ingredients that give meaning

to a relationship.

Malana (2020) insists that co-curricular activities like PE enable well-rounded

education by putting theoretical learning in academics into practice. Such practices enhance

the children's capabilities in putting theory into practice and relating with others. This concept
attempts to underline the idea that activities in PE develop social skills like teamwork and

empathy, which are at the core of healthy interpersonal relationships. Group sports and

collaborative activities help students find an even deeper understanding of cooperation and

mutual respect, thus promoting the ability to build and maintain positive relationships with

peers. More importantly, CHED is a strong advocate of integrating physical fitness and

wellness programs into the educational framework. This is spelled out in CMO No. 21 dated

2006 and, more recently, in CHED Memorandum Order No. 09 dated 2013. These point out

the role that PE shall play in the promotion of students' physical and social well-being. The

focus on the development of physical fitness and sports is linked to the research topic: how PE

activities have contributed to social growth among students. In developing physical education,

students develop their social skills in the aspect of building self-confidence, teamwork, and

relating well with others. It is, therefore, concluded that Liad's research about the impact of

PE on students' interpersonal relationships is well supported, together with its related literature.

PE activities not only enhance students' physical health but are also very significant to their

social development by promoting good interpersonal skills among them in terms of teamwork

and leadership opportunities.

According to Bailey, classes for PE are not solely for the body but are also a way of

developing social skills and learning to work with others. Most PE activities require students

to be involved in group work, collaboration, and effective communication that might help their

interpersonal skills and relations to develop with other students. This draws from what was said

by Baria and Gomez in 2022 regarding the nature of social support in the development of a

student. Notably, there is the potential to enhance the social-emotional development of students

if the PE class contains positive social interactions and the students' sense of isolation is kept

at a minimal or nil level. According to Weiss and Ferrer-Caja, through physical activities,
students can increase their confidence and enhance their self-esteem; furthermore, physical

activities enable students to have better relations with others.

As per “Cruz et al., (2021), a positive attitude towards physical activity will not only

enhance teachers’ motivation and self-efficacy to be more compliant and take pleasure in the

implementation in such a way that may create a supportive and active atmosphere at school.

According to Department of Science and Technology, Food and Nutrition Research Institute

(2018), it has also been stated that because of the negative attitude towards physical activity

42.5 percent of teachers are physically inactive such as Davao City. It reduces their

opportunities to avail better physical health, mental well-being, and productivity. According to

Smith & Biddle (2018), the encouraging attitude to participate in physical activity is extended

to others in a ripple effect; this builds a support base that makes overall well-being possible.

For that reason, awareness, resources, and culture are vested therein to accord value to physical

activity in the view of enhancing life quality for teachers and their interpersonal relationships

within the school

Burnout and Attitude Towards Physical Activity of Public Junior High School Teachers:

Basis for an Intervention Plan

The teachers' burnout and attitude towards physical activity significantly affect

Interpersonal Relations within the school setting. Generally, burnt-out teachers will go with

low motivation and energy; therefore, they are less likely to do as many physical activities as

possible. As cited in "Sun Life Health Index" (2016), Filipino teachers have percentages of

high low participation in physical activities, compounded further by insufficiency of PA

reported by 40% of the teachers. These challenges are associated with the diversions of modern

life, and with lack of personal motivation, this may adversely affect not only his health, but

also, his interactions with colleagues and students.

Influence of Social Support to Student Learning and Development

Baria and Gomez (2022). The paper puts forward different dimensions concerning

students' lives: physical, emotional, mental, and social aspects having a bearing on educational

outcomes and well-being. According to Baria and Gomez (2022), understanding these factors,

more so at an early stage of development, is quite important in the process of enhancing the

development and learning of students. The place of PE, as it relates to this study, seems very

important in interpersonal relationships for students.

Supportive Interpersonal Relationship: A Key Component to High-Performance Sports

This study examines the effects of 12 weeks of basketball on interpersonal

relationships, self-identity and social adjustment of middle school students, as well as exploring

the mediating role of interpersonal relationships and self-identity in basketball’s influence on

social adjustment. Burns, Weissensteiner, and Cohen (2019) draw attention toward supportive

interpersonal relationships as a crucial ingredient for high-performance sport. It has been

realized that, according to Burns et al. (2019), quality relationships amongst athletes, coaches,

and support staff are prerequisites to better performance and well-being. This concept can then

stretch to the exploration of how PE influences the interpersonal relationships of students in

general perspective and particularly within the school context. The element of supportive social

connection dampens stress and promotes adaptation in athletes' performance and general well-

being. The finding is parallel to the role of physical education in promoting interpersonal skills

amongst students. Much of the activities that involve physical education entail team sports and

group activities that need students to communicate, cooperate, and support each other. These

experiences can foster closer relationships of a positive nature in terms of interpersonal skills,

as much as an athlete receives assistance from other people. According to Burns et al. (2019)

high quality relationships can physiologically develop through a decrease in stress responses
so that superior general health is experienced and maintained. In the same way, physical

education offers a setting within the structured environment whereby young people get

involved in activities that foster aspects of teamwork and aspects of trust. Through the playing

of co-operative games and exercises, arts like skills of teamwork, managing conflict, and the

art of friendship are obtained, which might enable them to have a healthy relationship with

people and their social environment influencing their social interaction and emotional health.

Therefore, engaging in traditional games like "Laro ng Lahi" can indeed help college students

improve their interpersonal relationships through physical activity, ultimately benefiting their

mental and physical health.

Theoretical Framework

Bandura's Social Cognitive Theory is in relation to the effect of Physical activities on the

interpersonal relationships among the students. It describes observational learning, imitating,

and modeling as fundamental factors for developing social skills and behaviors. According to

Bandura, every individual learns and develops by observing others and from several forms of

interaction within his or her social environment. Many physical education activities are focused

on teaming, cooperation, and communication in sports and group exercises. This offers a wide

range of opportunities for social learning, where young learners take up and imitate good social

behaviors modeled by their peers and instructors. In addition, students learn through team

sports the skills for working together toward common goals, resolving conflicts, and

developing supportive relationships—ingredients of desirable interpersonal skills. Social

Cognitive Theory assumes that self-efficacy-an individual's belief in his or her capability to

succeed at specific tasks-strongly predicts engagement and performance. It enhances students'

self-efficacy in physical education as they emerge winners in physical activities and from peers
and teachers. This elevation of self-confidence puts them in higher levels of social interaction

and healthy relationships since they will go into any interaction with confidence and positive

positively linked with others.

Conceptual Framework

INPUT PROCESS OUTPUT

1. Profile of Bachelor of  Statistical
Physical Education analysis
students (Analysis of
1.1. sex Variance,
1.2. age Frequency and
1.3.year level Percentage
2. Effect of physical Distribution,
activities to the Weighted Mean)
respondents’  Analysis of
interpersonal gathered data.
relationships.
3. Is there a significant
difference between
the impact of physical
activities to the
respondents'
interpersonal
relationship when
grouped according to
their demographic
profile?
4. How do physical
activities such as
dance, sports, and
recreational activities
influence students'
ability to work in
teams and build
friendships?

FEEDBACK

Figure 1. Research Paradigm

Hypothesis

There is no significant difference between the impact of physical activities to the respondents’

interpersonal relationship when grouped according to their profile

 CHAPTER 3

METHODOLOGY

This chapter outlines the methods employed in this study, including research design,

study settings, selection of tools, description of participants, data collection process, and the

research questionnaire. It also discusses the analytical approach used to interpret the findings,

aiming to provide clarity on the methodological procedures followed throughout this

investigation. The chapter details the steps taken to develop, prepare, and conduct this research

study.

Research Design

The current study aims to determine the impact of physical activities on students

interpersonal relationship of Bachelor of Physical Education students at Isabela State

University – City of Ilagan Campus. In order to achieve this objective, the researcher used a

quantitative type of research that needs numerical data based on the number of respondents and

their profiles and focus on the quantity insights of the students.

Respondents and Locale of the Study

The research will be conducted within the premises of Isabela State University,

Calamagui 2nd, City of Ilagan, Isabela. The study targeted the students of Bachelor of Physical

Education. The population of the study comprises the 2nd year composes of 41 students, 3rd

year composes of 35 students, and 4th year composes of 62 students with a total of 138 students

of Bachelor of Physical Education under the College of Education

Research Instrument
 The researchers will use a self-made survey questionnaire validated by Jose P. Doria

Head Teacher V of the MAPEH Department of Isabela National High School, consisting of a

question to determine the impact of physical activities on the student’s interpersonal

relationship of Bachelor of Physical Education students. The first part of the questionnaire is

the demographic profile of the students according to their sex, age, and year level. The second

part contains 25 questions divided into 5 sections and uses 4-Likert rating scale to assess the

level of the impact of physical activities on the student’s interpersonal relationship of the

respondents. The questionnaire will be distributed personally for the respondents to fill out to

check the validity of the response of each participant.

Data Gathering Procedure

To conduct the study, researchers will seek approval and permits from school

administrators. Once approved, the survey (containing a consent form) will be personally

distributed to the participants. Participants will answer the questions privately and

confidentially. They will select the most accurate response for each statement, indicating their

level of agreement or disagreement with the statements that measure the impact of physical

education on students interpersonal relationships.

Statistical Treatment of the Study and Data Analysis Procedure

The data collected are subjected to statistical treatment in order to help the researcher

interpret the result of this study. The following treatments are used to facilitate the analysis and

the interpretation of the data.

Frequency and Percentage Distribution. This is used to determine the personal

circumstances of the respondents in terms of sex, age, and year level.

 Weighted Mean. This is used to determine the impact of physical activities on the

students interpersonal relationship of Bachelor of Physical Education students. The following

scales were used for the interpretation.

Analysis of Variance. Analysis of variance (ANOVA) is an analysis tool used in

statistics to assess if there are significant differences in students' interpersonal relationship

based on varying levels of physical activities. This statistical method compares means across

multiple groups, allows to determine if the observed differences are likely due to actual effects

rather than random chance.

POINT RANGE RANGE INTERVAL DISCRIPTIVE

INTERPRETATION

4 3.51 - 4.00 Strongly Agree

3 2.50 - 3.50 Agree

2 1.51 - 2.49 Disagree

1 1.00 - 1.50 Strongly Agree

“The Impact of Physical Activities on Students Interpersonal Relationships survey
questionnaire”

Name (Optional):

Year Level:

Age:

Sex:

Section 1: On participation in team sports, individual sports, and dual sports

Questions Strongly Disagree Agree Strongly

Disagree (2) (3) Agree (4)
(1)
1. Basketball allows me to become a good team
player.
2. Volleyball allows me to enhance my ability to
cooperate with others.
3. Participation in baseball/softball helps me
become a good team player.
4. Playing table tennis as a team allows me to
enhance my relationships with friends.
5. Swimming in groups allows me to learn the
concept of standing by teammates.
Section 2: Participation in Dance activities
6. Dance activities allow me to foster closer
friendships with friends in class.

7. Dance helps me to make new friends.

8. Dance practices help me enhance my

interaction skills with classmates.
9. My friends and I develop a sense of belonging
by engaging in dance activities.
10. Community and school dance activities help
me bond better with others.
Section 3: Participation in Recreational Activities in Developing Social Skills

11. Recreational games during PE help develop

my communication skills.
12. Laro ng Lahi enables me to get along better
with my classmates.
13.Participation in cognitive games through PE
ease my interaction with others.
14. Chess through PE ease me to interact with
others easily.
15. Participation in Zumba session increase my
confidence in social skills.
Section 4: The influence of peers in interpersonal relation

16. The encouragement from my classmates

during basketball allows me to do better in team
play.
17. The support of peers during volleyball allows
me to have closer friendships.
18. Playing Traditional games with friends allows
me to forge closer friendships.
19. Baseball/Softball played with peers
strengthens our bonds as individuals.
20. My friends participating in swimming
activities positively affects the dynamics in our
circle.
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