Preservice Teachers’ Perceptions of Physical Activity Engagement After Completing Physical Activity Towards Health and Fitness (PATHFIT) Courses
DOI:
https://doi.org/10.65339/ijsis.V1.I3.236Keywords:
PATHFIT, Preservice Teachers, Physical Activity Participation, Motivation, Barriers, Qualitative ResearchAbstract
This qualitative study examined preservice teachers’ perceptions of physical activity participation following the completion of Physical Activity Towards Health and Fitness (PATHFIT) courses. Twenty purposively selected preservice teachers from a teacher education institution in the Philippines participated in semi-structured virtual interviews. Interview transcripts were analyzed using thematic analysis to examine physical activity practices, perceived exercise intensity, motivation, fitness-related learning, and barriers to participation. Sixteen participants (80%) reported motivational benefits associated with PATHFIT, six (30%) described discontinuing sustained physical activity, and four (20%) perceived minimal or no influence on their physical activity behaviors. These response categories represented different aspects of participants’ experiences and may overlap. Participants identified self-discipline, exercise knowledge, and perceived physical capabilities as relevant to their activity engagement. Academic workload, fatigue, competing responsibilities, and limited personal interest emerged as participation barriers. The findings revealed that favorable perceptions of PATHFIT coexisted with varied patterns of continued physical activity. Flexible scheduling, inclusive instructional strategies, and accessible physical activity opportunities are recommended to support sustained participation among preservice teachers.
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