Filipino female collegiate beach volleyball athletes perceive their body image according to what attire they wear. As these athletes give their all on the sandy courts, they wore their beach volleyball attires with a lot of body parts being exposed. Compared to male’s attire, female beach volleyball attire is exposing a lot of skin. Making some of the women feel more conscious and hesitant about the attire since this type of clothing is physique-revealing. In this qualitative research, the researcher explores the experiences of Filipino female collegiate athletes to better understand their self-perception about their bodies as a beach volleyball athlete- in addition to whether self-perceptions about their beach volleyball attires were related to their body image. Five (5) Filipino female collegiate athletes ages 22- 23 years old from various collegiate teams who participated in the UAAP Season 86 Beach Volleyball Tournament were given BESAA questionnaire and 7- item questionnaire. The study identified three dominant themes that were discovered: (1) Attire and body expectation, with two sub-themes, a) Comfortably and purposeful body/ attire, and b) Transition to bikini, (2) Attire contribution/ distraction with two sub-themes, a) Functionality and performance, and b) In- game setting, and (3)
Competing without Comparing. Findings showed that Filipino female collegiate athletes' self-perceptions of their body image are complex. When wearing the attire, participants reported receiving contradictory signals about their bodies. Furthermore, the results indicated that participants’ performance was improved and that their attire also raised self-esteem.

Physical exercise is essential for university students as it helps improve overall physical health and mental well-being. Regular exercise can enhance concentration, reduce stress and anxiety, and improve academic performance. Additionally, physical exercise can provide a much-needed break from studying and promote social interactions with peers, which is crucial for overall development. Thus, this study aims to examine university students' motivation to engage in regular physical exercise. A total of 114 university students (Mean age = 21; Range = 7) completed an online questionnaire, which included the Godin's Leisure-Time Exercise Questionnaire (2011) and Ryan et al.’s Motives for Physical Activities Measure - Revised (1997) instruments. The acquired data was subjected to analysis using both descriptive and inferential statistics. The findings revealed that students' sense of competence is the predominant internal motivation. Furthermore, a genuine interest in physical exercise and social interactions significantly influence their decision to exercise. On the other hand, the desire to maintain fitness emerged as the leading motivator when exploring the external motivators that encourage students to exercise. However, social motivations also displayed notable variations across different student demographics such as age, sex, and university tenure. Additionally, the research delved into the impact of gender and the duration of a student's university tenure on their exercise motivations. It was observed that gender and the length of time a student has spent in the university play a role in their sense of competence. Interestingly, while university tenure influences social motivations to exercise, gender does not significantly impact this.

The study's main objective is to determine the overall level of mental toughness of national athletes and collegiate athletes. Additionally, the mental toughness scores of national and collegiate athletes with regards to Alan Heary's (2015) test of the 4Cs (Control, Commitment, Concentration, and
confidence) will be compared. The Mental Toughness score will fall into three categories: 0-4 (Thriving), 5-14 (Surviving), and 15-24 (Struggling). The study will include 108 participants, 45 national athletes (M= 29, F=16) and 63 collegiate athletes (M=31, F- 32). The study used a quantitative research design, an independent t-test was used to determine whether there is a significant difference between national athletes and collegiate athletes overall mental toughness and each component of the 4Cs model. The alpha level of significance was set to 0.05. The result of the study found that the mental toughness of national athletes is better than the collegiate athletes. Additionally, the result showed that even in all 4Cs components, the national athlete's mental toughness score is lower, which means they perform better than collegiate athletes.

Athlete’s preferences with regards to coaching styles include coaches helping them progress with their skill and decision-making, as well as build a positive relationship to build a quality impact on the team (Coykendall, 2014). There are various ways in which coaches mentor their athletes. Depending on the individual and the circumstance at hand, these may affect the athletes on different factors. This study identified the coaching style preference and perception of collegiate male and female football athletes of their coach’s coaching style. To answer this question, the researcher used the Leadership Scale for Sports and had respondents complete it. Respondents were chosen from a university using the convenience purposive method to gather female and male football student- athletes. Data gathered using the questionnaire will then be analyzed using Pearson's Correlation Coefficient to determine the degree of association between the two variables. After conducting the Pearson’s correlation coefficient, the subscale Training and Instruction has a moderate correlation for both teams with (r = 0.59, p-value .02) for male athletes, and (r = 0.53, p-value = .04) for female athletes for preferred and perceived versions. The results showed that there were two (2) preferred behaviors of both teams; namely Training and Instruction and Positive Feedback. Athlete’s perception of their coach also showed Training and Instruction behavior from both teams. Positivity will come out when the athlete’s perception and preference of the coach's coaching styles are aligned (May et.al, 2014).

Since there is scant knowledge of PE facilitation of SPED teachers in the country, it is essential to understand how the educators adapt and modify their materials and tasks. However, most SPED teachers still think about what knowledge and skills must be developed to be able to work effectively with students with special needs. It is for this reason that this study this qualitative research study aims to identify the strategies and challenges of SPED teachers when facilitating PE. This study utilized a two-phased operational framework that consists two phases. Phase one is comprised of selection of twenty-two respondents to answer the survey. On the other hand, phase two focused on six SPED teachers from the survey results and went through on one-on-one interview. Systematic Ecological Model for Adapting Physical Activities (SEMA model) by Hutzler (2007) served as the core framework in creating the contents for these phases. This helped in exploring the various factors of the model: Task, Individual, and Environment. Thematic analysis approach by Braun and Clarke was used to identify patterns across data to derive themes. Results under the factor “Task” revealed the task’s complexity, objectives, equipment, and physical requirement. SPED teachers used a diverse range of specialized tools and resources to support learning and accommodate varying sensory, motor, and communication needs. Moreover, gathered data from the “Individual” discussed why knowing the body’s impairment, function, and motivation are essential in achieving a successful PE class. SPED teachers make assessments and observations to provide a baseline understanding of each student's current abilities, skills, and motivational drive. These are crucial as it directly influences student participation, enjoyment, and long-term engagement in physical activities. Lastly, results regarding the “Environment” showed how accessibility issues, resources, and support are vital in the student’s learning. SPED teachers ensure that they provide appropriate resources in supporting their personalized educational plans in facilitating PE and emphasized how support systems is critical in developing academic, social, and emotional growth within PE classes. In conclusion, the findings found out that SPED teachers perform various ways of adaptations and modifications to achieve a successful facilitation in their PE classes. Modification of materials and tasks showed significance in meeting diverse needs of students. Results also proved that SPED teachers face several challenges when facilitating PE. This includes curriculum, limited resources, student behavior, insufficient specialized training, lack of support, and physical fitness. The researcher recommends an enhanced professional development for the SPED teachers who are facilitating PE. Future studies could advocate on creating a SPED curriculum made by the Philippine government that mandates inclusivity in all aspects of education. PE for students with special needs should be easily available for the Filipinos as much as possible.