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.

The study investigated the effects of incorporating movement breaks into online learning
on student engagement. The purpose was to examine how these breaks influenced
students' behavioral, emotional, and cognitive engagement during online classes. An
eight-week intervention was conducted, during which selected classes implemented
scheduled movement breaks. Data were collected through student responses, teacher
observations, and video recordings. The results indicated positive effects of the
movement breaks on student engagement in terms of behavioral, emotional, and
cognitive aspects. Students actively participated in the breaks, expressed positive
emotions, and demonstrated improved cognitive processing. The findings highlight the
importance of considering the mind-body link and suggest incorporating movement
breaks to enhance student engagement and well-being in online and in-person classes.
Practical implications include tailoring activities to students' interests and preferences,
creating a more inclusive learning environment, and conducting further research on
personalized approaches. The study provides valuable insights into the positive impact of
movement breaks on student engagement during online learning, offering practical
implications for educators.

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).