'It felt like something to endure': A Feminist Phenomenological Inquiry into Low PE Motivation among Filipino Female College Students
DOI:
https://doi.org/10.69665/iss.v48i1S.135Keywords:
female college students, gender equity, good health and wellbeing, motivation , qualtiy physical educationAbstract
Low motivation in Physical Education (PE) remains a persistent concern among female college students, often resulting in minimal engagement and participation. This study was grounded in feminist pedagogy, which emphasises student voice, agency, and equitable learning environments, to examine the experiences of female students with low motivation in PE at a state university in the Philippines. Twelve participants shared their perspectives through semi-structured interviews, and the data were analysed using thematic analysis. Findings indicate that participants frequently perceived PE as disengaging, monotonous, and emotionally uncomfortable, often regarding it primarily as a course requirement rather than a meaningful learning experience. Contributing factors included repetitive activities, discomfort with uniforms and limited privacy, and feelings of exclusion in mixed-gender settings. Participants emphasised the need for more inclusive and responsive PE practices, including diverse activities, flexible attire policies, greater instructor sensitivity, and emotionally and physically safe learning environments. The study highlights the importance of applying feminist pedagogical principles to enhance autonomy, confidence, and sustained participation among female students.
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