Performance In Physical Education Research Articles

The Construction of Wisdom Teaching Mode of Physical Education and Training in Colleges and Universities in the Internet Era

Abstract The rise of the intelligent teaching model, relying on artificial intelligence and digital information technology, provides students with personalized and autonomous learning pathways. The model encourages students to learn independently and develop personally by integrating online and offline learning resources, enhancing their innovation and practical skills. Educational innovation has focused on exploring how to effectively incorporate competent teaching resources to improve teaching efficiency and students’ physical education skills. This study designed a new smart teaching mode for physical training science using blended learning theory and artificial intelligence technology. The differences in students’ physical education performance, participation, and satisfaction between the traditional and intelligent teaching modes were analyzed by comparison. The students who used innovative teaching methods in the study were better than those who used conventional teaching methods in 100-meter sprint and basketball shooting accuracy, with an average improvement rate of 15%. According to the study, the intelligent teaching mode can effectively enhance students’ physical education learning efficiency and mastery of movement skills, paving the way for a new development direction in college physical education.

Linear regression analysis of the correlation between students’ physical education performance and academic achievement in the context of smart physical education in colleges and universities

Abstract In this paper, the principles, algorithms and different linear regression models are sorted out and finalized to determine the multiple linear regression model suitable for this study. The different types of regression are synthesized through the elastic net algorithm. Based on the multiple linear regression model, students’ performance in language, mathematics and English was used as the dependent variable Y on behalf of academic performance, and five sports such as physical education and hygiene were used as the independent variable X, to carry out an empirical study on 3,800 students. From this, it was concluded that the contribution rates affecting language achievement were sports attitude, environment, and hygiene in the order of coefficients of 0.548, 0.312, and −0.266. In contrast, exercise habit [B=−0.032, t=−1.574, P=0.116] and sports knowledge [B=0.027, t=1.561, P=0.119] did not pass the test of significance. The contribution of influencing math achievement was in the order of sports environment and attitude with coefficients of 0.402 and 0.327, which were positively correlated with math achievement Y2. The contribution rate affecting English achievement is in the order of sports hygiene, sports attitude and exercise habit, and their coefficients are 0.398, 0.295 and 0.124, all of which are positively correlated with English achievement Y3.

The Role of Artificial Intelligence in Physical Education and Sports: A Review of Current Applications and Future Potential

Artificial Intelligence (AI) has emerged as a groundbreaking technology with great potential to transform various industries, and the realm of physical education and sports is no exception. This research paper aims to explore the role of AI in enhancing performance and personalization in physical education and sports activities. The paper will provide an overview of AI technologies and their applications in this field, highlighting key advancements and their impact on athletes, coaches, and trainers. The use of AI in physical education and sports offers numerous benefits. AI-powered sensors and wearables can provide real-time feedback on biomechanics, technique, and performance, allowing athletes to identify and correct weaknesses. Machine learning algorithms can analyze vast amounts of data, enabling coaches to design personalized training programs tailored to each athlete’s unique characteristics and needs. AI also facilitates the development of virtual coaching platforms and simulators, providing athletes with immersive and dynamic training experiences. Additionally, AI can assist in injury prevention and management. Intelligent systems can assess an athlete’s physical condition, track fatigue levels, and provide recommendations for recovery and injury rehabilitation. Furthermore, AI can analyze historical data to predict potential injuries or evaluate an athlete’s readiness to return to competition. This proactive approach to injury prevention can significantly reduce the risk and impact of sport-related injuries. However, the implementation of AI in physical education and sports comes with challenges and ethical considerations. Privacy and security issues arise with the collection and analysis of athletes’ personal data. Moreover, the reliance on AI can lead to a lack of human connection and intuition in coaching relationships. These concerns need to be addressed to ensure the responsible and effective use of AI in this context. Overall, this research paper presents a comprehensive analysis of the role of AI in physical education and sports. By leveraging AI technologies, athletes can optimize their performance, trainers can provide personalized coaching, and the overall sports ecosystem can be enhanced. Future research will delve into the practical implications, implementation strategies, and potential ethical implications involved in incorporating AI into physical education and sports.

Influence of Computer Aided Instruction (CAI) on Students Learning Performance in Physical Education

This study aimed to comprehensively evaluate the influence of Computer-Aided Instruction (CAI) on student learning and performance in college physical education. Analyzing cognitive understanding, knowledge retention, skill development, engagement, and adaptability, the study identified specific components of CAI affecting outcomes. Challenges faced by teachers during CAI integration were explored, and a strategic plan for effective implementation was proposed. The research employed a quantitative descriptive design, focusing on Shijiazhuang Information Engineering Vocational College with 669 student respondents. It was found that learners and teachers expressed satisfaction with CAI's adaptive learning pathways, interactive simulations, and progress tracking, indicating its value in enhancing the learning experience, CAI in Physical Education was well-received, demonstrating effectiveness in providing an engaging and enriching educational approach, the integration of CAI positively impacted cognitive understanding, memory retention, and bridging theoretical and practical knowledge in physical education, challenges included limited technical proficiency, insufficient training, access to reliable technology, time constraints, and content customization difficulties, learners coped by seeking assistance, independent exploration, using online resources, adapting learning strategies, and engaging in collaborative work and a proposed course of action addressed challenges through targeted workshops, comprehensive training, infrastructure upgrades, flexible scheduling, and adaptive content development. CAI significantly influences physical education learning, with positive outcomes in engagement, understanding, and performance. Challenges identified underscore the need for tailored interventions. The proposed strategies offer a comprehensive plan for effective CAI utilization, fostering a supportive and technologically equipped learning environment. In conclusion, Computer-Aided Instruction (CAI) significantly influences physical education learning, yielding positive outcomes in engagement, understanding, and performance; the identified challenges underscore the imperative for tailored interventions, and the proposed strategies offer a comprehensive plan for effective CAI utilization, fostering a supportive and technologically equipped learning environment; therefore, educational institutions should implement targeted interventions to enhance CAI integration, teaching faculty should adapt teaching strategies and undergo continuous professional development, IT departments should guide infrastructure upgrades and support initiatives for a reliable technological environment, students should actively engage in seeking assistance, independent exploration, and utilizing online resources, and future researchers should build on identified challenges and coping strategies to explore emerging technologies and assess long-term impacts of CAI in educational settings.

Variation in the Perceived Motor Self-Efficacy of Spanish Students throughout the Different Educational Stages.

Motor self-efficacy is the ability to cope with obstacles, to control them and to solve them in the best possible way. It is closely related to performance in physical education and student health. The aim of this study is to measure the performance of motor self-efficacy in Physical Education in students aged 10 to 18 years, analyzing the differences between students according to their educational level and age. A total of 946 students responded to five socio-demographic questions, in addition to the Motor Self-Efficacy Scale validated in Spanish. The Kolmogorov-Smirnov test was used to determine the assumption of normality, but since this assumption was not met, non-parametric tests were used. In this sense, the Motor Self-Efficacy Scale score and the differences between the different instructional cycles were analyzed using the Kruskal-Wallis test. In addition, a pairwise comparison was performed as part of a post hoc study to examine the differences between the different groups. The relationship between the mean scale score and the variable age was investigated using Spearman's Rho test. Subsequently, the relationship between motor self-efficacy and participants' height, weight and BMI was examined using the direct stepwise regression test. Finally, Cronbach's alpha was used to assess the reliability of the instrument. Significant statistical differences were observed between educational levels and their relationship with BMI, height and weight, highlighting the importance of motor self-efficacy at different stages. Therefore, it would be interesting to introduce educational methodologies that promote active models and improve students' motor self-efficacy.

Enhancing motivation and academic performance through gamified digital game-based learning methodology using the ARCS model

ABSTRACT This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education.

Assessment of the Attitude and Academic Performance of the Elementary Learners in Physical Fitness: Basis for an Intervention Plan

The current educational landscape is continuously evolving, and with it, so is the role of schools in equipping learners for these changes. This study aimed to evaluate the attitudes and interests of elementary learners towards Physical Fitness in the District of Columbia and its impact on academic performance, to inform the development of an intervention plan. Employing a descriptive-correlational research design, the study assessed the distance learning performance of these learners during the 2021-2022 school year. The findings indicate a generally positive disposition of learners towards using various learning platforms, which facilitated independent practice. It was observed that academic performance in physical education was not significantly influenced by physical fitness tests or by mathematics and reading performance. Conclusions drawn from the study suggest that physical education does not adversely affect academic achievement. Therefore, it is recommended that school administrations continue to support and expand intervention programs in physical education. Collaboration between Physical Education teachers and teachers of other subjects is advised to enhance learner attitudes and develop additional physical activities. Further recommendations include strengthening the Physical Education curriculum, investigating other factors influencing performance in Physical Education, and encouraging learner participation. Future research could expand the scope to include more grades and examine the broader relationship between physical fitness and academic performance for a comprehensive understanding.

Improving Learning Performance in Physical Education through Video-Based Presentations (VBP) Approach

Background: Technology plays a pivotal role in the learning and teaching process. Technology has become a powerful tool for enhancing students' performance in Physical Education. The study aims to assess the effect of video-based presentations on students' physical education learning performance. Objectives: The study aims to assess the effects of video-based presentations as an intervention tool in enhancing students' performance. Specifically, this is to answer the following objectives: (1) mean scores in the pre-test and post-test, (2) significant difference between before and after intervention, and (3) student's experiences in using video-based presentations in the learning performance in physical education. Methods: The researcher used a sequential mixed-method research design with a one-group pre-test and post-test design, which was participated by 52 students in one of the secondary schools in the Philippines and five students in the focus group discussion. Purposive sampling was used to choose the participants to assess the effect of the video-based presentations. JASP Software was used to analyze the data. Results: Based on the result, the study shows that before the intervention, students needed more knowledge and more participation in the discussion. However, utilizing the intervention indicates that the video-based presentation significantly affects students' learning performance, which shows that the video-based presentation has a positive impact on the students' learning performance. Moreover, two themes emerged in the focus group discussion: independent learning and flexible instruction. Conclusion: As education becomes man's equalizer, students must adopt 21st-century skills, and through the intervention used, this will pave the way for developing their capabilities and skills in the education trends. This implies that with the progressive world facing the ever-changing education landscape, teachers must have the desire to build their technological capabilities by upskilling and retooling their innovativeness and creativity in delivering instructions.

The relationship between emotional intelligence, anxiety, and performance in physical education and sport students.

Emotional intelligence (EI) has been recently the main target in research on sports psychology. The objectives of this study were to investigate the relation between self-report measures of emotional intelligence, pre-competitive anxiety, and performance among students during the physical education exam of the high school final year. This cross-sectional study was conducted on a sample of 350 students attending the physical education exam in the year 2021-2022. Analysis of the correlations between the scores of Emotional intelligence and anxiety showed that self-confidence was positively correlated with all dimensions of Emotional intelligence (Beta = 0.524; p = 0.000). Multivariate linear regression analysis showed that the most related items to performance were self-confidence in a positive direction (r = 0.56; p = 0.000) and negatively with somatic anxiety (r = -0, 39; p = 0.000). Considering the Emotional intelligence subscales, hetero-emotional management was significantly positively associated with performance (p = 0.000) however emotional perception was negatively correlated with performance (p = 0.003). These results demonstrate the importance of social and emotional learning programs for improving self-confidence and better management of emotions during physical education and sports.

From knowledge to performance in physical teacher education: A Delphi study and a pretest for the content validation of the test instruments

The basis for evaluating the effectiveness of interventions in the education and continuing professional development of physical education (PE) teachers involves valid, reliable, and objective instruments, which are largely lacking. Content validity is a necessary basis for the development of such instruments. Accordingly, this study presents the content validation of a test for the assessment of (classroom management-related) professional knowledge and the perception, interpretation, and decision-making (PID) of prospective PE teachers. The result is a content-validated knowledge test (110 test items) as well as a video-based test for the assessment of PID (ten vignettes, 217 items). In a next step, the instruments are empirically validated.

Use of Video-Based Instruction With Code-Switching To Improve Students’ Attitudes And Performance

In a world of extraordinary technological progress, teachers use a variety of ways to provide effective physical education classes. It demanded a transition from traditional to advanced digital learning. This study examined the effect of video-based instruction with code-switching on students' performance and attitudes in Physical Education. The research utilized a quasi-experimental pretest-posttest design with two groups of 78 senior high school students in Bukidnon, Philippines. The data were analyzed using the mean, standard deviation, and analysis of covariance (ANCOVA). The data showed that the performance of the experimental group, who received video-based instruction with code-switching, improved significantly more than the control group from the pre-test to the post-test. However, there was no significant difference in post-test scores in students' attitudes towards the subject between those who received Video-Based Instruction with Code-Switching and those who did not. Consequently, the language used (code-switching) is an effective tool for instruction for improving student performance and attitudes. This paper may serve as a wake-up call for the Department of Education to advocate using local language in all K–-12 programs, not just at the primary levels, given that education is essential for building a better nation. PE teachers should take note of these consequences while creating lessons that support learning and cater to the requirements and interests of diverse students.

A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physical education.

Both the Sport Education (SE) model and Teaching Games for Understanding (TGfU) have been connected to the theory of situated learning, which is a game-centered curricular model. TGfU emphasizes tactical awareness, decision making, and skill execution. The SE model provides a complete season during physical education (PE) lessons. Therefore, it is worth exploring the integration of TGfU with SE (TGfU-SE) model in PE courses, and whether the hybrid TGfU-SE model can achieve better learning effects for students than the TGfU model alone. The purpose of the study was to compare the difference in learning effects between the TGfU-SE model and the TGfU model on students' learning motivation, sport enjoyment, responsibility, and game performance. This study used a quasi-experimental design to compare different learning effects between the experimental group (TGfU-SE) and the control group (TGfU). The participants lived in Taiwan, including two junior high school PE teachers and four PE classes with a total of 90 students (TGfU-SE group, n = 46; TGfU group, n = 44). Each teacher taught two PE classes, one with an experimental group and one with a control group. This study used four research instruments, including the Responsibility Scale in Physical Education (RSPE), Learning Motivation Scale in Physical Education (LMSPE), Sport Enjoyment Scale in Physical Education (SESPE), and Game Performance assessment instrument (GPAI). Analysis of covariance (ANCOVA) and the independent t-test were used to analyze the data. The results of this study showed that the TGfU-SE model had more positive learning effects on students' learning motivation, sport enjoyment, responsibility, and game performance than the TGfU model. we concluded that the TGfU-SE model had a more positive influence on students' learning performance than the TGfU model. It is suggested that the hybrid TGfU-SE model could be implemented effectively in the PE curriculum.

The Objectification of the Covered: Understanding Muslim Female Students’ Passivity in Physical Activities

Patriarchal culture in Indonesia affects vast aspects of social life, including in schools where students acquire an understanding of gender. One of the prominent gender issues in social encounters within a patriarchal culture is the uniquely female experiences of objectification at school. This article draws on data from a qualitative study on Muslim female students in an Indonesian Islamic Middle School to understand female students’ experience of objectification by applying a psychosocial feminist objectification theory (Fredrickson and Robert, 1997). The study finds that non-sexual objectifying treatment from male peers is manifested in male gazes and comments on women’s general physical appearance, and specifically on Islamic apparel—the veil and modest Muslim style clothing. More direct sexual objectification occurs in the form of male gazes and sexual comments on certain body parts, such as the chest and hips. These experiences are understood by female students’ male-centered understanding of the Islamic feminine ideal which contributes to their withdrawal from physical activities at school as in Physical Education and art performance courses. This research argues for separate PE classes as a temporary alternative for the sake of female students’ participation.

Comparison of the Performance of Sports and Health Physical Education Teachers between Pns and Non Pns Teachers in Kapanewon Godean Sleman

This study aims to analyze the comparison of Physical Education, Sport and Health (PESH) teacher performance between civil servant and non-civil servant teachers in Kapanewon Godean Sleman. The research method used is quantitative research with a comparative descriptive approach. The research sample consisted of 35 PESH teachers, including 10 civil servant teachers and 25 non-civil servant teachers selected by purposive sampling technique. Data were collected through questionnaires adapted from previous research instruments. Data analysis was performed using descriptive and inferential statistical techniques. The study shows that there is no significant difference in the performance of Elementary School Physical Education, Sport, and Health (PJOK) teachers who are PNS and non-PNS in six aspects, namely lesson planning (p = 0.369), lesson implementation (p = 0.185), assessment of learning outcomes (p = 0.740), coaching and guidance (p = 0.804), additional tasks (p = 0.402), and professional development (p = 0.492). The p-values for each comparison are greater than the significance value of 0.05. It is concluded that there is no significant difference in the performance of PNS and non-PNS Elementary School PJOK teachers in the six observed aspects, namely lesson planning, lesson implementation, assessment of student learning outcomes, coaching and guidance of students, implementation of additional tasks, and professional development. The implication of this study is the importance of providing support and training to improve the quality of learning and performance of Elementary School PJOK teachers, both PNS and non-PNS.

The Use of Simplified Learning Materials (SLM) in Physical Education as a Tool in Enhancing Students Learning Experiences

The pandemic has allowed teachers to apply their innate abilities, such as creativity and innovation, and to impart comprehensive knowledge about physical education with simplified learning materials (SLM) that are centered on the contextual needs of students. The objective of the study is to determine the effect of Simplified Learning Materials (SLM) on students' learning performance in Physical Education. The study specifically aimed to determine the following: (1) evaluate the learning performance of the students in Physical Education before and after using simplified learning materials, and (2) identify the said significant differences between the students' mean scores before and after the intervention. The researchers used a pre-experimental design, specifically the One-Group Pretest-Posttest Design. The study was participated by 52 Grade 8 students in one of the secondary schools in the Philippines. Purposive sampling was used in the study. Data analysis was performed using the JASP software (weighted mean and paired t-test). Data revealed that the Shapiro-Wilk test of normality can be used to determine that the data does not deviate from the assumption of normality with a p-value of 0.305, which is greater than 0.05. According to the descriptive table, the post-test result is higher than the pretest result. The mean difference of -2.538 in the Paired Samples T-Test results is significant, with a p-value of 0.002 for the test. The use of Simplified Learning Materials (SLM) helps grade 8 students perform better on tasks and grasp understanding to the lesson related to physical education. This shows that the intervention has a significant effect on the student’s learning performance in Physical Education. Future researchers can utilize the findings as a foundation to use simplified learning materials (SLM) for further contextualize and address what students need to accomplish. Keywords: JASP Software, Learning performance, Modality, Physical education, Simplified Learning Materials

Correlation effects of self-regulation on academic performance and self-efficacy in college physical education MOOC learning

At present, MOOCs have gradually become a part of daily teaching in colleges and universities, but domestic physical education curriculum research has not yet covered the content of the relationship between college students' learning self-regulation, self-efficacy, and physical education performance in the MOOC learning environment. Therefore, it is necessary to study the correlation between self-regulation and self-efficacy in the study of physical education MOOCs through a questionnaire survey and analysis of 52 college students majoring in physical education at a BSU university in Beijing. The study found that there is a significant correlation between self-regulation and academic performance, but the impact of self-efficacy on academic performance is not significant, and the relationship between self-regulation and self-efficacy needs to be further explored.

IMPACT OF PHYSICAL ACTIVITY ON THE ACADEMIC PERFORMANCE OF SCHOOL-GOING ADOLESCENTS: SPORT AND SCHOOL PERFORMANCE

According to various national and international reports, the Moroccan education system still suffers from recurrent dysfunctions reflected in low student achievement. Indeed, different factors influence the scores of students including the rate of physical inactivity. The objective of this study is to evaluate the relationship between physical activity, sedentary behaviours and school outcomes.689 students enrolled at Moroccan secondary schools, aged between 14 and 25, were randomly recruited from each grade. For each student, the overall average for the first semester was calculated and classified into three levels: high, medium and low.The school performance of girls is significantly higher (p< 0.05) than that of boys while boys are significantly more active (p<0.05) than girls. Physically active students have high er overall school mark averages than inactive students. Indeed, significant positive associations between the level of physical activity and school performance (r=0.176; p<0.001) and with physical education and sports performance were noted. In conclusion, the practice of physical activity should be encour- aged among Moroccan students.It has beneficial effects on health in general and especially on the school performance of children and adolescents.

Enhancing Students' Learning Performance in Physical Education Through the Use of a Mobile Application with Game-Based Learning Approach

Background: In response to the transition of learning from confinement at home and now having in-person classes, being flexible to the needs of students must be innovative and creative to slowly get their attention and motivation to learn. Objectives: The objective of the study is to determine the effect of the developed mobile application to students learning performance in Physical Education. Methods: The researcher used quasi-experimental research design utilizing pretest and posttest. Purposive sampling was used to determine the participants consisting of 25 students under control group and 25 students under experimental group which were Grade 10 students in one of the secondary schools in the Philippines. JASP Software was used to analyze the data used in the study. The research instrument was validated by the Head Teacher and Master Teacher. Results: Data revealed that the developed mobile application has a tremendous effect on students learning performance in Physical Education. It shows that the mean scores in the before utilization on the group using the developed mobile application in the students’ learning performance has a little knowledge on the lesson, while the mean scores of the two groups after utilization shows that it has a significant effect on the learning performances. It shows that the developed mobiled application has a substantial effect on students learning performance in Physical education. Conclusion: The developed mobile application has a significant impact to the learning of the students in Physical education. This implies that the utilization of the technology in the teaching and learning process in physical education enhances the performance and ability of an individual.

Students’ dance performances and the utilization of e-materials in physical education

As a result of the Covid-19 virus, which has affected everyone, the educational community is in a tough situation right now. Technology's advancement in the teaching-learning instruction process is both a benefit and a drawback of globalization's educational approach. The study was primarily concerned with how the use of e-materials in the classroom might increase students' learning performance in physical education dancing. This study was a correlational investigation of 50 grade 9 students' dance performances and the utilization of e-materials in physical education in Sta. Catalina National High School, Candelaria, Quezon. The research was conducted using a descriptive-quantitative technique and a self-administered questionnaire through Google Form. The findings demonstrated that the use of e-materials in physical education dancing is always noted, and students' performance improves significantly when e-materials are used. Furthermore, there is no relationship between e-materials used to teach dance in physical education and student dance performance. It encouraged students to keep using and employing the effectiveness of e-materials in their dancing performances. This research will help to understand how effective the use of e-materials is in teaching dance in physical education and how it affects student performance and will provide valuable insights on the best practices for teaching dance in physical education and how to maximize the use of e-materials to enhance student performance.

STUDENTS’ ENGAGEMENT IN SOCIAL DANCES: THEIR SOCIAL-EMOTIONAL SKILLS AND PERFORMANCE IN PHYSICAL EDUCATION

The study determined the level of students engagement in social dances and its relation to social emotional skills and students performance. The variables were measured through a survey questionnaire checklist. The randomly selected 100 respondents were divided into three (3) groups, first group of 35 selected grade 10 students, second group of 35 selected grade 11 students, and third group of 30 selected grade 12 students. They evaluated their level of engagement in social dances in terms of socialization, discipline, peer-collaboration, and socio-emotional skills. Analysis of data revealed that the students performed well and got advanced level of performance because they demonstrated a high level of participation on Juniors and Seniors Promenade activity. Since they were practicing social dance during P.E. time, their attendance and participation during rehearsal time became one of the bases of their grade in P.E. subject on the 2nd grading period. Relatively, the result indicated that discipline was negatively correlated because it has minimal influence on students performance. Although discipline was not enforced, grade could still be increase. When students demonstrate socio-emotional skills, it doesnt mean that they would surely excel in performance in Physical Education subject. Socio-emotional skills focuses more on making people perform good attitude toward others, rather than academic achievement. It could help a person to form a good relationship with others and express their identity but it is not directly the way on how to get a better academic performance. Results revealed that engagement in social dances has a significant relationship with students performance in Physical Education. However, social-emotional skills have no significant relationship with students performance in Physical Education. Based on the draw conclusions resulted to the following recommendations: Findings on impact of discipline on students academic performance are inconsistent and somehow inconclusive. Finding another study about this topic may be recommended. Search another variable instead of social-emotional skills since it is not significant in this study.