THE ROLE OF PHYSICAL EDUCATION AT UNIVERSITY LEVEL

By

Name: SYED MUSA JAMAL

Roll No: 10

Research project submitted to the Abdul Wali Khan University Mardan in the Partial fulfilment of the
requirements for the degree of

Master in Physical Education and sports

DEPARTMENT OF PHYSICAL EDUCATION & SPORTS

FACULTY OF SOCIAL SCIENCES

ABDUL WALI KHAN UNIVERSITY MARDAN

Session-2020-2022
 ACKNOWLEGEMENT
 
 Itwould not have been possible to write this research thesis without the help and support of the
kind people around me, to only some of whom it is possible to give particular mention here.

I am heartily thankful to my supervisor, Lecturer Sir Azmat Ali Saib , whose encouragement,
guidance and support from the initial to the final level enabled me to develop an understanding
of the subject. The good advice, support and friendship have been invaluable on both an
academic and a personal level, for which I am extremely grateful.

Where would I be without my family? My parents deserve special mention for their inseparable
support and prayers. My Father, in the first place is the person who put the fundament my
learning character, showing me the joy of intellectual pursuit ever since I was a child. My
Mother is the one who sincerely raised me with her caring and gently love. My brothers thanks
for being supportive and caring siblings.

Finally, I would like to thank everybody who was important to the successful realization of
thesis, as well as expressing my apology that I could not mention personally one by one.

For any errors or inadequacies that may remain in this work, of course, the responsibility is
entirely my own.
WITH

Blessing Almighty Allah

And
Love and Respect
MY DEAR PARENTS
For their valuable efforts and
Contributions in making my education
a success
 APPROVAL SHEET
The researcher has completed the appropriate work on “ASSEST THE THE ROLE OF
PHYSICAL EDUCATION AT UNIVERSITY LEVEL” in partial fulfillment of the
requirement for the award of degree of Master from Abdul Wali Khan University Mardan.

Student of MPEd:

Supervisor:

Chairman:

Date:
 MASTER IN PHYSICAL EDUCATION

( SPRING 2021-2023)

Contents
ACKNOWLEGEMENT...............................................................................................................2
APPROVAL SHEET......................................................................................................................4
CHAPTER 1...................................................................................................................................5
INTRODUCTION.........................................................................................................................5
STATEMENT OF THE PROBLEM........................................................................................8
Objectives....................................................................................................................................8
Hypothesis...................................................................................................................................8
CHAPTER 2...................................................................................................................................9
Literature Review..........................................................................................................................9
CHAPTER 3.................................................................................................................................12
Methodology.................................................................................................................................12
Delimitation..............................................................................................................................12
Sample.......................................................................................................................................12
Sampling...................................................................................................................................12
Data Analysis............................................................................................................................12
Tool of data collection..............................................................................................................12
CHAPTER 4.................................................................................................................................13
Results...........................................................................................................................................13
Results.......................................................................................................................................13
CHAPTER 5.................................................................................................................................19
Discussion.....................................................................................................................................19
Conclusion....................................................................................................................................20
Recommendation.........................................................................................................................21
REFERENCE...........................................................................................................................23
 CHAPTER 1

INTRODUCTION

Students and adolescents who participate in health and physical education (HPE) benefit from
improved self-worth, fitness, mental health, social development, and general quality of life. (Laar
eta l., 2019; Kayani et al. 2020). Because academia and researchers in such nations are aware of
the beneficial effects of the programme on the welfare of students and the general public, HPE is
given major consideration in developed countries. However, this significant academic field has
long been disregarded in Pakistan. (Sarwar et al. 2010). The perceived outcomes of the HPE
programme are not satisfying despite being taught at the undergraduate and graduate levels in
several academic institutions across the nation due to neglect and a lack of interest on the part of
parents, students, and educational stakeholders. In order to help students comprehend the value
of HPE and its role in physical fitness, social growth, and career prospects, HPE has created a
four-year BS programme at higher education institutions. Currently, the country's colleges and
universities both provide four-year BS programs. This review discusses the significance of HPE
at the BS, MS, and Ph.D. levels in Pakistan as well as current problems and potential
improvements. Through teaching strategies and hands-on exercises, physical education (PE)
aims to help students develop their bodies, minds, behaviors, and social skills. Students who
engage in physical activity and other forms of exercise for their health benefit from improved
physical, mental, and emotional well-being, which surely helps their academic performance.
(Iqbal and Rashid, 2017). It is clearly documented, both theoretically and empirically, how
important HPE is to students' wellbeing. The foundation of HPE as a teaching discipline is a
well-organized curriculum that imparts fundamental knowledge about the human body, its
development, and its needs. Physical activities including exercise, sports, games, dance, and
other health-related pursuits receive a lot of attention. (Fig. 1) At Abdul Wali Khan University,
communities, and hospitals, physical education and other activity intervention programs are seen
as important components in controlling obesity by maximizing the body's use of metabolic fuels.
(Goranet al., 1999). A healthy lifestyle is correlated with a person regularly engaging in physical
activities for which HPE provides the underpinnings, according to Biddle et al. (2004). Gil
(2020) argued that students are predisposed to a variety of physical dangers and health issues
throughout their lifespan. Many students' last chance to participate in physical activity based on
the Abdul Wali Khan University and formally learn about health-related themes is in University
physical education (HPE) programs. HPE can assist in lowering typical physical activity hurdles
that University students experience on a daily basis. For instance, HPE offers students an
organized atmosphere that frequently encourages the development of self-regulation abilities
such goal setting, planning, and monitoring of physical activity behaviors. (Simonton, 2016).
The frequent scheduling of HPE lectures enables students to priorities their time for studying
health-related topics and exercising. For a variety of reasons, enhancing the caliber of student
engagement in HPE is particularly crucial. Findings from a meta-analysis show that up to 50% of
college students do not engage in enough physical activity to reap the benefits. (Keating, Guan,
Pinero, & Bridges, 2005). HPE courses could be utilized as an intervention to lower this
troubling number. A high level of participation may also result in favorable attitudes and a
profound internalization of the significance of regular physical activity for one's health. When
taken as a whole, HPE courses can give students valuable chances to build a base for forming
wholesome lifelong habits. The goal of this study is to improve our understanding of how
students interact in HPE classes. According to Fredericks, Blumenfeld, and Parris (2004), Abdul
Wali Khan University views engagement as a critical component of student achievement since it
denotes an active, deliberate, and goal-directed relationship with the learning environment.
(Skinner, Kinder Mann, & Furrier, 2008). Improvements in attendance and retention, as well as
improvements in grades, learning, and accomplishment have all been connected to engagement
(King & Garland, 2014; Skinner, Furrier, Marchand, & Kinder Mann, 2008). (Sinclair,
Christenson, Lehr, & Anderson, 2003). High levels of student involvement also serve as a
deterrent to engaging in risky behavior (O'Farrell & Morrison, 2003). Shen, McCaughtry, Martin,
Fahlman, and Garn (2012) found that student engagement and motivation are connected in PE
situations, although there are still a lot of gaps in the literature on engagement in PE contexts.
Analyzing determinants of change in student engagement is crucial to this study. Until now,
studies on engagement (e.g., Shen et al., 2012) or related constructs like effort (Agbuga & Xiang,
2008) in PE have typically relied on retrospective methods based on a single snapshot in time but
assume a temporal dynamic between constructs. These researchers offer theoretical support for
positioning predictors and outcomes, and their findings highlight significant early data about PE
engagement. But there are drawbacks, such as vulnerability to between-student sampling
variability and little, primarily speculative data about changes in student engagement. (Little,
2013). Both proximal and distal predictors of student engagement are looked at in this study.
While distal predictors are secondary antecedents of engagement that operate through proximal
predictors and are assessed by indirect relations, proximal predictors are fundamental
antecedents of engagement and are tested with direct regression routes. (see Figure 1).
By evaluating variables prior to student engagement and including previous levels of
student engagement into the model update, we account for temporal dynamics. The behavioral
and emotional components of engagement (Skinner, Kindermann et al., 2008). The level of effort
and focus that students exhibit in their learning environment is referred to as behavioral
engagement. (Skinner, Furrier et al., 2008). According to Skinner, Kindermann et al. (2008),
emotional engagement is defined as students' positive emotional involvement with their learning
environment, which typically shows as learning interest and excitement. (King & Gaerlan, 2014).
High-quality engagement incorporates both behavioral and emotional components and results in
highly adaptive short- and long-term learning outcomes. (Skinner, Kindermann et al. 2008).
Applying the research of Skinner and her colleagues, we contend that HPE classes that have a
significant positive impact on both behavioral and emotional student engagement are likely to
facilitate concrete and long-lasting behavioral and psychological advantages. One of the most
important determinants of student participation is emotion. (Fredrick’s et al., 2004; King &
Gaerlan, 2014; Pekrun, 2006, 2009). A group of processes referred to as emotions have an impact
on various psychological and physiological systems. (Pekrun, 2006). More specifically,
achievement emotions are feelings that are connected to accomplishment-related actions and/or
results; in this study, activity emotions in HPE are the main topic of interest. Activity emotions
are feelings associated with ongoing actions in a setting of achievement. (Pekrun, Elliot, &
Maier, 2006). Because of their intimate ties to psychological health and quality of life, as well as
their importance as driving forces behind behavior, performance, learning, and achievement,
emotions are seen as essential outcomes. (Pekrun 2009; Pekrun et al., 2006; Pekrun, Elliot, &
Maier, 2009; Pekrun, Frenzel, Goetz, & Perry, 2007). Although emotions are crucial to students'
life at Abdul Wali Khan University (Goetz, Frenzel, Hall, & Pekrun, 2008), nothing is known
about students' emotions at any level of PE at the moment. (Mouratidis, Vansteenkiste, Lens, &
Vanden Auweele, 2009). It has been noted in the literature that students' engagement in physical
exercise both within and outside of the classroom is consistently connected with how much they
enjoy PE. (Barr-Anderson et al., 2008; Sallis, Prochaska, & Taylor, 2000). However, there is
hardly any systematic research on students' unfavorable attitudes towards physical education.
(Mouratidis et al., 2009). This gives pupils' subjective experiences in physical education a
limited viewpoint. We contend that a more thorough strategy is required to understand students'
subjective experiences in physical education and subsequent levels of student engagement, one
that simultaneously examines both positive and negative emotions.
STATEMENT OF THE PROBLEM
The role of physical education at University level.
Objectives
1: to find role of physical education at University level.
2: to determine the role physical education in improvement of academic performance.
Hypothesis
1: understand and apply thinking skills to PE. The PE program provides students with
opportunities to engage in decision making and problem solving situations.

2: the physical education play positive role in improvement of academic performance.

 CHAPTER 2

Literature Review
Use The initial stage of professional training and the adaptation of future specialists to the
continuously changing conditions of the social environment and public production is University
education, which includes academic, scientific, social, recreational, and creative activities. A.V.
Ponomarev, E.V. Osipchukova (2007), A.V. Shamsutdinova (2010), Z.A. Chapkovich, V.I.
Revyakina (2017). As a result, the current higher education system must promote the
development of specialists who possess a variety of socially and professionally relevant personal
traits and talents that characterize the professionalism of a graduate.

(D.A. Andreev, Human and Society, (1973), M.S. Dmitri Eva, V.I. Kaminski (1970), A.
Kolovelonis, and M. Goudas. They include the ability to manage new social roles, act swiftly and
responsibly, interact with coworkers effectively based on generally accepted norms and rules, be
open to lifelong learning, comprehend the value of maintaining a healthy lifestyle for The
University's organized physical and sporting events, which take place both during and after
physical education lessons, are among the most crucial factors in assisting students in building
their capacity as specialists and integrating into society. It creates a conducive environment for a
freshmen's successful integration into the new student body and into a new educational life at
Abdul Wali Khan University (in style, requirements, content, and teaching methods, as well as in
how the person interacts with their surroundings)I.G. Kalian, R.A. Aidarov (2015), V.P.
Ivashchenko, L.I. Khalil ova (2017).

Sports are now a common occurrence in society, have gained widespread acceptance and
development, and are particularly well-liked among young people. Exercises are used to improve
people's health, quality of life, and capacity for self-improvement. They are also useful in
people's job and leisure time. The consequences of physical education on learning and society
are often quite diverse. Numerous scientific papers [L. Cronin, J. Allen, C. Mulvane, 510-520
(2017), K. Richards, R. Andrew, G. McLaughlin, V. Ivy, and many others] go into great detail
about the ways in which physical culture, sport, and tourism can be used for leisure,
development, and education. The necessity for a person to adjust to new environmental
conditions of life, thorough preparation for productive activities, and the performance of
biological functions are also portrayed J. Marvin (1990). We must not overlook the fact that
engaging in physical activity involves an active adjustment of the person to the social
environment's conditions, or social adjustment. (For students – an adaptation to the new high
Abdul Wali Khan University environment). The students gain experience in social interactions,
build leadership skills, and sharpen their organizational abilities while participating in athletic
activities. Here, Students expand their social circle and develop a range of morally upright and
autonomous personality traits, including a sense of purpose, perseverance, and responsibility,
among others therefore, while a student is enrolled in high school at Abdul Wali Khan
University, their bodily activity should be stimulated as well as their mental and creative
faculties.

The goals of this study included a more thorough explanation of the function of physical
education in supporting students' social adjustment to academic activities in the setting of the
high Abdul Wali Khan University. The effectiveness of training activities, an institution's
proactive engagement in public life, adherence to moral and ethical norms of behavior and the
discipline, good relationships with members of the student body, the ability to perform leader's
functions, the responsibility, and the creative approach to carrying out public orders and the
study were the characteristics of social adaptation that we chose. These characteristics, in the
opinion of certain authors (A.V. Ponomarev, E.V. Osipchukova (2007), A.V. Shamsutdinova
(2010), indicate the pedagogical essence of students' social adaption. Physical activity enhances
the psychological, cognitive, and physiological processes. Additionally, it is well-known that
physical activity can significantly reduce the risk of developing chronic illnesses like cancer,
cardiovascular disease, type 2 diabetes, obesity, metabolic disease, mental illness, and
musculoskeletal disorders. (Apabhai et al., 2011; Batty & Lee, 2004; Berg et al., 2016;
Berzigotti, Saran, & Dufour, 2016; Katzmarzyk, Church, Craig, & Bouchard, 2009; Lee et al.
2012; Telford, 2007; Wilmot et al., 2012). When moving from one period of life to another,
notably from the high school graduation phase to the start of University education, the degree of
physical activity would decline. (Curry, Jenkins, & Weatherford, 2015). One of the danger
factors kids confront is a low level of physical activity. (Afraid et al., 2016).The drop in physical
activity among college students can be attributed to the absence of physical education courses in
Indonesia, with the exception of those taken by students specializing in sports and physical
education. We ought to resolve that problem. Due to the negative impacts of college students'
lack of physical activity, certain Indonesian institutions have made an effort to provide physical
education programs for the students, especially for those enrolled in non-sport study programs.
The students are required to study Physical Education as a required course. The physical
education curriculum that are currently in use have not been established, nevertheless. Although
the course's objectives are clear and in line with students' interests, there are occasions when
teachers must modify the activity to meet the demands of the students as well as the
specifications of Abdul Wali Khan University.(Ennis & Chen, 1995). The qualities of the
students, particularly those that relate to their expectations for the results of the Physical
Education course, are one of the issues that we need to be concerned about. The learning
objectives should be value-oriented for the pupils. Since ideology is the interpretation of
individual views of an idea and value, the value orientation is a philosophy and an ideology that
serves as the basis of a person's behavior.(Jewett, Bain, & Ennis, 1995). According to prior
research, there are variances in value orientation with regard to social and aesthetic values
depending on the faculty background and study programs of the student (Sabot & Flekov, 2008).

It implies that every learner has values that are consistent with their worldview, including when
participating in the learning process. They hope to learn fresh information that will help them
find a job that piques their interest. As a result, it is crucial to present research on student value
orientations in relation to the University's curriculum or courses, particularly the Physical
Education course.
 CHAPTER 3

Methodology
Delimitation
Abdul Wali Khan University Is Consist Of PABBI, MAIN, GARDAN AND TEMARGARA Campus. The
Study Of The Research Is Limited To Garden Campus.

Sample
Sample of the study was (N=100) were selected during study.

Sampling
Convenient sampling technique was used to select the sample during study.

Data Analysis
Microsoft Excel (2010) was used to compute the percentage and to present the data in the foam
of table and charts.

Tool of data collection

Questionnaire was used for collection of data and to test the hypothesis.
 CHAPTER 4

Results
Results
Question 01: Do you know physical education according to that question people response is
94.1% positive and 5.9% is negative.

Do you know physical education?

Yes No
94.1 5.9

1.Do you know physical education?

100 94.1
90
80
70
60
50
40
30
20
10 5.9
0
Yes NO

Question 2:Do you like physical education according to that question people response is 95.1%
positive and 4.9% is negative.

Do you like physical education?

Yes No
95.1 4.9
 2.Do you like physical education?
100 95.1

80
60
40
20 4.9
0
yes no

Question 3:In your opinion physical education is good according to that question people
response is 100% positive and 0% is negative.

In your opinion physical education is good?

Yes No
100 0

3.In your opinion physical education is good?

120
100
100
80
60
40
20
0
0
yes no

Question 4:Do you agree that physical education is the only discipline that can develop youth
physically ,socially and emotionally according to that question people response is 85.3% positive
and 14.7% is negative.
 Do you agree that physical education is the only discipline that can develop youth
physically, socially and emotionally?
Yes No
85.3 14.7

4.Do you agree that physical education is the only discipline that can
develop youth physicaly ,socially and emotionally?
90 85.3
80
70
60
50
40
30
20 14.7
10
0
yes no

Question 5: Physical education is the academic discipline and just as important as English,
Math's and sciences for the University students according to that question people response is
82.4% positive and 17.6% is negative.

Physical education is the academic discipline and just as important as English, Math's and
sciences for the University students?
Yes No
82.4 17.6
 5.Physical education is the academic discipline and just as important as
English, Math's and sciences for the University students?
90 82.4
80
70
60
50
40
30
17.6
20
10
0
yes no

Question 6:Do you agree that sports and games in physical education are fine students according
to that question people response is 94.1% positive and

5.9% is negative.

Do you agree that sports and games in physical education are fine?
Yes No
94.1 5.9

6.Do you agree that sports and games in physical education are fine?
100 94.1

80
60
40
20
5.9
0
yes no
Question 7:Do you agree that physical education promoting sports in AWUKM according to that
question people response is 92.1% positive and

7.9% is negative.

Do you agree that physical education

promoting sports in AWUKM?
Yes No
92.1 7.9

7.Do you agree that physical education promoting sports in AWUKM?

100 92.1
80
60
40
20 7.9
0
yes no

Question 8:Are you aware that physical education promoting health according to that question
people response is 92% positive and

8% is negative.

Are you aware that physical education promoting health?

Yes No
92 8
 8. Are you aware that physical education promoting health?
100 92
80
60
40
20 8
0
yes no
 CHAPTER 5

Discussion
We can draw a variety of inferences from an analysis of the scientific literature, pedagogical
observation, and the survey's findings. Numerous objective and arbitrary variables affect how
well students adjust to the circumstances of academic work at the University and how adaptable
they are socially. The students' psychological and physiological features, such as their intrinsic
abilities and personal goals, the degree to which their social skills and performance have
developed, their level of health and physical fitness, etc., are among the subjective aspects. It
should be emphasized that physical training results in the development of physical fitness as well
as a high degree of health and performance that positively affects students' ability to adapt to
social situations. The objective determinants of social adaptation should include the conditions of
educational and psychological and social environment where the process of growth of the
individual is implemented. These include the way that professors treat each student as an
individual, how well-liked they are perceived in social situations, how confident the student team
is, etc. All of these can be used during physical activity and athletic competition.
 Conclusion
Nearly identical phrases are frequently used to refer to the educational field of physical
education, health, physical fitness, psychological wellbeing, and acquisition of motor skills,
cognitive development, and social development of pupils. In addition to playing a substantial
influence in lowering the prevalence of some health illnesses like obesity, diabetes, high blood
pressure, and cardiovascular issues, HPE is well acknowledged for its value in creating skilled
labor, intellectuals, and athletes. HPE is taught in Abdul Wali Khan University, colleges, and
universities in Pakistan, but it has received little recognition as an academic field. There are a
number of reasons why HPE is not given enough attention in educational institutions. The lack of
interest among educational stakeholders, budgetary concerns, the scarcity of infrastructure and
human resources, flaws in the curriculum, and youth's ignorance of the importance of HPE are
significant roadblocks to the discipline's continued advancement. Policymakers must take bold
action to advance HPE as a field of study and accord it a standing equal to that of other fields of
study. The promotion of HPE by educational institutions should be supported by the provision of
financial, physical, and human resources. The curriculum requires thorough review and ongoing
monitoring by incorporating contemporary technology and research components into HPE in
order to raise the bar and quality of the field. The establishment of collaboration between
educational institutions and sports/health groups, as well as the professional development of
teachers, need to receive special attention. The HPE curriculum can be improved and
standardized to produce qualified graduates who will actively contribute to the nation's economic
and social development.
 Recommendation
Abdul Wali Khan University districts should offer excellent physical education as part of the
curriculum, with students engaging in vigorous- or moderate-intensity physical activity for at
least half (>50%) of the class period. Every primary student at the Abdul Wali Khan University
should spend 30 minutes a day in physical education, and every middle and high school student
should spend 45 minutes a day in physical education. This recommendation is equivalent to 150
minutes per week for elementary Abdul Wali Khan University students and 225 minutes per
week for middle and high Abdul Wali Khan University students in order to provide for flexibility
in curricular scheduling. Throughout the Abdul Wali Khan University day, students should
exercise more vigorously or moderately through recess, designated physical activity time in
class, and other possibilities. All students should have access to additional opportunities for
physical exercise before and after Abdul Wali Khan University hours, such as active
transportation, before- and after-Abdul Wali Khan University programs, and intramural and
extramural sports. Physical activity should be a priority for all Abdul Wali Khan universities,
especially if there is a chance to increase academic achievement, because the vast majority of
youth spend a lot of time in these institutions, they have significant infrastructure for physical
activity, are essential to the education and health of Students and adolescents, and it promotes
health and learning. As was mentioned in Chapter 1, Abdul Wali Khan universities have long
served as the hub for other significant health-related programming, such as screenings,
vaccinations, nutrition, and drug misuse programs. Unfortunately, physical activity associated
with Abdul Wali Khan universities is scattered and varies significantly across the United States,
across states, within districts, and even within individual institutions. Even the highest-quality
physical education curriculum will not enable Students to meet the recommendation of at least
60 minutes per day of vigorous- or moderate-intensity physical activity. Physical education has
traditionally been relied upon to provide physical activity as well as curricular instruction for
youth. Another common way for people to stay active is through interscholastic and intramural
sports, although many Students cannot participate in them. The ways in which Abdul Wali Khan
universities offer chances for kids and teenagers to engage in physical activity are underutilized.
This can be changed with a whole-Abdul Wali Khan University approach that uses the University
as a resource to help every child complete the prescribed 60 minutes or more of vigorous- or
moderate-intensity physical activity each day. In order to encourage Students and adolescents to
become more physically active, the committee suggests a method that involves the entire Abdul
Wali Khan University. According to this strategy, all of the resources and parts of an Abdul Wali
Khan University work together in a coordinated and dynamic way to offer all students access to
programs that encourage them to engage in vigorous or moderate-intensity physical activity for
at least 60 minutes each day. A whole-of-Abdul Wali Khan University approach includes all parts
of the Abdul Wali Khan University day, such as transportation to and from the University,
activities sponsored by the institution before and after classes, breaks for lunch and recess,
physical education, and classroom instruction. Other Abdul Wali Khan University resources,
such as classroom teachers, staff, administrators, and components of the physical environment,
are focused on physical activity in addition to the resources dedicated to high-quality daily
physical education for all students. All are welcome to participate in intramural and extramural
sports programs, many Students commute to and from Abdul Wali Khan University using active
transportation, recess and other types of breaks provide additional opportunities for physical
activity, and lesson plans incorporate physical activity as an experiential method of teaching.
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