Effects of Using Plyometric Exercises as Additional Preliminary

Activities in Increasing Student Engagement for FITT 1 and 3 Courses

Ambas, Patrick Vincent Lloyd

Dalmacio, Maureen Mae

Maceriano, Joyce M.

Mendoza, Ianna Jimna F.

Siladan, Mark Anthony D.

An undergraduate thesis proposal submitted to the faculty of the Department of

College of Sports, Physical Education and Recreation. (CSPEAR) in Cavite
State University – Main Campus as partial requirement of the standards for the
degree of Bachelor of Physical Education with Contribution No. ______.
Prepared under the supervision of Mr. Kimphee M. De Leon

INTRODUCTION
Background of the Study

Teachers, instructors, professors and other academic personnel are

using jumping jacks as motivation in the middle of discussion. Reeves (2015)

states that “taking a break … These strategies, including short stretching to

jumping jacks in the classroom, can assist the attention-challenged youngster

stay focused. Before a challenging task, active play for 15 minutes must be

conducted so that the child will stay engaged.” If that is the case, the duration

of class hours must be extended just for the sake of students’ engagement.

That’s why we are going to conduct research not just to lessen the duration of

the class hours but to make the students more engaged in class by studying

plyometrics. Since jumping jacks are part of plyometric exercises, jumping

jacks are an effective way to stimulate all the vital muscles of your body.

(Weishaupt, 2022)

In 2015 by Francisco, Gonzales and Vargas, there was published

research about student engagement but the main focus is about dropout

prevention in Manila high school students from various private and public

schools. According to the abstract of their study, they are looking at the

predicted links between relationship motivation and student involvement. It

signifies that student participation has been receiving focus since that time.

In the year 2019, Armando P. Delfino published the same research.

From teachers, school and family factors are positively related to student

engagement from the result of correlational analysis. Furthermore, it was

shown that students’ attitude, feelings and intelligent involvement were

strongly connected with their academic success.

 One of the factors that is not included in the previous published works

is the course or subject itself on how the students will be more engaged in

classroom setup by knowing what will be the effects of using plyometric

exercises as preliminary activities. Because, when the class is getting bored

the teacher mostly calls the attention of everyone to stand and do jumping

jacks as energizer and then proceed to continue the discussion. To avoid

distraction and delay on time duration of the class why not practice exercising

plyometrics before starting the class.

Statement of the Problem

Generally, this study aims to determine what are the possible effects of

applying the plyometric exercises as preliminary activities in increasing

student engagement for FITT 1 & 3 courses on Bachelor of Physical

Education students from 1st year and 2nd year.

Specifically, this study will seek answers to the following questions.

1. What are the perceived effects of plyometric exercises among students

in terms of:

1.1 Active Participation

1.2 Improving Physical Performance

1.3 Attention

2. Is there different respond and engagement on students in terms of:

2.1 Academics

2.2 Behavior
 2.3 Cognitive

2.4 Affective

3. What are the potential benefits and drawbacks of implementing plyometric

exercises as supplementary activities to enhance student engagement in FITT

1 and 3 courses?

Objectives of the Study

Generally, this study aims to determine what are the possible effects of

applying the plyometric exercises as preliminary activities in increasing

student engagement for FITT 1 & 3 courses on Bachelor of Physical

Education students from 1st year and 2nd year.

Specifically, this study will seek answers to the following questions.

1. Determine the perceived effects of plyometric exercises among students in

terms of:

1.1 Active Participation

1.2 Improving Physical Performance

1.3 Attention

2. Find out their different responses and engagement on students in terms of:

2.1 Academics

2.2 Behavior

2.3 Cognitive

2.4 Affective
3. Identify the potential benefits and drawbacks of implementing plyometric

exercises as supplementary activities to enhance student engagement in FITT

1 and 3 courses?

Hypotheses

H0 Plyometric exercises have no significant effect on the engagement of

students in Bachelor of Physical Education about FITT 1 and 3 courses.

Significance of the Study

Department of Education. They may consider this study to be

reviewed further and use the research as a basis and starting point to improve

the curriculum.

Teachers. They are the one who will benefit mostly after the study,

they may consider changing their tactics and teaching strategies to increase

the engagement and motivation of their students.

Students. This study is significant for students to improve their daily

life in terms of reaching great heights or their muscle memory when landing

from high place in case of emergency.

Future Researchers. The study is significant for the future researchers

and may use this as reference. They may expand the research to further

validate and justify the previous results.

Time and Place of the Study

The study will be conducted during the 1st semester of school year

2024-2025 in the month of September to January. It will be held at Cavite

State University Main Campus.

 Scope and Limitation of the Study

The study will mainly cover the effects of plyometric exercises in

preliminary activities for FITT 1 and 3 courses. Only the 1 st and 2nd year

students of BPED that are enrolled during 1st semester of school year 2024-

2025 will be the participants of the study. The study will be conducted through

observation and engagement criteria surveys that will be given to students

after the class. Students and other courses within and from satellite campuses

will not be part of the study.

Definition of Terms

BPED. This is the acronym for Bachelor of Physical Education.

FITT. This is the acronym for Frequency, Intensity, Time and Type

Plyometric Exercises. A type of exercise training that uses speed and

force of different movements to build muscle power.

Student/s. In general, these are the individuals who go into school.

As being used in this study these are the 1 st and 2nd year

individuals who are taking Bachelor of Physical Education in Cavite State

University Main Campus.

Conceptual Framework

This conceptual framework that guided the study illustrates the process

of identifying the level of engagement using plyometric exercises as additional

preliminary activities for FITT 1 and FITT 3 in BPED courses.

INPUT PROCESS

OUTPUT

Effects of plyometric

exercises among students in

terms of:
1. Active Participation

Figure 1 shows the effects of plyometric exercises among students in

terms of active participation, improving physical performance, and attention.

Also, it shows the different responses and engagement of students in terms of

academics, behavior, cognitive, and affective. This study aims to determine

the level of participation among students enrolled in FITT 1 and FITT 3 in

BPED courses by using plyometric exercises as additional preparatory

activities. The conceptual paradigm shows the process used by the

researchers to gauge students' levels of participation. The engagement

criterion will be employed by the researchers as an instrument to determine

the impact of plyometric exercises as additional preliminary activities among

students of FITT 1 and FITT 3 in BPED courses through a survey

questionnaire. Using plyometric exercises as additional preparatory activities,

the researchers were able to ascertain the students' level of participation

based on the engagement criteria findings.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

The purpose of this review is to investigate the existing literature and

critically evaluate the possible benefits of adopting the effects of using

plyometric exercises as additional preliminary activities in increasing student

engagement for FITT 1 and 3 courses. By analyzing the current state of

knowledge in this field, the practitioners and educators can acquire insights

into the effectiveness and consequences of introducing plyometric exercises

into fitness education programs, thereby improving student learning

experiences and outcomes.

TOPIC 1. High School Students in College-Level Classes: Associations

between Engagement, Achievements, and Mental Health

Student involvement is a multidimensional concept that is gaining

traction in psychology and education. Current research suggests that student

engagement is linked to important student outcomes such as academic

achievement, psychopathology, and mental wellness; however, there is a

scarcity of studies that have examined all components of student engagement

concurrently as they relate to the aforementioned outcomes.

According to high school students in college-level classes: associations

between engagement, achievements, and mental health, student involvement

is a complex phenomenon that includes academic, behavioral, cognitive, and

affective components (Furlong & Christenson, 2008; Kortering & Braziel,

2008). Students that are more involved in school and learning do better

academically (Appleton et al., 2008; Betts, Appleton, Reschly, Christenson, &

Huebner, 2010). Furthermore, both good and negative indices of mental

health have been connected to student involvement. Internalizing disorders

(e.g., depressed and anxious symptoms) as well as externalizing problems

(e.g., delinquency) have been linked to low levels of student involvement

(Hirschfield & Gasper, 2011; Sander, Sharkey, Olivarri, Tanigawa, & Mauseth,

2010; Schochet, Dadds, Ham, & Montague, 2006). Higher levels of

engagement had been linked to a greater positive affect and life satisfaction,

whereas low levels of engagements had been linked to a negative affect and

decreased the life satisfaction (Lewis, Huebner, Reschly, & Valois, 2009;

Reschly, Huebner, Appelton, & Antarmian, 2008). As a result, the students'

involvement has been linked to a variety of student outcomes, including

academic success, psychopathology, and mental health. However, most

research on the relationships between student involvement and other

outcomes has not looked at all four categories of the student engagement

construct at the same time. But this constraint prevents a thorough

understanding of how student participation affects student outcomes.

In general, research reveals that student involvement encompasses

academic, behavioral, cognitive, and emotional components and is associated

with favorable outcomes such as academic success, life satisfaction, and

positive affect. Low levels of student participation, on the other hand, are

linked to undesirable consequences such as psychopathology, delinquency,

negative affect, and lower life satisfaction. To have a comprehensive picture

of the link between student participation and various outcomes, it is necessary

to study all four areas of the student engagement construct at the same time.
TOPIC 2. Effects of Plyometric Training on Physical Performance: An

Umbrella Review

Plyometric training is a kind of exercise that involves explosive

movements like jumping, hopping, and bounding. Plyometric exercises may

help burn calories, increase muscle strength, and improve power by moving

explosively. They provide excellent cardiovascular exercise and can help

improve coordination, agility, or flexibility so as to make students more

physically competent when performing their exercises.

According to an umbrella review of meta-analyses published in Sports

Medicine - Open, plyometric training can improve physical performance and

fitness parameters for healthy individuals, athletes from different sports, and

different age groups. The review found that plyometric training can induce

trivial-to-large effects on physical performance for healthy people, and

enhanced performance for athletes from different sports (e.g., vertical jump

height, sprint time, and muscle strength).

In general, students can benefit from plyometric exercises as they can

enhance their physical performance, fitness levels, and general well-being. To

prevent injury and maximize benefits, it's important to remember that

plyometric exercises should only be done under the supervision of a trained

teacher.

TOPIC 3. Comparison of Plyometrics and Aerobic Exercises on Attention

Levels in Young Adults

This study is designed to compare the influence of aerobic and

plyometric exercises on young people's attention levels. It is very simple to

carry out both of these trainings, and it has been shown that they are

beneficial for your cognitive function. A study does not demonstrate that one

type of exercise increases attention levels more than another. However, in

previous studies, it has been shown that this aspect of attention can be

improved by aerobic and plyometric training.

A study by Mahardika et al. showed that 6 weeks of plyometric training

can significantly increase attention levels. It activates both hemispheres of the

brain so that the brain tries to maintain stability and adjust rapidly. In the long

term, this will increase spatial awareness and memory.

Generally, this study indicates that plyometrics and aerobic exercise both

increase attention levels in young adults. This study will help to determine the

effects of using plyometric exercises as additional preliminary activities in

increasing student engagement for FITT 1 and 3 courses on the attention

levels of specific students. It will determine if the students are truly interested

and focus their attention in the class with the help of plyometric exercises as

additional preliminary activities.

CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

This chapter describes the method of research design, the respondents

of the study, the instruments used, data gathering procedure, and the
statistical treatment of data.

Research Method and Technique Used

 The researchers will use the quantitative method and use quasi-
experimental design to determine the learning outcomes and gauge the
capability level of the students based on the engagement criteria provided by
the researchers. This process will be used to explore the area where this
simple thing will be taken into consideration. Also, the gauge will gather,
examine and sum up the capability level of the students as a result of the
essence of using plyometric exercises to make them more engaged in
classroom settings.
Hence, In a quasi-experimental situation, certain learning outcomes are
investigated by watching a specific group of students in a classroom context.
Participants in this study were predetermined since they were already
students in that particular classroom before the investigation began.
(Study.com, 2023)

Population and Sample

This study will be conducted on the FITT 1 and FITT 3 students from
the BPED courses of Cavite State University-Main Campus during the school
year 2023-2024.
The respondents of the study were the 297 or 100%, FITT 1 and FITT
3 students from BPED courses at Cavite State University-Main Campus who
were permanently enrolled in various subject areas as follows:

Name of Students

Subject Male Female Total

Year &
Section

N % N % N %

FITT 1 22 14 18 14 40 13
BPED 1-1

FITT 1 27 17 13 9 40 13
BPED 1-2

FITT 1 22 14 13 9 35 13
BPED 1-3

FITT 1 21 13 15 11 36 13
BPED 1-4

FITT 1 21 13 19 14 40 13
BPED 1-5

FITT 3 17 11 23 17 40 13
 BPED 2-1

FITT 3 10 6 22 16 32 11
BPED 2-2

FITT 3 20 12 14 10 34 11
BPED 2-3

Total 160 100 137 100 297 100

Sampling Design and Procedures

Purposive convenience sampling will be used to select the respondents
to validate the outcome of this study. The respondents were selected
according to their subjects in BPED courses.
A convenience sample is one that is obtained from an accessible
source for the researcher to use (Andrade, 2020). With this method of
sampling, the researcher selects study participants from the population by
using their own judgment.
Instrument Used
The researcher will use their own survey questionnaire with the
guidance of Michael Overholt on YouTube entitled “Measuring Student
Engagement”. Also, the data will be used to know the capability level of
students' engagement by using plyometric exercises. The table below shows
how the instrument will be used:
1. What are the perceived effects of plyometric exercises among students
in terms of:

4 3 2 1

Active Participation Students Students Student rarely Students neve

proactively proactively contributes to contribute to
contribute to contribute to class class by offering class by offerin
class by offering by offering ideas ideas and asking ideas and aski
ideas and/or and/or asking questions and/or questions and/
asking questions questions once works on group have trouble
more than once per class and/or project only some staying on task
per class and/or working on group of the allotted during group
working projects for most time project time.
consistently on of the allotted
group projects time.
the entire time.

Physical Students Students Students The student

Performance consistently somewhat demonstrate a demonstrates
demonstrate consistently lack of minimal
 the specific skill demonstrate consistency. consistency.
test correctly. the specific skill
test.

Attention Is always paying Listens most of the Listens some of Does not seem
attention to the time during class, the time during be listening
teacher while as shown by class, but seems during class
they are facing teacher and to be distracted discussion.
speaking. Is providing 3 or by other things in
always attentive more instances of the classroom or
and appears to eye contact, but is outside the
be highly sometimes window.
engaged in distracted by
lesson. another student or
object

2. Is there different respond and engagement on students in terms of:

(Legend - 1.0-1.7 – Very Low 1.8-2.5 – Low 2.6-3.3 – High 3.4-4:00 – Very

High)

Behavioral Engagement:

Indicators 1 2 3 4 WM QI
1. Asked questions in
class or contributed to
class discussion.
2. Participating in or
small group
discussions
3. Coming to class
every day
4. Getting a good
grade
5. Doing well on a test
Average
Cognitive Engagement:

Indicators 1 2 3 4 WM QI
1. Applying course
materials to my life.
2. Finding ways to
make the course
relevant to my life.
3. Work harder than
 you thought you could
do to meet an
instructor’s standards
or expectations.
4. Putting forth effort.
5. Put together ideas
or concepts from
different courses when
completing
assignments or during
class discussion.
Average

Emotional Engagement:

Indicators 1 2 3 4 WM QI
1. Having fun in class.
2. Included diverse
perspectives in class
discussions or writing
assignments.
3. Being confident that
I can learn and do well
in the class
4. Really desiring to
learn the materials. .
Average
3. What are the potential benefits and drawbacks of implementing plyometric

exercises as supplementary activities to enhance student engagement in FITT

1 and FITT 3 courses?

Validation
The main instrument used in this study are adopted and developed
from Winthrop University, Studocu, iRubrics and from the research entitled
“STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE OF
STUDENTS OF PARTIDO STATE UNIVERSITY”. Therefore there is no need
to go through content validation.
Then, upon receiving the approval of the proposal, the researcher will
apply for protocol review by the Ethics Review Board of the University and
proceed to work on the data gathering.
Data Gathering Procedure
 Once the go signal was given, the study will be conducted by an
instructor/professor every after class of FITT 1 or FITT 3 course. Instead of
taking attendance for the day, the instructor/professor will give a survey-
questionnaire type that will be distributed and the respondents will answer that
after class.
Next meeting, the instructor/professor will collect the data before
starting the class and will apply the Plyometric Exercises as Preliminary
Activity before starting the lesson. At the end of the semester the gathered
data from the first day of class will be analyzed and treated statistically.

Data Processing and Statistical Treatment of Data

The statistical tools to be used to analyze and interpret the results of
the study are percentage and weighted mean to determine the level of
engagement using plyometric exercises as additional preliminary activities for
FITT 1 and FITT 3 in BPED courses.
The following statistical techniques will be employ in the analysis and
interpretation of the results:

1. The mean and percentage. This will be used to determine the

average of the responses to the level of engagement using plyometric
exercises as additional preliminary activities for FITT 1 and FITT 3 in
BPED courses.

Mean = f/N x 100%

Where: f - frequency
N - number of responses
% - percentage

2. Weighted mean. This will be used to assess the engagement level of

students using plyometric exercises as additional preliminary activities
for FITT 1 and FITT 3 in BPED courses.

WX = ∑ ƒ𝓍
n

Where: f - frequency of responses

X - Arithmetic Mean
 ƒ𝓍 - Sum of products of frequency by midpoint
n - Total number of responses

References:

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