TEACHERS’ USE OF MINDFULNESS-BASED STRATEGIES IN PE INSTRUCTIONAND STUDENTS’ MINDFULNESS AND SUBJECTIVE WELLBEING

ABSTRACT

The study aimed to describe and correlate teachers’ extent of use of mindfulness-based strategies in PE instruction and students’ level of mindfulness and subjective wellbeing. Mixed research approach through the methods of descriptive-correlational design and thematic analysis was used. The data were collected through online survey with the physical education teachers at St. Paul University Philippines (SPUP) during the academic year 2024-2025, including their first-year students from the School of Sciences and Teacher Education (SASTE). Results of the descriptive analysis showed that the teachers use mindfulness-based strategies in PE instruction the students’ level of mindfulness is largely high, and the students’ level of subjective wellbeing is high. In addition, inferential tests revealed that there exists a significant and positive pairwise correlation among the teachers’ extent of use of mindfulness-based strategies in PE instruction, the students’ level of mindfulness, and the students’ level of subjective wellbeing. The problems and challenges encountered by the teachers in using mindfulness-based strategies in PE instruction include student resistance and lack of engagement, environmental and contextual distractions, time constraints in PE instruction, lack of teacher training and support, and difficulty in measuring mindfulness outcomes. Considering the study’s salient findings, the researchers designed a plan of action to enhance teachers’ use of mindfulness-based strategies in PE instruction towards enhancing students’ mindfulness and subjective wellbeing.

Keywords: Mindfulness, mindfulness-based strategies, PE instruction, subjective wellbeing
https://doi.org/10.57180/oxor4630