THE CURRENT STATE OF PHYSICAL EDUCATION AT NHA TRANG UNIVERSITY
Keywords
DOI:
https://doi.org/10.34238/tnu-jst.14017Abstract
Physical education is an important course of university education, contributing to the improvement of students’ physical fitness and holistic development. However, the current implementation of physical education still encounters numerous challenges, and the majority of students have not demonstrated genuine interest and active participation in both in-class learning and extracurricular activities yet. In response to this situation, this study aims to evaluate the current state of physical education implementation at Nha Trang University through a survey of 1.887 students and 7 lecturers, using mathematical statistics method combined with interviews. The results indicate that the physical education curricula and the teaching staff generally met instructional requirements, and the students demonstrated positive attitudes and strong learning motivation towards the subject. However, facilities remain limited, particularly those for swimming and athletics, and extracurricular activities had not been effectively exploited. The findings provide a basis for proposing solutions to improve the quality of physical education in the university.Downloads
References
Ministry of Education and Training (MOET), “Circular No.25/2015/TT-BGDDT: Regulations on the Physical Education Curriculum in Undergraduate Programs,” Oct. 14, 2015. [Online]. Available: https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-25-2015-TT-BGDDT-chuong-trinh-mon-hoc-giao-duc-the-chat-chuong-trinh-dao-tao-trinh-do-dai-hoc-294057.aspx. [Accessed Nov. 09, 2025].
T. T. Tran and T. H. Duong, “Choosing solutions to improve the effectiveness of physical education for students at Duy Tân University, Da Nang,” Journal of Educational Equipment, vol. 2, no. 307, pp. 364-366, 2024.
C. Murgia and B. McCullick, “Engaging urban youths in physical education and physical activity,” 2009 NASPE All-Academy Symposium,” The Journal of Physical Education, Recreation & Dance, vol. 80, no. 8, pp. 25-45, 2009.
T. M. Phan, “Innovation of teaching methods of physical education for students at universities in Vietnam,” Brazilian Journal of Education, Technology and Society (BRAJETS), vol. 17, no. 2, pp. 46-56, 2024, doi: 10.14571/brajets.v17.nse2.46-56.
T. N. Nguyen, “Some measures to develop teaching skills for Physical Education Teacher Education Students,” Journal of Education, no. 418, pp. 49-53, 2017.
S. Silverman, “Attitude research in physical education: A review,” J. Teach. Phys. Educ., vol. 36, no. 3, pp. 303- 312, 2017, doi: 10.1123/jtpe.2017-0085.
P. Ward, M. Parker, S. Sutherland, and C. A. Sinclair, “A critical examination of the curriculum of physical education teacher education doctoral programs,” J. Teach. Phys. Educa., vol. 30, no. 2, pp. 145-156, 2011, doi:10.1123/jtpe.30.2.145.
R. R. Subramaniam and S. Silverman, “Middle school students’ attitudes toward physical education,” Teaching and Teacher Education, vol. 23, no. 5, pp. 602-611, 2007, doi: 10.1016/j.tate.2007.02.003.
K. D. Ha and N. D. Le, “The students’ physical behaviour surveyed at a university in Hanoi,” VNU Journal of Science, vol. 40, no. 3, pp. 49-59, 2024, doi: 10.25073/2588-1159/vnuer.5161.
B. Agbuga, P. Xiang, and R. McBride, “Students’ attitudes toward an after-school physical activity programme,” Eur. Phys. Educ. Rev., vol. 19, no. 1, pp. 91-109, 2013, doi: 10.1177/1356336X12465511.
J. Li, Y. Luo, Y. Li, Y. Zhao, Y. Zhong, R. Hu, B. Zhong, Y. Li, and S. Zhao, “Challenges and strategies for cultivating young teachers in pathophysiology departments at Chinese medical colleges: a narrative review,” Ewha Med. J., vol. 48, no. 1, 2005, doi: 10.12771/emj.2024.e76.
M. A. Solmon, K. C. Graber, A. M. Woods, and N. I. Williams, “Physical Education Teacher Education in Kinesiology: Past, Present, and Future,” Kinesiology Review, vol. 9, no. 4, pp. 305-312, 2020, doi: 10.1123/kr.2020-0047.
P. Trudel and W. Gilbert, “Coaching and teaching: Similarities and differences,” Quest, vol. 58, no. 1, pp. 60-72, 2006.
R. Bailey, K. Armour, D. Kirk, M. Jess, I. Pickup, and R. Sandford, “The educational benefits claimed for physical education and school sport: An academic review,” Research Papers in Education, vol. 24, no. 1, pp. 1-27, 2009, doi: 10.1080/02671520701809817.
K. Hardman and J. Marshall, “World-wide survey of school physical education: Final report,” Paris: UNESCO Publishing, 2019, pp. 1-128. [Online]. Available: https://repository.lboro.ac.uk/articles/report /Worldwide_survey_of_school_physical_education_final_report/9610463?file=17257598. [Accessed November 13, 2025].
B. L. Needham, R. Crosnoe, and C. Muller, “Academic Failure in Secondary School: The inter-related role of health problems and educational context,” Social Problems, vol. 51, no. 4, pp. 569-586, 2004, doi: 10.1525/sp.2004.51.4.569.
T. L. Oja and J. Piksööt, “Physical activity and sports participation among adolescents: associations with sports-related knowledge and attitudes,” International Journal of Environmental Research and Public Health, vol. 19, no. 10, 2022, Art. no. 6235, doi: 10.3390/ijerph19106235.
S. Ghimire and C. Tendhar, “Effects of active learning techniques on learners’ attitude: A study in health education,” Education for Health, vol. 37, no. 1, pp. 33-39, 2024, doi: 10.62694/efh.2024.15.
S. Kirsch, “Are teachers promoting extracurricular activities to low-achieving students?,” M.S. thesis, State University of New York, New York, May 2024.
K. A. Henderson and M. D. Bialeschki, “Leisure and active lifestyles: research reflections,” Leis Sci., vol. 27, no. 5, pp. 355-365, 2005.
