Physical Education Curriculum Amid the Challenges of Students’ Sedentary Lifestyle

Abstract

Sedentary behavior among elementary school students has become a challenge to maintaining adequate physical activity, particularly during unstructured periods and transition times at school. This study aimed to examine the implementation of the Physical Education curriculum in responding to students’ sedentary behavior and to identify teacher strategies for increasing students’ physical activity. This study employed a qualitative approach involving 32 students and two Physical Education teachers at an elementary school. Data were collected through interviews, observations, and documentation and analyzed using the Miles, Huberman, and Saldaña model, consisting of data condensation, data display, and conclusion drawing and verification. The findings showed that some students engaged in sedentary behavior by using smartphones during unstructured periods and before Physical Education lessons. During activities such as kasti, volleyball, and basketball, some students who experienced difficulties performing the required skills tended to sit and observe their peers. The teacher responded by modifying learning activities through interactive and group-based games, including designated activity paths, group tasks, and varied games across meetings. These modifications resulted in more evenly distributed student participation, with students becoming actively involved in physical activities rather than remaining seated and observing. The findings suggest that adaptive implementation of the Physical Education curriculum through interactive and varied game modifications can provide greater opportunities for students with different abilities to participate in physical activity.