CHAPTER ONE
CHAPTER ONE
Introduction
Physical activity plays a vital role in supporting the physical and mental health of adolescents, as it contributes to maintaining a healthy body, managing stress, and enhancing concentration in daily activities. In traditional school settings, students are naturally encouraged to be physically active through physical education classes, movement between classrooms, and participation in school-based activities. However, the transition to asynchronous learning has significantly altered students' daily routines. Because learning activities are completed independently and primarily through online platforms, students tend to spend prolonged periods sitting, which may result in reduced levels of physical activity and raise concerns about their overall well-being and daily functioning.
According to the World Health Organization, over eighty percent of adolescents worldwide do not meet the recommended levels of physical activity, with children aged five to seventeen advised to engage in at least sixty minutes of moderate-to-vigorous physical activity daily. This global concern becomes more pronounced in learning environments where students experience less structure and supervision. Existing literature indicates that online and asynchronous learning settings may further contribute to physical inactivity among students. For instance, when physical education is delivered asynchronously, students tend to participate less in physical activity due to increased reliance on independent task management and limited access to immediate feedback. Similarly, studies have found that asynchronous learning reduces student engagement and interaction, which may lower motivation and limit opportunities for regular physical movement.
Moreover, a study conducted in Taiwan revealed that students were less physically active during online learning than in traditional face-to-face classes, reporting reduced engagement in various forms of physical activity and difficulty maintaining their usual routines. These conditions require students to independently regulate and adapt their physical activity behaviors without the structure and support typically provided by school environments. Likewise, a systematic review found that adolescents across different countries experienced significant challenges in maintaining regular physical activity in flexible learning setups, including online, hybrid, and asynchronous modalities. The review highlighted that limited structured movement, reduced social interaction, and decreased external motivation created barriers that affected students' ability to remain physically active, emphasizing the need to understand how students experience, cope with, and make meaning of physical activity during asynchronous learning.
According to many children and adolescents in the Philippines do not meet the recommended physical activity guidelines, which indicates that physical inactivity remains a significant public health concern among school-aged youth. The study highlights factors such as reduced support from schools, decreased active transportation, and increased sedentary behavior as major contributors to this problem. With the shift to asynchronous learning, students are required to spend extended periods sitting in front of screens to complete modules and watch recorded lessons, resulting in fewer opportunities for movement and exercise. As a result, asynchronous learning may further worsen physical inactivity among senior high school students and negatively affect their physical and mental well-being.
In the local context, senior high school students have experienced noticeable changes in their physical activity levels due to asynchronous learning, particularly within subjects like physical education. According to many students reported moderate engagement and participation in online Health Optimizing Physical Education classes but faced significant challenges that hindered their physical activity. The study found that barriers such as lack of space for physical activities, inadequate access to technology, and low motivation made it difficult for students to participate consistently in physically engaging tasks, resulting in many only participating occasionally or not at all. Unlike face-to-face learning, where scheduled physical education classes and movement between classrooms naturally provide structured physical activity and social motivation, asynchronous learning often confines students to long hours of sedentary work on online tasks, limiting their time for physical movement and peer interaction. As a result, students may experience reduced energy levels, body stiffness, and fatigue, which can negatively affect both their overall health and academic performance.
Although evidence suggests that physical activity decreases during asynchronous learning, there is limited qualitative research focusing on the lived experiences of senior high school students in the Philippines. Most studies only measure physical activity levels without exploring how students personally perceive and cope with the changes in their routines. Therefore, there is a need for a phenomenological study to understand the experiences, coping mechanisms, and meanings that senior high school students attach to physical activity during asynchronous learning. This study aims to fill this gap by capturing students' personal narratives and providing insights that may help improve support systems and interventions for their physical well-being.
Purpose of the study
Purpose of the study
The purpose of this qualitative phenomenological study is to explore the lived experiences of senior high school students regarding physical activity during asynchronous learning. At this stage in the research, physical activity during asynchronous learning is generally defined as the ways in which students engage in, experience, and make sense of movement, exercise, and bodily activity while participating in self-paced, remote learning environments with minimal direct supervision.
The researcher considers that this study will benefit the Department of Education, school heads, teachers, parents, students, and future researchers.
Department of Education. The findings of this study may help the Department of Education better understand how asynchronous learning affects the physical activity of senior high school students. The results may serve as a basis for improving existing policies, guidelines, and programs that promote students' physical well-being in asynchronous and flexible learning environments.
School Heads. This study may assist school heads in understanding the challenges senior high school students face in maintaining physical activity during asynchronous learning. The findings may encourage school administrators to prioritize students' physical well-being and consider integrating health- and physical activity-related initiatives into school programs and curricula.
Teachers. The results of this study may help teachers recognize the importance of encouraging physical activity among senior high school students during asynchronous learning sessions. By understanding students' challenges, experiences, and coping mechanisms, teachers may be guided in developing strategies and learning activities that promote movement, motivation, and overall student productivity.
Students. The students may benefit from this study by gaining greater awareness of their own experiences, challenges, and coping strategies related to physical activity during asynchronous learning. The insights gained may encourage them to develop healthier habits, improve self-discipline, and enhance their overall physical and academic well-being.
Future Researchers. This study may serve as a reference for future researchers who wish to explore topics related to physical activity, health, and learning modalities. It may also provide foundational insights that can help future studies further examine students' lived experiences and contribute to the development of evidence-based interventions and educational practices.