Philippine E-Journals

References:

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27. Connolly, H., (2022) Commissioner for Children and Young People, South Australia (2022) Stereotypes and Sexism: the views and experiences of SA school students. Sexism-and-Stereotypes-in-Schools-The-views-and-opinions-of-SA-school-students.pdf (ccyp.com.au)
28. Coulter, M., McGrane, B., & Woods, C. (2020). ‘PE should be an integral part of each school day’: Parents’ and their children’s attitudes towards primary physical education. Education 3-13, 48(4), 429-445.
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47. Gray, S., Mitchell, F., Wang, C. J., & Robertson, A. (2018). Understanding students’ experiences in a PE, health and well-being context: a self-determination theory perspective. Curriculum Studies in Health and Physical Education, 9(2), 157-173.
48. Grube, D., Ryan, S., Lowell, S., & Stringer, A. (2018). Effective classroom management in physical education: Strategies for beginning teachers. Journal of Physical Education, Recreation & Dance, 89(8), 47-52.
49. Gualdi-Russo, E., Rinaldo, N., & Zaccagni, L. (2022). Physical activity and body image perception in adolescents: a systematic review. International Journal of Environmental Research and Public Health, 19(20), 13190.
50. Guerrero, M. & Puerta, L., (2023). Advancing gender equality in schools through inclusive physical education and teaching training: a systematic review. DOI:10.3390/soc13030064
51. Guberina, T. (2023). Cultivating inclusive learning environments: Incorporating diversity through culturally responsive pedagogy. Social Science Chronicle, 2, 1-14.
52. Guinto, Ma. L., Lasat-Uy, G., & Cantancio, M., (2020).  Women in Philippine sport and physical education: brhttps://ebrary.net/151546/health/women_philippine_sport_physical_education_bridging_gender_divideidging the gender divide.
53. Gui, Y. (2024). Research On Influencing Factors and Promoting Strategies of Teacher-Student Interaction in Physical Education Classroom. Journal of Medicine and Physical Education, 1(2), 18-20.
54. Guo, Q., (2020). Research on Teachers’ gender stereotype in daily teaching situation and Its Countermeasures. (pdf) gender stereotypes of the classroom: the teacher’s contradicting perceptions of gender-neutrality and practices on gender-inclusiveness (researchgate.net).
55. Gouveia, É. R., Ihle, A., Gouveia, B. R., Rodrigues, A. J., Marques, A., Freitas, D. L., Kliegel, M., Correia, A. L., Alves, R., & Lopes, H. (2019). Students’ attitude toward physical education: Relations with physical activity, physical fitness, and self-concept. The Physical Educator, 76(4), 945–963. https://doi.org/10.18666/TPE-2019-V76-I4-8923
56. Harris, J., (2019). The case for physical education becoming a core subject in the National Curriculum. Journal Physical Education Matters 13(2):
57. Heilman, M. E., Caleo, S., & Manzi, F. (2024). Women at work: pathways from gender stereotypes to gender bias and discrimination. Annual Review of Organizational Psychology and Organizational Behavior, 165-192.
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60. Hollis, J. L., Sutherland, R., Williams, A. J., Campbell, E., Nathan, N., Wolfenden, L., ... & Wiggers, J. (2017). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. International Journal of Behavioral Nutrition and Physical Activity, 14, 1-26.
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67. Karisman, V. A., Supriadi, D., & Friskawati, G. F. (2025). Gender stereotypes in the physical education textbook. Retos: nuevas tendencias en educación física, deporte y recreación, (62), 132-139.
68. Koenig, A., (2018). Comparing prescriptive and descriptive gender stereotypes about children, adults, and the elderly. Frontiers in psychology, 9, 1086, 2018. https://doi.org/10.3389/fpsyg.2018.0108
69. Kollmayer, M., Schober, B., & Spiel, C. (2018). Gender stereotypes in education: Development, consequences, and interventions. European journal of developmental psychology, 15(4), 361-377.
70. Lander, N., Lewis, S., Nahavandi, D., Amsbury, K., & Barnett, L. M. (2022). Teacher perspectives of online continuing professional development in physical education. Sport, Education and Society, 27(4), 434-448.
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73. Lyngstad, I., Bjerke, Ø., & Lagestad, P. (2020). Students’ views on the purpose of physical education in upper secondary school. Physical education as a break in everyday school life–learning or just fun?.Sport, Education and Society, 25(2), 230-241.
74. Mateo-Orcajada, A., Abenza-Cano, L., Vaquero-Cristóbal, R., Martínez-Castro, S. M., Leiva-Arcas, A., Gallardo-Guerrero, A. M., & Sánchez-Pato, A. (2021). Influence of gender stereotypes, type of sport watched and close environment on adolescent sport practice according to gender. Sustainability, 13(21), 11863.
75. Mawena, J., & Sorkpor, R. S. (2024). Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities. Aquademia, 8(1), 1–13. https://doi. org/10.29333/aquademia/14430
76. McNamara, S. W. T., Craig, P., Henly, M., & Gravink, J. (2024). Relegated to the Sidelines: A Qualitative Inquiry of Gatekeepers’ Perspectives and Values of Physical Education for Disabled Children. Adapted Physical Activity Quarterly, 1–20. https://doi. org/10.1123/apaq.2023-0174
77. Mesman, J & Groeneveld MG (2018), Gendered parenting in early childhood: subtle but unmistakable if you know where to look, Child Development Perspectives, 12.1
78. Metcalfe, S., (2018). Adolescent constructions of gendered identities: The role of sport and (physical) education. Sport, Education and Society, 2018, 23(7), 681-693 https://doi.org/10.1080/13573322.2018.1493574
79. Molina, G., (2021). Gender stereotypes: persistence and challenges. ISSN: 2040-7149
80. Moss, A. C., & Chen, A. (2024). (Re) conceptualizing Sex and Gender in Physical Education Through Social Role Theory. Quest, 76(3).
81. Morse, B. A., Carman, J. P., & Zint, M. T. (2019). Fostering environmental behaviors through observational learning. Journal of Sustainable Tourism, 27(10), 1530-1552.
82. Mortejo, A., (2023). Descriptive analysis on the gender issues in teaching physical education. DOI: 10.5281/zenodo.7947463
83. Mu’arifin, (2021). Junior high school students’ perceptions of physical education subjects: An instrument development. http://journal.uir.ac.id/index.php/JSP)
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85. Murfay, K., Beighle, A., Erwin, H., & Aiello, E. (2022). Examining high school student perceptions of physical education. European Physical Education Review, 28(3), 704-719.
86. Murphy, M. H., Rowe, D. A., & Woods, C. B. (2016). Sports participation in youth as a predictor of physical activity: A 5-year longitudinal study. Journal of physical activity and health, 13(7), 704-711.
87. Navarro, A., Peña Trocoso, S., Beltrán, J. C., Guzmán Muñoz, A., Flores Ferro, E., & Fuentes Merino, P. (2021). Desafíos de las Estrategias Pedagógicas Integradas (EPI) en la formación de profesores y profesoras de Educación Física en Chile (Challenges of integrated learning Strategies (ILS) in a Physical Education teaching training program in Chile). Retos Digital/Retos, 42, 750–756. https://doi.org/10.47197/ retos.v42i0.80079
88. Niermann, C. Y., Wagner, P., Ziegeldorf, A., & Wulff, H. (2022). Parents’ and children’s perception of self-efficacy and parental support are related to children’s physical activity: a cross-sectional study of parent–child dyads. Journal of Family Studies, 28(3), 986-1004.
89. Nurgabylov, M. N., Amirkhanovna, N. Z., Nurmaganbetova, N. A., Balabaevna, S. N., & Kenjebaeva, M. T. (2020). OBSERVATIONAL LEARNING AND MODELING THEORY. «Доклады НАН РК», (1), 168-176.
90. Olivares, P. R., Cossio-Bolaños, M. A., Gomez-Campos, R., Almonacid-Fierro, A., & Garcia-Rubio, J. (2015). Influence of parents and physical education teachers in adolescent physical activity. International Journal of Clinical and Health Psychology, 15(2), 113-120.
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92. Pacadaljen, R., (2024) Integrating culturally-oriented activities in physical education: Analysis on the incidental learning and appreciation of learners to Philippine culture. Environment and Social Psychology (2024) Volume 9 Issue 10 doi: 10.59429/esp.v9i10.2698
93. Paggi, M. E., Jopp, D., & Hertzog, C. (2016). The importance of leisure activities in the relationship between physical health and well-being in a life span sample. Gerontology, 62(4), 450-458.
94. Pangrazi, R. P., & Beighle, A. (2019). Dynamic physical education for elementary school children. Human Kinetics Publishers.
95. Parri, M., & Ceciliani, A., (2019) Best Practice in P.E. for gender equity-A review DOI:10.7752/jpes.2019.s5289
96. Pelleri, S., Wilson, W. J., & Haegel, J.A (2020) The experiences of students with disabilities in slef-contained physical education. Sport, Education and Society, 27(1), 14-26.
97. Pluta, B., Bronikowska, M., Tomczak, M., Laudańska-Krzemińska, I., & Bronikowski, M. (2017). Family leisure-time physical activities–results of the “Juniors for Seniors” 15-week intervention programme. life, 3(17), 52.
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99. Preece, S., & Bullingham R., (2022). Gender stereotypes: The impact upon perceived roles and practice of in-service teachers in physical education. Sport, Education and Society, 2022, 27(3), 259-271. DOI:10.1080/13573322.2020.1848813
100. Priyashantha, K. G., De Alwis, A. C., & Welmilla, I. (2022). Gender stereotypes changes and changing gender role behaviors: A theoretical perspective. Kelaniya Journal of Management, 11(2).
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102. Rahim, A. & Diah, M., (2019). Sports And physical activities in islam: reflections of muslim participation. DOI:10.13140/RG.2.2.25661.72160.
103. Ralić, A. Ž., & Marković, J. (2024). Social and emotional competencies of students with special educational needs in inclusive education. Journal of Research in Special Educational Needs, 24(3), 809–820. https://doi. org/10.1111/1471-3802.12671
104. Rebold, M. J., Lepp, A., Kobak, M. S., McDaniel, J., & Barkley, J. E. (2016). The effect of parental involvement on children’s physical activity. The Journal of Pediatrics, 170, 206-210.
105. Reynes, E., Dumoulin, C., Robert, B., & Berthouze, S. E. (2019). Why aren’t they involved in physical activities? The hypothesis of negative self-perception due to past physical activity experiences. Cogent Psychology, 6(1), 1570691.
106.  Rodrigues, J. & Cortina C. (2019). The role of gender stereotypes in hiring: a field   experiment. European Sociological Review, Volume 35, Issue 2, April 2019, Pages 187–204, https:// doi.org/10.1093/esr/jcy055
107. Roy, M., & Giraldo-García, R. (2018). The role of parental involvement and social/emotional skills in academic achievement: global perspectives. School Community Journal, 28(2), 29-46.
108. Salas García, V. B., & Rentería, J. M. (2024). Students with special educational needs in regular classrooms and their peer effects on learning achievement. Humanities and Social Sciences Communications, 11(1), 1-12.
109. Salvatori, M. L., & Cherubini, D. (2024). Gender stereotypes in physical education: state of the art and future perspectives in primary school. Pedagogy of Physical Culture and Sports, 28(3), 231-238.
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111. Siedentop, D., & Van der Mars, H. (2022). Introduction to physical education, fitness, and sport. Human kinetics.
112. Scraton, S. (2017). Equality, coeducation and physical education in secondary schooling. In Equality, Equity and Physical Education, 139-153. Routledge.
113. Sharma, R. R., Chawla, S., & Karam, C. M. (2021). 10. global gender gap index: world economic forum perspective. Handbook on Diversity and Inclusion Indices: A Research Compendium, 150.
114. Shen, B., Lu, X., & Bo, J. (2022). Cross-cultural studies of motivation in physical education: A systematic review. International Journal of Physical Activity and Health, 1(1), 6.
115. Shen, B., Centeio, E., Garn, A., Martin, J., Kulik, N., Somers, C., & McCaughtry, N. (2018). Parental social support, perceived competence and enjoyment in school physical activity. Journal of sport and health science, 7(3), 346-352.
116. Singh, A. S., Saliasi, E., Van Den Berg, V., Uijtdewilligen, L., De Groot, R. H., Jolles, J., & Chinapaw, M. J. (2019). Effects of physical activity interventions on cognitive and academic performance in children and adolescents: a novel combination of a systematic review and recommendations from an expert panel. British journal of sports medicine, 53(10), 640-647.
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118. Solmon, M. A. (2015). Optimizing the role of physical education in promoting physical activity: A social-ecological approach. Research quarterly for exercise and sport, 86(4), 329-337.
119. Starr, C., and Zurbriggen, E., (2017). Sandra Bem’s gender schema theory after 34 years: a review of its reach and impact. DOI:10.1007/s11199-016-0591-4
120. Stick, M. (2021). Conflicts in sporting masculinity: The beliefs and behaviors of Canadian male athletes. The Journal of Men’s Studies, 29(3), 291–309. https://doi.org/10.1177/10608265211004579
121. Solbes-Canales, I., Valverde-Montesino, S., & Herranz-Hernández, P. (2020). Socialization of gender stereotypes related to attributes and professions among young Spanish school-aged children. Frontiers in psychology, 11, 609.
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123. Tanure Alves, M. L., de Souza, J. V., Grenier, M., & Lieberman, L. (2021). The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion. International Journal of Inclusive Education. https://doi.org/ 10.1080/13603116.2021.1931718
124. Teodora-Mihaela, I., Veronica, M., & Laurentiu-Gabriel, T. (2017). The importance of motion games in the psychomotor development of pre-schoolers during the physical education class. In SHS Web of Conferences (Vol. 37, p. 01070). EDP Sciences.
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129. Walia, N. (2022). Promoting ethics and morality in education for equality, diversity and inclusivity. Journal of Multidisciplinary Cases.ISSN 2799-0990, 2(01), 1-9.
130. Walters, K., Chard, C., & Anderson, D. (2020). A qualitative approach to understanding the relationship between mothers’ and daughters’ body image and physical activity levels. Journal of Adolescent Research, 35(5), 665-696.
131. Wang, L. (2019). Perspectives of Students With Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability. Adapted Physical Activity Quarterly, 36(2), 242–263. https://doi. org/10.1123/apaq.2018-0068
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135. Wiltshire, G., Lee, J., & Evans, J. (2017). ‘You don’t want to stand out as the bigger one’: exploring how PE and school sport participation is influenced by pupils and their peers. Physical Education and Sport Pedagogy, 22(5), 548-561.
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