Festival quality, value, and sports environment affecting students' satisfaction and loyalty: basis for continuous extra-curricular activity offering / Qualidade, valor e ambiente esportivo do festival afetam a satisfação e a fidelidade dos alunos: base para oferta continuada de atividades extracurriculares

RESUMO Eventos extracurriculares como o festival desportivo, onde os alunos podem demonstrar as suas competências desportivas e recreativas organizadas, são essenciais no ensino superior. Os alunos também podem desenvolver liderança, camaradagem e espírito esportivo enquanto competem em cada jogo. Os festivais esportivos incentivam os alunos a serem ativos e saudáveis ​​por meio de jogos. Este estudo examinou as percepções dos alunos sobre qualidade, valor e ambiente esportivo, o que afeta sua satisfação e lealdade às atividades extracurriculares. Mais importante ainda, o estudo ajudará o departamento e a administração a decidir se os festivais desportivos podem ser realizados regularmente para melhorar a cultura física do campus. Os entrevistados deste estudo são alunos de uma faculdade local que participaram do recente Festival Esportivo realizado pelos alunos e pelo departamento. A Pesquisa de Satisfação do Festival (FSS) foi modificada para atender ao estudo atual, eliminando o aspecto do souvenir. Além disso, o Youth Sport Environment Questionnaire (YSEQ) foi utilizado para incluir os dois componentes da primeira medida como construções extras. Uma ANOVA/Kruskal-Wallis H unidirecional foi realizada para investigar diferenças de FS e FL com base na demografia. A análise de Spearman Rho descreveu relações variáveis. Por fim, utilizou-se regressão múltipla para avaliar se o QVSE influencia a satisfação e a lealdade. Com base nos resultados, a satisfação e a lealdade do festival não diferiram entre os grupos (excluindo o grupo do ano). Além disso, o QVSE tem uma relação significativa com FS e FL. Por último, o QVSE tem influência direta sobre FS e FL. Para proporcionar aos alunos uma experiência significativa e desenvolver e preservar a cultura física do campus, o departamento e a administração podem oferecer regularmente atividades como o festival esportivo.

ABSTRACT Extracurricular events like the sports festival, where students can demonstrate their skills in organized sports and recreation, are essential in higher education. Students can also develop leadership, camaraderie, and sportsmanship while competing in each game. Sports festivals encourage students to be active and healthy through games. This study examined students' perceptions of quality, value, and sports environment, which affects their satisfaction and loyalty to extracurricular activities. Most importantly, the study will help the department and administration decide if sports festivals can be held regularly to enhance campus physical culture. The respondents for this study are students from a local college who participated in the recent Sports Festival conducted by the students and department. The Festival Satisfaction Survey (FSS) was modified to meet the current study by eliminating the souvenir aspect. Additionally, the Youth Sport Environment Questionnaire (YSEQ) was employed to include the two components in the former measure as extra constructs. A one-way ANOVA/Kruskal-Wallis H was performed to investigate FS and FL differences based on demographics. Spearman Rho's analysis described variable relationships. Finally, multiple regression was used to assess if QVSE influence satisfaction and loyalty. Based on the findings, festival satisfaction and loyalty did not differ between groups (excluding year level group). Also, QVSE has a significant relationship with FS and FL. Lastly, QVSE has a direct influence on FS and FL. To give students a meaningful experience and develop and preserve campus physical culture, the department and administration may regularly offer activities like the sports festival.

Perceived Physical Education Teachers’ Emotional Support and its direct interrelation to Learners’ Academic Resilience / Apoyo Emocional Percibido de los Profesores de Educación Física y su interrelación directa con la Resiliencia Académica de los Alumnos

Academic resiliency is a learner's ability to overcome scholastic setbacks. Additionally, it was discovered that instructors' emotional support can boost academic resilience. However, these studies are predominantly vast in the elementary and secondary level, and are not connected to Physical Education in the Higher Education Context. This study has utilized two distinct questionnaires: Teacher’s Emotional Support Scale (TESS) and Academic Resiliency Scale (ARS-30). After performing Multiple Regression, it was observed that Teacher’s Emotional Support predicts Academic Resiliency, suggesting that teacher’s emotional support has a direct and significant influence to academic resiliency. Furthermore, it was discovered that Teacher’s Sensitivity and Regard to Adolescent Perspective has a direct influence to learners’ academic resilience, except positive climate. Physical education teachers may be able to help learners who are struggling academically by providing them with emotional support. The results emphasized the necessity of college learners' access to emotional support from teachers in building resilience. Finally, the results were examined, with an emphasis on how the development of learners' personal and contextual resources can have a positive effect on their well-being. (AU)

La resiliencia académica es la capacidad de un alumno para superar los contratiempos escolares. Además, se descubrió que el apoyo emocional de los instructores puede potenciar la resiliencia académica. Sin embargo, estos estudios son predominantemente amplios en el nivel elemental y secundario, y no están conectados con la Educación Física en el contexto de la Educación Superior. Este estudio ha utilizado dos cuestionarios distintos: Escala de Apoyo Emocional del Profesor (TESS) y Escala de Resiliencia Académica (ARS-30). Tras realizar una regresión múltiple, se observó que el apoyo emocional del profesor predice la resiliencia académica, lo que sugiere que el apoyo emocional del profesor tiene una influencia directa y significativa en la resiliencia académica. Además, se descubrió que la sensibilidad del profesor y la consideración de la perspectiva del adolescente tiene una influencia directa en la resiliencia académica de los alumnos, excepto en el clima positivo. Los profesores de Educación Física pueden ayudar a los alumnos con dificultades académicas proporcionándoles apoyo emocional. Los resultados subrayaron la necesidad de que los estudiantes universitarios reciban apoyo emocional de los profesores para desarrollar su resiliencia. Por último, se examinaron los resultados, haciendo hincapié en cómo el desarrollo de los recursos personales y contextuales de los alumnos puede tener un efecto positivo en su bienestar. (AU)