Family Involvement and Physical Education: A Collaborative Strategy to Enhance Students’ Physical Literacy

By: Jordan Clark Carunungan

Researcher:

Chuantong Zhang (College of International Education, Christine University, Manila)

Background of the Research:

This study was motivated by the understanding that students’ physical education outcomes depend not only on in-school instruction but also on active family involvement, which has been found to influence motivation, participation, and skill development in physical activities. However, previous studies had paid limited attention to how family involvement can be systematically integrated with school-based physical education to improve students’ overall physical literacy.

Research Objectives:

• To examine how family involvement impacts students’ physical education literacy. 
• To identify effective strategies for collaboration between families and schools that enhance students’ physical education outcomes.
• To propose practical ways to improve synergistic cooperation in physical education between parents and educators.

Research Methodology:

The study used a qualitative case-study design combining several data collection methods:

Literature Review:

• Systematic analysis of existing studies related to school sports and family involvement.
• Identified key concepts, characteristics, and factors influencing physical literacy through family support.

Semi-Structured Interviews:

• Conducted with students, parents, and physical education teachers from 3–5 representative families.
• Participants were selected based on age, physical activity participation frequency, and family background to ensure diversity.
• Interviews explored the participants’ perspectives on family involvement in physical activities and its effects on the students.

Observation Records:

• Researchers observed students’ classroom and extracurricular activities, recording performance, engagement, and behavioral indicators of physical literacy.

Data Integration:

• Combined interview responses, observation results, and literature findings to analyze patterns and generate insights on the collaborative impact of family involvement. 

Key Findings:

The study revealed several important insights:

Family Involvement and Physical Literacy:

• Higher levels of family participation were linked to improved physical literacy, including increased motivation, skills, and confidence in physical activities.
• Example: Students whose families actively supported sports participation showed more enthusiasm and competence.

Parental Attitudes Influence Outcomes:

• Parents with positive attitudes toward physical activities encouraged regular participation, strengthening students’ interest and habit formation.

Home–School Cooperation is Limited:

• Many parents lacked deep communication with schools regarding physical education programs, which limited family involvement’s effectiveness.

Influencing Factors:

• Time constraints, family economic conditions, and parental knowledge about physical education affected the degree of involvement observed.

Conclusion:

Chuantong Zhang concluded that family involvement is essential to enhancing students’ physical literacy. Active family participation supports not only skill development, but also motivates students to engage more deeply in physical education. However, effective collaboration between families and schools is still limited and needs improvement. The study suggests systemic strategies to promote family–school synergy in physical education, thereby improving students’ holistic development.

Final Thoughts:

This research underscores that school physical education alone isn’t sufficient, the family environment significantly shapes children’s physical development, attitudes, and ongoing engagement. By developing structured strategies for collaboration, such as parent education, digital communication platforms, and joint family sports programs, educators and policymakers can foster stronger partnerships that elevate students’ physical literacy. These findings support the premise of your thesis, which focuses on developing parent support activities to directly enhance primary students’ performance in physical education.

References:

Zhang, C. (2024). Family Involvement and Physical Education: A Collaborative Strategy to Enhance Students’ Physical Literacy. Journal of Education and Educational Research, 9(3), 373–375. https://doi.org/10.54097/0xj1aa75

Educational Service Quality Management as a Strategy to Increase School Competitiveness in the Era of Globalization

 

Professional Development Needs and Administrative Competencies of Primary School Principals: A Greek Case Study

Introduced by: Angelica S. Quinlog

Research Title: Professional Development Needs and Administrative Competencies of Primary School Principals: A Greek Case Study
Authors: Nikolaos Raptis, Nikolaos Psyrras, Konstantinos Mastrothanasis, Sevasmia Aikaterini Koutsourai
Journal: European Journal of Humanities and Social Sciences (EJ-SOCIAL)
Published: November 25, 2025

DOI: https://doi.org/10.24018/ejsocial.2025.5.6.621 

Research Overview

Effective school leadership is a cornerstone of quality education and institutional success. Yet, in many systems—including Greece—there is limited structured support for principals’ professional development. This study explores the professional development needs and administrative competencies of public primary school principals in Central Greece, focusing on the forms, thematic priorities, motivations, and scheduling preferences for professional learning programs. 

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Research Objectives

The study set out to clarify several key questions regarding primary school principals’ professional development:

1. Preferred forms of professional development programs for principals

2. Thematic areas of professional interest that principals believe will enhance their administrative competencies

3. Motivations for participating in training and development programs

4. Principals’ timing preferences for when professional development activities should be conducted

These objectives aimed to identify how best to design future training and development strategies aligned with principals’ real needs within the Greek educational context. 

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Methodology

This research used a quantitative design, gathering data from 226 public primary school principals in the region of Thessaly, Central Greece. Participants responded to an online questionnaire developed by the researchers and validated through a pilot study. The instrument included demographic questions and 21 Likert-scale items addressing professional development formats, content areas, motivations, and timing. Data were analyzed using descriptive statistics, and exploratory tests (t-tests and chi-square) examined differences across demographic groups. 

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Key Findings

🔹 Preferred Forms of Professional Development

Principals showed strong support for:

• Workshops and intensive seminars

• Blended learning models

• Videoconference and distance learning options

There was also a strong emphasis on linking theory with practice, as 91.3% of respondents valued practical application in training programs. 

🔹 Thematic Areas of Interest

The topics principals prioritized most included:

• Use of new technologies in school administration

• Educational organization and administration

• Promotion of innovative practices

• Prevention and management of school bullying

• Development of 21st-century skills

By contrast, interests in student assessment and school self-evaluation training were notably lower. 

🔹 Motivations for Participation

Principals identified key incentives for joining professional development programs:

• Awarding of career credit points

• Certification and recognition

• Financial support, although seen as less essential than certification or credits. 

🔹 Timing Preferences

Opinions varied on when training should take place:

• Many principals preferred training during school hours

• Others were open to sessions before or after the academic year

• Fewer chose programs conducted outside school hours. 

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Conclusion

The study found that Greek primary school principals value flexible, certified, and practice-oriented professional development that blends traditional and modern learning modes and integrates real school issues with administrative and technological skills. The results emphasize the need for structured training programs tailored to principals’ needs, rather than generic solutions. Moreover, there is a clear trend toward digital support and blended formats that accommodate busy professional schedules. 

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Final Thoughts

This research provides solid empirical evidence on what school leaders actually need from professional development in the modern educational landscape. Its findings are especially relevant for policymakers, educational planners, and universities designing leadership training.

By listening to principals’ voices about preferred formats, content areas, motivations, and timing, educational systems can build professional development programs that are not just mandated—but genuinely useful and empowering for school leaders.

This study also highlights the ongoing transition in educational leadership: from traditional, bureaucracy-oriented preparation to adaptive, technology-informed, and practice-linked professional learning—a shift that can strengthen school leadership capacity nationwide. 

References

https://eu-opensci.org/index.php/ejsocial/article/view/18621

Raptis, N., Psyrras, N., Mastrothanasis, K., & Koutsourai, S. A. (2025). Professional development needs and administrative competencies of primary school principals: A Greek case study. European Journal of Humanities and Social Sciences, 5(6), Article 621.

Integrating Coding and English: A Review of the CLIL Theoretical Framework

 By....Amruta Sanjay Ranade

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Integrating Coding and English: A Review of the CLIL Theoretical Framework

The emergence of Content and Language Integrated Learning (CLIL) has fundamentally altered the landscape of modern bilingual education, moving beyond traditional immersion models toward a dual-focused pedagogical approach. 

At the heart of this shift is the seminal work by Coyle, Hood, and Marsh (2010), CLIL: Content and Language Integrated Learning. This text provides the theoretical and practical scaffolding necessary to integrate subject-specific mastery with linguistic development. 

By introducing the "4Cs Framework" and the "Language Triptych," the authors argue that language is not merely a vehicle for communication but a cognitive tool for deepening content understanding. 

This review evaluates the authors' contributions to instructional design, examines their strategies for cognitive engagement, and discusses the lasting impact of their framework on global educational policy.

Core Framework: The 4Cs Curriculum

The authors argue that for CLIL to be successful, it must move beyond mere "translation" of content. They propose the 4Cs Framework, which ensures a holistic integration of language and subject matter:

• Content: The progression in knowledge, skills, and understanding related to specific elements of a defined curriculum.

• Communication: Using language to learn whilst learning to use language. It focuses on the "Language of, for, and through" learning.

• Cognition: Engaging learners in higher-order thinking skills (HOTS) and lower-order thinking skills (LOTS) to challenge their linguistic and academic boundaries.

• Culture: Developing intercultural understanding and global citizenship, helping students see the "self" and "other" through a different linguistic lens.

Key Theoretical Contributions

1. The Language Triptych

One of the most influential concepts in the book is the Language Triptych, which categorizes the types of language students need to master:

• Language of Learning: The specific vocabulary and grammar needed to access the core content.

• Language for Learning: The functional language required to operate in a classroom (e.g., debating, asking for clarification, working in groups).

• Language through Learning: The new meanings and language that emerge unpredictably during the learning process.

2. The CLIL Matrix

Coyle (2010) introduces a matrix to help teachers balance Cognitive Challenge with Linguistic Demand. This tool allows educators to audit their lessons to ensure they aren't "dumbing down" the content just because the students are learning in a second language.

3. Scaffolding and Support

The authors emphasize that because students are working in a non-native tongue, scaffolding is non-negotiable. They advocate for visual aids, graphic organizers, and multimodal instruction to bridge the gap between a student's current language level and the complexity of the subject matter.

Critical Impact on the Field

Coyle, Hood, and Marsh successfully transitioned CLIL from a theoretical concept into a practical classroom methodology.

• Holistic Integration: They moved the conversation away from "language vs. content" toward a symbiotic relationship where both benefit.

• Teacher Agency: The book serves as a manual for practitioners, offering guidance on lesson planning, assessment, and school-wide implementation.

• Global Relevance: While rooted in European multilingualism, the principles laid out have been adapted worldwide, from immersion programs in Asia to bilingual schools in South America.

"CLIL is not a matter of 'teaching' a language... it is about 'using' a language to learn." — Coyle et al. (2010)

REFERENCE

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.