Factors affecting student disengagement in mandatory physical education

Abstract

Student disengagement in mandatory physical education (PE) continues to be a significant challenge in higher education, affecting students’ physical literacy, health behaviors, and their long-term involvement in physical activity. This study examined the factors that lead to disengagement among first-year undergraduate students in mandatory physical education courses at a public university. Data were collected using a structured questionnaire organized into four domains: teacher behavior, curriculum design, social climate, and structural and resource factors, employing a quantitative descriptive research design. The findings indicated that curriculum design was the most significant factor contributing to disengagement, primarily due to repetitive activities and a lack of alignment with student interests. Teacher behavior, social climate, and structural conditions were recognized as significant contributors. The study concludes that reforming the curriculum to prioritize variety and differentiated instruction, along with professional development for teachers that emphasizes autonomy-supportive practices, is the most effective approach to fostering genuine and sustained student engagement in university physical education.