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1- Faculty of Sports Science, Chulalongkorn University, Bangkok, Thailand.
2- Faculty of Physical Education, Sports, and Health, Srinakharinwirot University, Bangkok, Thailand. ,sonthase@g.swu.ac.th
2- Faculty of Physical Education, Sports, and Health, Srinakharinwirot University, Bangkok, Thailand. ,
Abstract: (22 Views)
Background. Globally, physical activity among children and adolescents is declining, with only 27% of Thai youth meeting the recommended 60 minutes daily. This trend raises public health concerns and emphasizes the role of school-based interventions. While rural children often have more active lifestyles, urban students face environmental and academic constraints. Comparative studies in the Thai context remain scarce.
Objectives. This study aimed to compare physical competence—comprising physical fitness and motor performance —among students in rural and urban Thai schools to assess the impact of contextual differences.
Methods. A total of 223 students aged 10–12 years were assessed using CAPL-2 across four schools: Tak rural school: n=66, Suphanburi: n=66, Chulalongkorn University Demonstration School: n=38, Srinakharinwirot University Demonstration School: n=53. The PACER, plank test, and CAMSA were used to evaluate aerobic fitness, muscular endurance, and motor performance. Group differences were examined using one-way ANOVA with post-hoc tests and partial η².
Results. Students from the Tak rural school had significantly higher overall physical competence and motor performance, while those from Chulalongkorn University Demonstration School performed best in muscular endurance. Suphanburi students consistently showed the lowest scores. All differences were statistically significant (p<0.001).
Conclusion. School context significantly influences children's physical competence. Rural environments support more natural movement, while urban schools may benefit from targeted endurance training.
Objectives. This study aimed to compare physical competence—comprising physical fitness and motor performance —among students in rural and urban Thai schools to assess the impact of contextual differences.
Methods. A total of 223 students aged 10–12 years were assessed using CAPL-2 across four schools: Tak rural school: n=66, Suphanburi: n=66, Chulalongkorn University Demonstration School: n=38, Srinakharinwirot University Demonstration School: n=53. The PACER, plank test, and CAMSA were used to evaluate aerobic fitness, muscular endurance, and motor performance. Group differences were examined using one-way ANOVA with post-hoc tests and partial η².
Results. Students from the Tak rural school had significantly higher overall physical competence and motor performance, while those from Chulalongkorn University Demonstration School performed best in muscular endurance. Suphanburi students consistently showed the lowest scores. All differences were statistically significant (p<0.001).
Conclusion. School context significantly influences children's physical competence. Rural environments support more natural movement, while urban schools may benefit from targeted endurance training.
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APPLICABLE REMARKS
APPLICABLE REMARKS
- Rural schools can build on their strengths by incorporating structured active play sessions and fundamental movement skill programs into the school day, further enhancing PACER and CAMSA performance. Urban schools, where space is limited, should adopt space-efficient PE strategies such as station-based circuits, motor skill games in multipurpose spaces, and core-strength routines, supported by targeted teacher training to optimize delivery.
- At the policy level, integrating PL benchmarks into the national PE curriculum and routinely assessing students with standardized tools such as CAPL-2 will enable schools to monitor progress, address gaps, and implement evidence-based strategies. These actions can lead to measurable improvements in physical competence and contribute to lifelong healthy activity habits.
Type of Study: Original Article |
Subject:
Physical Education Learning
Received: 2025/05/29 | Accepted: 2025/08/14
Received: 2025/05/29 | Accepted: 2025/08/14
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