Exploring Coordination Difficulties in Physical Education: A Case Study of Students in a Hinterland High School

Abstract

Coordination difficulties involve persistent challenges in organizing and controlling body movements that limit effective participation in physical, academic, and daily school activities. This study examined the coordination difficulties of high school students in a hinterland school in Malaybalay, Bukidnon. The study employed a qualitative case study design. Data were collected using in-depth interviews, key informant interviews, non-participant observation, and material artifacts. Data were analyzed through thematic analysis to identify recurring codes, categories, and themes. Results revealed that students’ experiences were shaped by personal and internal factors and social and external factors. Coordination difficulties affected students by limiting engagement and success in learning activities (e.g., restricting participation in PE and class activities) and increasing academic stress and pressure, as well as disrupting emotional well-being and social adjustment (e.g., triggering negative emotions and facing social exclusion). Students used self-improvement strategies such as increasing practice and seeking pedagogical and social support from others. The study concludes that coordination difficulties go beyond physical performance, affecting students’ emotional well-being, confidence, peer interactions, and academic engagement. It recommends inclusive physical education programs, enhanced teacher training in adaptive instruction, increased parental involvement, and improved school resources for movement-based learning. These findings offer context-specific insights to inform educational policies and interventions for learners in rural and underserved communities.