The social fabric of engagement: peer dynamics and the social learning environment in Physical Education.

Abstract

This study investigated the influence of peer dynamics on student engagement in a tertiary physical education setting in the Philippines. Using a multi-methods design, data were collected from 1,955 students via a survey with quantitative and embedded open-ended questions. Quantitative results showed a largely positive social environment, with students reporting strong agreement with social interactions (M = 4.30) and safety (M = 4.28). However, a significant gap was found in social support: while general support was rated favorably, students reported a neutral feeling about being supported when trying new activities (M = 2.76). Qualitative findings corroborated this, revealing that while encouragement and camaraderie were dominant themes, cliques and occasional mockery created vulnerability during unfamiliar tasks. The convergence of data highlights that peer support is weakest when it is most needed. The study concludes that fostering a genuinely inclusive PE environment requires targeted pedagogical strategies, such as structured collaborative learning, to ensure consistent peer encouragement during moments of challenge and risk-taking.