PHYSICAL EDUCATION LEARNING MANAGEMENT TO LAY THE FOUNDATION FOR HEALTHY LONGEVITY AMONG SECONDARY SCHOOL STUDENTS

Abstract

Secondary school is a critical period for laying the foundation for Healthy Longevity. In this context, Healthy Longevity focuses on promoting healthy behaviors from the school years to help prevent noncommunicable diseases in the future, while encouraging self-care and regular physical activity. Physical education learning management should therefore enable students to apply their knowledge and skills to caring for themselves and engaging in physical activity consistently. This article aims to analyze and synthesize the concepts of Healthy Longevity and physical education learning management to propose a physical education pathway framework for laying the foundation for Healthy Longevity among secondary school students. The proposed framework comprises six components: 1) physical fitness and movement skills, 2) physical literacy, 3) health behaviors and self-care, 4) mental and emotional well-being, 5) social relationships and participation, and 6) safety and injury prevention. The learning process provides opportunities for students to assess their readiness, plan, practice, and reflect on their learning before adapting activities to their daily lives, with guidance from teachers, to promote self-regulation and participation in physical activity both in and outside school. This process develops three student competencies: 1) movement competence, which enables students to participate confidently in physical activities, 2) self-regulation competence, which enables them to select and plan activities, monitor their progress, and ensure their own safety, and 3) adaptability and participation competence, which enables them to modify activities according to their age, readiness, and life context while learning with others. These competencies support the regular selection and adaptation of physical activities in daily life, which may help reduce health risks and promote sustained well-being. Implementing the framework requires consideration of the readiness of students, teachers, curricula, time, space, equipment, families, and peers.