The purpose of this study is to improve general endurance of students, by selecting and implementing appropriate exercises. All participants were the freshman majoring in physical education in Vinh University, Vietnam. Participants were randomly assigned to either a experiment group (MG) or a Control Group (CG). Fifty students were randomly assigned to an experimental (n=25) or control group (n=25) for a sixteen-week study. Both groups had regular physical education twice weekly. The experimental group received extra athletic training twice weekly, while the control group followed the standard curriculum. Physical fitness tests, including 5-minute running, 800m running, and 1-minute rope jumping, were used as outcome measures. After sixteen weeks, the experimental group showed significantly improved performance in all tests (p < 0.05) compared to the control group, demonstrating the effectiveness of the exercise program in enhancing student endurance.

Culture plays a significant role in the development of the nation. India has rich cultural diversity and plurality, among which traditional game is one that used to occupy much of the leisure time of children and youth. These games are played informally with minimal equipment and infrastructure and with unwritten, simple, and flexible rules. The few popular traditional games in India are Camel Race, Game of Dice, Archery, Bull Race, Buffalo Race, Marbels, Mallakhamb, Kite flying, Hopscotch, Spinning the Top, Boat Race, and Kalaripayattu. Today's fast-paced lifestyle, urbanization, unit families, and popularity of video games are discouraging children from playing outdoor games. Still, these games have enough potential to provide unique opportunities for physical development, amusement, creativity, the transmission of culture, peer group interactions, and overall good life. The purpose of the study was to identify and analyze the different components of traditional games that develop social and motor skills that may lead to a good life among children. For the collection of data, the present study used primary and secondary sources, which included questionnaires, books, websites, and journals. It was observed that rural children largely engage in traditional games, which are locally organized, and safe. It was noted that many types of traditional games, such as games of physical skill, strategy, memory, rhythmic games, simulation, and verbal games, play an important role in the development of children's minds, cognitive ability and motor skills including balance, coordination and can also develop social skills like collaboration, cooperation, communication, mutual respect, cultural exchange, problem-solving, and overall well-being and healthy Life. UNESCO recognized the Traditional Games as a world intangible cultural heritage. The Association for International Sports for All (TAFISA, Germany) and UNESCO are jointly striving hard to safeguard and promote traditional games across the world. TAFISA adopted a mission in 2018 to create a better world through play by 2030.

Using basic research methods including literature synthesis and analysis, interviews, pedagogical testing, and statistical mathematics; this study selected evaluation criteria and developed a scoring table for both general and specialized physical fitness for male athletes of the Vietnamese National Kickboxing Team. The research contributes to improving training efficiency and competitive performance.

This study investigates the multifaceted factors influencing the quality of training for non-physical education majors in the field of physical education. By employing a mixed-methods research design that integrates quantitative surveys and qualitative interviews, the research examines internal and external determinants, including curriculum misalignment, inadequate facilities, outdated teaching methodologies, and student as well as lecturer attitudes. Drawing upon established theories such as Self-Determination Theory [1] and Constructivist Learning Theory, the study provides a comprehensive analysis of the challenges and barriers that hinder effective training outcomes. The findings reveal that discrepancies between institutional expectations and practical needs, along with limited resource allocation and motivational deficits, significantly impact the overall quality of education. Based on these insights, the paper proposes targeted strategies to enhance teaching practices, optimize learning environments, and foster intrinsic motivation among students, thereby contributing to a more effective and equitable educational framework.

This study aims to examine the relationship between physical readiness, emotional intelligence, and work discipline and the professional performance of police officers in the Gasum Sub-Directorate of Ditsamapta, Special Region of Yogyakarta. The research employed an ex post facto approach, with a sample of 40 police officers selected using a total sampling technique. The instruments used include: (1) a physical readiness test based on Decree No. Pol: Skep/984/XII/2004 (12-minute run, pull-ups, sit-ups, push-ups, shuttle run); (2) an emotional intelligence questionnaire with a KMO MSA value of 0.760, AVE of 0.760, and reliability of 0.927; (3) a work discipline questionnaire with an average t-value of 8.33 and reliability of 0.981; and (4) a professional performance questionnaire with factor loadings ≥ 0.40 and reliability of 0.70. Data were analyzed using prerequisite tests (normality and homogeneity) and multiple linear regression analysis. The results show that: (1) there is a very strong and significant relationship between physical readiness and professional performance (R = 0.923; R² = 0.852); (2) emotional intelligence also has a very strong and significant relationship with professional performance (R = 0.971; R² = 0.943); (3) work discipline has a very strong relationship with professional performance (R = 0.984; R² = 0.968); and (4) collectively, the three variables have a significant relationship with professional performance (R = 0.989; R² = 0.978). It can be concluded that physical readiness, emotional intelligence, and work discipline are significantly related to professional performance, both individually and simultaneously.