Prospective assessment from a student counseling perspective for values education in Physical Education

Abstract

The aim was to prospectively assess values education in Physical Education through coordination with student counseling. A mixed-methods, non-experimental, cross-sectional, descriptive-prospective design was adopted. Participants were 210 students and 12 teachers. A 24-item Likert questionnaire covering six dimensions was administered; content validity reached Aiken’s V = .91 and internal consistency was adequate (ω = .89). Semi-structured interviews were processed in ATLAS.ti through thematic coding, co-occurrence analysis, and network building. Students rated respect (M = 3.86), cooperation (M = 3.78), and fair play (M = 3.72) favorably; lower scores were found for inclusion (M = 3.44) and conflict management (M = 3.18). The qualitative analysis identified five themes: teacher modeling, cooperative learning, conflict mediation, coordination with counseling, and attitudinal assessment. Mixed-method integration showed that values-oriented actions were frequent but depended on individual initiatives and lacked systematic monitoring. Prospectively, an institutional cycle of assessment, shared planning, observation, mediation, and evaluation is proposed. Physical Education has strong educational potential when motor experiences are intentionally connected with reflection, coexistence, and preventive intervention by student counseling.