Physical activity-based ice-breaking in guidance services: student engagement and career adaptability mapping
DOI:
https://doi.org/10.47197/retos.v80.119370Keywords:
Physical activity-based ice breaking, student engagement, career adaptability, guidance services, movement-based learningAbstract
Introduction: Guidance services require active strategies that help students engage with educational and career transitions. Physical activity-based ice-breaking may support readiness, motivation, attention, and peer interaction, but its role in career adaptability-oriented guidance remains underexplored.
Objective: This study described students’ engagement in physical activity-based ice-breaking activities and mapped career adaptability needs using the 4C framework.
Methodology: A preliminary quantitative descriptive design was used with two independent datasets. In total, 228 students completed a 16-item Physical Activity-Based Ice-Breaking Engagement Scale, and 255 completed a Preliminary Career Adaptability Survey. Data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory non-parametric comparisons.
Results: Student engagement was high (M = 62.49; SD = 8.25), with 68.9% in the high category. Affective/motivational engagement was highest, while social response and cooperation was lowest. The scale showed excellent internal consistency (α = .925). Career adaptability mapping showed positive 4C tendencies but revealed needs in planning, decision-making, experiential exploration, and confidence-building.
Conclusions: The findings provide preliminary descriptive evidence for designing active, movement-based career guidance without establishing causal effects.
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