Qualitative analysis
The Year 9 and Year 10 students in the study were asked to comment on their experiences of how they perceived the teaching of cultural activity as a Fijian molimoli game within physical education. They also commented on their reasons for their choices in relation to family, well-being, and personal physical education. It was anticipated that the qualitative data would provide an explanation for students’ choices. The results are presented below in themes in the following order: families’ view of physical education, students’ perception of their participation in the inclusion of cultural activities in physical education, students’ perception of their participation in cultural activities, how this enhances their well-being in physical education, and students’ perceptions of their participation and personal physical education.
Theme 1: Student perception of participation in an included cultural activity in physical education
The qualitative comments for students in relation to cultural activity in physical education indicated that most students appeared to believe that cultural activities were a crucial part of physical education and its curriculum. However, students also indicated that cultural activities were a priority in schools. The quote below is one such statement from a Year 9 student:
In addition, a Year 9 student agreed that cultural activity in physical education is an important part of physical education:
A Year 10 student strongly agreed and said the following:
Cultural activities such as the Fijian molimoli are socially and culturally engaged. We learn the Fijian names of activities such as toso (move quickly) and lakomai (come here), bula (hello), and Vinaka (thank you for your participation). This is an important part of the PE (Stud0013.Y10m).
Apart from those comments, a few students made no positive comments in relation to cultural activity in physical education and what they thought of physical education. A fewstudents did not believe that cultural activity in physical education was essential. The following quote illustrates students’ negativity in relation to this factor. A year, ten students commented:
In response to one of the questions about the importance of cultural activity in physical education, a Year 9 student also disagreed that she thought physical education at school was not that important and said:
Overall, of the students who responded to their perspectives on physical education, most believed that cultural activity in physical education is an important component of the curriculum, although there were only five comments in total. However, a few students commented that cultural activities in physical education were not important in school. It appeared, therefore, that most students valued physical education as an important part of the curriculum and believed that physical education formed a significant component of students’ learning.
It may be concluded that student participation and enjoyment can be enhanced if cultural activities are included in physical education. (Lakisa et al., 2014) suggested that students gain a better understanding of physical education if cultural activities such as Fijian molimoli were positioned within learning; in the current study, many of the students appeared to concur with this statement. On the other hand, some students did not value the inclusion of cultural activities and values in physical education because they appeared to value Western activities in physical education more. There seemed to be a perception that cultural activities are not valued. Hence, to enhance student interests in the inclusion of cultural activities in physical education, it is important to educate students about the perceived value of such activities (Lu’uwai, 1997).
Nabobo-Baba (2006) suggested various ways to encourage cultural practices in physical education. One way for schools to prioritize cultural activities is by holding a cultural days and festivals every Friday in the schools. Furthermore, Nabobo-Baba also suggested that education administrators encourage cultural experts in the community to be part of the school’s system so that they can create opportunities for the students to become involved in various cultural workshops.
The next section reports the findings from the qualitative data related to students’ responses to items that formed nutrition as an important part of cultural activity in physical education. Students who undervalued nutrition in physical education were also considered.
Theme 2: Student’ perspectives of nutrition when participating in an inclusion cultural activity in physical education
Nutritional awareness is an important part of cultural activities and quality of life (Leipold et al., 2022). The qualitative items showed that some students supported nutrition in physical education, whereas others were less enthusiastic. However, overall, most of the students who provided positive responses on the importance of nutrition in cultural activities made very few negative comments. The first three comments were from students who perceived nutrition as relevant to cultural activity (Fijian molimoli) in physical education.
A Year 10 student said:
Another Year 10 commented:
In addition, a Year 9 student said that she valued nutrition as an important part of cultural activity in physical education.
Another Year 10 students said:
However, other students did not value nutrition when participating in cultural activities. The following two quotes were from these students:
A Year 10 student said:
Also, a Year 9 students explained:
In conclusion, students who responded to their perspectives on nutrition when participating in a cultural activity in physical education mostly believed that nutrition is essential for participation in sports and physical education. Nutrition helps students understand their well-being (Leipold et al., 2022) and enjoy healthy lifestyle. Students’ beliefs that understanding nutrition can help with their academic studies and the study supported that good nutrition and PA levels significantly improved students' achievement scores in sports and academic achievements (Asigbee et al., 2018). However, some students did not understand the importance of nutrition when responding to cultural activities in physical education and the curriculum. However, a few students commented that nutrition is not important in school (Stewart-Withers
& Hapeta, 2023). Therefore, it appears that most students valued physical education as an important part of the curriculum and believed that nutrition in physical education formed a significant component of students' learning in literacy and numeracy. One study reported that regular exercise helped in weight loss, which is why the focus should be on nutritional awareness and overall physical health by including physical activities in daily life (Caudwell et al., 2013). Students who commented positively on the questionnaire perceived cultural activity in physical education to be an important part of improving nutrition, physical activity, and obesity in schools.
Furthermore, reporting the findings from the qualitative data, relating to students’ responses to items that formed physical activity as an important part of cultural activity in physical education. Students who undervalued physical activity in physical education were also considered.
Theme 3: Student’ perception of physical activity while participating in a cultural activity in physical education
Physical activity challenges students to view cultural activity in physical education as a lifelong sustainable development movement in schools. Tinning (2008) believed that physical activity is linked to cultural activity because it’s another way of moving the body. Physical activity is a form of human movement ranging from Pacific fusion dance to Cook Islands dance, chores, fishing, agricultural production, and weaving. These activities are socially and culturally supported and involve students from different cultural backgrounds (Fabian et al., 2024).
The qualitative data presented the third theme of the research, which was students’ perception of physical activity and how this enhances their participation in physical education. In addition, comments showing students’ positive attitudes toward physical activity in physical education were presented. Consequently, students opposing statements were considered in this study.
A Year 9 student reported:
Another Year 10 student believe:
In addition, a Year 9 student saw the benefit of cultural physical activity, improving her self-confidence.
A Year 9 student said:
I enjoyed cultural physical activity because it helped me to be confident …being obese …I must do something about it. I am usually a shy person in class, but when we play a cultural physical activity, I enjoy having fun (Std0019.Y9f
).
From these three quotes Dorovolomo (2018) highlighted how cultural physical activity plays an important role in improving the movement of students in physical education. Even though some students may not enjoy the benefits of cultural physical activity in physical education, they applauded their friends’ motivation to enjoy cultural physical activity because they encouraging each other to stay strong and keep working at it.
However, students perceive cultural physical activity as not benefiting from it. They believe that this is not an important part of physical education.
A Year 10 student said:
Another Year 9 student reflected:
It is not important, and it does not bother me at all if I don’t learn (Std0017.Y9m).
These quotes highlighted above indicate how students lack the support of cultural physical activity in physical education and how it was not a priority of the school’s physical education program. However, they improve their well-being through physical education. Te Ava and Page (2018) indicate that cultural activity and well-being in physical education are not valued in schools because of the need for academic learning and scholarships. Students were used to engaging in Western sports rather than cultural activities in physical education. Hapeta, Palmer, and Kuroda (2019a) suggested that cultural activity supports students’ development of healthy minds and well-being in physical education. Students learning cultural identity, leadership, and the history of storytelling contribute to well-being which leads to understanding students’ perceptions of personal development in physical education, as discussed next.
Theme 4: Students’ perspectives of obesity whilst participating in an included cultural activity in physical education
According to WHO guidelines, it is estimated that 38.9 million children under the age of five are moderate or overweight (WHO, 2025). Obesity is detrimental to health and wellbeing and excess weight (obesity) is associated with many health conditions, including type II diabetes, ischemic heart disease (IHD), stroke, several common cancers, osteoarthritis, sleep apnea, and reproductive abnormalities in adults. Children with obesity are more likely to be obese as adults and have abnormal lipid profiles, impaired glucose tolerance, and high blood pressure at a younger age. Obesity in children is also associated with musculoskeletal, asthma, and psychological problems, including body dissatisfaction, poor self-esteem, depression, and other mental health problems (WHO, 2025).
The qualitative elements of theme 4 echo students’ perspectives on obesity while participating in an included cultural activity in physical education. The four quotes below show students’ enthusiasm for obesity in physical education, how to respond to obesity, and what is needed to maintain a healthy environment.
A Year 10 student reported:
A Year 9 student said:
Another Year 9 student stated:
The following two quotes were from students who disliked being part of their physical education because they were obese: A Year 10 student said:
A Year 9 student said:
