Abstract
In a world where slim often defines strength, plus-size students step into Physical Education classes carrying more than just physical weight—they carry the weight of judgment, exclusion, and resilience. This qualitative transcendental phenomenological study explored the experiences of plus-sized students in Barangay High Schools in the Koronadal Division. The research aimed to uncover their personal stories, social contexts, and future perspectives regarding PE participation. Through in-depth interviews with selected participants, the study revealed four key themes: Physical Challenges and Struggles, Emotional Struggles and Social Perceptions, Positive Experiences in Non-Competitive Activities, and Support Systems and Encouragement. Participants shared stories of physical fatigue, social exclusion, and insecurities but also expressed positive experiences in less intense activities and highlighted the importance of encouragement from teachers, friends, and family. Furthermore, the study examined how plus-sized students described their PE experiences, uncovering themes such as Group Dynamics and Inclusion, Teacher’s Role in Encouragement, Self-Perception and Body Image, and Adaptations to PE Activities. Lastly, participants reflected on their future goals, emphasizing themes like Lifestyle Changes and Physical Activity, Barriers to Future Participation, Confidence in Long-Term Engagement, and Health and Fitness Goals. The findings indicate that plus-sized students experience obstacles and moments of empowerment in PE settings. While negative social perceptions and physical limitations persist, encouragement, inclusion, and adaptive PE strategies significantly improve their participation and well-being. The study underscores the importance of fostering inclusive and supportive environments to build confidence, engagement, and lifelong healthy habits among all learners.
