This study explored how teacher encouragement and positive reinforcement influenced introverted students' participation in physical education (PE) classes. Through in-depth interviews with Grades 7 to 10 introverted PE students at Division of Cabuyao, Laguna, Philippines, the research delved into the academic and social challenges they faced, particularly on their struggles with social anxiety and discomfort in group settings. Through phenomenological research design, the findings revealed that positive reinforcement, such as praise for small successes, played a crucial role in boosting their confidence, enabling them to engage more actively in PE activities. Moreover, the study highlighted how introverted students, when given leadership roles in smaller, less socially demanding group settings, could overcome their anxiety and contribute meaningfully to class. Hence, by adapting teaching practices to accommodate introverted learners, the study emphasized the importance of creating inclusive environments that help these students break free from their silence and thrive academically and socially in PE classes. The findings ultimately suggested that teacher support and tailored strategies are key to fostering a positive learning atmosphere for all personality types.

Keywords: introverted learners, Physical Education, academic hurdles, social anxiety, physical activities, positive reinforcement