Abstract

This study examined how curriculum design shapes students’ social engagement in Human Kinetics programmes in Nigerian universities. Human Kinetics spanning physical education, sport science, health promotion, and recreation depends on hands-on learning, teamwork, and active participation. However, many programmes are facing concerns about falling student engagement, limited peer collaboration, and curricula that are not fully aligned with current teaching methods or social realities. Using a mixed-methods approach, the study drew evidence from undergraduate students and academic staff in selected public and private universities offering Human Kinetics. Quantitative data were collected through structured questionnaires that assessed curriculum coherence, practical orientation, and dimensions of social engagement such as peer interaction, teamwork, participation during practical sessions, and involvement in co-curricular activities. Qualitative insights were gathered through semi-structured interviews and focus group discussions to better understand students’ day-to-day learning experiences and the social climate created by the curriculum. Findings showed a clear pattern: curricula that emphasised practical coursework, collaborative learning, community-based experiences, and inclusive assessment methods were linked to stronger social engagement. Students exposed to flexible and context-relevant curricula reported better peer relationships, improved communication, and more active participation in academic and practical activities. In contrast, rigid curricula dominated by heavy theory content and lecture-focused teaching were associated with weaker interaction and reduced engagement. Institutional conditions also mattered. Large class sizes, limited facilities, low staff–student ratios, and weak support for sport and recreation often reduced the positive impact of even well-designed curricula. Overall, the study concludes that curriculum design plays a major role in shaping social engagement in Human Kinetics programmes. It recommends curriculum reforms that prioritise experiential learning, collaborative pedagogy, and community engagement to strengthen students’ social development and learning outcomes.