SPORTS EDUCATION INSTRUCTION AND PHYSIO-SOCIAL DEVELOPMENT

OF SECONDARY SCHOOL STUDENTS OF THE MUNICIPALITY

OF BANAYBANAY

HAZEL MAE R. TORILLO

 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Individuals who place more importance on physical activity are likely to

make an independent preference to be physically active. The extent to which an

individual places value on physical activity is determined by the evaluation of

benefits gained, the amount of delight received, as well as personal outlooks of

competence in ability while participating. The physical education classroom is an

ideal forum for promoting positive attitudes toward physical activity, for enhancing

the enjoyment of being physically active, and for promoting lifelong activity

patterns (Quay & Peters, 2009).

Physical education curriculum can play a significant role in enhancing

student's self-confidence in his/her own abilities, developing optimistic attitudes

toward physical activity, and motivating students to be active for a lifetime.

Educational institutions can meet the needs of students by providing a physical

education learning atmosphere that is enjoyable, somewhat challenging, and

promotes individual skill development, individual success, and lifelong activity.

Therefore, one important area of investigation is to determine how physical

education curricula affect students' enjoyment and achievement in physical

activity. Sport education has been one physical education curriculum that has

received much attention from educational researchers (Darst, Pangrazi,

Brusseau, & Erwin, 2014).

 Dudley et al. (2010) accentuated that the underlying philosophies in

teaching sport education are attractive because they seek the inclusion of all

individuals, while promoting skill and tactics, knowledge and skill in

administrational areas of game play, and a sense of fair play. Moreover, sport

education attempts to provide students with opportunities to practice life skills,

such as leadership, communication, cooperation, responsibility, goal setting, and

respect for others. In sport education, students take a lead role in organizing the

class and the instructor becomes an advisor; therefore, learning is student

directed. Since many physical education curriculums are designed around sport

and games instruction; teaching sport education has been viewed as a diverse

means of providing all students with an opportunity to have a meaningful sporting

experience.

Several investigations have been conducted to determine the impact sport

education has on student involvement, student enthusiasm, and to discover the

most appropriate ways to teach sports education. Most of these investigations

have been conducted in a variety of sports at the secondary levels. However,

sport education has received little research attention on learning outcomes or the

impact it has on engagement for college-age students (Killen, 2007). It is in this

premise that the study was conducted, considering as well that no study was yet

conducted covering sports education in the Municipality of Banaybanay,

particularly among the secondary schools.

Statement of the Problem

The main objective of the study will be to determine the sports education

instruction and physio-social development of secondary school students of the

Municipality of Banaybanay.

Specifically, it seeks answers to the following queries:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Length of service

1.4 Marital status

2. What is the level of sports education instruction in terms of:

2.1 Direct Instruction

2.2 Cooperative Learning

2.3 Personalized System for Instruction (PSI)

2.4 Peer Teaching

2.5 Inquiry Teaching

3. What is the level of physio-social development of secondary school

students of the Municipality of Banaybanay in terms of:

3.1 Physical development

3.1.1 Puberty

3.1.2 Physical health

3.2 Social development

3.2.1 Social change

 3.2.2 Changes in relationship

4. Is there a significant difference on the sports education instruction and

physio-social development of secondary school students of the Municipality of

Banaybanay when the respondents are grouped according to age, gender, length

of service and marital status?

5. Is there a significant relationship between sports education instruction

and physio-social development of secondary school students of the Municipality

of Banaybanay?

6. Is there a significant influence by sports education instruction towards

physio-social development of secondary school students of the Municipality of

Banaybanay?

Hypotheses

The null hypotheses are formulated and will be tested at α 0.05 stated as

follows:

H01: There is no significant difference on the sports education instruction

and physio-social development of secondary school students of the Municipality

of Banaybanay when the respondents are grouped according to age, gender,

length of service and marital status.

H02: There is no significant relationship between sports education

instruction and physio-social development of secondary school students of the

Municipality of Banaybanay.
 H03: There is no significant influence by sports education instruction

towards physio-social development of secondary school students of the

Municipality of Banaybanay.

Review of Related Literature

The literature review incorporated in the discussions shed light to the

study at hand whose sources were excerpted from various sources such as

books, magazines, newspapers, journals and reliable websites.

Encouraging and providing positive activity experiences early in life is one

important step in the prevention of childhood and adult obesity and the risk-

related factors associated with obesity. Students who establish healthful activity

patterns are more likely to be active adults. However, the rise in obesity rates

among adults and children alike is confirmation that a large portion of society fails

to engage in adequate physical activity. The Surgeon General recommends 30

minutes or more of moderate-intensity physical activity all or most days of the

week. Strenuous exercise is no longer deemed necessary. However, inactivity is

viewed as detrimental to one's health. Hence, the goal is for individuals to be

active on a daily basis throughout a lifetime (Quay & Peters, 2009).

As emphasized by Hannon, Holt, & Hatten (2008), standards have been

formed to educate and encourage youth to engage in a physically active lifestyle

that improves health. In general, physically educated students should be

competent in many movements and proficient at some, use movement concepts

and principles, demonstrate a physically active lifestyle, have a consistent level

of physical fitness that promotes health, exhibit responsible behavior in physical

activity environments, be respectful to diverse populations in physical activity

situations, and have knowledge of opportune benefits offered by being physically

active.

Also, when applying principles of fitness training to youth, the focus should

be on intrinsic motivation, competence, and confidence. Engaging in firm

activities promotes success, enhances perceived competence, and creates

internal motivation to be involved in a lifetime of physical exercise outside of the

physical education classroom. The school environment is a natural forum for

promoting positive attitudes toward physical activity, for enhancing the enjoyment

of being physically active, and for promoting positive lifelong activity patterns.

However, views of the purpose of physical education and sport have varied

overtime. The oscillation of school physical education programs since the 1800's

reflects society's cultural precedent, necessities, preferences, and

educational/academic ambitions (Darst et al., 2014).

Physical Education History

Historically, physical training was the main venue for physical activity.

Militaristic drills and labor-like tasks of the time were prime activities of

engagement. The goal of these activities was to gain muscular strength and

vitality to enhance ideal development of the self, and aid in the political growth

and strength of a country. With Germany's Turner movement in 1811, many

immigrants began to transport ideas of German gymnastics to the United States,

influencing modern American instruction in physical education. The migrant

Turner’s highly valued education of the physical and demanded that their
German gymnastics be mandated in the Midwestern schools of the U.S. The

demands took hold, mandates were made. The system was implemented in

secondary schools for both girls and boys. Implementation also was made at the

elementary level, but only for boys (Schirato, 2007).

In the late 1800s, Swedish gymnastics was introduced into the United

States. This system differed from the German vaulting horses, balance beams,

and ladders. Swedish gymnastics involved the use of dumbbells and weights and

was not as extensive as German gymnastics. Americans soon began to engage

in calisthenics, a combination of both systems, in order to develop symmetry of

the body. Symmetry of the body was representative of discipline and order, which

were considered qualities of the ideal self (Lilienfield et al., 2010).

At the brink of the 1900s, Americans struggled to define a gymnastics

system that was appropriate for the needs of the new American educational

institutions. The German and the Swedish gymnastic followers continued to

promote their philosophies, but new philosophies were emerging from

educational developmentalism for public schooling. Also, biological and medical

evidence of health gave way to ideas concerning individual physical movement.

These ideas initiated that movement was related to hygiene and educational

concerns. American views proceeded to shift from a health concept of mind,

body, and will to a focus of social behaviors and interactions (National

Association for Sport and Physical Education, 2005).

Schirato (2007) elaborated that with this new focus of social behaviors and

social interactions, which coincided with a period of urbanization and sport

development, schools included "play" in programs. Sports, games, and dance

were seen as educational and were included in school curriculums during the

early to mid 1900s. Competition soon began to override the initial investments in

the new physical education in the late 1930s, and the focus became that of

sports for all.

During the 1960s, schools began to concentrate on broader goals.

Although participation in sport was viewed as a means to achieve greater

character, enhance health, and increase firm leisure experiences, experts in the

field were beginning to recognize that physical education should be more than

sport participation. Additionally, there was the realization that physical education

should provide more opportunities to be active and should encompass all types

of developmentally appropriate activities for many types of individuals. Low

fitness levels in children, continuing into the 1970s, marked the need to get more

people active and provide a variety of meaningful ways to move. Traditional sport

and multi-activity methods expanded in the types of sports that were offered.

However, the implementation style of these sports did not provide meaning,

interest, or equal opportunity to a variety of groups, ability levels, or sexes (Rink,

2009).

Lilienfield et al. (2010) stressed that physical education continued to grow

steadily after the 1960s and 1970s because of the recognized low fitness levels

of children. Efforts were being made to provide more meaningful opportunities for

activity to a variety of individuals. Innovative philosophies and instructional

techniques began to change the face of physical education. Physical education

also began to take recognition for being a venue for cognitive and affective

learning, which were significant additions to the typical psychomotor role. The

new physical education, drawn from educational developmentalism in the early

1900s, was in quest of equilibrium in a more modern form.

Within the past twenty years, curriculum models for high school programs

have incorporated movement education, skill themes and movement concepts,

fitness concepts, developmentally appropriate game-based structures, and

cooperative and exploratory learning. Collaborative whole child programs, such

as coordinated approach to child health and sport, play, and active recreation for

kids have been employed as well. Secondary curriculum models have sought to

include foundations and concepts of personal fitness, and multi-activity structures

that combine fitness, sport, cooperative games, dance, and adventure activities.

Additional models that have been put into action include Physical Education Sub-

Discipline Academics, Outdoor and Adventure Education, Social Responsibility,

Games for Understanding, and Sport Education (National Association for Sport

and Physical Education, 2007).

Sport Education Instruction

Recently, the sport education model has received considerable attention

from researchers and practitioners. Sport Education is a curriculum model

structured to include all students through an authentic sports season.

Appropriately mirroring a sport season in natural context, students play in the

fullest sense. Players experience sport through a variety of perspectives,

extracting multiple points of view and understanding. Thus, participants gain an

enhanced value and meaning of sport, and are influenced to participate in the

future. The sport education model is unique because it attempts to sort out and

preserve sport's most positive features to promote learning, combat

marginalization, and enhance enjoyment of physical education sport participation

(Siedentop, 2004).

Direct Instruction. This traditional PE lesson model typically relies upon

the direct teaching of new skills in isolation followed by a drill to practice the new

skill via repetition and then concluding with a game to apply the skill in context.

This traditional model of PE instruction typically relies heavily on direct instruction

teaching strategies. Unfortunately, many pre-service and even experienced

teachers associate direct instruction as a poor teaching approach as opposed to

constructivist teaching approaches being good. The evidence is however, quite

to the contrary (Rink, Hall, and Williams, 2012). In Hattie’s (2009) synthesis of

research on direct instruction, he found it is one of the most influential teaching

strategies linked to student achievement and direct instruction as a teaching

strategy in physical education is no exception.

Hattie (2009) pointed out that direct instruction is incorrectly and frequently

confused with didactic teacher-led, talking from the front of the class teaching

where in contrast, direct instruction involves major steps of which can be used to

create a very powerful PE lesson that will improve development in the students.

The message from the evidence on Direct Instruction teaching methods is the

power of stating the learning outcomes and success criteria, and then engaging

students in moving toward these. Teachers need to invite their students to learn
while providing much practice, modeling, meaningful and appropriate feedback

and numerous opportunities for the learning of skills.

Cooperative Learning. Evidence suggests that Cooperative Learning

(CL) is more effective than both competitive and individualistic approaches to

learning. Some evidence in physical education specifically states that

cooperation is far superior to the narrow conception of competition in promoting

achievement for all age groups. Certainly a recent review of literature highlights

that Cooperative Learning can promote student achievement in the physical,

social, cognitive, and affective domains. Cooperative Learning has also been

shown to promote inclusion, engagement, and active participation in learning with

diverse learners who hold varying learning needs. This CL approach to physical

education is capable of meeting a wide range of educative goals in physical

education (Kyndt et al., 2013).

The fundamental underpinning of a Cooperative Learning approach in

physical education is that students’ sink or swim together. In other words,

students are dependent on one another to learn and not just the teacher. Indeed,

Cooperative Learning places academic and social learning on par with one-

another and students are required to work together in small groups to learn

without direct or persistent instruction from the teacher. Consequently, and in

order for teachers to support students in working together and constructing new

understandings, the teacher should plan for and implement a number of micro

strategies. However, these vary dependent on different interpretations of the

Cooperative Learning approach adopted and might also be referred to as

benchmarks (Dyson & Casey, 2012).

Personalized System for Instruction. The goal of using the personalized

system for instruction approach is to allow students to learn independently so

that the teacher could interact with the students needing the most assistance.

The personalized system for instruction approach acknowledges that not all

students have the same interests and abilities. It therefore allows students to

progress at a rate that coincides with their individual abilities. Students with

higher skills are allowed to progress at faster rates while other students may take

additional time to complete each activity (Metzler, 2011).

The evidence supporting the personalized system for instruction are very

similar to the other mastery learning programs however descriptions of the use of

personalized system for instruction to teach physical education are limited

(Hannon et al, 2008). Personalized system for instruction is used for teaching

high school tennis programs; the system has its drawbacks and potential benefits

due to the need for careful planning by the teacher (Metzler, 2011).

Peer Teaching. Using peers as co-teachers is a quite powerful teaching

strategy; particularly if the aim is to teach students the ability to self-regulate and

control their own learning and to becoming teachers of themselves. It is less

effective if it is employed as a teaching strategy whereby older students simply

teach struggling younger students. In a physical education context however, peer

teaching has been predominately used in primary schools and as a method of

fostering inclusion of students with disabilities into regular physical education

classes (Hattie, 2009).

In some specific physical education studies, the concept of class wide

peer tutoring (CWPT) has been suggested as being a better teaching strategy

than traditional approaches of peer teaching. Class wide peer tutoring involves

the whole class adopting reciprocal roles of tutor and tutee in the physical

education classes. It has been demonstrated as an effective teaching strategy in

regular and adaptive/inclusion physical education programs across primary and

secondary school settings. One major advantage of adopting a peer teaching

approach in physical education is that it provides students with individual

feedback frequently on their performance and the teacher can quickly identify

those who need more assistance than others (Carlson, 2005).

Inquiry- based Teaching. Inquiry-based teaching stems predominately

out of Science Education and aims to develop challenging situations in which

students are asked to observe and question constructs, posture explanations of

what they observe; devise and conduct experiments in which data are collected

to support or refute their theories; analyze data; draw conclusions from

experimental data; design and build models; or any combination of these types of

activities. As such, these types of learning experiences are designed to be open-

ended in that students are not expected to simply reach the ‘right’ or ‘correct’

answer for the question they are confronted with. When an inquiry-based

teaching method is being used, the teacher is more concerned with student

‘processes’ of reaching their conclusion (Griffin & Butler, 2005).

 In a physical education context, inquiry-based teaching approaches are

often used when students already have a basic understanding of sports and

games. Teachers can use this teaching strategy to help students understand

when to apply certain skills. What to do they are not in possession of the ball, or

where they can best move to receive a ball, or defend against a pass to name a

few examples. Inquiry-based teaching can be used to foster student critical

thinking in game situations and provide them with the opportunities to explore

games and sports in new and innovative ways. However, if students do not have

the basic understanding, proficiency and application of motor skills, the inquiry-

based teaching approach may not be an appropriate teaching strategy (Lavay,

French, & Henderson, 2006).

Physio-social Development.

Student assumes an increased responsibility for their physical education

and the actions they take in class. Most importantly they are capable of

independent work and learn to identify their own needs and interests, set own

goals, establish related tasks for achieving them and evaluate their progress.

They have greater ability to disregard peer pressures and remain committed to

being socially responsible and shows the ability to care and help others during

physical education. Students are helped to develop interpersonal skills and to

reach beyond themselves to others. They are encouraged to give support, show

concern, and exhibit compassion without expectation of reward. Students are

supported in their efforts toward the final level where they become contributing
members of the community beyond the physical education class and the playing

field (Wallhead & O'Sullivan, 2005).

Physical Development

Puberty. Puberty is triggered by hormonal changes, which may affect

moods and behavior. Puberty takes about four years, typically begins earlier in

girls than in boys, and ends when a person can reproduce. A secular trend

toward earlier attainment of adult height and sexual maturity began about 100

years ago, probably because of improvements in living standards. During

puberty, both boys and girls undergo an adolescent growth spurt. Primary sex

characteristics (the reproductive organs) enlarge and mature, and secondary sex

characteristics appear (Kowal-Connelly, 2016).

As revealed by Quay & Peters (2009), going through puberty can have a

significant impact on athletic performance in both positive and negative ways.

While increases in body size, hormones, and muscle strength can improve

athletic performance, there may be a temporary decline in balance skills and

body control during the adolescent growth spurt. Quick increases in height and

weight effect the body's center of gravity. Sometimes, the brain has to adjust to

this higher observation point, and a teen may seem a bit clumsy. This phase

especially noticeable in sports that require good balance and body control (figure

skating, diving, gymnastics, basketball). In addition, longer arms and legs can

affect throwing any type of ball, hitting with a bat or racquet, catching with a glove

or lacrosse stick, swimming and jumping.

 Coaches and trainers that are aware of the adolescent growth spurt can

help reduce athletic awkwardness by incorporating specific aspects of training

into practices and training sessions. It is important for parents to stay positive

and seek out coaches who are well-versed in the nuances of puberty and

adolescent growth spurt. Being constantly yelled at by a coach or put down by a

disappointed parent can cause the child to quit the sport altogether (Kowal-

Connelly, 2016).

Physical Health. For the most part, the adolescent years are relatively

healthy. Health problems often are associated with poverty or a risk-taking

lifestyle. Adolescents are less likely than younger children to get regular medical

care. Many adolescents, especially girls, do not engage in regular, vigorous

physical activity. Many adolescents do not get enough sleep, in part because the

high school schedule is out of sync with their natural body rhythms. Concern with

body image often leads to obsessive dieting and exercise (Johnson & Johnson,

2009).

Allowing your children to participate in youth sports is a fantastic way for

children to explore and develop lifelong skills. Youth sports not only play an

important role in exercise, but promote mental and psychological advances as

well. It is well-known that children who participate in sports are less likely to drop

out of school, and become involved in drugs and alcohol activity, while they also

excel in academic performances and sociability. Below are our top 10 health

benefits of allowing your child to participate in youth sports (Health Fitness

Revolution, 2015).
 Social Development

Social Changes. Teenagers are searching for identity; young people are

busy working out who they are and where they fit in the world. This search can

be influenced by gender, peer group, cultural background, media, school and

family expectations seeking more independence: this is likely to influence the

decisions your child makes and the relationships your child has with family and

friends seeking more responsibility, both at home and at school looking for new

experiences; the nature of teenage brain development means that teenagers are

likely to seek out new experiences and engage in more risk-taking behavior. But

they’re still developing control over their impulses thinking more about right and

wrong; the child will start developing a stronger individual set of values and

morals (Payne, 2013).

Sport for Social Development is a method of bringing about social change

through the use of sports. In the U.S. this is commonly referred to as Sports-

Based Youth Development. Sport refers to the physical activity and development

is any individual, health, social, and economic benefits. Sport for is used as a tool

for peace and development. The programs use sport to help teenagers learn

lifelong skills as an incentive for the children to improve their scholarship. Sport is

used as a tool to reach personal and community goals. Most organizations

utilizing this method are geared towards underprivileged teenagers in urban

areas. Through sport, children learn sportsmanship and other life skills. Youth

sport can help them grow towards positive development and good relationships
with others. Sport is a tool utilized to get young people involved in their

communities (Wolff, 2009).

Changes in Relationships. Teenagers wants to spend less time with

family and more time with friends; some conflict between parents and children

during the teenage years is normal as teens seek more independence. It actually

shows that the student is maturing. Conflict tends to peak in early adolescence. If

parents feel like they’re arguing with their child all the time, it might help to know

that this isn’t likely to affect the long term relationship with the child. Teenagers

see things differently from that of parents. This isn’t because the child wants to

upset their parents, it’s because the child is beginning to think more abstractly

and to question different points of view. At the same time, some teens find it hard

to understand the effects of their behavior and comments on other people. These

skills will develop with time (Armour & Makopoulu, 2006).

Positive peer relationships are also encouraged through coaching as well

as the physical activity, this leads to youth feeling integrated with other young

people. Through being involved in sports youth can gain self-esteem when they

are enjoying the experience of taking part in a sport. Sports help them gain

lifelong skills and want to do better in the classroom as well. Involvement in

sports have been related to one having better cognitive functioning as well as

higher grades and rest scores, satisfaction in school, engagement in school,

aspirations for college, and lower dropout rates (Payne, 2013).

The above-cited literatures provided a clearer perspective based on

comparison and contrast; it has important bearings in determining the sports

education instruction and physio-social development of secondary school

students of the Municipality of Banaybanay.

Theoretical Framework

The study is anchored to Sport Education Model developed by Siedentop

(2004). The Sport Education model focuses on teaching all aspects of sport

culture by providing authentic, organized sport experiences for boys and girls in

the context of school physical education. The six key features of this model,

which are derived from how sport is conducted in community and interschool

contexts, include: seasons, affiliation, formal competition, culminating events,

record keeping, and festivity. This model differs from institutionalized sport in that

all students participate at all times, the competition is developmentally

appropriate, and students take on diverse roles; those of scorekeeper, referee,

coach, and player (Siedentop, 2004).

Carlson (2005) and Hastie (2006) cited the potential for this model to

promote physical and social development. As a student takes on diverse roles,

they experience responsibility, flexibility, and cooperation. Also, students remain

on the same teams for the duration of a season. This extended affiliation

promotes affective development, respect, and the potential for positive

relationships. Finally, the students as teammates learn to cooperate together to

learn strategies for successful team performance from one another.

Darryl Siedentop and his doctoral students conducted a series of studies

focusing on teacher effectiveness and supervision. During the course of that

research, they spent many hours observing physical education lessons, physical
education teachers and students in schools, as each study required long term

observation. What they observed served as a catalyst in the development of the

Sport Education instruction and curriculum model (Siedentop, 2002). More

specifically, what they saw was considered to be effective physical education

where classes were well organized and students stayed mostly on task with few

disruptions. Overall, there was lack of any real excitement among students

during the physical education lessons, learning isolated skills and participation in

drills seldom transferred into games and as a result the games were played

rather poorly (Siedentop, Hastie, & van der Mars, 2004). It was through these

experiences that Siedentop (2002) came to believe that many physical education

programs, even when taught effectively, were not interesting or challenging

enough to inspire students.

Figure 1 depicts the conceptual framework of the study consisting of the

independent variable and dependent variable as follows: The independent

variable is sports education instruction measured through the indicators direct

instruction, cooperative learning, personalized system for instruction (PSI), peer

teaching, and inquiry teaching; the dependent variable is physio-social

development of secondary school students of the Municipality of Banaybanay

gauged through the indicators physical development, puberty, physical health,

social development, social change, and changes in relationship. The moderator

variable is consisted of age, gender, length of service, and marital status.

Conceptual Framework

Independent Variable Dependent Variable

Sports Education Instruction Physio-Social Development
of Secondary School
Students of the Municipality
of Banaybanay

 Direct Instruction  Physical development

 Cooperative Learning a. Puberty

 Personalized System b. Physical health

for Instruction (PSI)
 Social development
 Peer Teaching
a. Social change
 Inquiry Teaching
. b. Changes in
relationship

Moderator Variable

 Age
 Gender
 Length of service
 Marital status

Figure 1. The Conceptual Framework of the Study

Significance of the Study

The findings of the study will benefit the following:

School Administrators. The findings of the study will serve as the basis

of the school administrators to provide proper facilities and equipments to the

Physical Education classes/activities and raise the interest of the students to

learn from their P.E. instructors and enhance their physical aspect as well as

social intelligence.

P.E. Instructors. The findings of the study will serve as the basis of the

Physical Education Instructors to teach dynamic physical activities that would be

enjoyed by the students while strengthening them physically at the same time, as

well as motivating them to build rapport with each other.

Parents. The findings of the study will serve as the basis of the parents to

support their children not only through moral and financial aspect but ion

providing their children nutritious food and give them the nutrients they needed

as growing adolescents.

P.E. Students. The findings of the study will serve as the basis of the

P>E. students to strive hard to learn in their P.E. subject and give importance to

their physical development s well as their social life as students.

Future Researchers. The findings of the study will serve as the basis of

the future researchers to conduct similar study, particularly the factors hindering

students to pursue physical fitness as their way of life.

Definition of Terms

The terms used in the study are defined operationally as follows:

Sports Education Instruction. This refers to the way sports education is

being taught in the secondary schools of Banaybanay gauged through direct

instruction, cooperative learning, personalized system for instruction (PSI), peer

teaching, and inquiry teaching.

Physio-Social Development. This refers to the development of the

secondary students of Banaybanay in terms of physical and social aspect

through sports education.

Secondary School Students. This refers to the high school students of

Banaybanay (Grade 7 to Grade 11).

Municipality of Banaybanay. This refers to one of the Municipality of

Davao Oriental of Region XI.

 Chapter 2

METHOD

This chapter presented the research design, research locale, population &

sample, research instruments, data collection and statistical treatment of data.

Research Design

The study used the quantitative non-experimental design using

correlational technique. The purpose of this research design was to find new

truths, which may have different forms such as increased quality of knowledge, a

new generalization or a new law, an increased insight into factors which are

operating the discovery of a causal relationship, a more accurate formulation of

the problem to be solved and many others. The descriptive correlation study was

valuable in providing facts on which scientific judgments may be based. It

provides essential knowledge about the nature of objects and persons. It also

plays a large part in the development of instruments for the measurements of

many things, instruments that are employed in all types of quantitative research

as data gathering instruments, particularly in determining the relationship

between the involved variables (Salmorin, 2006). This design is more fitting in

determining the sports education instruction and physio-social development of

secondary school students of the Municipality of Banaybanay.

Research Locale

The study will be conducted within the area of Region XI specifically within

the Municipality of Banaybanay as the venue of the study. The area is shown on

the maps in the succeeding page. Davao Region designated as Region XI is

located on the southeastern portion of Mindanao, and consists of five provinces,

namely: Compostela Valley, Davao del Norte, Davao del Sur, Davao Oriental,

and the newly created, Davao Occidental. The region encloses the Davao Gulf

and its regional center is Davao City. In terms of education, the government

provides free education at the primary (grade school) and secondary (high

school) levels. Some state-run universities in the region are the University of the

Philippines Mindanao and the University of Southeastern Philippines. The literacy

rate of the country is 93.9%; Davao City has a literacy rate of 98.05%.

Population and Sample

The researcher employed the stratified random sampling technique using

the Slovin’s Formula in determining the exact number of respondents.

Specifically, the secondary school teachers will be the respondents of this study,

which will be taken from the secondary schools within the Municipality of

Banaybanay during the second semester of the school year 2016-2017. The

distribution of the respondents in terms of school has an overall population of

______ and the overall sampling population based on Slovin‘s computation of

________.
 Χ

Municipality of Banaybanay

Figure 2. Davao Region Map (Region XI)

Distribution of Respondents by Cities/Municipalities

Number of
Total No. of % of
Secondary School Respondents
Teachers Respondents
(Slovin’s)

TOTAL

Research Instrument

The researchers constructed sets of questionnaire based on readings

from books and internet sources. The preliminary draft will be submitted to the

adviser for checking and afterwards, it will be subjected to the validation of the

panel of experts namely: _________ with the mean score of ____; ___________

with the mean score of _______; ___________ with the mean score of _____ .

The overall mean score is _________.

The questionnaire will deal with the sports education instruction and

physio-social development of secondary school students of the Municipality of

Banaybanay. The questionnaire is divided into three parts enumerated as

follows: the first part is the profile of the respondents consisting of name, age,

gender, length of service, and marital status; the second part is the sports
education instruction measured through the indicators direct instruction,

cooperative learning, personalized system for instruction (PSI), peer teaching,

and inquiry teaching; and, the third part is the physio-social development of

secondary school students of the Municipality of Banaybanay gauged through

the indicators physical development, puberty, physical health, social

development, social change, and changes in relationship. The researcher will

conduct a pilot testing to test the reliability of the questionnaire garnering a

Cronbach Alpha of _____.

The independent variable of the study will be scaled using the 5-level

Likert scaling system wherein it measures the sports education instruction as

follows:

Range of Descriptive Interpretation

Means Equivalent
The sports education instruction of the
4.20-5.00 Strongly Agree teachers is very high

The sports education instruction of the

3.40-4.19 Agree teachers is high

The sports education instruction of the

2.60-3.39 Moderately Agree teachers is moderate

The sports education instruction of the

1.80-2.59 Disagree teachers is low

The sports education instruction of the

1.00-1.79 Strongly Disagree teachers is very low

The dependent variable of the study, the physio-social development of

secondary school students of the Municipality of Banaybanay will be scaled using

the 5-level Likert scaling system as follows:

 Range of Descriptive Interpretation
Means Equivalent
The physio-social development of
4.20-5.00 Strongly Agree secondary school students is very high

The physio-social development of

3.40-4.19 Agree secondary school students is high

The physio-social development of

2.60-3.39 Moderately Agree secondary school students is moderate

The physio-social development of

1.80-2.59 Disagree secondary school students is low

The physio-social development of

1.00-1.79 Strongly Disagree secondary school students is very low

Data Collection

A letter asking permission will be forwarded to the respective secondary

school heads in the Municipality of Banaybanay duly noted by the Dean of

Graduate Studies, asking permission to conduct a survey among the secondary

school teachers in the Municipality of Banaybanay. Beforehand, the preliminary

draft of constructed questionnaire will be forwarded to the research adviser for

possible correction and comments; afterwards, it will be forwarded to the panel of

experts for reliability and validation.

Upon the approval of the Secondary school heads in the Municipality of

Banaybanay, the questionnaires will be distributed among the respondents

explaining at the same time the nature of the research study and how it will be

relevant to the Physical Education subjects. Once the respondents have finished

answering the questionnaires, the researcher will collected all the answered
questionnaires and the valid ones will be treated accordingly. The obtained data

will be subjected to statistical computation, tabulation, analysis and interpretation.

The researcher will make used of his spare time in conducting a survey

considering that she will be working and in some instances must file a leave of

absence just to visit the secondary schools in the Municipality of Banaybanay as

the venue of the study. Although it will be difficult most of the time, but with the

help of friends and colleague in the different schools, the researcher will

successfully cover the places needed for the completion of the study.

Statistical Treatment of Data

The data were treated using the following statistical tools:

Mean. This will be used to determine the level of the sports education

instruction and physio-social development of secondary school students of the

Municipality of Banaybanay.

T-test. This will be used to determine the significant difference on the

sports education instruction and physio-social development of secondary school

students of the Municipality of Banaybanay when analyzed by gender.

ANOVA. This will be used to determine the significant difference on the

sports education instruction and physio-social development of secondary school

students of the Municipality of Banaybanay when analyzed by age, length of

service, and marital status.

Pearson Product Moment Correlation Coefficient. This will be used to

determine the significant relationship between sports education instruction and

physio-social development of secondary school students of the Municipality of

Banaybanay.

Multiple Regression. This will be used to determine the significant

influence of sports education instruction towards physio-social development of

secondary school students of the Municipality of Banaybanay.

 References

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 SURVEY QUESTIONAIRE ON
SPORTS EDUCATION INSTRUCTION AND PHYSIO-SOCIAL DEVELOPMENT
OF SECONDARY SCHOOL STUDENTS OF THE MUNICIPALITY
OF BANAYBANAY

Dear Respondents,

The Undersigned graduate student is currently conducting a research

study on, “Sports Education Instruction and Physio-Social Development of
Secondary School Students of the Municipality of Banaybanay”. The main
objective of the study is to determine the level of sports education instruction as
well as the level of physio-social development of secondary school students of
the Municipality of Banaybanay

As one of the secondary school teachers among the secondary schools in

the Municipality of Banaybanay, the undersigned researcher would like to ask
you to become one of the respondents of this study; your reactions on the items
of statements provided will serve as the primary data of the study.

The undersigned researcher can assure you that all your answers would
be treated with utmost confidentiality.

Thank you for cooperation.

Sincerely yours,

HAZEL MAE R. TORILLO

Researcher

Part I. Respondents’ Profile

Name (Optional): __________________________________

Age: [ ] 21-30 [ ] 31-40 [ ] 41-50 [ ] 51 and above

Gender: [ ] Female [ ] Male

Length of Service: [ ] 1-5 years [ ] 6-10 years [ ] 11-15 [ ] 16 and above

Marital Status: [ ] Single [ ] Married [ ] Widow/widower

 PART II. Level of Sports Education Instruction

SCALE

Numerical Descriptive Interpretation

Equivalent Equivalent
The sports education instruction of the
5 Strongly Agree teachers is very high

The sports education instruction of the

4 Agree teachers is high

The sports education instruction of the

3 Moderately Agree teachers is moderate

The sports education instruction of the

2 Disagree teachers is low

The sports education instruction of the

1 Strongly Disagree teachers is very low

Instruction: Please check the box that corresponds to your chosen answer
Direct Instruction 5 4 3 2 1
1. Before the lesson, I am prepared and have a clear focus on
what the learning intentions or lesson outcomes are.
2. I need to know what the success criteria of functional
movement system proficiency are and know how students learn.
3. There is a need to build in a ‘hook’ to capture the student’s
attention and commitment.
4. Perform guided practice, which involve a drill or a session of
guided practice.
5. Conclude with independent and cooperative practice once the
students have mastered the skill.
6. Lesson closure: All PE lessons need closure and a means
whereby I can demonstrate or make statements to bring the
lesson to a conclusion.

Cooperative Learning 5 4 3 2 1
1. I have plan for physical, cognitive, social and affective
learning goals.
2. I support learners and their learning by providing adequate
resources for group work, guiding students to new
understandings and by providing specific advice and feedback
as and when students need it.
3. Students are taught to be dependent on each member of the
group in order to complete the group goal.
4. Students are assessed on their contribution to group work
and their performance or measures are put in place to ensure
each group member contributes to tasks.
5. Students are taught to have positive interactions with
members of their group and they demonstrate good
communication skills and the ability to work together.
6. Students to reflect on their learning, how well they worked
together and what the group needs to do to improve.
7. I follow a Cooperative Learning structure during lessons and
over the course of a unit.

Personalized System of Instruction 5 4 3 2 1

1. I practice self-pacing
2. I demonstrate mastery learning
3. I act as motivator
4. I emphasize written word for study materials
5. I assigned student proctors

Peer Teaching 5 4 3 2 1
1. I organize teams: Small groups of 4 to 6 students are best.
2. I practice peer dyads: within each team, students are paired
(or pair themselves) with a peer.
3. Practice time and task cards: I demonstrate the task and the
students follow the directions on the card which usually involves
a detailed description of the activity I demonstrate.
4. Partner check: Students are given time to do a partner
check.
5. After all the members of the team complete their practice, a
member of each team posts the results of team in a location for
teacher and peer review.
6. At the start of each lesson the teacher establishes a specific
goal for each team based on the performance results they
posted from previous lessons.

Inquiry- based Teaching 5 4 3 2 1

1. Students are asked to observe and question constructs
2. They are required to posture explanations of what they
observe.
3. They devise and conduct experiments in which data are
collected to support or refute their theories.
4. They are taught how to analyze data and draw conclusions
from experimental data.
5. They are taught how to design and build models; or any
combination of these types of activities.
 PART II. Level of Physio-Social Development of Secondary School
Students of the Municipality of Banaybanay

SCALE

Numerical Descriptive Interpretation

Equivalent Equivalent
The physio-social development of
5 Strongly Agree secondary school students is very high

The physio-social development of

4 Agree secondary school students is high

The physio-social development of

3 Moderately Agree secondary school students is moderate

The physio-social development of

2 Disagree secondary school students is low

The physio-social development of

1 Strongly Disagree secondary school students is very low

Instruction: Please check the box that corresponds to your chosen answer

A. Physical Development

Puberty 5 4 3 2 1
1. I am aware that increases in body size, hormones, and
muscle strength can improve athletic performance
2. I know that the brain has to adjust to higher observation point,
such as increase in height and weight that affect the body's
center of gravity
3. I studied that adolescent growth spurt can help reduce
athletic awkwardness by incorporating specific aspects of
training into practices and training sessions.
4. I am well-versed in the nuances of puberty and adolescent
growth spurt.
5. Avoid scolding and yelling that can cause students to quit the
sport altogether

Physical Health 5 4 3 2 1
1. Students who participate in sports develop stronger muscles
and bones, and the stronger they are, the less likely they will
suffer from physical injury
2. I always emphasized that playing sports will keep students
active and aid in combating obesity problem
3. I know that being part a of a team will increase the student’s
value of their self
4. Encourage the students to persevere through challenges, and
because there are so many of these moments in sports, they will
learn to quickly adapt to these situations and take them in stride.
5. I am aware that playing sports require athletes to be
disciplined in tactical, mental and physical aspects.

B. Social Development

Social Change 5 4 3 2 1
1. Students require guidance from their teacher to make the
right decisions
2. Students must learn how to interact in competitive
environments.
3. I am aware that sport for is used as a tool for peace and
development
4. I know that sport is used as a tool to reach personal and
community goals
5. It is common knowledge among PE teachers that through
sport, students learn sportsmanship and other life skills.

Changes Relationship 5 4 3 2 1
1. Playing sports enables students to participate in social
interactions and build skills such as teamwork, leadership, and
responsibility as they learn to work with others to achieve a
common goal.
2. Teamwork is a skill you are going use for years to come, so it
is important to learn the basics early.
3. Positive peer relationships are encouraged through sports
education instruction
4. Involved in sports can gain self-esteem when students are
enjoying the experience of taking part in a sport
5. Involvement in sports have been related to one having better
cognitive functioning and classroom interaction.