BIBLIOGRAPHY ESPITA, MIGUELITO DJ October 2006. The Corps Squad...
BIBLIOGRAPHY
ESPITA, MIGUELITO DJ October 2006. The Corps Squad Participation of
Cadets in Philippine Military Academy. Benguet State University, La Trinidad, Benguet.
Adviser: Eduardo P. Laconsay, Ph.D.
ABSTRACT
The study was conducted to determine the corps squad participation of cadets in
Philippine Military Academy. Specifically, this study was conducted to: 1) determine
the personal profile of corps squad members 2) identify their sports preferences in terms
of team sports, individual/dual sports and combative sports; 3) determine the influence to
corps squad participation in terms of: a) behavioral indicators; b) administrative support,
c) training program and policies, d) sports facilities, equipment and supplies, and e) upper
class, peers and family; 4) identify the extent of influence to corps squad participation in
terms of: a) behavioral indicators; b) administrative support; c) training program and
policies; d) sports facilities, equipment and supplies; and e) upper class, peers and family;
and 5) identify the degree of problems encountered by cadets to corps squad
participation in terms of: a) the extent of seriousness of behavioral indicators; b) the
extent of seriousness of administrative support; c) the extent of seriousness of training
program, d) the extent of implementation of corps squad policies; and e) the extent of
adequacy of sports facilities, equipment and supplies.
The research was conducted at the Philippine Military Academy, Fort del Pilar,
Baguio City in 2006 with 187 respondents consisted of the first class, second class and
third class corps squad members of PMA.
The descriptive method and structured questionnaire was used to gather the
necessary data and information supplemented by research materials and relevant
publications.
Results shows that majority or 47 percent of the corps squad members had ages
21 to 22 years old from which 82 percent are males. Fifty one percent of these
respondents had heights ranging from 5’5” to 5’7” and 42 percent had weights ranging
from 51 to 60 kg. Forty percent of the corps squad members were mesomorph or
muscular body type. Majority (71%) of the respondents were from Luzon. With regards
to education prior to their entry in the academy, 86 percent are in college level and 51
percent of these cadets were non-athletes prior to their entry in the Academy.
Basketball was the most preferred team sports while chess, athletics and
badminton respectively are the most preferred individual/dual sports. On the other hand,
taekwondo and karate were the most preferred combative sports.
Among the five variables considered in the study, sports “facilities, equipment
and supplies” and “training program and policies” were considered the “most influential”
variable to corps squad participation among cadets.
There was no significant relationship of corps squad members’ profile and its
influence to corps squad participation in terms of: a) behavioral indicators; b)
administrative support; c) training program and policies; d) sports facilities, equipment
and supplies; and e) upper class, peers and family.
ii
The most serious problems encountered by cadets in their participation to corps
squads were in their “training program” and administrative support”. Based from the
foregoing findings and conclusions of the study, the researcher wishes to list these
following recommendations:
One of the qualifications the PMA Cadet Procurement System should include for
cadetship would consider as candidates would be those inclined and specialized in sports
aside from being above average in their Physical Fitness Test Result.
Sports Preferences and interests of cadets should be consistent in their chosen
corps squads.
Training programs and policies should be strictly implemented to be consistent
with the Goals and Objectives of the PMA Road Map 2015.
Appropriate more funds for acquisition and proper maintenance of sports
facilities, equipment and supplies for training.
Full support from the administration in the sports program and requirements and
should give duly recognition and bearing/weight in the Cadet’s Military Lineal List
(Over-all Performance of both Academic and Tactics) those cadets who are excelling in
sports.
It is highly recommended that there should be full time coaches and trainers for
each corps squads and should be updated to new rules, techniques and strategies in
coaching and training.
The corps squad training should be a year round program to ensure maximum
development and mastery of sport skills and more corps squad participation to athletic
iii
tournaments at all levels to gain confidence and exposure to higher level of sports
competitions.
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TABLE OF CONTENTS
Page
Bibliography …………………………………………………………..
i
Abstract ……………………………………………………………….
i
Table of Contents ……………………………………………………..
v
INTRODUCTION
Background of the Study ………………………………………….
1
Statement of the Problem …………………………………………
7
Objectives of the Study ……………………………………………
8
Importance of the Study …………………………………………..
10
Scope and Delimitation of the Study ……………………………...
11
REVIEW OF LITERATURE
Nature of Physical Education ……………………………………..
13
Behavioral Indicators of Corps Squad participation ………………
15
Selection of Sports Activities according to some variables ……….
17
Problems encountered in Physical Education and Sports Activities
21
Role of Sports in Society …………………………………………...
24
Sports – natural Religion ………………………………………….
25
Benefits from participating to Physical Education and Sports Activities
27
Specific Health Benefits of Regular Physical Activity ……………...
29
Conceptual Framework ……………………………………………...
30
Definition of Terms …………………………………………………
31
Hypothesis of the Study ……………………………………………..
33
v
METHODOLOGY
Locale and Time of the Study ……………………………………….
34
Respondents of the Study ……………………………………………
34
Instrumentation ……………………………………………………...
36
Data Collection …. …………………………………………………..
39
Statistical Analysis …………. ………………………………………
39
RESULTS AND DISCUSSION
Profile of the Corps Squad members ……………………………........
40
Sports Preferences …………………………………………………….
46
Extent of Influence to Corps Squad participation …………………..
51
The relationship of corps squad members profile and its influence to
corps squad participation ……………………………………………
61
Problems encountered by cadets in their participation to corps squads
77
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ……………………………………………………………..
92
Conclusions …………………………………………………………..
93
Recommendations ……………………………………………………
95
LITERATURE CITED ………………………………………………...
97
APPENDICES
Request Letter to Administer Questionnaire by the researcher……… 101
Request Letter to Administer Questionnaire by the C.O., SPDU …...
102
Letter from the TG3, Tactics Group, PMA ………………………….
103
Disposition Form …………………………………………………….
104
vi
PMA-ROAD Map 2015 Philosophy of Education
107
PMA-ROAD Map 2015 on Cadet Leadership Development System
108
Questionnaire ………………………………………………………...
109
BIOGRAPHICAL SKETCH …………………………………………..
117
vii
INTRODUCTION
Background of the Study
The field of sports has always been integrated in the Philippine
Educational System whether it is in the primary, secondary, or tertiary levels.
Sports is included in the curricula to produce students who are well-balanced
intellectually, socially, emotionally and physically as well.
Modern sports was introduced in the Philippines during the American
Occupation. During these years, the Philippines enjoyed a distinct measure of
supremacy and international prestige in sports competition. In fact, Filipinos
during this time introduced a turning point that changed the level of competition
in modern volleyball history when Filipinos invented the “spike”. The Americans
called it “The Filipino Bomb”. Not long enough, other Asian nations have in
themselves excelled in sports. It is a fact that our Asian neighbors had made
greater and even higher stride and progress far more rapidly than the Philippines
in sports due to the development of programs geared towards excellence in
international competitions.
The field of sports is one of the five phases of physical education taught in
schools today. It has been adequately articulated in the school program mandated
in Article II, Section 13 of the Philippine Constitution which states: “The state
recognizes the vital role of the youth in nation building and shall protect and
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promote the student’s physical, moral, spiritual, and intellectual well being. It
shall inculcate in the youth patriotism and nationalism and encourage their
involvement in public and civic affairs”.
Furthermore, sports has become a state affair being an integral part of
educational system. This is also true as more and more sports genre have become
institutionalized through professional sports associations. As stated in the
Philippine Constitution Article XIV Section 19 paragraph (1): “The state shall
promote and encourage sports programs, league competition, and amateur sports,
including training for international competitions, to foster self-discipline,
teamwork, and excellence for the development of a healthy and alert citizenry”.
(Textbook on the Philippine Constitution pp 462-463 De leon, H.S. 1999)
Subsequently, sports became a preparation for good citizenry, and if need
be, for selflessness and heroism for our country’s cause. . It is believed that there
is correlation between a country’s progress and supremacy in sports. Since sports
produce discipline, honest, fair, patient, and law-abiding citizen thus, sports
should be an integral part of nation building.
Paragraph (2) of Philippine Constitution Article XIV Section 19 states
that: “all educational institution shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other sectors”.
In the Philippines, physical education became a curricular subject by
virtue of a Circular Number 46 dated October 23, 1937 by the Bureau of
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Education. The Circular states that: “Beginning with present school year, physical
education will be considered a regular subject in the curriculum of which sports is
one of the concerns”.
However, the implementation of the program has proceeded rather slow
which prompted former President of the Republic of the Philippines Fidel V.
Ramos to issue of Executive Order Number 64, dated 01 March 1993, urging the
creation of Physical Fitness and Sports Development Councils in coordination
with various government agencies and private entities in order to ensure the
implementation of the National Policy of “Sports for All”.
(Doyaoen 1995) states that today, millions of people, whether spectator or
participants, amateur or professionals, are carried away by the sports they loved
from the cares of daily toil, their anxieties and frustrations to a world of
relaxations emulation, excitement and thrill. However, going back to the very
beginning of sports we find far from being restricted, it started as a part of man’s
history and is bound up closely with his very being. Sports are not only a
diversion or pastime but also an essential feature of man’s existence.
The Philippine Military Academy is the premier military school in the
Philippines and the entire Asia. Sports through the Physical Education Program is
as important as any other academic subjects in the Academy. The Physical
Education and Sports Program in the Philippine Military Academy as cited by
Cabanlet (2005) had been in service since its establishment during the Philippine
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Revolution led by General Emilio Aguinaldo. It provides intensive physical
education program to young cadets as this is a part of their rigorous training as
future officers. Sports are treasured by cadets because of the enjoyment, fun and
satisfaction that it provides to those who engage in it considering the life situation
of a cadet in a military life.
The Academy also promoted sports competencies of the cadets by
exposing them at all level of athletic competitions. The have instituted sports
through intramural and extramural sports activities. Cadets involved in such
activities are members of the “corps squad”. A “corps squad” is a group of cadets
who volunteer, are qualified and have been designated for training and playing in
inter-collegiate sport authorized by the Commandant of Cadets.
The Academy has instituted certain requirements for cadets to become
members of the corps squad as cited in the (Cadet Corps Armed Forces of the
Philippines Regulation series 2002, a cadet must: 1.) volunteer for membership.
2.) be declared physically fit by the physician. 3.) qualify in the try-outs. 4.)
obtain an approval of membership from the Commandant of Cadets. 5.) should
have no deficiency in any course of instruction. 6.) should have no back subject.
The Academy is also known to admit students that are “the cream of the
crop” and excels in any field of endeavor especially those that use physical
strength and prowess. Its physical education curriculum far exceeds that of a
regular program of a civilian school. Accordingly, the skills of a cadet in a
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particular sport are further enhanced by the physical education program. They are
taught combative sports, team sports as well as dual/individual sports.
Believing in the dictum of “leadership development through sports
participation” each cadet is required to participate in at least one of the
competitive sports every semester. Intercollegiate level competition and clubs
and organizational competition are also participated in like the Baguio-Benguet
Educational Athletic League (BBEAL), which is the most popular intercollegiate
sports competition in the local level.
In 1988, the Academy participated for the first time in the Baguio-Benguet
Collegiate Athletic Association (BBCAA) now known as the Baguio-Benguet
Educational Athletic League (BBEAL). Since then, the athletes who represented
the academy had manifested superiority over the athletes from other participating
schools.
Recently, the PMA Center for Physical Fitness and Sports Development
conducted an assessment of the performance of CCAFP Corps squads in BBEAL.
The findings showed that the performance of the cadet athlete is at a substandard
level indicative of the deteriorating performance of the different corps squads. In
view thereof, the department office made a recommendation to the Superintendent
of Philippine Military Academy to “request for indefinite leave of absence in
BBEAL participation.” (PMA Disposition Form dated 07 October 2004).
Nevertheless, cadet exposure and participation in sports outside the bounds of the
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academy is important. The “banning” of the cadet athletes from the said sports
competition may not be the best resort yet, since they also need exposure from
other competitors outside of the Academy.
In this regard, it is necessary therefore, to conduct this research to find out
“The Corps Squad Participation of Cadets in Philippine Military Academy” in
order to assess the issues and concerns surrounding the performance of the cadets
not only in competitions, but also to assess the effectiveness of the Physical
Education program of the Academy as a whole.
Further, the premise of the Physical Education in the Academy mission
that is integrated in its mission “to instruct, train and develop the cadets so that
each graduate shall possess the character, the broad and basic military skills and
the education necessary to the successful pursuit of a progressive military career”.
For the Sports and Physical Education Unit (SPDU), the mission is: “to equip the
cadets the basic knowledge in sports, the required physical and motor fitness, and
the inherent values necessary for a future officer in the Armed Forces of the
Philippines”. Inherent to the mission of the Sports and Physical Development
Unit is geared towards contributing to the Academy’s effort to instill a holistic
approach to educate and develop the cadets as future officers through a
comprehensive, systematic and progressive physical education program.
Cognizant of the fact that Military Training Leadership demands a year round
physical fitness and readiness, the physical education program of the cadets must
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maintain a high degree of fitness aside from acquiring basic skills in sports and
developing values.
Statement of the Problem
This study aimed to determine the corps squad participation of cadets in
Philippine Military Academy. Specifically, this study sought to answer the
following questions:
1. What is the profile of corps squad members in terms of:
a.
Age
e.
Ethnic
Origin
b. Gender
f. Body Type
c. Height
g. Highest Educational Attainment
d. Weight
h. Sports Interest before cadetship
2. What are the sports preferences in terms of:
a. Team Sports
b. Individual/Dual Sports
c. Combative sports
3. What is the extent of influence to corps squad participation in terms of:
a. Behavioral Indicators
b. Administrative Support
c. Training Program and Policies
d. Facilities, equipment and Supplies
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e. Upper Class, Peers and Family
4. What is the relationship of corps squad members’ profile and its
influence to corps squad participation in terms of:
a. Behavioral Indicators
b. Administrative Support
c. Training Program and Policies
d. Facilities, Equipment and Supplies
e. Upper Class, Peers and Family
5. What is the degree of problems encountered by cadets to corps squad
participation in terms of:
b. The extent of seriousness of Behavioral Indicators
c. The extent of seriousness of Administrative Support
d. The extent of seriousness of Training Program
e. The extent of implementation of Corps Squad Policies
f. The extent of adequacy of Sports Facilities, Equipment and
Supplies
Objectives of the study
Generally, purpose of this study is to determine the corps squad
participation of cadets in the Philippine Military Academy.
Specifically, this study aimed to:
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1. Find out the profile of corps squad members in terms of:
a.
Age
e.
Ethnic
Origin
b. Gender
f. Body Type
c. Height
g. Highest Educational Attainment
d. Weight
h. Sports Interest before cadetship
2. To determine the sports preferences of corps squad members in terms
of:
a. Team Sports
b. Individual/Dual Sports
c. Combative Sports
3. To determine the extent of influence to corps squad participation in
terms of:
a. Behavioral Indicators
b. Administrative Support
c. Training Program and Policies
d. Facilities, Equipment and Supplies
e. Upper Class, Peers and family
4. To determine the relationship of cadet profile and its influence to corps
squad participation in terms of:
a. Behavioral Indicators
b. Administrative Support
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c. Training Program and Policies
d. Facilities, Equipment and Supplies
e. Upper Class, Peers and Family
5. To determine the degree of problems encountered by cadets to corps
squad participation in terms of:
a.) The extent of seriousness of Behavioral Indicators
b.) The extent of seriousness of Administrative Support
c.) The extent of seriousness of Training Program
d.) The extent of implementation of Corps Squad Policies
e.) The extent of adequacy of Sports Facilities, Equipment and
Supplies
Importance of the Study
The Philippine Military has prized its Physical Education program because
it aims to produce cadets that possess a holistic approach in its academic and
military life. This study is of great importance to all stakeholders in the corps
squad participation of cadets in the Philippine Military Academy because an
assessment of their level of participation would bring about certain issues that can
be addressed through development of new programs. This study hopes to allow
the readers to appreciate sports as a whole, and competition in particular.
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This will also give the researcher a wider perspective in the field of sports
as applied in the Academy to which his work is based. He can thus give some
recommendations to some existing policies and guidelines where areas of
improvement can be exacted.
The findings of this research will also give important feedback to the corps
squad and have them understand the benefits of sports, discipline and positive
values gained in participation to sports activities. This study will also pave the
way for a deeper understanding of holistic development of leaders of the Armed
Forces of the Philippines.
To the Philippine Military Academy, findings will pave the way to better
corps squad participation and succeed in different sports competitions thus
molding the cadets towards a better productive citizen of the nation. Further, it
would produce better officers of the Armed Forces of the Philippines that is the
overall governing body of the military in the country.
Results of this study will create awareness and insights on how corps
squad participation and program are managed and how competent and effective
the personnel in implementing the program. Moreover, findings will also be the
basis for making necessary revisions of the corps squad program.
Scope and Delimitations of the Study
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This study is limited to the corps squad participation cadets in the
Philippine military Academy. It includes the demographic profile of corps squad
members in terms of age, gender, height, weight, ethnic origin, body type, highest
educational attainment and sports interest before cadetship and their sports
preferences in terms of team sports, individual/dual sports and combative sports.
The study also focused in the identification and the extent of influence to corps
squad participation in terms of behavioral indicators, administrative support,
training program and policies, sports facilities, equipment and supplies and upper
class, peers and family.
It includes the relationship of corps squad members’ profile and its
influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; sports facilities, equipment;
and supplies and upper class, peers and family. Finally, this study identifies the
degree of problems encountered by cadets to corps squad participation in terms of
the extent of seriousness of behavioral indicators, the extent of seriousness of
administrative support, the extent of seriousness of training program, the extent of
implementation of corps squad policies, and the extent of adequacy of sports
facilities, equipment and supplies.
The Corps Squad Participation of Cadets
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REVIEW OF RELATED LITERATURE
Nature of Physical Education
Physical Education focuses on the teaching of skills, the acquisition of
knowledge and development of attitudes through movement (Schmottlach and
McManama 1997). Most public schools, colleges and universities recognized the
importance of physical education by making it a part of the curriculum.
Bucher and West (1987) defined Physical Education as an educational
process that aims to improve human performance through the medium of physical
activities selected to realize this outcome. It includes the acquisition and
refinement of motor skills, the development and maintenance of fitness for
optimal health and well being toward physical activity. Bucher et al. further
stated that physical education is not only concerned with the physical outcomes
that accrue from participation in activities but also the development of knowledge
and attitudes conducive to life long learning and participation.
The foundation of physical education in the Philippines is the
“preservation of man and his environment” and that the scope of the program
should include the preservation of man and his attitude, preservation of man and
his cultural heritage, preservation of man and his natural resources. These areas
of concern are the components of physical education and sports. It deals with the
education of the citizenry in physical fitness as a way of life, characterized by a
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lifestyle of regular and sustained participation in physical activity, for greater
productivity of illness and physical deterioration as well as to minimize
susceptibility, to degenerative diseases and ill-effects of aging process. Mequi
(1988), in his study, concluded that the preservation of man and his environment
and his attributes, his cultural, moral, and natural heritage as foundation of
Philippine physical education and school sports aims to: a) develop a nation of
participants, a nation not of spectators, but a nation of participants in the “rigorous
life”; b) develop the citizen as sportsmen; a citizenry possessed by the knowledge,
skills and positive attitudes which guarantee lifetime participation in physical
activities; c) develop elite athletes, Filipino athletes who shall be competitive with
their counterparts in international sports; and d) develop an environment and
survival of this three; an environment with freshness and integrity of natural
world to nurture man’s “obligation to endure”.
According to Parra (1981) the primary objective of physical education, is
to help an individual achieve the maximum mental, physical, social and emotional
fitness of which he is capable of. Furthermore, education is concerned with the
well-balanced growth and development of the whole person socially, emotionally,
spiritually, mentally and physically.
Schmottlach and McManama, (1997) pointed out three objectives of
physical education: 1.) Psychomotor Objective refers to the dual role of skill
improvement and fitness development that one should experience as a result of his
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participation in physical education or wellness course. 2.) Cognitive Objective,
on the other hand, refers to the accumulation of knowledge as well as the ability
to think and interpret knowledge. Lastly, the 3.) Affective Objective deals with
the development of traits such as the individual’s values, appreciation, attitudes
and interests.
Behavioral Indicators of Corps Squad Participation
Getchell (1983) defined competition as a way of life and if conducted in
proper perspective; games and sports can make life interesting. It may also
provide the incentive for staying in shape.
Brasch (1980) concluded that sports fulfill the primary want of man and
when spontaneously taken up, it renders satisfaction and a sense of achievement.
Sports has a natural result of a universal love of play which man’s innate desire is
to compete and excel, if not to dominate others. He further stated that all sports,
irrespective of their origin, develop a man’s faculties that have enriched his life
manifold. Sports train a person in endurance, hard work, and vigorous self-
control. It increases a man’s stamina and the will to his best, no matter what the
odds are. Some of the greatest lessons of life have come out of the world of
sports. They have taught man to be undaunted by any challenge.
Otto et al. (1971) viewed that sports gives an opportunity to match one’s
skill against those of others. One gets a feeling of pride and satisfaction when he
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wins, and inspired to improve when he loses. There are sports for every season of
the year. Some are designed for team play, others stressed individual
achievement. Specific sports are played either indoor or outdoor. Some sports
are strenuous, while others are not. Team games satisfy man’s need to interact and
develop a spirit of interdependence in sports. Team games have many advantages
over other sports because personal interaction is very high. It also promotes unity
and leadership. One learns the value of rules and penalties for breaking them.
Players use a group think in building team strategy. Every player feels an
obligation to do his best. One shares the same feeling of victory or defeat. Team
sports are training ground for people to face life. A class in school, an office
force, a factory crew, or board of directors should function as a team.
Miller and Allen (1982) contended that when an individual is engaged in
sports he would have a healthy body image, self-image, and self-estimate when
he is exposed to sports. New physical activities and participation in all level of
competition can provide opportunities for social recognition and the development
of interpersonal relationships. Various group activities can also develop one’s
ability to work harmoniously with others and to adjust to their wishes and
feelings.
Lumpkin (2002) describes sports as competition in which the players who
will emerge as either winners or losers view the outcome as important. Broadly
defined, sports are physical activities governed by formal or informal rules that
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involve competition against an opponent or oneself and are engage in for fun,
recreation or reward.
Selection of Sports Activities according to some Variables.
An organism is one unit and the fact that all aspects of development
(physical, mental, social, emotional) are interrelated. The organistic approach,
which considers the human organism as a totality, is stressed. However,
educators usually give priority attention to the physical aspect including the
psychological and emotional aspect of player. The development of organic
power and the teaching of neuromuscular skill involved in games and sports
remain unique contributions to the development of the individuals. Walker et al
(1976) stated that biological health, which implies physical and motor fitness, is
one of the most important objectives of physical education.
Physical education today is based on scientific facets and principles. As
such, its program is developed as a result of systematized knowledge based on
verifiable general laws (Bucher (1960). This knowledge covers many areas of
learning. Physical education is concerned with more than just the physical
aspects of the organism. It also establishes its program with the psychological,
sociological, physiological and other aspects of growth and development. It aims
to develop youth into good citizens who have the capacity to enjoy a happy,
vigorous, and interesting life. To accomplish these tasks, it is necessary to know
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all about the individual, how his body functions, how he learns, why he acts like
he does, and his relationship to the group, society and world in which he is a part
of. Furthermore, the human being represents a unified whole, each part being
necessary to the successful functioning of every part.
Arnot and Gaines (1986) pointed out that for centuries, coaches have
attempted to identify the athletic abilities in different sports by the physical
appearance of the athlete. In fact most people tend to make visual connections
between the way certain people look in certain sports – between a lean, seven foot
man for example, and basketball. Over the last decades the tendency to make
qualitative visual assessment of athletic abilities or potentials has been formalized
into set rigid, quantitative measurements known as anthropometrics. Purely
visualized assessment of bodies can identify certain athletic abilities, even
imperfectly. In the same way, we can identify visually the performance potentials
between Ferrari and truck. The Ferrari looks fast and likely the truck is probably
powerful, as it looks, but not necessarily. No amount of a visual analysis of an
athlete, not even most sophisticated visual assessment can reveal the individual’s
heart-lung engine or the control system that drives the machine. Nor can such
assessment tell one how the machine or body is constructed except in the most
general way.
The body composition of fat and muscle and the proportions of skeleton
are determined at birth and they circumscribe the person’s athletic potentials for a
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lifetime. In making an individual evaluation, the anthropometrist measures
height, weight, length, width and circumference of all body segment and size fats
stored. The goal in taking these measurements is to reduce the body into a simple
but accurate index that can convey precisely the athletic potentials of a given
physique. This specific index, comprising an individual’s degree of fatness and
muscularity and proportions, is known as the person’s somatotype. There are
three somatotypes such as ectomorph, endomorph, and mesomorph – which
follow our general and traditional sense of how physiques divide into lean, fat ;
and muscular body type. Convenient as those categorized are, however, the
modern anthropometrist knows no individual fits precisely into any one of them,
and that the proper function of somatotyping is not to caricature but to
characterize individuals by the degree to which they are, on scale, measurably
endomorphic, ectomorphic, or mesomorphic.
A somato chart helps a sports scientist visualize how a person’s physique
relates to the specific requirements of individual sports. Moreover, the athlete can
see himself on a somato chart and how his physique matches those of top athletes
in his sport by comparing it to the “Phantom Frames” that are prototypical of that
sport.
Though somatotyping serves as useful purpose for sports scientists by
grossly describing the structural requirements of various sports, it remains a
purely descriptive device and adds little to the understanding of how body
The Corps Squad Participation of Cadets
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20
performs athletically. The goal of a modern sports scientist is to help athletes
perform better. They must be able to understand how to work and how their
various performances might be improved. The science of kinanthropometry has
made it possible to achieve knowledge through investigation of how the muscles
work in relation to particular frames.
Johnson et al. (1966) concluded that before the most useful and effective
continuing program of physical activity can be selected, personal and
environmental factors must be taken into consideration. Changes in personal and
environmental needs can modify the basic desire to exercise in either positive or a
negative way.
Personal factors influence program selection. Any of the various types of
programs, ranging from individual home exercise programs to a highly organized
and competitive team sports, require a certain amount of critical analysis.
Question like “will I succeed?” “Will I enjoy myself?” “Will I be embarrassed?”
and; “Is it worth the trouble?” are asked of oneself. Past experiences and the
deep seated desire for the individual’s factors.
One very best factor is body type. An obese person, for example, would
not usually select tennis, especially if he has difficulty starting and stopping
quickly. On the other hand, swimming is an activity a person might very nicely
adopt. The extremely thin person must evaluate his limited force potential when
considering activities that requires considerable strength. Very short and very tall
The Corps Squad Participation of Cadets
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21
individuals have disadvantages in others. Basketball has become a tall man’s
game, provided that the tall man has a leg power and endurance to exploit his
height around the basket. A short person with superior coordination can compete
favorably in practically all-recreational activities, and can excel in such sports as
gymnastics and diving as well. A person’s body type is not usually a critical
factor involved in selection of the physical fitness phase of program, except for
the very active games,
Appropriate
environmental factors must exist if participation in popular
activities learned in school is to continue. Absence of anyone of the essential
factors, such as appropriate facilities, can stifle any desire to participation.
Equally important are the social environment. For many people, difficulties in
securing teammates lack of spectators, or the absence of public acclaim may serve
to reduce motivation to level of indifference. An understanding of the need for
exercise and familiarity with non-social individualized activities may be essential
if problem of this kind are to be avoided.
Problems Encountered in Physical Education and Sports Activities
In a book report by Ylanan and Ylanan (1974) submitted by former
Secretary of Education, General Carlos P. Romulo to the Philippine Amateur
Athletic Federation entitled “Towards a National Sports Development”’ provides
an impartial commentary on the problems of sports. The observations and
The Corps Squad Participation of Cadets
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22
recommendations which are practical and undoubtedly will be a great factor in the
development of Philippine sports are as follows: 1) the adoption of national
fitness program. This includes a nationwide Physical Education Program under
good leadership. 2) the need for more sports facilities. 3) the need for appropriate
or sizeable funds for an adequate program. 4) a well-rounded, programmed year-
long sports calendar in the schools as well as university level. 5) the Armed
Forces of the Philippines must have an athletic development program of its own,
which must be coordinate with the national program.
Facilities are also very important for physical education. For most the
most that each school has in terms of facilities are the classrooms and laboratories
for its instructional and practice endeavors. Howard and Masonbrick (1963)
pointed that the equipment and supplies are the instructional materials used by the
teachers and students in their learning activities. The facilities, equipment and
supplies must be adequate to meet the requirement of the program, and must be
suited to the primary purpose, which the program serves. These are the primary
considerations, which the educational institutions must have in mind as it utilizes
its current facilities and plans to develop new ones.
Dardik (1984) reported that the major reason why many members of our
society are spectators rather than participants is because they lack adequate
understanding of the power of the human mind in relation to sports. During the
past decades, the techniques involved in visual imagery and mental rehearsal have
The Corps Squad Participation of Cadets
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grown from oversimplified concepts of positive thinking to more scientific
approaches that incorporate high speed cinematography, digitized computer read-
outs and stop-action video play and simulation technology.
In a study conducted by Horine (1985), he identified several problems that
will alert administrators what to address when it comes to the physical education
program: 1) not enough teaching stations to accommodate students, 2)
insufficient practice space to handle existing teams, 3) number of injuries
resulting from inadequate areas for training, 4) inability to add new sport
activities because of lack of appropriate space even though there is support and
demand. 5) complaints from students, parents or staff related to in adequate
facilities. 6) escalating repair and maintenance bills, and consistent inability to
accommodate all spectators.
Pangrazi and Dauer (1995) stated that one of the major problems in
implementing a certain program is the lack of administrative support. The
support of school administration has a significant impact on the curriculum. It is
important for the physical education teachers to interpret program goals. Many
administrators have misconceptions about physical education and its contribution
to the overall education of students.
The study of Austero (1987) tried to find out the availability and use of
facilities and equipment and academic preparation of teaching personnel.
Findings revealed that physical education instructional materials, supplies and
The Corps Squad Participation of Cadets
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equipments are not adequate. Most schools do not have indoor teaching facilities
and equipment. Further, most of the physical education teachers are not
academically qualified and competent enough to handle physical education
classes.
Bucher and Krotee (2002) mentioned the desire to win and to generate
revenue have resulted in some unfortunate practices, such as unethical recruitment
practices, altering transcripts to make players eligible, admitting students to
colleges and universities who may be academically unqualified. Furthermore, the
lax academic and behavioral standards for varsity athletes, not to mention
substance abuse, violence and player exploitation were major issues and concerns.
Role of Sports in Society
In a study made by Bucher and Krotee (2002), they mentioned that it is no
secret that millions engage in competitive sports on a yearly basis. The fact that
sports is a multi-dollar industry serves as a testimony to the status of sport in
contemporary society. More than one-tenth of the World Almanac is devoted to
sports, and that more people watched the World Cup than watched Neil
Armstrong take the first step on the moon.
Sports magnetism has been chronicled and debated by many who
concentrated their effort on sport-specific exploitation of our limits and inner
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selves. However, most researchers, and organizations contend that sports possess
the following functions.
1.
Sports serves as an emotional release and relieves stress. It functions as a
safety valve, and provides a catharsis to relieve aggressive tendencies.
2.
Sports serves to reinforce one’s identity as it offers opportunities to be
recognized and to express one’s individual qualities.
3.
Sport provides a means of control over and containment of people.
4.
Sports result in social change and new behavior patterns and is a factor
that may contribute to changes in the course of history.
5.
Sports creates a communal spirit (collective conscience) that brings people
together in search of common goals, such as building community.
6.
Sports provides a feeling of success in both the participant and for the
spectator when a player or team with whom one identifies wins. To win in
sport is also a win life; it may serve, as a predictor of later life success and
winning seems to be glorified by all.
Sport – Natural Religion
Michael Novak in The Joy of Sports as cited by Siedontop (2001) argued
that sports maybe likened to a natural religion and that one must understand it as
such to grasp its fundamental importance. He described what is it like to be a
believer among unbelievers:
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“Faith in sports, I have discovered, seeks understanding. Other believers
know how hard is to put into words what they so deeply and obscurely
know. They have also argued with their wives and friends, and even their
own heads. All around this land is a faith without an explanation, love
without a rationale”. (Novak, 1976 p. xiii)
Novak argues, like those many people who for the most part agree with
him, is not based using a simple religious metaphor to explain sports. It does not
come from a sportswriter talking about “sacrifice” of an athlete, and is not an
athlete saying “you gotta believe”. His serious argument is based on qualities and
characteristics fundamental to the sport experience and to the role that
experiences plays in individual and social life:
“I am saying that sports flow outward into action from a deeper natural
impulse of freedom, respect and longing for perfection. The athlete may of
course a pagan, but sort are, as it were, natural religions.”
How has sports become a religion? (Siedentop, 2001). Sports are
organized and dramatized in religious way. There are rituals (the coin toss, the
opening lineups, etc.), costumes (or “vestments” to use the religious phrase).
There are figures that enforce rules and mete out punishments (referees). There is
a sense of power that are outside ones control (ball bounces to the left, the wind
blows at an inopportune moment). Sports also can, when done well; teach
qualities that are religious in nature, such as perseverance, courage, and sacrifice.
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In sports, athletes often strive for perfection, just as many people do in religious
orders. In sports, as in religion, there are heroes and heroines who provide models
of perfection to strive for, who are admired for what they did, and become almost
saint-like.
Believers in sport should neither be assumed of their beliefs nor be
reluctant to defend those beliefs. Being able to explain and defend one’s
commitment to sports can be a powerful professional tool. In addition, one
should not have to tolerate having others make fun of sports. As Novak (1976)
explains,
“Sports are not merely fun and games, not merely diversions, not merely
entertainment. A ballpark is not a temple, but isn’t a fun house either. A
baseball game is not an entertainment; a ballplayer is considerably more
than a paid performer. No one can explain the passion, commitment,
discipline, and dedication involved in sports by evasions like these.”
Benefits from Participating in Physical Education and Sports Activities
A healthy and an active lifestyle involve a certain combination of physical
activities. Through the health and physical education curriculum, students will
develop an understanding of the factors that contribute to physical fitness, health
and well-being. They will have a personal commitment to daily vigorous physical
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activities and positive behavior. Finally, it will enhance the basic movement skills
required in physical activities throughout their lives. (http://www.edu.gov.on.ca)
According to Andin (1988), physical education offers a total approach to
human development such as physical, social, emotional, and mental through total
body movements. Through carefully selected physical activities, an individual
who participates actively will develop and maintain good health and a high level
of physical fitness. The acquisition of physical skills motivates an individual to
participate further in physical activities so that his growth and development will
be enhanced. The specific components of physical fitness are vigor, endurance,
strength, muscular power, agility, flexibility, balance and speed. Thus it promotes
the physical development of an individual.
Participation in physical education and sports activities provides
opportunities for the development of desirable social needed for the adjustment of
social life in general. Some of the worthwhile traits are friendliness, cooperation,
respect for the rights of others, sportsmanship, good leadership and fellowship,
and honesty in group competition.
The informal nature of physical education activities offers opportunities
for self-development and emotional mastery. Examples of emotional traits that
can be developed are: self-confidence, self control, courage and determination.
Through participation in physical education and sports activities, the
individual develops his mental capacities as he learns the mechanical principles
The Corps Squad Participation of Cadets
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underlying movements, as he acquires knowledge and understands rules and
strategies of games and sports, and as he discovers ways of improving his
movements in gymnastics and dance.
Specific Health Benefits of Regular Physical Activity
The College of Human Kinetics, University of the Philippines Diliman,
have listed several health benefits of regular physical activities. (EX SCI ED
SERIES #1. Move for HEALTH and FITNESS. chk@chk.upd.edu.ph): They are
as follows: more enjoyable longer life, improved general outlook, mental
capacity, feeling of vigor, feeling of belongingness and, improved self-image and
self-confidence. It also stated that physical activities reduced incidence and
severity of personal disorders, fatness and increased leanness, greater bone
density, improved circulation, heart capacity and lung function, sound and
beneficial sleep. It has resulted to youthful appearance, healthy skin, better muscle
tone, reduce risks of cardiovascular diseases, improvement of diabetes symptoms.
The health benefits also include reduce incidence of constipation and colon
disorders including cancer, slowed cardiovascular aging, reduced fat and
cholesterol in blood, reduced blood pressure, slower resting pulse rate, reduce risk
of stroke, faster wound healing, and possible prevention of rheumatism and
arthritis. Finally, it has promoted the improvement or elimination of menstrual
cramps, improved resistance to colds and infections, and better tolerance to pain.
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Conceptual Framework
Figure 1 illustrates the research paradigm of the study:
Independent Variables
Moderate
variables
Dependent
variables
1. Cadet Profile
1. Behavioral indicators
a. Age
b. Gender
2. Administrative support
c. Height
Enhance Corps
Squad Program for
d. Weight
3. Training program and
Philippine Military
Policies.
e. Ethnic origin
Academy.
f. Body type
g. Sports interest
before cadetship
2.
Sports
preferences 4. Sports Facilities,
equipment and supplies
3. Problems met
5. Upper class, peers &
family
Figure 1. Paradigm showing the interrelationship among variables in the study.
The researcher used the following inputs as dependent variables; Corps
squad members profile such as age, gender, height, weight, body type, ethnic
origin, highest educational attainment, sports interest before cadetship, sports
The Corps Squad Participation of Cadets
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preferences and the problems encountered by cadets to corps squad participation.
The moderate variables are the extent of influence to corps squad participation in
terms of behavioral indicators, administrative support, training program and
policies, sports facilities, equipment and supplies and upper class, peers and
family.
The expected outcome of this study is to enhanced corps squad programs
for Philippine Military Academy.
Definition of Terms
Activities refer to any specific actions, pursuit whether they are curricular
or co-curricular in nature. These are educational procedures to stimulate learning
by firsthand experience needed to carry out the objectives of the program.
Behavioral
indicators used in this study refer to the behavioral reasons of
individuals participating to sports related activities.
Body
type refers to somatotyping to describe body shape using terms
endomorphic, ectomorphic and mesomorphic. (Beashel, et al. 2001)
Cadets refer to the students of the Philippine Military Academy.
Corps squad refers to a highly selected group of players among cadets of
the Academy who excel in sports competition, received extra coaching, advance
training and who participate in pre-scheduled athletic competitions. This term is
The Corps Squad Participation of Cadets
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equivalent to varsity in non-military schools. (Cadet Corps Armed Forces of the
Philippines Regulations 2002 – GRAYBOOK).
Ectomorph refers to physique characterized with little fat and muscle and
a narrow shape. (Beashel, et al. 2001)
Endomorph refers to physique characterized by excess fatty tissue and
viscera. Fat and pear and round shaped. (Beashel, et al. 2001)
Equipment and supplies pertain to items/tools used in sports and
recreational activities.
Extent of Influence refers to the level by which the perceived factors
influenced the corps squad participation among cadets.
Facilities are the permanent or semi-temporary play areas, courts, and
gymnasiums wherein sports and recreational activities are held.
First class cadets are the fourth year and graduating students of PMA.
Mesomorph describes the degree of muscularity in the individual relative
to his height. (Beashel, et al. 2001)
Military
Officers are commissioned officers of the Armed Forces of the
Philippines assigned in Philippine Military Academy who administer, direct and
formulate policies for the cadets.
Physical Education is the art and science of human movement. It is an
educational process that aims to improve human performance through the medium
of physical activities selected to realize this outcome (Butcher and Wuest 1987)
The Corps Squad Participation of Cadets
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Peers refer to the respondents’ classmates and friends.
Preference is the freedom to choose or select any physical activities and
sports that are related ones desires and interests.
Problems are difficulties encountered by the cadets in corps squad
participation.
Recreation is a way of relaxing and enjoying ourselves during leisure time.
Second class cadets refers to the third year students of PMA
Skill learned ability to choose and perform the right techniques at the right
time, effectively and consistently within a competitive game or activity.
Sports denote competitive activities that govern rules and regulation in
playing these games.
Third class cadets refers to the second year students of PMA
Upper
class is cadets that are in the higher level of years in PMA.
Hypothesis of the Study
There is no significant relationship of corps squad members’ profile and
its influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; facilities, equipment and
supplies; and upper class, peers and family.
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
METHODOLOGY
Location and time of the study
The study was conducted in the Philippine Military Academy, Fort Del
Pilar, Baguio City, Philippines. The Philippine Military Academy is the home of
the cream of the crop of future military officers. It was administered during 2nd
Trimester of Academic Year 2006-2007.
Respondents of the Study
The respondents were the third class (2nd year), second class (3rd year) and
first class (4th year) corps squad members of the Philippine Military Academy.
Table 1: Population of the Study.
Corps squad
Cadets
Cadettes
Total
Athletics 15
10
25
Badminton 4
4
8
Basketball 15
10
25
Baseball 10
-
10
Boxing 8
-
8
Chess 5
5
10
Judo 7
7
14
Karate 7
7
14
Lawn Tennis
4
4
8
Sepak Takraw
8
-
8
Soccer/football 15 - 15
Softball 10
-
10
Swimming 8
8
16
Table Tennis
4
4
8
Taekwondo 7
7
14
Volleyball 10
-
10
Grand Total:
137
66
203
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PHILIPPINE MILITARY ACADEMY
Figure 2. Map of Baguio City
Figure 3. Map of Philippine Military Academy
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36
Instrumentation
This study used the descriptive method and used a survey questionnaire to
gather the necessary data and information.
The first part of the questionnaire included the respondents’ profile which
consists of the following demographic information: age, gender, height, weight,
body type, ethnic origin, highest educational attainment, sports interest before
cadetship and their sports preferences in terms of team sports, individual/dual
sports and combative sports. The second part consists of questions pertaining to
the extent of influence to corps squad participation in terms of behavioral
indicators, administrative support, training program and policies, sports facilities,
equipment and supplies, and upper class, peers and family.
The last part consists of the degree of problems encountered by corps
squad participation among cadets in terms of the extent of seriousness of
behavioral indicators, and the extent of seriousness of administrative support. It
also included the extent of seriousness of training program, the extent of
implementation of corps squad policies, and the extent of adequacy of sports
facilities, equipment and supplies of the Academy. A five point scale was used to
measure the extent of influence, seriousness, implementation and adequacy of the
perceived factors. This provided the respondents with graduated scale to indicate
the degree on how the factors affect their corps squad participation. The
respondents answered the questionnaire using the following scale:
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1. The extent of Influence of the perceived factors to corps squad
participation.
Numerical Qualitative Description
Explanation
value
5 Highly
Influential
Factors strongly influence to corps squad
(HI)
participation among cadets in PMA.
4 Influential
Factors are influential to corps squad
(I)
participation among cadets in PMA.
3 Moderately
Influential
Factors moderately influence to corps squad
(MI)
participation among cadets in PMA.
2 Less
Influential
Factors slightly influence to corps squad
(LI)
participation among cadets in PMA.
1 No
Influence
Factors do not influence to corps squad
(LI)
participation among cadets in PMA.
2.
Regarding the degree of seriousness of the problems encountered
to corps squad participation among cadets in Philippine Military Academy, the
following scale was used.
Numerical Value
Qualitative Description
Explanation
5 Extremely
Serious
(ES)
Problems are Extremely Serious
4
Serious (S)
Problems are Serious
3 Moderately
Serious
(MS)
Problems are Moderately Serious
2
Slightly Serious (SS)
Problems are Slightly Serious
1
Not a Problem (NP)
Problems are not a problem
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3.
With regards to the extent of implementation of Corps Squad
Policies, the following scale was used:
Numerical
Qualitative Description
Explanation
Value
5 Highly
Implemented
Policies are fully (100%) implemented
(HI)
throughout the year
4 Implemented
Policies are implemented (80%)
(I)
throughout the year
3 Moderately
Implemented
Policies are moderately (50%)
(MI)
implemented throughout the year
2
Lowly Implemented
Policies are barely (30%) implemented
(LI)
throughout the year
1 Not
Implemented
Policies are not at all implemented
(NI)
throughout the year
4. With respect to the extent of adequacy of Sports Facilities, Equipment
and Supplies, the following scale was used:
Numerical
Qualitative
Explanation
Value
Description
5 Very
Adequate
When facilities, equipment and supplies are
(VA)
never been a problem. (100% adequate)
4 Adequate
When facilities, equipment and supplies are
(A)
adequate. (75% adequate)
3 Moderately
Adequate
When facilities, equipment and supplies are
(MA)
moderately adequate. (50% adequate)
2 Inadequate
When facilities, equipment and supplies are
(I)
few and hardly available. (Less than 50%
adequate)
1 None
No facilities, equipment and supplies at all.
(N)
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Data Collection
A pretest was administered among 24 non-corps squad members of
Philippine Military Academy. A respondent per class were selected of each eight
companies except the fourth classmen (first years) who were not respondents of
the study. Revision and formulation of the final questionnaire was made as a
result of the conducted pre-test.
The researcher made a formal request from the Commandant of Cadets of
PMA to administer the questionnaire to the different corps squad members. The
questionnaire were personally distributed and collected from different Cadet-In-
Charge (CICs) after the respondents had answered.
Statistical Analysis
After the questionnaire was retrieved, data was used using means, counts
and statistics. The results were analyzed using the descriptive statistics such as
percentage, ranking and weighted mean to describe the data. On the other hand,
inferential statistics such as the two-tailed analysis of variance and Kruskal -
Wallis Test were used to test the significance of the stated null hypotheses of this
study.
A 0.01 level of significance was the criterion point for the acceptance or
rejection of the null hypothesis.
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
RESULTS AND DISCUSSIONS
This study was conducted to determine the cadet Corps Squad
participation in the Philippine Military Academy. Presented below are the results
of the study:
Profile of the Corps Squad Members
Age. Presented in Figure 4 is the Age of the respondents. Results showed
that majority or 47 percent of the corps squad members are between 21 – 22
years old, while 35 percent belonged to ages ranging from 18 – 20 years old. On
the other hand, there were 18 percent who had ages ranging from 23 years old and
above. This is attributed to the policy regulating the age requirement as a ground
for admission for cadetship in Philippine Military Academy.
AGE
23 - Above
18%
18 - 22 Yrs
Old
35%
21 - 22 yrs
Old
47%
Figure 4. AGE of the Respondents
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4
Gender. Figure 5 shows that majority of the respondents were males or 82
percent, while 18 percent were females. The reason behind this is that the
Academy is dominated by male cadets and has started accepting female cadets in
the late 90’s. Aside from the fact that the corps squad is dominated by the male
cadets, this can be attributed to the fact that most of the individual and team sports
are sports specifically for men. Thus the need to create games that are gender
friendly must also be initiated.
GENDER
100%
80%
60%
40%
20%
0%
Male
Female
Series1
82%
18%
Figure 5. Gender Profile of the Respondents.
Height. Figure 6 shows that majority or 51 percent of the corps squad
members had heights ranging from 5’5” to 5’7. There are 21 percent whose
heights are ranging from 5’4” and below, and 19 percent who are 5’8” to 5’10”
and only 9 percent who are 5’11” and above. This is attributed to the policy
regulating the height requirement as ground for admission for cadetship in the
The Corps Squad Participation of Cadets
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4
Academy. The minimum height requirement for male applicants is 5’4” and 5’2”
for female.
HEIGHT
5' 11" Above
5' 4" Below
9%
21%
5' 8" - 5' 10"
19%
5' 5" - 5' 7"
51%
Figure 6. Height of the Respondents
This corroborates with the statement of Bucher et al. (2002) that it is
necessary to understand the physical characteristics of individual at all level of
growth and these are met in selecting activities. There are also a few sports that
require a minimum height requirement, while most sports in the Academy does
not require a certain height standard.
Weight. Figure 7 shows a description of the weight of the respondents.
Most of the corps squad members had weight ranging from 51 kg to 60 kg (42%)
and 41 percent have weight ranging from 61 to 70 kg, while there are 12 percent
who had above 71 kg and 5 percent who are 50 kg below. It shows that the
majority of the corps squad members are at the normal weight level in relation to
their height based on the Body Mass Index (BMI) although cadets are not
The Corps Squad Participation of Cadets
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4
considered obese because of their muscular body type. Observations show that
most of the cadets in the Academy maintain a good physique due to the nature of
their activities.
WEIGHT
71 Kg
50 Kg
Above
Below
12%
5%
51- 60 Kg
42%
61 - 70
Kg
41%
Figure 7. Weight of the Respondents.
Body Type. Figure 8 shows the body type of the respondents. Results
showed that the body type of corps squad members revealed that 49 percent are
mesomorph or “muscular type”, 39 percent are ectomorph or “thin type” while 12
percent are endomorph or “big”. It shows that majority of the respondents’ body
type are at the normal level considering the strict and rigid physical fitness
development training program for the cadets until they graduate from the
academy.
The Corps Squad Participation of Cadets
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4
BODY TYPE
Endomorph
12%
Ectomorph
39%
Mesomorph
49%
Figure 8. Body Type of the Respondents.
Ethnic origin. For the corps squad members, majority or 71 percent came
from Luzon, 23 percent from Visayas and 6 percent are from Mindanao. In fact,
cadets in the academy are dominated by young adults from Luzon followed by
Visayas and Mindanao respectively. Figure 9 shows this:
ETHNIC ORIGIN
Mindanao
6%
Visayas
23%
Luzon
71%
Figure 9: Ethnic Origin of the Respondents
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4
Educational
Attainment. Figure 10 shows that majority or 86 percent of
the corps squad members attained at least second year college prior to their entry
to the Academy, 9 percent were high school graduates and only 5 percent were
graduates of college. This is attributed to the policy regulating the minimum
education requirement, at least high school graduate, of applicant as ground for
admission for cadetship in the Academy.
EDUCATIONAL ATTAINMENT
College
High School
Graduate
Graduate
5%
9%
College
Level
86%
Figure 10. The Respondent’s Educational Attainment.
Sports Interest. Figure 11 shows that majority or 51 percent of the corps
squad members are non-athletes prior to their entry to the academy and only 49
percent are athletes. It really shows that majority of the corps squad members
were trained and exposed only in sports while studying in the academy through
The Corps Squad Participation of Cadets
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the specialization of sports fundamentals in the physical education curriculum
offered by the Sports and Physical Development Unit (SPDU) of the Academy.
SPORTS INTERESTS BEFORE CADETSHIP
51%
51%
50%
50%
49%
49%
48%
Athlete
Non-Athlete
Figure 11. Sports Interest of the Respondents.
Sports Preferences
Figure 12 shows the sports preferences of corps squad members in terms
of team sport. The results reveal that in the team sports, basketball (37%) was
ranked first followed by soccer (33%), volleyball (17%), baseball (8%) and
softball (4%) respectively. This shows that it is consistent that basketball has
been the most popular sports not only in the Academy but in other universities
and the country as well.
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TEAM SPORTS
40%
30%
20%
10%
0%
Basketball Volleyball
Baseball
Softball
Soccer
Series1
37%
17%
8%
4%
33%
Figure 12. Participation in Team Sports
Cabanlet (2005), quoted from the DPE-Manual states that: “In team
sports, cadets learn that individual skills and knowledge of strategy and tactics
are immaterial without teamwork and cooperation…” Developing camaraderie,
loyalty and cooperation is the primary goal of team sports in cadets. The battle
where these cadets will someday go will not be won if participants will not
function as one.
In individual/dual sports, the most preferred was chess (19%) followed
closely by athletics (17%), badminton (16%), swimming (15%), archery (12%)
lawn tennis (9%) and sepak takraw (2%) respectively. Figure 13 illustrates this:
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INDIVIDUAL/DUAL SPORTS
20%
15%
10%
5%
0%
Sepak
Table
Lawn
Athletics
Archery
Chess
Swimming badminton
Takraw
Tennis
Tennis
Series1
17%
2%
12%
19%
10%
15%
16%
9%
Figure 13: Participation in Individual Sports
In the military profession, chess is the most preferred individual sports
because it is the simulation of a real warfare where a cadet improves his
strategies, tactics and approaches to identify the strength and exploit the
weaknesses of the enemy to win the battle. By the nature of work, athletics is the
common individual sport to get fit by the cadets and badminton is the most
preferred recreational sport. In combative sports, Taekwondo (35%) ranked first
followed closely by karate (35%), judo (20%) and boxing (17%). Combative
sports are equally important because these are the skills that a certain cadet needs
when they are commissioned to active duty.
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COMBATIVE SPORTS
40%
30%
20%
10%
0%
Boxing
Judo
Taekwondo
Karate
Series1
17%
20%
35%
27%
Figure 14: Respondent’s Participation in Combative Sports
This is attributed among the qualities of a PMA graduate as cited in the
PMA Road Map 2015. The Sports Program of the Academy through the Sports
and Physical Development Unit are aimed towards sports excellence that is of use
for the future career of every PMA graduate. As stated in the PMA-DPE
Handbook, one of the primary objectives is: “to train cadets to be efficient
combatants instilled with confidence and self-discipline by elevating their
understanding to governing doctrines of Martial Arts.” It is expected then, that
relatively, cadets will excel in combative sports. (Cabanlet 2005) The results
conform to the findings of Johnson et al. (1966) who mentioned that everyone
possesses different personality structures and interests. And there is a need to
select sports and physical activities that are related to their own interests and
desires. Any one who is active in sports found these activities acceptable when
combined with favorite sports.
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The Extent of Influence to Corp Squad Participation in terms of:
Behavioral Indicators
Table 2 shows the extent of influence to corps squad participation in terms
of Behavioral Indicators.
Table 2:
The extent of influence to corps squad participation in terms of
Behavioral Indicators
Variables Mean
Description
Interesting 4.63
HIGHLY
INFLUENTIAL
Challenging 4.64
HIGHLY
INFLUENTIAL
Easy to Learn
4.19
HIGHLY INFLUENTIAL
Socialization 4.11
HIGHLY
INFLUENTIAL
Popular 3.72
INFLUENTIAL
Physical Fitness
4.18
HIGHLY INFLUENTIAL
For Competition
4.60
HIGHLY INFLUENTIAL
Less Expensive
2.93
MODERATELY INFLUENTIAL
Excused from other duties
2.14
MODERATELY INFLUENTIAL
Over-all Weighted Mean
3.90 INFLUENTIAL
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Influence
1.01 – 2.00
Slightly Influential
2.01 – 3.00
Moderately Influential
3.01 – 4.00
Influential
4.01 – 5.00
Highly Influential
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The results show the responses of corps squad members with regards to
their reasons for participating in the corps squads. “Challenging” was the most
ranked and “highly influential” among the variables as indicated by the
respondents with a computed mean of 4.64; followed by “interesting” which is
ranked “highly influential” with a mean of 4.63. “For competition” was ranked
third which is “highly influential” with a mean of 4.60. Ranked fourth is “easy to
learn” which is “highly influential” with a mean of 4.19; “physical fitness” which
is “highly influential” with a mean of 4.18; “socialization” which is “highly
influential” with a mean of 4.11; “popular” which is “influential” with a mean of
3.72. The least ranked and “moderately influential” were “excused from other
duties” with a computed mean of 2.14 and “less expensive” with a computed
mean of 2.93.
Findings reveal that the most influential behavioral indicators influencing
cadets’ participation to corps squads are the following: joining sports are very
“challenging”, very “interesting”, “for competition”, “easy to learn”, for “physical
fitness” and for “socialization”. It is a known fact that those who engage in sports
love challenge of any kind, most especially when the challenge his her ability to
win or to further enhance his or her skills.
People engage in sports not merely to have fun but to avail of the benefits
as stated by Siedontop (2004). Participation in sports not only gives healthful
relaxation of the body but also teaches one to keep alert and clear minds during
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the games. It cultivates in the player the value of sportsmanship, discipline,
honesty, fair play, patience, cooperation, self-reliance, and respect to an authority,
temperance and winning by the rules.
The statistical analysis reveals that most of the behavioral indicators
mentioned are “influential” as supported by the over-all computed mean of 3.90.
Meaning that the extent of influence affected how they played each game. Over-
all, cadets participate in corps squads because they find it very challenging,
interesting, easy to learn, for physical fitness, for competition and for
socialization. Getchell (1983) had similar findings as he stated that games and
sports are forms of social involvement and a source of enjoyable to get fit. It is
true that a certain choice of sports must contain in itself a source of enjoyment for
one to be able to sustain it. All the variables are equally important for a certain
field of sports to be equally integrated in a person's life.
Lumpkin (2002) described sports as forms of competition in which the
players who will emerge as either winners or losers view the outcome as
important. Broadly defined, sports are physical activities governed by formal or
informal rules that involve competition against an opponent or oneself and are
engage in for fun, recreation or reward. Weiss (1969) argues that sports provide
people with their greatest opportunity to achieve human excellence and it is that
striving for excellence that he sees at the heart of sport.
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Administrative Support
Table 3 shows the extent of influence to corps squad participation in terms
of Administrative Support.
Table 3:
The extent of influence to corps squad participation in
terms
of
Administrative
Support
Variables Mean
Description
Military Officers
3.44
INFLUENTIAL
Tactical Officer
3.61
INFLUENTIAL
Coach/Trainer 4.40
HIGHLY
INFLUENTIAL
Budget Support
3.79
INFLUENTIAL
Over-all Weighted Mean
3.81 INFLUENTIAL
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Influence
1.01 – 2.00
Slightly Influential
2.01 – 3.00
Moderately Influential
3.01 – 4.00
Influential
4.01 – 5.00
Highly Influential
The results show that the “coach/trainer” rank first as “highly influential”
to cadets’ participation to corps squads with a computed mean of 4.40. “Budget
support”, “tactical officers” and “military officers” are “influential” to cadets to
participate to corps squads as supported by the computed mean of 3.79, 3.61 and
3.44 respectively.
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Findings reveal that the “coach/trainer” was the most influential to the
cadets’ participation to corps squads because the coaches work directly with the
cadets and they get the important feedback from their coaches. These coaches are
the physical education instructors of the academy. The coach plays a major role in
achieving success during sports competition. As qouted by (Bull 1996) “He has
the responsibility of transporting a young athlete on the difficult journey toward
athletic maturity and fulfillment of potential”. The coach serves as the role
model because coaching is a form of leadership where one person influences and
guides others. It involves disseminating knowledge and devising state of the art
practices. The Military and Tactical Officers in PMA are the role models for the
cadets. The cadets are encouraged well to perform better when they receive good
examples, moral support and encouragement. The cadets see the importance,
benefits, knowledge, tactics and strategies in sports participations are simulations
of actual warfare.
Budget support is essential for every sports program to be successful.
The administration should provide adequate funds for the procurement and proper
maintenance of sports facilities, equipment and supplies. They should also
provide reasonable salary/pay to coaches and trainers and give allowances for
athletes. They have to make sure that administration should provide all the
requirements for every sport considered in the program. It is true that proper
support financially is also a motivation for both the coaches and the cadets alike.
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The statistical analysis shows that the variables mentioned have an
over-all computed mean of 3.81 which were “influential” to cadets to
participate in the different corps squads. This corroborates with the statement
of Terry as cited by Bull (1996) which stated that “behind great athletes
moves the guiding hand of a strong and supportive coach.”
Training Program and Policies
Table 4:
The extent of influence to corps squad participation in terms of
Training Program and Policies
Variables Mean
Description
Training Program
4.36
HIGHLY INFLUENTIAL
Policies 4.21
HIGHLY
INFLUENTIAL
Over-all Weighted Mean
4.29 HIGHLY
INFLUENTIAL
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Influence
1.01 – 2.00
Slightly Influential
2.01 – 3.00
Moderately Influential
3.01 – 4.00
Influential
4.01 – 5.00
Highly Influential
Table 4 shows the extent of influence to corps squad participation in terms
of training programs and policies. Results show “training program” and “policies”
of corps squads are “highly influential” to cadets’ participation to corps squads
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supported with the computed weighted mean of 4.36 and 4.21 respectively. A
good training program is a good motivation for the cadets to perform well. This is
especially true when they see the results of a good training program by the
amount of improvement they have on their games and the amount of win they
garner in competitions.
The findings revealed that both corps squad “training programs” and
“policies” were highly influential to cadets’ participation to corps squads because
the corps squad training programs were designed based on scientific facts,
systematic and well-organized and suited to the needs of each corps squad
member.
The ideal training program for PMA cadets is one that builds athlete's
character. This is based on the philosophy of the Physical and Sports
Development Program of PMA that “Physical development occurs through
progressive and sequential education, training and experience that promote
character and leadership development, spirit of discipline and sportsmanship,
and healthy lifestyle” (Cabanlet 2005). Corps squad policies and regulations are
also strictly implemented in the Academy. Each corps squad member must be
academically proficient for him to be eligible to participate to corps squad at the
same time; he must meet all the requirements as stated in the CCAFPR 2002 to be
eligible as corps squad member.
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Bucher (1960) stated that physical education today is based on scientific
facets and principles. As such, a program is developed as a result of systematized
knowledge based on verifiable general laws. This knowledge covers many areas
of learning. Physical education is concerned with more than just the physical
aspects man; it also establishes its program with the psychological, sociological,
physiological and other aspects of growth and development in mind. It aims to
develop youth into good citizens who have the capacity to enjoy a happy,
vigorous, and interesting life. To accomplish this task, it is necessary to know all
about the individual, how his body functions, how he learns, why he acts like he
does, and his relationship to the group, society and world in which he is a part of.
Furthermore, the human being represents a unified whole, each part being
necessary to the successful functioning of every part.
The statistical analysis shows that the over-all weighted mean of 4.29
indicates that the variables are “highly influential” to cadets’ participation to
corps squads.
Facilities, Equipment and Supplies
Table 5 shows the extent of influence to corps squad participation in terms
of facilities, Equipments and Supplies.
The results show that the availability of “sports facilities” for training and
“equipment and supplies” for practices are “highly influential” to cadets’
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participation to corps squads with a weighted mean of 4.51 and 4.50 respectively.
Vickers (1990) emphasized that equipment and facilities or the lack of it, can
make or break the training program or coaching, so attention must be needed to
these.
Table 5:
The extent of influence to corps squad participation in terms of
Facilities, Equipments and Supplies
Variables Mean
Description
Availability of Facilities for Training
4.51
HIGHLY INFLUENTIAL
Equipment and Supplies for Practices
4.5
HIGHLY INFLUENTIAL
Over-all Weighted Mean
4.5
HIGHLY INFLUENTIAL
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Influence
1.01 – 2.00
Slightly Influential
2.01 – 3.00
Moderately Influential
3.01 – 4.00
Influential
4.01 – 5.00
Highly Influential
Results from the statistical analysis show that the over-all weighted mean
of 4.51 indicates that the variables are “highly influential” to corps squad
participation among cadets in the Academy. Over-all, the results imply that sports
facilities, equipment and supplies are very essential during training and practices
of the different corps squads for better performance in athletic competitions. The
words of Winston Churchill, as quoted by Jensen (1983) says, “We shape our
buildings, but afterwards they shape us.” Clearly states the importance of
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facilities, equipment and supplies in achieving high level of athletic
performance”.
Howard and Masonbrick (1963) pointed out that facilities designed for
physical education are the classrooms and laboratories for its instructional and
practice endeavors. The equipment and supplies are the instructional materials
used by the teachers and students in their learning activities. Both the facilities
and equipment and supplies must be adequate to meet the requirements of the
program, and must be suited to the primary purpose, which the program serves.
These are the primary consideration, which the educational institutions must have
in mind as it utilizes its current facilities and plans to develop new ones.
Upper Class, Peers and Family
Table 6 shows the extent of influence to corps squad participation in terms
of Upper Class, Peers and Family.
The results reveal that the “upper class” cadets are “highly influential” to
cadets participation to corps squads as supported by the computed mean of 4.01.
“Peers” and “family” are perceived “influential” for cadets to participate to corps
squads with computed mean of 4.00 and 3.52 respectively. The statistical analysis
shows that the over-all computed mean of 3.84 indicates that the variables are
generally “influential” to corps squads’ participation among cadets in the
Academy.
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Table 6:
The extent of influence to corps squad participation in terms of
Upper Class, Peers and Family
Variables Mean
Description
Upper Class
4.01
HIGHLY INFLUENTIAL
Peers (Classmates/Friends) 4.00
INFLUENTIAL
Family 3.52
INFLUENTIAL
Over-all Weighted Mean
3.84 INFLUENTIAL
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Influence
1.01 – 2.00
Slightly Influential
2.01 – 3.00
Moderately Influential
3.01 – 4.00
Influential
4.01 – 5.00
Highly Influential
Over-all, the upper class cadets are highly influential to underclass cadets
to participate in corps squads. The upper class cadets serve as the role models of
the underclass cadets. They are the officers of the corps, platoon and squad
leaders of the underclassmen. This tradition and value system of the Academy is
one way of developing future leaders in the Armed Forces of the Philippines
where rank and seniority is very much observed in the Academy and the whole
Armed Forces. The upper class system gives those who are ranked higher the
power and authority over their underclass cadets. They are ready to follow orders
and instructions of the higher class without any hesitation and question. Peers and
family are there to give moral support, encouragement and company.
As Johnson et al. (1966) concluded that before the most useful and
affective continuing program of physical activity can be selected, personal and
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environmental factors must be taken into consideration. Changes in personal and
environmental needs can modify the basic desire to exercise in either positive or a
negative direction.
In general, cadets participate to corps squads because they find it very
challenging, interesting and easy to learn, for physical fitness, competition and;
socialization. The coach is highly influential to cadets to participate in corps
squads because of the important roles that coaches can developed ones character
and behavior. Facilities, equipment and supplies, good training programs and
policies and the upper class cadets are highly influential to cadets to participate in
corps squads.
The relationship of corps squad members’ profile and its influence to corps squad
participation.
Age
Table 7 shows the relationship of “age” and its influence to corps squad
participation in terms of behavioral indicators; administrative support; training
program and policies; facilities, equipment and supplies; and upper class, peers
and family.
The results reveal that corps squad members whose age ranging from 18 to
20 years old perceived that “training program and policies” was the most
influential among the variables to corps squad participation as shown in Table 7.
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The highest mean rank of 90.27 while corps squad members whose age ranging
from 21 to 22 years old and 23 years old and above perceived that “upper class,
peers and family” was the most influential among the variables to corps squad
participation with the highest mean rank of 95.92 and 94.48 respectively.
Table 7: AGE
Variables
18- 20 yrs old
21-22 yrs old
23 above
X2
Significance
Behavioral Indicators
87.32
92.19
89.53
0.323
0.851ns
Administrative Support
86.36
91.46
93.34
0.517
0.772ns
Training Program & Policies
90.27 91.24
86.20
0.243
0.886ns
Facilities, Equipment & Supplies
88.67 91.60
88.44
0.201
0.904ns
Upper Class, Peers & Family
79.83 95.92
94.48
3.867
0.145ns
Over-all weighted Rank Mean
86.49 92.482
90.398
1.0302
0.7116ns
ns – not significant
The table also shows that in terms of “behavioral indicators”, corps squad
members whose age ranging from 21 to 22 years old has the highest mean rank
among corps squad members classified according to age with the highest mean
rank of 92.19. In terms of “administrative support”, corps squad members whose
age ranging from 23 years old and above has the highest mean rank among corps
squad members classified according to age with the highest mean rank of 93.34
while in terms of “training program and policies”, “facilities, equipment and
supplies” and “upper class, peers and family”. It was the corps squad members
whose age ranging from 21 to 22 years old who has the highest mean rank among
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corps squad members classified according to age with 91.24, 91.60 and 95.92
mean rank respectively. This is because majority of the respondents have ages
ranging from 21 to 22 years old and these cadets have higher perception in terms
of the influence of the variables mentioned in the corps squad participation.
Despite positive relationship of age and the variables considered in the
study, there is no significant difference of age and its influence to corps squad
participation in terms of behavioral indicators; administrative support; training
program and policies; facilities, equipment and supplies; and upper class, peers
and family. The computed level of significance exceeded the critical value at
0.01; hence, the null hypothesis is accepted. It means that age was not a factor to
corps squad participation among cadets in Philippine Military Academy.
Gender
Table 8 shows the relationship of “gender” and its influence to corps
squad participation in terms of behavioral indicators; administrative support;
training program and policies; facilities, equipment and supplies; and upper class,
peers and family.
The results reveal that male and female corps squad members perceived
“facilities, equipment and supplies” as the most influential to corps squad
participation among the variables with the highest mean rank of 4.5486 and
4.4176 respectively.
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Table 8: GENDER
Variables MALE
FEMALE
t-test
Significance
Behavioral Indicators
4.0216
3.8656
0.251
0.802ns
Administrative Support
3.8889
3.8294
0.574
0.567ns
Training Program & Policies
4.4236
4.2059
1.388
0.167ns
Facilities, Equipment & Supplies
4.5486
4.4176
0.782
0.435ns
Upper Class, Peers & Family
3.5559
3.8392
0.729
0.467ns
Over-all weighted Mean
4.08772 4.03154 0.7448 0.4876ns
ns – not significant
The results also show that in terms of “behavioral indicators”,
“administrative support”, “training program and policies”, “facilities, equipment
and supplies” and “upper class, peers and family”, the male corps squad members
has the highest computed mean of all the variables than the female corps squad
members supported by the weighted mean of 4.0216, 3.8889, 4.4236, 4.5486 and
3.5559 respectively. It shows that the male corps squad members perceived the
variables as highly influential to corps squad participation as revealed by the
over-all weighted mean of 4.08772.
The findings also reveal that the computed level of significance exceeded
the critical value at 0.01; hence, the null hypothesis is accepted. Meaning, there is
no significant difference of gender and its influence to corps squad participation
in terms of behavioral indicators; administrative support; training program and
policies; facilities, equipment and supplies; and upper class, peers and family. It
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means that gender was not a factor to corps squad participation among cadets in
the Academy.
Height
Table 9 shows the relationship of “height” and its influence to corps squad
participation in terms of behavioral indicators; administrative support; training
program and policies; facilities, equipment and supplies; and upper class, peers
and family.
Table 9: HEIGHT
Variables
5'4" Below
5'5" - 5'7"
5'8" - 5'10"
5'11" Above
X2
Significance
Behavioral Indicators
80.66 88.71 89.01 85.80 0.438 0.932ns
Administrative Support
92.78 91.56 91.76 71.47 4.820 0.185ns
Training Program & Policies
93.97 92.00 90.77 72.91 4.397 0.222ns
95.94 87.68 88.10 82.26 1.156 0.764ns
Facilities, Equipment & Supplies
Upper Class, Peers & Family
73.53 95.82 91.05 77.68 4.082 0.253ns
87.376 91.154 90.138 78.024 2.9786 0.4712ns
Over-all weighted rank mean
ns – not significant
The results show that corps squad members whose height ranging from
5’4” and below perceived that “facilities, equipment and supplies” was the most
influential to corps squad participation with the highest mean rank of 95.94
among the variables. Corps squad members whose height ranging from 5’5” to
5’7” perceived that “upper class, peers and family” was the most influential to
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corps squad participation among the variables with the highest mean rank of
95.82 among the variables. Corps squad members whose height ranging from 5’8’
to 5’10” perceived that “administrative support” was the most influential to corps
squad participation among the variables with the highest mean rank of 91.76. The
corps squad members whose height ranging from 5’11” and above perceived that
“behavioral indicators” was the most influential to corps squad participation
among the variables with the highest mean rank of 85.80.
The findings also show that in terms of “behavioral indicators”, corps
squad members whose height ranging from 5’8’ to 5’10” has the highest mean
rank among the corps squad members classified according to height with the
highest mean rank of 89.01. In terms of “administrative support”, “training
program and policies” and “facilities, equipment and supplies”, the corps squad
members whose height ranging from 5’4” and below has the highest mean rank
among the corps squad height brackets with the highest mean rank of 92.78, 93.97
and 95.94 respectively. In terms of “upper class, peers and family”, corps squad
members whose height ranging from 5’5” to 5’7” has the highest mean rank
among the corps squad members classified according to height with the highest
mean rank of 95.82.
Corps squad members whose height ranging from 5’5” to 5’7” perceived
that all the variables mentioned in table 2c highly influence corps squad
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participation of cadets in the academy as supported by the over-all computed
mean rank of 91.154.
The study shows that despite positive relationship of height and the
variables considered in the study, there is no significant difference of height and
its influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; facilities, equipment and
supplies; and upper class, peers and family. The computed level of significance
exceeded the critical value at 0.01; hence, the null hypothesis is accepted. It
means that height was not a factor to corps squad participation among cadets in
the Academy.
Weight
Table 10 shows the relationship of “weight” and its influence to corps
squad participation in terms of behavioral indicators; administrative support;
training program and policies; facilities, equipment and supplies; and upper class,
peers and family.
The results show that corps squad members whose weight ranging from
50 kg and below that “upper class, peers and family” was the most influential to
corps squad participation among the variables with the highest mean rank of
99.75. Corps squad members whose weight ranging from 51 to 60 kg perceived
that “administrative support” was the most influential to corps squad participation
among the variables with the highest mean rank of 85.82. Corps squad members
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whose weight ranging from 61 to 70 kg perceived that “facilities, equipment and
supplies” was the most influential to corps squad participation among the
variables with the highest mean rank of 93.69. The corps squad members whose
weight ranging from 71 kg and above perceived that “training program and
policies” was the most influential to corps squad participation among the
variables with the highest mean rank of 96.57.
Table 10 : WEIGHT
50 kg 51-60 61-70 71 kg
Variables
below
kg
kg
above
X2
Significance
Behavioral Indicators
68.25 85.09 85.57 89.19 1.107 0.775ns
Administrative Support
71.00 85.82 86.06 84.05 0.725 0.867ns
Training Program & Policies
59.94 78.30 91.09 96.57 6.238 0.101ns
Facilities, Equipment & Supplies
69.50 74.74 93.69 96.17 9.709 0.021ns
Upper Class, Peers & Family
99.75 83.18 86.56 80.26 1.120 0.772ns
Over-all weighted rank mean
0.5072ns
73.68 81.42 88.59 89.24
3.77
ns – not significant
The findings also show that in terms of “behavioral indicators”, “training
program and policies”, and “facilities, equipment and facilities”, corps squad
members whose weight ranging from 71 kg and above has the highest mean rank
among the corps squad members classified according to weight with the mean
rank of 89.19, 96.57 and 96.17 respectively. In terms of “administrative support”,
corps squad members whose weight ranging from 60 to 71 kg has the highest
mean rank among the corps squad members classified according to weight with
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the mean rank of 86.06. The corps squad members whose weight ranging from 50
kg and below has the highest mean rank of 99.75 among the corps squad
members.
The over-all computed weighted rank mean reveals that corps squad
members who are above 71 kg has the highest over-all weighted rank mean of
89.248 perceived that all the variables mentioned in table 2d is highly influential
to cadets to participate corps squads as compare to other corps squad members.
Despite positive relationship of weight and the variables considered in
Table 10, there is no significant difference of weight and its influence to corps
squad participation in terms of behavioral indicators; administrative support;
training program and policies; facilities, equipment and supplies; and upper class,
peers and family. The computed level of significance exceeded the critical value
at 0.01; hence, the null hypothesis is accepted. This means that weight was not a
factor to corps squad participation among cadets in the Academy.
Body Type
Table 11 shows the relationship of “body type” and its influence to corps
squad participation in terms of behavioral indicators; administrative support;
training program and policies; facilities, equipment and supplies; and upper class,
peers and family.
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The results show that corps squad members whose body type is
“ectomorph” or thin type perceived that “upper class, peers and family” was the
most influential to corps squad participation. Among the variables considered in
table 4e with the highest mean rank of 88.17. Corps squad members whose body
type is “mesomorph” or muscular type and “ectomorph” or fatty and roundness
type perceived that “facilities, equipment and supplies” was the most influential to
corps squad participation among the variables with the highest computed mean
rank of 87.81 and 89.08 respectively.
Table 11: BODY TYPE
Variables
X2
Ectomorph Mesomorph Endomorph
Significance
Behavioral Indicators
86.18
85.72
69.85
1.960
0.375ns
Administrative Support
87.45
80.63
86.58
0.796
0.672ns
Training Program & Policies
84.13 84.63 81.00 0.099
0.951ns
Facilities, Equipment & Supplies
77.63 87.81 89.08 2.449
0.294ns
Upper Class, Peers & Family
88.17 87.30 56.93 7.336
0.026ns
Over-all weighted rank mean
84.712 85.218 76.688 2.528 0.4636ns
ns – not significant
The findings also show that in terms of “behavioral indicators”,
“administrative support” and “upper class, peers and family”, corps squad
members who are “ectomorph” has the highest mean rank of 86.18, 87.45 and
88.17 respectively among the corps squad members classified according to body
type. In terms of “training program and policies”, corps squad members who are
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“mesomorph” has the highest mean rank of 84.63. Among the different corps
squad members in terms of body type while in the “facilities, equipment and
supplies”, corps squad members who are “endomorph” gave the highest mean
rank of 89.08 among the different corps squad members classified according to
body type.
The findings also reveal that corps squad members who are mesomorph or
muscular type has the highest over-all computed weighted mean rank of 85.218.
This means that these cadets perceived that all the variables considered in the
table have higher influence to corps squad participation compared to the
perception of other corps squad members.
The results showed no significant difference of body type and its
influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; facilities, equipment and
supplies; and upper class, peers and family. The computed level of significance
exceeded the critical value at 0.01; hence, the null hypothesis is accepted. This
means that body type was not a factor to corps squad participation among cadets
in the Academy.
Ethnic Origin
Table 12 shows the relationship of “ethnic origin” and its influence to
corps squad participation in terms of behavioral indicators; administrative
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support; training program and policies; facilities, equipment and supplies; and
upper class, peers and family.
Table 12 : ETHNIC ORIGIN
Variables Luzon
Visayas Mindanao
X2
Significance
Behavioral Indicators
58.60
62.69
66.64
0.556
0.753ns
Administrative Support
58.90
61.94
65.86
0.379
0.828ns
Training Program & Policies
61.79 55.74 54.71 0.882 0.643ns
Facilities, Equipment &
60.75 59.69 52.07 0.587 0.746ns
Supplies
Upper Class, Peers & Family
61.00 58.00 59.00 0.922 0.631ns
Over-all weighted rank
60.208 59.612 59.656 0.6652 0.7202ns
mean
ns – not significant
The results reveal that corps squad members who were from Luzon
perceived that “training program and policies” was the most influential among the
variables in relation to corps squad participation with the highest mean rank of
61.79. The corps squad members who are from Visayas and Mindanao perceived
that “behavioral indicators” was the most influential to corps squad participation
among the variables with the highest mean rank of 62.69 and 66.64 respectively.
In terms of “behavioral indicators” and “administrative support”, it was
the corps squad members who were from Mindanao has the highest mean rank
among corps squad members from Luzon and Visayas with a mean rank of 69.64
and 65.86 respectively. In terms of “training program and policies” “facilities,
equipment and supplies” and “upper class, peers and family”, it was the corps
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squad members who came were from Luzon that has the highest mean rank
among corps squad members from Visayas and Mindanao with a mean rank of
61.79, 60.75 and 61.00 respectively.
The findings also shows that corps squad members from Luzon has the
highest over-all weighted rank mean of 60.208 which means that these cadets
perceived that the variables in table 4f highly influence cadets to participate corps
squads in the academy. The results show no significant difference of “ethnic
origin” and its influence to corps squad participation in terms of behavioral
indicators; administrative support; training program and policies; facilities,
equipment and supplies; and upper class, peers and family. The computed level of
significance exceeded the critical value at 0.01; hence, the null hypothesis is
accepted. This means that ethnic origin was not a factor to corps squad
participation among cadets in the Academy.
Educational Attainment
Table 13 shows the relationship of “educational attainment” and its
influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; facilities, equipment and
supplies; and upper class, peers and family.
Table 13 shows that corps squad members who are “high school graduates” prior
to their entry to the Academy perceived the “training program and policies” was
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the most influential to corps squad participation among the variables with the
highest mean rank of 100.75. Corps squad members who are classified in the
college level prior to their entry to the Academy perceived that “upper class,
peers and family” was the most influential to corps squad participation the among
the variables with the highest mean rank of 90.06. The corps squad members
who are “college graduates” prior to their entry to the Academy perceived that
“administrative support” was the most influential to corps squad participation
among the variables in the table with the highest mean rank of 112.45.
Table 13: EDUCATIONAL ATTAINMENT
High School
College
College
Variables
Graduate
level
Graduate
X2
Significance
Behavioral Indicators
80.28
88.48
101.95
1.119
0.572ns
Administrative Support
100.06
85.67
112.45
3.544
0.170ns
Training Program & Policies
100.75 86.48 99.15 1.754 0.416ns
Facilities, Equipment & Supplies
88.78 88.70 85.10
0.063
0.969ns
Upper Class, Peers & Family
81.84 90.06 5.75 1.068
0.586ns
Over-all weighted rank mean
90.342 87.878 80.88 1.5096
0.5426ns
ns – not significant
In terms of “behavioral indicators” and “administrative support”, it was
the corps squad members who are “college graduates” has the highest mean rank
among corps squad members classified according to educational attainment with
mean rank of 101.95 and 112.45 respectively. The corps squad members who
were “high school graduates” has the highest mean rank in terms of “training
program and policies” and “facilities, equipment and supplies” with mean rank of
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100.75 and 88.78 respectively. In terms of “upper class, peers and family”, corps
squad members who are “college level” has the highest mean rank of 90.06.
On the other hand, corps squad members who are high school graduates
has the highest over-all computed mean rank of 90.342 which means that these
cadets perceived that all the variables mentioned in Table 10 to be highly
influential to corps squad participation of cadets in the Academy.
The results also show no significant difference in the “educational
attainment” and its influence to corps squad participation in terms of behavioral
indicators; administrative support; training program and policies; facilities,
equipment and supplies; and upper class, peers and family despite positive
relationship with the variables. The computed level of significance exceeded the
critical value at 0.01; hence, the null hypothesis is accepted. This means that
educational attainment was not a factor to corps squad participation among cadets
in the Academy.
Sports Interest before Cadetship
Table 14 shows the relationship of “sports interest before cadetship” and
its influence to corps squad participation in terms of behavioral indicators;
administrative support; training program and policies; facilities, equipment and
supplies; and upper class, peers and family.
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Table 14 : SPORT INTEREST BEFORE CADETSHIP
Variables Athlete
Non-Athlete t-test Significance
Behavioral Indicators
4.0216
3.8654
1.480
0.141ns
Administrative Support
3.8889
3.8294
0.436
0.663ns
Training Program & Policies
4.4236
4.2059
1.760
0.080ns
Facilities, Equipment & Supplies
4.5486 4.4176 1.044
0.298ns
Upper Class, Peers & Family
3.8890
3.8392
0.353
0.725ns
Over-all weighted rank mean
4.15434 4.0315 1.0146
0.3814ns
ns – not significant
Table 14 shows that both corps squad members who were athletes and
non-athletes before their entry to the Academy perceived the “facilities,
equipment and supplies” as the most influential to corps squad participation
among the variables considered with the highest computed mean of 4.5486 and
4.4176 respectively. Among the variables considered in Table 14, the corps squad
members who are “athletes” have the highest computed mean in all the variables
against the non-athletes. This means that corps squad members who were athletes
prior to their entry in the Academy has higher perception than no-athletes with
regard to the influence of the variables.
The findings also show no significant difference of “sports interest before
cadetship” and its influence to corps squad participation in terms of behavioral
indicators; administrative support; training program and policies; facilities,
equipment and supplies; and upper class, peers and family despite positive
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relationship with the variables. The computed level of significance exceeded the
critical value at 0.01; hence, the null hypothesis is accepted. This means that
sports interest before cadetship was not a factor to corps squad participation
among cadets in the PMA. In general, the corps squad members profile do not
differ significantly in terms of behavioral indicators; administrative support;
training program and policies; facilities, equipment and supplies; and upper class,
peers and family. This is so because prior to their entry as cadets in the Academy,
these corps squad members have undergone a series of qualifying examinations
such as the PMA Entrance Examination, Physical and Medical examination,
Neuro-Psychiatric Test and final interview. It describes a homogenous group
which has the same perceptions and attributes in terms of these given standards of
examinations and tests when they were accepted as cadets in the Academy.
Problems encountered by cadets in their participation to Corps Squads
Behavioral Indicators
Table 15 shows the degree of seriousness of problems encountered by
cadets in their participation to corps squads in terms of Behavioral Indicators. The
findings also show answers like “too expensive” as the only serious problem as
perceived by the corps squad members with a computed mean of 3.0963. Among
the problems that are “moderately serious” are arranged accordingly as follows,
“not interesting” with a mean of 2.7807, “uncompetitive” with a mean of 2.7540,
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“not challenging” with a mean of 2.6257, “hard to learn” with a mean of 2.6203,
“unpopular sport” with a mean of 2.4439, “not for physical fitness” with a mean
of 2.6096, and “does not excused cadets from other duties” with a mean of
2.2860.
Table 15:
The degree of seriousness of problems encountered by
cadets in their participation to corps squads in terms of Behavioral
Indicators
Problems Mean
Description
Corps Squad participation is not interesting
2.7807
MS
Not challenging
2.6257
MS
Hard to learn
2.6203
MS
Not for socialization
2.4759
MS
Unpopular sport
2.4439
MS
Not for Physical Fitness
2.6096
MS
Uncompetitive 2.754
MS
Too Expensive
3.0963
S
Does not excused cadet from other duties
2.586
MS
Over-all Weighted Mean
2.6658 MS
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Problem (NP)
1.01 – 2.00
Slightly Serious (SL)
2.01 – 3.00
Moderately Serious (MS)
3.01 – 4.00
Serious (S)
4.01 – 5.00
Highly Serious (HS)
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The findings revealed corps squads participation was “too expensive” for
members because they shoulder most of the expenses like athletic uniforms and
shoes. There is little financial support given by the administration in terms of the
requirements of each corps squads as a result, most of the expenses incurred were
deducted from their monthly allowances and salaries.
According to Bucher and Krotee (2002) “it is no secret that millions
engage in competitive sports on a yearly basis. Serving as testimony to the status
of sport in contemporary society are facts that sport is a multibillion-dollar
industry…” Statistical result reveals that the over-all weighted mean of 2.6658
which is “moderately serious” have more or less equal degree of seriousness of
problems.
Administrative Support
Table 16 shows the degree of seriousness of the problems encountered by
cadets in their participation to corps squads in terms of Administrative support.
The findings show that the variables “no funds for equipment and supplies”
ranked number one among the problems encountered by cadets in their
participation to corps squads with a computed mean of 3.6578 (serious). Ranked
second were the variables “no funds for uniform” with a mean of 3.5612
(serious), “lack of motivation and moral support” with a mean of 3.4759 (serious).
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Table 16:
The degree of seriousness of the problems encountered by cadets
to corps squads’ participation in terms of Administrative support.
Problems Mean
Description
No funds for uniform
3.5615
S
No funds for meals & snacks
3.1711
S
No funds for transportation
3.2353
S
No Allowance of athletes during training and practices
3.4545
S
No funds for equipment/supplies during training and
practice 3.6578
S
No incentives given to excelling athletes
3.4225
S
Lack of supervision during trainings
3.3529
S
Lack of support for the sport program
2.7059
MS
Lack of motivation and moral support
3.4759
S
Incompetent coach/trainer
2.9412
MS
Lack of full time coach/trainer
3.262
S
Coaches/trainer is not updated to new rules,
techniques… 2.9626
MS
No sport psychologist
3.2567
S
No masseur/masseuse
3.0695
S
No sport physician
3.2888
S
No sport Nutritionist
3.1497
S
Lack of knowledge in first Aid
2.9091
MS
Lack of knowledge in injury prevention
3.0107
S
Over-all Weighted Mean
3.216 S
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Problem (NP)
1.01 – 2.00
Slightly Serious (SS)
2.01 – 3.00
Moderately Serious(MS)
3.01 – 4.00
Serious (S)
4.01 – 5.00
Highly Serious (HI)
Meanwhile, the variables “no allowance for athletes during training and
practices” with a mean of 3.4545 (serious), and “no incentives given to excelling
athletes” with a mean of 3.4225 (serious) were ranked third. . The “lack of
supervision during trainings” with a mean of 3.3529, “no sports physician” with a
mean of 3.2880 (serious), “lack of full time coach and trainer” with a mean of
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3.2620 (serious), “no sports psychologist’ with a mean of 3.256 (serious), “no
funds for transportation” with a mean of 3.2353 (serious), and “no funds for
meals and snacks” with a mean of 3.1711 (serious) were ranked fourth. The fifth
ranked variables were “no sports nutritionist’ with a mean of 3.1497 (serious),
“no masseur/masseuse” with a mean of 3.0695 and “ lack of knowledge in injury
prevention” with a mean of 3.0107 (serious). Among the “moderately serious”
problems are “coaches and trainers are not updated to new rules, techniques and
strategies in coaching and training”, “lack of support for the sport program”, lack
of knowledge in first aid” and “incompetent coach and trainer”.
The findings reveal that the serious problems encountered by corps squad
members were “no funds for equipments and supplies” followed by “no funds for
uniform”, “lack of motivation and moral support”, “no allowance for athletes
during training and practices”, “no incentives given to excelling athletes” and
“lack of supervision during trainings”. This is attributed to the fact that little funds
for athletic requirements are given by the administration and most of the expenses
incurred by each member in their participation to corps squads are deducted from
their monthly salary and allowances. The study supports the findings of Pangrazi
and Dauer (1995) that one of the major problems in implementing a certain
program is the lack of administrative support. The support of school
administration had a significant impact on the curriculum. It is important for the
physical education teachers to interpret program goals, to administrators, like the
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general public, many administrators, have misconceptions about physical
education and its contribution to the overall education of students.
Statistical analysis shows that the problems involving Administrative
Support are “serious” with an over-all computed mean of 3.216. This implies that
these problems should be addressed immediately.
Training Program
Table 17 shows the degree of seriousness of the problems encountered by
cadets in their participation to corps squads in terms of corps squads Training
program. The findings reveal that most problems encountered by cadets in their
training program were arranged accordingly as follows, “lack of exposure to
competitions” with a mean of 3.8021 (serious), “training program is too short”
with a mean of 3.645 (serious), “ time allotted for practice is too short” with a
mean of 3.6471 (serious), “lack of facilities” with a mean of 3.6417 (serious),
“lack of equipment and supplies” with a mean of 3.6203 (serious), “lack of
playing time spent among players” with a mean of 3.6150 (serious), ”lack of
audio-visual aids for training and coaching” with a mean of 3.5187 (serious),
“lack of systematic training program” with a mean of 3.3957 (serious), “coach
does not evaluate athlete’s performance regularly” with a mean of 3.1925
(serious), “coach does not identify strength and weaknesses of athletes” with a
mean of 3.1551 (serious), “coach does not set realistic goals for each players”
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with a mean of 3.0749 (serious), “lack of technical and tactical preparation for
training” with a mean of 3.0749 (serious) and “coach does not state clearly the
training objectives” with a mean of 3.0267 (serious).
Table 17: The degree of seriousness of the problems encountered by cadets
in their participation to corps squads in terms of Corps Squads
Training
Program.
Training Program
Mean Description
Training Period is too short
3.6845
S
Time allotted for practice is too short
3.6471
S
Lack of playing time spent among players
3.615
S
Lack of exposure to competitions
3.8021
S
Lack of facilities
3.6417
S
Lack of equipment and supplies
3.6203
S
Lack of audio visual aids for training and coaching
3.5187
S
Lack of systematic training program
3.3957
S
Coach does allow participation of athletes in decision making
2.9679 MS
Coach does not evaluate athlete's performance regularly
3.1925
S
Coach does not identify strength and weaknesses of athletes
3.1551 S
Coach does not state clearly the training objectives
3.0267
S
Coach does not set realistic goals for each player
3.0749
S
Coach lack technical and tactical preparations for training
3.0749
S
Over-all Weighted Mean
3.3869 S
Legend:
Ranges Qualitative
Description
0.01 – 1.00
No Problem (NP)
1.01 – 2.00
Slightly Serious (SS)
2.01 – 3.00
Moderately Serious(MS)
3.01 – 4.00
Serious (S)
4.01 – 5.00
Highly Serious (HI)
The identified “Moderately serious” problems were “coach does not allow
participation of athletes in decision making” with a mean of 2.9679. The findings
reveal that the most serious problem encountered by cadets in their training was
“lack of exposure to competitions” followed by “training program is too short”,
“time allotted for practice is too short”, “lack of facilities” and “lack of equipment
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and supplies” for training and practices. This attributes to the fact that corps squad
is just an extra curricular activities and less attention was given by the
administration. Academics excellence, not sports, is given priority.
The statistical analysis reveals that the over-all mean was 3.3869
equivalents to “serious” which implies that the problems in table 3c should be
addressed immediately. According to Bennet, Alliger, Eddy and Tannenbaum as
cited by Piol (2005) “the broad purpose of training is to change attitudes,
behaviors, or skills in a way that positively impacts the results the organization
hopes to achieve.” On the other hand, Sleamaker and Browning (1996) regarded
training as a tool that when used correctly elicits specific physiological and
psychological responses.
Corps Squad Policies
Table 18 shows the degree of implementation of corps squad policies
encountered by cadets in their participation to corps squads.
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Table 18:
Table 18:
The degree of implementation of corps squad Policies
Policies Mean
Description
Corps squad practice is a duty
3.9358
I
Must be academically proficient
4.0909
HI
Declared physically fit by the physician
4.0374
HI
Corps squad membership is voluntary
4.4385
HI
Qualify in try-outs
4.0481
HI
No back subjects
3.9786
I
3.7273
Obtain approval of membership from the commandant of cadets
I
Academic load
3.7701
I
Over-all Weighted Mean
4.0033
HI
Legend:
Ranges Qualitative
Description
0.01 – 1.00
Not Implemented (NI)
1.01 – 2.00
Slightly Implemented (SI)
2.01 – 3.00
Moderately Implemented (MI)
3.01 – 4.00
Implemented (I)
4.01 – 5.00
Highly Implemented (HI)
The findings present the problems encountered by cadets in their
participation to corps squad in terms of existing Corps Squad policies which were
ranked accordingly as follows. The “Corps squad practice is a duty” was the most
ranking with a mean of 4.4685 (highly implemented), followed by “qualify in try-
outs” with mean of 4.0481 (highly implemented), third was “declared physically
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fit by the physician” with a mean of 4.0374 (highly implemented) and “must be
academically proficient” with a mean of 4.0909 (highly implemented). The
variables “No back subjects” with a mean of 3.9786 (implemented), “corps
squad practice is a duty” with a mean of 3.9358 (implemented), “academic load”
with a mean of 3.7701 (implemented) and “obtain approval of membership from
the commandant of cadets” with a mean of 3.7273 (implemented). The findings
reveal that the corps squad policies are highly implemented and it should be
sustained through out the Academic year. The statistical analysis shows that in
terms of qualitative description that the Corps Squad policies were “highly
implemented” with an over-all computed mean of 4.003. It reveals that there was
no problem in the implementation of corps squad policies in the Academy.
Facilities
Table 19 shows the degree of problems encountered by cadets in their
participation to corps squads in terms of Sports Facilities. The results show that
“basketball court” was perceived as “highly adequate” by the cadets respondents
with a mean of 4.4813. The variable “lawn tennis” was perceived “highly
adequate” with a mean of 4.3636; boxing ring, “highly adequate” with a mean of
4.3262; swimming pool, “highly adequate” with a mean of 4.3155; badminton
court, “highly adequate” with a mean of 4.310. Meanwhile, volleyball court,
“highly adequate” with a mean of 4.2567; baseball/softball field, “highly
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adequate” with a mean of 4.2406; combative equipment (mat/foam), “highly
adequate” with a mean of 4.1282. The table tennis area was considered “highly
adequate” with a mean of 4.1019; sepak takraw, “highly adequate” with a mean of
4.0214. Lastly, athletics such as track and field oval was ranked “adequate” with a
mean of 3.9572 and archery was “moderately adequate” with a mean of 2.8396 by
the cadet respondents.
Table 19:
The degree of adequacy of Sports Facilities encountered by
cadets in their participation to corps squads.
Variable Mean
Description
Archery area
2.8396
MODERATELY ADEQUATE
Athletics (track and field oval)
3.9572
ADEQUATE
Badminton court
4.3102
HIGHLY ADEQUATE
Basketball court
4.4813
HIGHLY ADEQUATE
Boxing ring
4.3262
HIGHLY ADEQUATE
Baseball/softball field
4.2406
HIGHLY ADEQUATE
Combative equipment (mat foam)
4.1283
HIGHLY ADEQUATE
Lawn tennis court
4.3636 HIGHLY
ADEQUATE
Table tennis area
4.1016 HIGHLY
ADEQUATE
Swimming pool
4.3155
HIGHLY ADEQUATE
Volleyball court
4.2567
HIGHLY ADEQUATE
Sepak takraw court
4.0214
HIGHLY ADEQUATE
Over-all Weighted Mean
4.11185 HIGHLY
ADEQUATE
Legend:
Ranges Qualitative
Description
0.01 – 1.00
None (N)
1.01 – 2.00
Inadequate (I)
2.01 – 3.00
Moderately Adequate (MA)
3.01 – 4.00
Adequate (A)
4.01 – 5.00
Highly Adequate (HA)
The findings reveal that sports facilities in the academy is highly adequate
for training and practices of corps squads except for archery area and track and
The Corps Squad Participation of Cadets
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8
field oval. These findings corroborate with the findings of Horine (1985) when he
stated that some problems that will alert administrators are not enough teaching
stations to accommodate students, insufficient practice space to handle existing
teams , number of injuries resulting from inadequate areas, inability to add new
sports activities because of lack of appropriate space even though there is support
and demand, complaints from students, parents or staff related to inadequate
facilities, escalating repair and maintenance bills, consistent inability to
accommodate all spectators.
The statistical analysis shows despite the “moderately adequate” rating for
archery area and “adequate” rating for athletics (track and field oval), the over-all
computed mean was “highly adequate” which is 4.1118. The results reveal that
Sports Facilities used by cadets in their corps squads’ training and practices are
very adequate. In planning the physical environment, facility management and
safety should be the first consideration as Vickers (1990) stated. He also
emphasized that equipment or lack of it, can make or break the teaching or
coaching, so attention must be needed on its item. Proper care and management of
the equipment must thoroughly done. This is to maintain the good condition of
equipment in order to prolong its usage.
Equipment and Supplies
The Corps Squad Participation of Cadets
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8
Table 20 shows the degree of problems encountered by cadets in their
participation to corps squads in terms of adequacy of sports facilities and
equipments.
Table 20:
The degree of problems encountered by cadets in their participation to
corps squads in terms of adequacy of sports facilities and equipment.
EQUIPMENT AND SUPPLIES:
Mean
Description
Archery equipments (bow, arrow, target batt)
3.03 A
Athletic equipments (running, jumping, throwing)
3.80 A
Badminton equipment (racquet, shuttlecock, net, stand)
4.01 HA
Ball cart (basketball, volleyball)
4.04 HA
Baseball equipment (bat, balls, gloves, mitt, etc)
4.11 HA
Basketball equipment
4.21 HA
Boxing equipment (punching bag, gloves, bandages)
4.14 HA
Drill boards
3.87 A
Karate equipments (mitts, face mask, groin protector)
3.94 A
Lawn tennis equipment (racquet, balls, net, ball rack)
4.01
HA
Soccer equipment (net, balls, goal)
4.12
HA
Softball equipment (bat, balls, gloves, mitt, body protector)
4.12
HA
Swimming equipment (gear, goggles, kick board)
3.96 A
Volleyball equipment (balls, net, antena, ball rack)
4.16
HA
Sepak takraw equipment (ball, net)
4.01
HA
table tennis equipment (racquet, balls, table, net)
4.03
HA
Taekwondo equipment (armor, shin guard, groin protector)
4.03
HA
Over-all Weighted Mean
3.98 A
Legend:
Ranges Qualitative
Description
0.01 – 1.00
None (N)
1.01 – 2.00
Slightly Adequate (SL)
2.01 – 3.00
Moderately I Adequate (MA)
3.01 – 4.00
Adequate (A)
4.01 – 5.00
Highly Adequate (HA)
Table 20 shows that ‘basketball equipment” was the most adequate among
the sports equipment and facilities with a mean of 4.20 followed by “volleyball
The Corps Squad Participation of Cadets
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90
9
equipment” with a mean of 4.16 (highly adequate). Meanwhile, “Boxing
equipment” with a mean of 4.14 was considered highly adequate, “soccer
equipment” with a mean of 4.12 (highly adequate), “softball equipment” with a
mean of 4.12 (highly adequate), “baseball equipment” with a mean of 4.11
(highly adequate). Other variables such as “ball cart” were ranked highly adequate
with a mean of 4.04, “table tennis” and “taekwondo equipment” with a similar
mean of 4.03 (highly adequate), The variables “lawn tennis equipment” with a
mean of 4.01 (highly adequate) and “sepak takraw equipment” with a mean of
4.01 (highly adequate). Perceived “Adequate” sports equipment and supplies are
arranged as follows: swimming equipment, karate equipments, drill boards,
athletic equipments and archery equipments.
According to Howard and Masonbrick, they pointed out that facilities
designed for physical education are the classrooms and laboratories for its
instructional and practice endeavors. The equipment and supplies are the
instructional materials used by teachers and students in their learning activities.
Both facilities and equipment must be adequate to meet the requirements of the
program. They must be suited to the primary purpose, which the program serves.
These are the primary consideration, which the educational institutions must have
in mind as it utilizes its current facilities and plans to develop ones. Likewise, the
findings of Klafs and Arnheim (1977) stressed that essential to any physical
education and sports program is the maximum utilization of facilities and most
The Corps Squad Participation of Cadets
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9
effective use of equipment. The findings reveal that the present sports equipment
and supplies in the academy are very adequate for the use of corps squad
members in their trainings and practices except for swimming, karate, drill
boards, athletic (track and field) and archery.
Over-all among the problems considered in this study, corps squad
participation was “too expensive” as perceived by the corps squad members.
Likewise, lack of financial support in the sports program, lack of moral support,
and lack of supervision during trainings from the administration and lack of
support from the medical staffs (sports Medicine team) during trainings, practices
and competitions of the corps squads. The corps squad policies were highly
implemented. Sports facilities were highly adequate except for archery and
athletic oval. Sports equipment and supplies were highly adequate except for
archery and athletics equipments, drill boards, karate and swimming equipments.
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study was conducted primarily to ascertain the corps squad
participation among cadets in Philippine Military Academy.
Pursuant to this objective, this study attempted to: 1) to determine the
profile of corps squad members along age, gender, height, weight, ethnic origin,
educational attainment and sports interest before cadetship; 2) to determine the
sports preferences in terms of team, individual/dual and combative sports; 3) to
find out the extent of influence to corps squad participation in terms of: a)
behavioral indicators; b) administrative support; c) training program and policies;
d) sports facilities, equipment and supplies; and e) upper class, peers and family;
4) to find out the relationship of corps squad members’ profile and its influence to
corps squad participation in terms of: a) behavioral indicators; b) administrative
support; c) training program and policies; d) sports facilities, equipment and
supplies; and e) upper class, peers and family; and 5) to identify the degree of
problems encountered by cadets to corps squad participation in terms of: a) the
extent of seriousness of behavioral indicators; b) the extent of seriousness of
administrative support; c) the extent of seriousness of training program, d) the
extent of implementation of corps squad policies; and e) the extent of adequacy of
sports facilities, equipment and supplies.
The Corps Squad Participation of Cadets
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93
There were 187 respondents in this research work which involved the first
class (4th year), second class (3rd year) and third class (2nd year) corps squad
members of the Philippine Military Academy. The descriptive survey method was
employed with constructed questionnaire as the major tool in gathering data and
information.
Both descriptive statistics and inferential statistics were employed to
answer the problems and to test the stated null hypothesis. The descriptive
statistics used were percentages and weighted means. On the other hand, the
inferential statistics used were Kruskal-Wallis Test and Two-tailed Test. A 0.01
(1%) probability level was used as the criterion point for the rejection or
acceptance of the stated null hypothesis.
Conclusions
Based from the findings of this study, the following conclusions were
made:
1. Majority or 47 percent of the corps squad members had ages 21 to 22
years old from which 82 percent are males. 51 percent of these respondents had
heights ranging from 5’5” to 5’7” and 42 percent had weights ranging from 51 to
60 kg of the corps squad members were mesomorph or muscular body type and
majority (71%) of these were from Luzon. Eighty six percent are in college level
The Corps Squad Participation of Cadets
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94
and 51 percent of these cadets were non-athletes prior to their entry in the
Academy.
2.
Basketball was the most preferred team sports while chess,
athletics and badminton respectively are the most preferred individual/dual sports.
On the other hand, taekwondo and karate were the most preferred combative
sports.
3.
Among the five variables considered in the study, sports “facilities,
equipment and supplies” and “training program and policies” were considered the
“most influential” variable to corps squad participation among cadets.
4. There was no significant relationship of corps squad members’ profile
and its influence to corps squad participation in terms of: a) behavioral indicators;
b) administrative support; c) training program and policies; d) sports facilities,
equipment and supplies; and e) upper class, peers and family.
5. The most serious problems encountered by cadets in their participation
to corps squads was “too expensive” as perceived by the corps squad members.
Likewise, lack of financial support in the sports program, lack of moral support,
and lack of supervision during trainings from the administration and lack of
support from the medical staffs (sports Medicine team) during trainings, practices
and competitions of the corps squads affected the performance of the cadets. The
corps squad policies were highly implemented. Sports facilities were highly
adequate except for archery and athletic oval. Sports equipment and supplies were
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
95
highly adequate except for archery and athletics equipments, drill boards, karate
and swimming equipments.
Recommendations
From the foregoing findings and conclusions of the study, the following
recommendations were formulated:
1.
PMA Cadet Procurement System should include one of its
qualifications for cadetship would be candidates that are inclined and specialized
to sports aside from being ranked above average in their Physical Fitness Test
Result.
2.
Sports Preferences and interests of cadets should be consistent in
their chosen corps squads.
3.
Training programs and policies should be strictly implemented to
be consistent with the Goals and Objectives of the PMA Road Map 2015.
4.
The Academy should appropriate more funds for acquisition and
proper maintenance of sports facilities, equipment and supplies for training.
5.
Full support from the administration to the sports program and
sports requirements and should be given duly recognition and bearing/weight in
the Cadet’s Military Lineal List (Over-all Performance of both Academic and
Tactics) those cadets who are excelling in sports.
The Corps Squad Participation of Cadets
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96
6.
It is highly recommended that there should be full time coaches
and trainers for each corps squads and should be updated to new rules, techniques
and strategies in coaching and training. Coaches must also attend trainings to
update their knowledge and skills in their respective fields.
7.
The corps squad training should be a year round program to ensure
maximum development and mastery of sport skills and more corps squad
participation to athletic tournaments in all levels to gain confidence and exposure
to higher sports competitions.
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
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DARDIK, I. and D. WAITLEY. 1984. Breakthrough to Excellence, Quantum
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DE LEON, HS (1999). Textbook on the Philippine Constitution.. Manila: Rex
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DISPOSITION FORM dated 07 October 2004 – Philippine Military Academy
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Athletic League (BBEAL) (2004). Baguio City.
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The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
Appendix 1
SPORTS AND PHYSICAL DEVELOPMENT UNIT
TACTICS GROUP, PHILIPPINE MILITARY ACADEMY
Fort del Pilar, Baguio City
28 June 2006
SUBJECT: Administering of Questionnaires,
Request for.
TO:
LTC GENEROSO M. PONIO PA
Commanding
Officer
Sir;
May I request representation to higher headquarters to administer
my questionnaire.
In connection with my research study in the Graduate School
entitled “THE CORPS SQUAD PARTICIPATION AMONG CADETS IN
PHILIPPINE MILITARY ACADEMY”, I have the honor to request
permission to administer questionnaire to the first class, second class and
third class corps squad members who have been selected as respondent.
This is in view with the development of my thesis which is a partial
requirement for the degree of Master of Arts in Physical Education at
Benguet State University, la Trinidad, Benguet.
Your kind and favorable action on my request will be highly
appreciated
Very truly yours;
MIGUELITO
DJ
ESPITA
PE Instructor
The Corps Squad Participation of Cadets
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102
Appendix 2
SPORTS AND PHYSICAL DEVELOPMENT UNIT
TACTICS GROUP, PHILIPPINE MILITARY ACADEMY
Fort del Pilar, Baguio City
SPDU1
30 June 2006
SUBJECT: Administering of Questionnaires, Request for.
TO:
Commandant of Cadets
P o s t
Attn:
TG4
1.
Reference: STL from Mr Miguelito DJ Espita, Civilian
Instructor, SPDU dated 28 June 2006. Subject: Same as above.
2.
Anent above reference, Mr Miguelito DJ Espita, Civilian
Instructor is requesting authority for him to administer questionnaires to
the upper class cadets in view of his thesis which is a requirement for his
Degree of Master of Arts in Physical Education at the Benguet State
University. Attached is a copy of his questionnaires.
3.
In this connection, request that Mr Miguelito DJ Espita,
Civilian Instructor, SPDU be allowed to administer his questionnaires to
the upper class cadets.
4. For
approval.
GENEROSO M PONIO
LTC (INF)
PA
Head
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
103
Appendix 3
HEADQUARTERS TACTICS GROUP
PHILIPPINE MILITARY ACADEMY
Fort Del Pilar, Baguio City
06
July
2006
TG3
SUBJECT: Administering
Questionnaires
TO:
C.O.
SPDU
Post
1. References:
a. Letter from Mr Miguelito DJ Espita, Civilian Instructor,
SPDU dated 28 June 2006.
b. STL from that Office dated 30 June 2006. Subj: Same as
above.
2. In connection, the request of Mr. Espita to administer
questionnaire to the upper class cadets in view of his thesis
which is a requirement for his Degree of Master of Arts in
Physical Education is approved.
3. Further, request direct Mr. Espita to coordinate with the office of
the Department of Tactical Officers (DTO) regarding his request.
FOR THE HEAD TACTICS GROUP:
JOEL M PALOMA
MAJ (INF) PA
Opns
&
Training
Officer
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
104
Appendix 4
SECURITY
CLASSIFICATION
(if any)
FILE NR:
SUBJECT:
Participation of CCAFP
Corps Squad in the BBEAL
TO: Supt, PMA FROM: CAS DATE: 10 October 2004 COMMENT # ____
VIA: Asst. Supt, PMA
I.
SUMMARY
1. Reference: Verbal instruction from the Chief Academy Staff on the
Assessment of Corps Squad performance in the BBEAL
2. Above reference, this pertains to the observation, assessment and
findings on the performance of Corps Squads in the recently concluded Baguio
Benguet Educational Athletic League.
II. BACKGROUND
OF
BBEAL
Baguio Benguet Educational Athletic League (BBEAL) is an annual
sports tournament activities of the different schools in the City of Baguio. It
started in 1986 as Baguio Benguet Collegiate Athletic Association (BBCAA) as
the original name of the association, then BEAL in 1995 now BBEAL, and it is
now on its 18th season.
BBEAL is participated be eight (8) tertiary schools namely: Saint Louis
University (SLU), Philippine Military Academy (PMA), University of Baguio
(UB), University of the Cordilleras formerly Baguio Colleges Foundation (UC-
BCF), University of the Philippines College of Baguio (UPCB), Pines City
College (PCC), and the Cordillera College and Development Center (CCDC).
BBEAL plays 16 sports for the 1st semester and 2nd semester namely; archery,
athletics, badminton, basketball, boxing, chess, judo, lawn tennis, sepak takraw,
softball, baseball, soccer, swimming, table tennis, taekwondo, and volleyball.
III.
ASSESSMENT OF PERFORMANCE
The Philippine Military Academy participates in almost sports event in the
BBEAL. Written under are the performance of the different Corps Squad from year 2000
to 2003 with their corresponding rank.
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
105
SPORTS 2000-2001 2001-2002 2002-2003 2003-2004
Archery
3 4 3 3
(Male)
Archery
3 3 2 3
(Female)
Athletics
3 4 4 3
(Male)
Athletics
3 4 3
4
(Female)
Badminton
3 3 3 3
(Male)
Badminton
4 4 3 4
(Female)
Basketball
3 4 5 4
(Male)
Basketball
No entry
No entry
No entry
No entry
(Female)
Baseball 3
4
4
4
Boxing 1
1
3
4
Chess 3 4 4 4
Judo
3 3 3 4
(Male)
Judo
4 4 5 5
(Female)
Lawn tennis
4
4
3
4
Sepak takraw
5
5
5
5
Soccer 1 2
1
2
Softball 1
2
2
2
Swimming 4
4
3
2
Table Tennis
1
1
1
2
Taekwondo
1 4 4 2
(Male)
Taekwondo
1 4 2 2
(Female)
Volleyabll
4 5 6 4
(Male)
Volleyball
4 5 5 6
(Female)
The Corps Squad Participation of Cadets
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106
The 2004 for the 1st semester games were basketball and volleyball in
male and female category. Result – PMA placed 6th in Basketball (male), 5th in
Basketball (Female), 5th place in Volleyball (Male/Female). The remaining sports
will be played this 2nd semester (3rd trimester in PMA).
IV. FINDINGS
Poor performance of CCAFP Corps Squad in BBEAL competition is due
to the following reasons.
1. Lack of preparation for the competition.
2. Lack of exposure.
3. lack of command support (uniform).
4. Irregular and incomplete attendance during training/practices – due to
duties and academic requirements
5. Corps Squad practice during Saturdays/Sundays is utilized on extra
curricular activities especially if there is no parade.
CCAFP (Graybook) Section XIV – Athletic Regulations
Paragraph 161. Eligibility of Corps Squad Membership – Removal or
suspension from corps squad for deficiency in academics ofr other reasons that
may warrant such actions shall be recommended by the Officer-In-Charge or in
special cases, by the Head, Department of Physical Education to the Commandant
of Cadets. Deficient Corps Squad members who have a total deficiency of 10
points or more in any course of instructions shall not be allowed to participate in
any corps squad activities.
V. RECOMMENDATIONS
Based on the findings on the performance of the corps squad in the
BBEAL, the following recommendations were made:
a. Support the participation of corps squad in other tournament outside
Baguio City for exposure and information drive.
b. Support the annual conduct of dual meet between PMA and PNPA.
c. Utilize weekends during training/practices for corps squad.
d. Make corps squad trainings/practices a duty.
e. Request for indefinite Leave of Absence in the Baguio Benguet
Educational Athletic League (BBEAL) participation
The Corps Squad Participation of Cadets
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107
Appendix 5
PMA- ROAD MAP 2015 PHILOSOPHY OF EDUCATION
PMA Philosophy of Education
PMA adopts a holistic view of man as body, soul,
and spirit. PMA believes that future leaders can be
selected, formed, and developed to their fullest
potentials. PMA is principally an institution for military
leadership and it is from the total view of man that
PMA’s leader development program is based. It
contains character development, a balanced college
education, military leadership, and physical
development, necessary to prepare the cadets for
the profession of arms and to be responsive to the
needs of the Armed Forces and the Nation.
The Corps Squad Participation of Cadets
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108
Appendix 6
PMA-ROAD MAP 2015 ON CADET LEADERSHIP DEVELOPMENT SYSTEM
PMA Cadet Leadership
Development System
• Organizing framework designed to focus, integrate
and synchronize all cadet developmental activities
across the entire PMA experience
• Emphasis on character development and values
formation
• Anchored on the future roles of PMA Graduates:
Leaders of Character, Combatants, Partners in
National Development, Managers, and Military
Professional.
The Corps Squad Participation of Cadets
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109
Appendix 7
Q U E S T I O N N A I R E
This instrument is to determine``The Corps Squad Participation Among
Cadets in Philippine Military Academy’’.
DIRECTION : Please answer the questions as frankly and honestly as you can.
Your responses will be utilized on this study and will not be counted against you
in anyway. Answer each item using check mark to the corresponding headings of
your choice and don’t leave any question blank. Thank you !
PART I: Respondents’ Profile
Name (Optional): ______________________________________________
Age:
_____________
Weight: ____________(kg.)
Gender:
_____________
Height: _____________(ft.)
Ethnic Origin: ____________________________
Body Type: (Pls. Check)
Highest Educational Attainment:
( ) Ectomorph - tall / thin type
( ) High school Graduate
( ) Mesomorph – muscularity type
( ) College Level
( ) Endomorph – roundness / fatty type
( ) College Graduate
Sports interests before cadetship: ( ) Athlete ( ) Non athlete
Please check the most preferred corps squad you want to participate this
Academic Year categorized according to:
Team Sports
Individual/Dual Sport
Combative Sports
(Pls. check 1)
(Pls. check 1)
(Pls. check 1)
( ) Basketball ( ) Athletics
( ) Boxing
( ) Volleyball ( ) Sepak Takraw ( ) Judo
( ) Baseball
( ) Archery
( ) Taekwondo
( ) Softball
( ) Chess
( ) Karate
( ) Soccer
( ) Table Tennis
( ) Swimming
( ) Badminton
( ) Lawn Tennis
The Corps Squad Participation of Cadets
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110
PART II: The extent of influence of factors to corps squad participation in
Philippine Military Academy.
Numerical
Qualitative Description
Explanation
value
5 Highly
Influential
Factors strongly influence to corps squad
(HI)
participation among cadets in PMA.
4 Influential
Factors are influential to corps squad
(I)
participation among cadets in PMA.
3 Moderately
Influential
Factors moderately influence to corps
(MI)
squad participation among cadets in PMA.
2 Less
Influential
Factors slightly influence to corps squad
(LI)
participation among cadets in PMA.
1 No
Influence
Factors do not influence to corps squad
(LI)
participation among cadets in PMA.
How do these factors affect your participation to corps squad? Please check the
degree of influence using the scale given.
A.) Extent of influence in terms of Behavioral Indicators
Behavioral
HI
I
MI LI NI
indicators:
5
4
3
2
1
Interesting
Challenging
Easy
to
learn
Socialization
Popular
Physical
Fitness
For
competition
Less
expensive
Excused
from
other
duties
B.) Extent of influence in terms of Administrative Support
Administrative
HI
I
MI LI NI
support:
5
4
3
2
1
Military
Officers
Your
Tactical
Officer
Coach/trainer
Budget
support
The Corps Squad Participation of Cadets
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C.) Extent of influence in terms of Corps Squad Training Program and
Policies
Training Program and
HI
I
MI LI NI
Policies
5
4
3
2
1
Training Program of Corps squad
Corps
Squad
Policies
D) Extent of influence in terms of Sports Facilities, Equipment and Supplies
Sports Facilities,
HI
I
MI LI NI
Equipment and
5
4
3
2
1
Supplies:
Availability of Sports Facilities
for training
Equipment and Supplies for
practices
E.) Extent of influence of Upper Class, Peers & Family
HI
I
MI LI NI
5
4
3
2
1
Upper Class
Peers
(classmates/
friends)
Family
PART IV. Degree of problems encountered by corps squad participation
among cadets in Philippine Military Academy.
Numerical Value
Qualitative Description
Explanation
5 Extremely
Serious
(ES)
Problems are Extremely Serious
4
Serious (S)
Problems are Serious
3 Moderately
Serious
(MS)
Problems are Moderately Serious
2
Slightly Serious (SS)
Problems are Slightly Serious
1
Not a Problem (NP)
Problems are not a problem
The Corps Squad Participation of Cadets
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112
How serious are these problems that affect you to participate in your corps squad.
Please check the degree of seriousness following the scale given.
A.) Extent of seriousness along Behavioral Indicators.
Behavioral
ES
S MS SS NP
Indicators:
5
4
3
2
1
Corps Squad participation is
Not interesting
Not challenging
Hard to learn
Not for socialization
Unpopular
sport
Not for Physical fitness
Uncompetitive
Too expensive sport
Corps Squad participation does
not excused cadet from other
duties
B.) Extent of seriousness along Administrative Support.
Administrative
ES
S MS SS NP
Support:
5
4
3
2
1
No funds for uniform (complete set)
No funds for meals and snacks
No funds for transportation
No allowances of athletes during
training and competitions.
No funds for equipment/supplies
during training and practices
No incentives given to excelling
athletes
Lack of supervision during trainings
Lack of support for the sport
program
Lack of motivation and moral
support
Incompetent
coach/trainer
Lack of full time coach/trainer
The Corps Squad Participation of Cadets
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ES
S MS SS NP
5
4
3
2
1
Coaches/trainers are not updated to
new rules, techniques & strategies in
coaching and training.
No Sport Psychologists
No
masseur/masseuse
No sport physician
No Sports Nutritionist
Lack of knowledge in First Aid
Lack of knowledge in injury
prevention.
C.) Extent of seriousness along Training Program
Training
ES
S
MS SS NP
Program:
5
4
3
2
1
Training period is too short
Time allotted for practice is too short
Lack of playing time spent among the
players
Lack of exposure to competitions
Lack of facilities
Lack of equipment and supplies
Lack of Audio visual aids for training
and coaching
Lack of systematic training program
Coach does not allow participation of
athletes in decision making
Coach does not evaluate athletes’
performance regularly
Coach does not identify strength and
weaknesses of athletes
Coach Does not state clearly the
training objectives.
Coach does not set realistic goals for
each player
Coach lacks technical and tactical
preparations for training
The Corps Squad Participation of Cadets
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D.) Extent of implementation of Corps Squad Policies
Numerical
Qualitative Description
Explanation
Value
5 Highly
Implemented
Policies are fully (100%) implemented throughout
(HI)
the year
4
Implemented
Policies are implemented (80%) throughout the year
3 Moderately
Implemented
Policies are moderately (50%) implemented
(MI)
throughout the year
2 Lowly
Implemented
Policies are barely implemented throughout the year
(LI)
1
Not Implemented
Policies are not at all implemented throughout the
(NI)
year
Corps Squad
HI
I
MI LI NI
Policies:
5
4
3
2
1
Corps squad practice is a duty
Must be academically proficient
Declared
physically fit by the
physician
Corp squad membership is voluntary
Qualify in try-outs
No back subject
Obtain approval of membership from
the Commandant of Cadets
Academic
load
E.) Extent of adequacy of Sports Facilities, Equipment and Supplies
Numerical
Qualitative
Explanation
Value
Description
5
Very Adequate
When facilities, equipment and supplies are
(VA)
never been a problem. (100% adequate)
4
Adequate
When facilities, equipment and supplies are
(A)
adequate. (75% adequate)
3
Moderately Adequate When facilities, equipment and supplies are
(MA)
moderately adequate. (50% adequate)
2
Inadequate
When facilities, equipment and supplies are
(I)
few and hardly available. (Less than 50%
adequate)
1
None (N)
No facilities, equipment and supplies at all.
The Corps Squad Participation of Cadets
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How adequate are the sports facilities, equipment and supplies that affect your
corps squad participation. Please check the degree of adequacy following the
scale given.
Sports
VA
A MA I
N
Facilities:
5
4
3
2
1
Archery
area
Athletics (track and Field Oval)
Badminton
court
Basketball
court
Boxing
ring
Baseball/softball
field
Combative equipment (mat/foam)
Lawn tennis court
Table tennis area
Swimming
pool
Volleyball
court
Sepak Takraw court
Equipment &
Supplies:
Archery equipments (bow, arrow, target
batt)
Athletics equipments (running,
jumping, throwing)
Badminton equipment (racquet, shuttle,
net, stand)
Ball cart (basketball/volleyball)
Baseball equipment (bat, balls, Gloves,
mitt, body protector, base bags)
Basketball equipment (ball, cart)
Boxing equipment (punching bag,
gloves, bandages)
Drill
board
Karate equipments (mitts, face mask,
groin protector)
Lawn tennis equipment (racquet, balls,
net, ball rack)
Soccer equipment (net, ball, goal)
Softball equipment (bat, ball. Gloves,
mitt, body protector)
Swimming equipment (gear, goggles,
kick board)
Volleyball equipment (ball, net, antena)
The Corps Squad Participation of Cadets
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VA
A MA I
N
5
4
3
2
1
Sepak takraw equipment (ball, net)
Table tennis equipment (racquet, ball,
table, net)
Taekwondo equipments (armor, shin
guards, groin protector, arm guard, etc.)
Thank You Very much for Your Support!! ! !
The Researcher
The Corps Squad Participation of Cadets
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BIOGRAPHICAL SKETCH
The writer hails from Bulanao, Tabuk, Kalinga Province. He is the sixth
among seven (7) children of Miguel and Tranquilina Espita who were both from
Pangasinan, born on the seventeenth day of July 1973.
He finished his elementary education at Bulanao Central School in the
year 1986 and secondary education at Saint William’s Academy at Bulanao,
Tabuk, Kalinga. He pursued his college education in Saint Louis University
Baguio City and obtained his degree of Bachelor of Science in Commerce major
in Economics in March 1994.
He was a practitioner of numerous sports discipline where he competed in
the national, regional, provincial and local level in Athletics (track and field),
gymnastics, volleyball, basketball, badminton, lawn tennis, baseball and slo-pitch
softball.
Two months after his graduation from college, he was employed as a
Physical Education Instructor teaching Athletics (track and field) and gymnastics
to the cadets in the Philippine Military Academy, Fort Del Pilar, Baguio City with
a contractual status until he was appointed to regular status on December 1997 to
present.
For the love of sports and enlightened by the demands and challenges of
changing time, he was inspired to enroll at the Benguet State University La
Trinidad, Benguet where he graduated with the Diploma in Physical Education in
The Corps Squad Participation of Cadets
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May 2006. With his desire for professional growth, he pushed through his
masteral degree in the same with the degree of Master of Arts in Physical
Education in October 2006.
Awards received by the writer include the PMA Tactics Civilian Instructor
of the year Award 2005; Most Valuable Player (MVP) 1st Green Meadows
Corporate Badminton Tournament; 10 times champion in volleyball (Cordillera
Association of Regional Executives); 3 times champion in basketball (C.A.R.E);
Champion in 100 meter dash, shot put, long jump, javelin throw and discus throw
(C.A.R.E.); 3 times PMA Triathlon Challenge; 11 times champion in basketball
(PMA Inter-Group Competition); 11 times champion in volleyball (PMA Inter-
Group Competition); Champion in below 30 years old PMA Marathon; Numerous
Champions in Badminton Men’s and Mixed Doubles (1st BCBC Corporate
Badminton Tournament, 1st Panagbenga Badminton Tournament, TI-PI Power
Play Badminton Tournament, 1ST Green Meadows Corporate Badminton Cup,
Cordillera Association of Regional Executives Sport fest; and Champion in the 1st
PMA Mt. Bike Challenge.
He was also a recipient of numerous certificates of Recognitions and
Letter of Commendations being faithful and dedicated to service as government
servant.
The Corps Squad Participation of Cadets
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Among other professional growth related to Sports and Teaching
Experiences, he attended numerous seminars, workshops, clinics, and in-service
trainings in the international, national, regional and local levels.
At present, he is an Assistant Professor I civilian faculty of the Philippine
Military Academy, Fort Del Pilar, Baguio City. He is also a member of the
Philippine Volleyball Federation and accredited National Referee level 2 of the
PVF Referees Commission, Philippine Tennis Association PMA-Chapter, PMA
Badminton Club, PMA Civilian Employees Association, Order of the High
Altitude Pure Attitude Bikers of PMA, PMA Basketball Team, PMA Volleyball
Team, PMA Track and Field Team, PMA Badminton Team and PMA Slow-Pitch
Softball Team.
He was also the acting Coach of the PMA Men’s and Women’s Volleyball
Corps Squad and Co-coach of PMA Athletics Corps Squad. Coached and trained
several times the Baguio Elementary and Secondary Gymnastics Team who won
in the Cordillera Administrative Region Athletic Association – CARAA and
Palarong Pambansa.
He is happily married to former Victoria F. Nasudman of Poblacion,
Natonin, Mt. Province and blessed with two beautiful daughters (Wendy and
Janine).
The Corps Squad Participation of Cadets
in Philippine Military Academy / Miguelito D. Espita. 2006
Document Outline
- The Corps Squad Participation of
Cadets in Philippine Military Academy
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the study
- Importance of the Study
- Scope and Delimitations of the Study
- REVIEW OF RELATED LITERATURE
- Nature of Physical Education
- Behavioral Indicators of Corps Squad Participation
- Selection of Sports Activities according to some Variables.
- Problems Encountered in Physical Education and Sports Activities
- Role of Sports in Society
- Sport � Natural Religion
- Benefits from Participating in Physical Education and Sports Activities
- Specific Health Benefits of Regular Physical Activity
- Conceptual Framework
- Definition of Terms
- Hypothesis of the Study
- METHODOLOGY
- Location and time of the study
- Respondents of the Study
- Instrumentation
- Data Collection
- Statistical Analysis
- RESULTS AND DISCUSSIONS
- Profile of the Corps Squad Members
- Sports Preferences
- The Extent of Influence to Corp Squad Participation
- The relationship of corps squad members� profile and its influence to corps squadparticipation.
- Problems encountered by cadets in their participation to Corps SquadsBehavioral Indicators
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH