BIBLIOGRAPHY SHELDON A. DEGAWAN. April 2007. Physical Education...

BIBLIOGRAPHY
SHELDON A. DEGAWAN. April 2007. Physical Education Program of
Commission on Higher Education Sports Athletic Association of Baguio City and
Benguet. Benguet State University, La Trinidad, Benguet.
Adviser: Harland Gary B. Pawid, M..A.P.E.
ABSTRACT

The study was conducted to determine the socio-economic profile of the
respondents; the level of attainment of the Physical Education Program along mission
statements and objectives; the extent of implementation of the Physical Program along
guidelines and standards, physical education activities, and facilities, equipments and
supplies; find out the relationship between the extent of implementation and level of
attainment of the program; find out the problems met in the implementation of the said
program.

The results showed that the respondents mostly range in age from 30 to 39 years
old and most of the administrators and the instructors of Physical Education are mostly
males and married. The respondents underwent their doctorate degree and graduate of
Master of Arts in Physical Education (MAPE). And a great majority of the respondents
had taught Physical Education for about less than a year to 5 years and about 17 percent
had taught 6-10 years and 16 years above. Furthermore, the respondents are all civil
service eligible and had passed the Licensure Exam for Teachers passer. Most of the
respondents attended trainings both local/national and international. In general, the

respondents profile along age, gender, civil status, educational attainment and teaching
experience did not differ significantly.
The objectives of the Physical Education program were highly attained which is
significantly different from moderate attainment. The degree of implementation of the
guidelines and standards was moderately implemented with respect to the respondents
perceptions. However, statistically significant from moderate implementation along
administration, faculty, and schedule and uniform. The physical education activities,
physical fitness/conditioning and rhythmic activities were moderately implemented and
were significant using t-test. However, in individual/dual track and field and team sports,
the level of implementation were moderate and were not significant. The level of
implementation in facilities, equipment and materials also were moderately implemented.
The lack of appropriate facilities were considered very serious problem, followed
by very big classes, lack of equipment (e.g. basketball ball for every 10 students), lack of
reference and instructional materials and lack of support from the administration.

ii

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary……………………………………………….
58
Conclusions…………………………………………….
60
Recommendations……………………………………...
61
LITERATURE CITED……………………….………..…….
63
APPENDICES
A. Letter to the Respondents…………………………..
65
B. Questionnaire
66
BIOGRAPHICAL SKETCH…………………………………
80

v

INTRODUCTION

Background of the Study

The Cordillera Higher Education Sports Athletic Association (CHESAA)
formerly known as Higher Education Sports Athletic Associaton (HESAA) is an
athletic organization that caters the non-Baguio Benguet Educational Athletic
League (BBEAL) member schools.

It was formed by the technical schools of Baguio City due to financial
problems and the few number of students participating in the different events in
the BBEAL competitions.

The original members are: AMA Computer College, Benguet Central
College (BCC), Baguio Electronics Technical Institute (BETI), Baguio School of
Business and Technology (BSBT), Cordillera Career Development College
(CCDC), Benguet State University (BSU), Easter College Incorporated (ECI),
Philippines Women’s University (PWU), Luzon Nazarene Bible College (LNBC),
Data Center Philippines, and Systems Technology Institute (STI). Lately, it
accepted its new members namely: National University (NU), NIIT and Sentro ng
Agham Pilipino (SAP).

Physical Education is an important segment of general education which
aims to contribute to the development of the learner through participation in
selected vigorous activities; it provides opportunities to acquire lifelong skills that
Physical Education Program of Commission on Higher Education Sports Athletic
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are essential to his physical, mental, social and emotional development (Oyco,
2000).

Tulio (2004) stressed that physical education is the part of the school
curriculum that instructs the students in body movements, sports and games and
other physical activities. Panganiban (1999) added that it can also be viewed as a
program of activities in a school curriculum that involves sports, games, dance,
gymnastics and recreational activities. Great emphasis is placed on motor skills,
fitness, health, recreation and safety. He added further that, it is the vital and
integral part of general education designed to promote the optimum development
of the individual physically, socially, emotionally and mentally through total body
movement in the performance of properly selected activities.

Colleges and universities should provide instruction in physical education
that meets the following management criteria: The program should be available to
all students. The program should not be a repetition of the high school program
but should offer more advanced work in physical education. The program should
include innovative features to meet the needs of the students and the same time be
interesting and challenging to them. The program should not allow ROTC, band,
athletics of other activities to be a substitute for physical education. The program
should provide electives. The program should stress knowledge and
understanding of the value of physical activity. The program should stress the
study and practice of the science and art of movement. The program should stress
Physical Education Program of Commission on Higher Education Sports Athletic
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lifetime skills and should be conducted by qualified faculty members (Bucher,
1987).

Furthermore, he added that Physical Education is the development of the
full potential of each child. If physical education is to make its maximum
contribution to the total growth and development of each child, it should achieve
balance and proportion among the various facets so that the program can give
attention to all areas. A well-taught and well conducted physical education will
have profound and beneficial effects in children. Hence, a quality physical
education program should be properly administered and implemented.

It is in this view that this study this study be conducted to assess the
Physical Education programs in the CHESAA members of Baguio City and
Benguet.

Statement of the Problem

It was the purpose of this study to assess the Physical Education program
in the Cordillera Higher Education Schools Athletic Association members of
Baguio City and Benguet. Specifically, it sought answer to the following
questions:
1.
What is the socio-economic profile of the respondents?
2.
What is the level of attainment of the objectives of the Physical
Education program?
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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3.
What is the extent of implementation of the Physical Education
program along:
a.
Guidelines and standards
b.
Physical Education activities
c.
Facilities, equipment and materials
4.
What is the relationship between the extent of implementation and
level of attainment of the Physical Education program?
5. What are the problems met in the implementation of the Physical
Education program?

Objectives of the Study

The objectives of the study are the following:
1.
To determine the socio-economic profile of the respondents
2.
To determine the level of attainment of the objectives of the
Physical Education program.
3.
To determine the extent of implementation of the Physical
Education program along:
a.
Guidelines and standards
b.
Physical Education activities
c.
Facilities, equipments and materials
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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4.
To find out the relationship between the extent of implementation
and level of attainment of the Physical Education program.
5.
To find out the problems met in the implementation of the Physical
Education program.

Importance of the Study

Findings of this study can make the school administrators become aware
of the problems in the implementation of collegiate service Physical Education:
thus, they can create and design a more suitable and effective Physical Education
program. Administrative support is also highly solicited to attain a quality
Physical Education program that caters the needs not only the students but the
school as well.

For Physical Education instructors, this study may serve as an instrument
in the formulation of better teaching strategies and techniques in Physical
Education. This may serve as a springboard for the improvement of teaching in
Physical Education and may also contribute to the competence of a Physical
Education instructor.

Scope and Delimitation of the Study

This study was delimited to evaluate the implementation of the collegiate
service Physical Education program in CHESAA member schools of Baguio City
and Benguet.
Physical Education Program of Commission on Higher Education Sports Athletic
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The respondents were the Physical Education administrators and
instructors of the CHESAA member schools of Baguio City and Benguet.
schools were Benguet Central College (BCC), Baguio Electronics and Technical
Institute (BETI), Cordillera Career Development College (CCDC), Data Center
Philippines, Easter College Incorporated (ECI), Philippines Women’s University
(PWU), Systems Technology Institute (STI), NIIT, CCP, and Benguet State
University (BSU). This study was conducted during the SY 2006-2007.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

REVIEW OF LITERATURE

Socio-Economic Profile

Teachers are the single most important factor in the educational system.
Classes can be held under the trees but useful instruction cannot be attained unless
there are well-educated and competent teachers. Incompetent teachers can turn
out only incompetent and illiterate graduates. It is an accepted fact that the quality
of education depends to a large extent on the quality of teachers. The professional
profile of the teachers is an indicator of the standard of education in a country
(Lasdacan, 2006).

To dissuade competent teachers from going to the other countries where
they can get higher paying jobs, the government should give better salaries that
would enable them to live comfortably and teach their students well. Higher
salaries would attract bright men and women to a profession that has been
neglected since the end of World War II. Teaching should get the respect and
attention that it deserves (Farolan, 1998).

Physical Education Program

Article I of the International Charter of Physical Education and Sports,
UNESCO, Paris, 1978 and Recommendation 1, Interdisciplinary Regional
Physical Education Program of Commission on Higher Education Sports Athletic
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Meeting of Experts on Physical Education, UNESCO, Brisbane, Australia, 1982,
states that:

“The practice of Physical Education and Sports is a fundamental right for
all…And this right should not be treated as different in principle from the right to
adequate food, shelter, food and medical care.”

Article XIV, Section 19, 1987 Constitution of the Republic of the
Philippines states that:

“The state shall promote Physical Education and encourage sports
programs, league competitions, and amateur sports including training for
international competition to foster self-discipline, teamwork and excellence fore
the development of a healthy and alert citizenry.”

“All educational institutions shall undertake regular sports activities
throughout the country and in cooperation with athletic clubs and other sectors.”

Horine (1985) stated that some administrators have misconceptions of the
Philippines education program due to: (1) inadequate information and
dissemination, (2) inadequate knowledge of the physical education program as
mandated by the constitution, (3) inadequate knowledge in the current trends and
problems of physical education in the 90’s. Some popular misconceptions is that
Physical Education classes are free play periods. This conception has arisen
because some physical educators conduct their classes as though they were free
play periods. They establish no specific objectives for their activity courses; no
syllabi or course outlines; and based grades on effort and attitude.

To have a good physical education program, more attention should be
given to a broader scope of curriculum planning for fitness and sports medicine
Physical Education Program of Commission on Higher Education Sports Athletic
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and related positions. He stressed that curriculum development must be
approached in a systematic way (Zanger and Parks, 1984)

Soloria (1996) mentioned that the regular physical education program is
instructional in nature. It is a continuity of movement experiences designed to
help the individual gain movement of skills and concept that will enhance his
ability to function effectively and happily in all his life experiences, whether they
be social, mental or physical. The primary focus in the main areas of physical
education program are: 1) Core activities: the main activities which are introduced
to carry out objectives of the program; 2) Related activities: the co-curricular
activities which are scheduled to enrich the learning experiences of the children;
3) Adaptive activities: the specially designed or selected activities especially for
physically-handicapped learners.

He mentioned further that good physical education program should
consider the following: 1) It includes a large variety of activities; 2) It is stressed
equally for both boys and girls. Activity facilities should be made available to
both boys and girls; 3) It is adopted to the needs of the individual children; 4) It
requires adequate facilities, equipment and supplies to carry on the program
effectively; 5) It has competent leadership. Leadership competent teacher
guarantees right standards and a fair chance for the shy and timid child.

Ingram and Loy (1983) mentioned that sporting activities cannot be
separated from the legal framework that exists in the society at large and the
Physical Education Program of Commission on Higher Education Sports Athletic
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changes in that framework that accompany industrialization process. They also
added that sports needs considerable attention to support and sharpen better
foundation in Physical Education and sports. They emphasize that although there
are factors that really influence a sporting activity, there is always a way to
implement it. Barriers such as industrialization or economic control could not be a
problem. They added further that the ruling classes had established certain forms
of sports, and these dominant forms had a powerful influence on the rest of the
society. Evidently there are differences in adopting sports to the kind of life of a
person. The economic situations and lifestyles of the people beyond the confines
of sports were inevitable. Teachers in elite schools only chose the right sports they
like.

On the other hand, Belmonte (1970) stressed that the country’s most
precious resources are the children and their health and that physical fitness must
be the concern of all. A good physical well being is the primary objective of
Philippine Education in the new society since these children are part of the
nation’s resources and the full potential of a citizen can be attained only if the
individual is physically, mentally, emotionally and socially sound. However, she
claimed that this standard has not been reached, much remain to be done. It is
therefore on the framework of the educational program where the best physical
development and promotion will depend.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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Furthermore, she stated that a well organized Physical Education program
embodies the following: 1) Body Mechanics (Posture Education); 2) Self-Testing
Activities; 3) Quickly Organized Games and Relays; 4) Athletic Team Games; 5)
Individual and Dual Games.

Students should be encouraged to participate more on the different
exercises in order to attain a fuller physical fitness. The Physical Education
teacher should provide more exercises within the capabilities of the students
considering gender. This way, students attain and maintain the necessary level of
physical fitness.

Fernandez (1997) mentioned that Individual and Dual sports should be
introduced by Physical Education teachers so that they will have a wider range to
choose from based on their physical capabilities. The milder one should be
encouraged for the females. Team sports aside from basketball and volleyball
should be introduced. A sports clinic should be instituted so that students will
have a better understanding on the nature of team sports. With this, they are able
to choose which team sports they will fit into.

The primary responsibility of the Mid-twentieth century Physical
Education is to aid students in planning, selecting and participating in motor
activity in which the goals of general education are achieved. He suggested that
students should be helped to explore their own level of aspirations in Physical
Physical Education Program of Commission on Higher Education Sports Athletic
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Education and formulate their own goals in the light of these aspirations (Scott,
1969).

Villar (1986) stated that one common benefit of daily exercise is the
improvement of efficiency of the vital organs and the muscular system. The
physically trained person will in his everyday pursuit express proportionally with
less energy and put less strain in his body than the physically untrained individual.
Soloria (1996) added that there is a big difference between a student or a person
who usually engages in fitness or exercises and a student or a person who does
not. Another general effect of regular exercises is that it helps promote the growth
and development of the body parts. He added that the demonstration method
serves as an excellent way of teaching physical education, and that the teacher
should demonstrate the skills as perfectly as possible. Mastery in wide variety of
sports and games should be required in the professional training period of all
educators. He added further that teacher competencies are highly needed to attain
good Physical Education curriculum.

Furthermore, he stated that students can show their talents, skills and
capabilities to execute what they have learned in theory and put into practice that
will help to their physical, mental and social fitness. However, the different
physical fitness tools help measure the abilities, skills and intellect of every
student in the physical fitness and sports development.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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Orden (1979) stated that sports is an activity wherein the students divert
their time for leisure and recreation. Today, the demands should not discourage
the young trainee who still has many things working in his favor. Athletics is one
all around physical fitness which includes strength and purpose.

She further explained that students should be encouraged to take up
additional units in physical fitness and sports in order to make themselves major
or minor in the said area. In-service training in physical fitness and sports should
be implemented and that proper methods of teaching and use of instructional
materials should be administered and evaluated. Variety of sports and athletics
and games should be provided in physical fitness program to meet the needs and
interest of the students and the youth in physical fitness and sports development.
Lastly, more funds should be allocated for physical fitness and sports program.

Facilities and Equipments

Teaching of Physical Education is not effective and efficient if there is no
sufficient facilities and equipment.

DECS order mentions that it shall be the responsibility of the school
administration to secure the equipment needed in the teaching of physical
education, such equipment may be taken from the regular budget and extra
budgetary means such as donations from the community.

Klapp (1977) stated that what is important in physical education
curriculum is the maximum effective use of equipment and utilization of facilities
Physical Education Program of Commission on Higher Education Sports Athletic
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and the best means of buying and storing supplies. The teaching room is used as a
place only for presentation and core of sports injuries. The gym is a special room
designed to meet the requirement not only for sports training program but also of
the general physical education program when the need arises to accommodate the
various functions of training program. It must be designed as a multipurpose area
in which first aid can be administered, physical examination conducted and taping
bond and other activities to be done.

Ngipol (1999) pointed out that the administrators should give priority to
the provision of adequate facilities, especially the Physical education hall,
gymnasium playground and instructional materials used in teaching, the adequacy
of the equipment be given priority so that the teachers can teach effectively and
that Physical education teachers should be given opportunities for seminars,
workshops and training especially those who have less than five years teaching
experience to enhance their knowledge.

Article XI, Section 51 of Educational Law and Private Schools, states that
the school site of every private school must be suitable and adequate for its
activities. The site should be owned by the school. If not owned, there should be a
definite and feasible program for ownership thereof within a reasonable period, or
reasonable and adequate provisions for continued use by the school.

Level of Attainment of Objectives

Gabiana (1970) found that the following are the leading problems in the
Physical Education Program of Commission on Higher Education Sports Athletic
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attainment of objectives: inadequacy of physical education apparatus, guide
references, financial inability of the students to furnish themselves with the
needed supplies and equipments, inadequate space for play activities, insufficient
time and negative attitudes of students and parents towards the subject matter. She
also found that Physical Education program was not given enough attention as
academic subjects were. The proper implementation of the teaching of Physical
education remained neglected.

Moreover, Laplana (1989) suggested that Physical education teachers
should be encouraged by their administrators to pursue graduate studies and or
attend service trainings. Physical Education teachers should exert more effort in
order to attain a very satisfactory objective. The activities in Physical Education
should be taught, proper scheduling and planning will solve/remedy their short
comings. Physical Education teachers should strive for a better education program
by making their methods and techniques very effective. Administrators should
work hard for the provision of very adequate facilities, equipments and supplies.
The serious problems encountered in the teaching of physical education should be
attended to by the authorities/persons concerned; other teachers should conduct
more researches in physical education.

Balos (1989) found that while it is true that there is similarity of teaching
Physical Education in the secondary schools in all aspects, which is pertinent to
teaching and professional growth of Physical Education teachers and
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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implementation of sports activities, it has also some similarities on the problems
encountered by the instructors in the tertiary level. Thus, Balos confirmed that the
following should be considered for the purposes of improving instruction and
managerial ability so that Physical Education and sports thrust may be attained.
1.
Teachers should always be encouraged to attend in-service training
through sports.
2.
More activities pertaining to the attainment of the program should
be undertaken seriously and scientifically to facilitate better results and
performances.
3.
Superiors and administrators should try to improve and provide
essential learning facilities, equipment and instructional materials to coordinate
closely with the teachers. They should determine the necessary supplies to ensure
effective teaching and learning.
4.
The school administrators should encourage the community and
other agencies to help in the improvement of facilities, equipment and
instructional supplies and to consider the school as contributory to the wholesome
development of an individual.
Florendo (1986) found out that although teachers possessed the basic
qualifications to teach Physical Education, there was little progress in raising their
educational qualifications. Hence, in-service trainings in the district and division
levels of La Union were conducted for teachers to improve their competencies but
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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they were not fully appreciated by the teachers because they had to fund their own
expenses.

Problems Encountered by Physical Education Instructors

The biggest problem in physical education was lack of facilities,
equipment and supplies; the physical education program needed re-examination in
relation to its urgent needs; and teaching techniques, close supervision and
evaluation of the program needed improvement (Salvador, 1978).

Butcher (1987) mentioned that physical education is more meaningful for
participants when the schedule reflects their interest, rather than administrative
convenience. Scheduling should be done according to a definite plan. Physical
education should not be inserted in the overall master scheduling plan whenever
there is time left over after all the other subjects have been provided for. This
important responsibility cannot be handled on a hit and miss basis because that
disregards the interests and needs of the students. Instead, Physical Education
should be scheduled first on the master plan, along with subjects such as English
and Science that are required of all students most of the time they are in school.

Furthermore, he added that classes in physical education should be
approximately the same size as classes in other subjects in the school or college
offering. This is just essential for effective teaching, individualized instruction
and progression in physical education as it is in other subjects. Physical education
contributes to educational objectives on an equal basis with other subjects in the
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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curriculum. Therefore, the size of the class should be comparable so that an
effective teaching job can be accomplished and the objectives of education
attained.

Chaokas (2000) stated that many good methods and practices which
teachers are taught in teacher education classes are never used in actual situations
because facilities do not permit them. One big problem in the implementations of
equipment and supplies program is the lack of facilities and equipment.

Tinipac (2005) added that no matter how good are the teaching methods
and practices of the teachers are in teaching Physical Education, if the facilities
and equipment are not adequate, the teaching process is not effective. She further
analyzed that the biggest problem in physical education was the lack of facilities
and equipment. In addition to this, Rivera (1982) recommended that there should
be a re-examination of Physical education program and also improvement of
teaching strategies as well as close suspension and evaluation of the program.
Conceptual Framework

This study focuses on the extent of implementation of the physical
education program of the CHESAA member schools of Baguio City and Benguet.

Schematic representation of the conceptual framework shows the
interrelationship between the independent variables and the dependent variables.

The independent variables include: 1) respondent’s socio-economic profile
in terms of age, sex, civil status, no. of years of teaching in physical education,
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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Independent

Intervening

Dependent
Variables

Variables
Variables

I. Profile of Faculty
a. Age

b. Sex
c. Civil
Status

d. No. of Years
Teaching PE

Factors in the

e. Educational
Attainment
implementation and
Extent of
the attainment of
implementation

f. Trainings
Attended
objectives.
and level of

attainment of

g. Eligibility
Problems met in the
Physical

implementation of
Education
II. Physical Education
Physical Education
program
Program
program.

a. Mission Statement

and Objectives

b. Guidelines and

Standards

c. Physical Education

Program and

Activities

d. Facilities, Supplies

and Equipment

Figure 1.
Conceptual framework showing the relationship of the
variables of the study.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

20
educational attainment, trainings attended and eligibility of teachers teaching
physical education; 2) physical education program such as: mission statement and
objectives, guidelines and standards, physical education program and activities,
facilities, supplies and equipment. These variables are perceived to influence the
attitude of the clientele in terms of the assessment of physical education program
in the CHESAA members of Baguio City and Benguet.

The intervening variable is the problem met in the implementation of
physical education program. This variable is considered to modify the relationship
of the independent variables to the implementation of the physical education
program.

The dependent variables are the extent of implementation and level of
attainment of the physical education program in the CHESAA member schools of
Baguio City and Benguet.

Operational Definition of Terms

For the purpose of understanding the study better, the following terms are
operationally defined:
Administration is the process of managing or conducting program of
activities.
Assessment is the process of approach to evaluate the results of man’s
output to a given activity.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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Attainment refers to the extent of implementing physical education
activities required in teaching of physical education as fully attained, significantly
attained, moderately attained, slightly attained and not attained objectives of
physical education.
CHESAA is an abbreviation of the Cordillera Higher Education Sports
Athletic Association.
Curriculum is the sum of all learning experiences and resources that are
purposefully selected, organized and implemented, by the school in pursuit of its
peculiar mandate as a distinct instruction of learning and human development.
Equipments are materials used in the teaching of physical education.
Implementation is putting into effect the desired goal.
Intramurals are competition of teams within the same school.
Misconceptions are the characteristics of being reacted in a negative to a
certain concept or knowledge.
Physical
Education is a phase of education concerned with the learning as
development of skills and attitudes towards play activities or an education that
could be appropriately defined as education through physical exertion.
Problems are the difficulties met by the instructor in dealing with students
behavior and grades.
Sports are games that involve any physical activity that are governed by
rules
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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Status is used to describe the employment of conditions and to classify the
faculty members.

Hypotheses of the Study

1.
The socio-economic profiles of the respondents significantly differ.
2.
The level of attainment of the objectives of the Physical Education
program is moderately attained.
3.
The degree of implementation of the Physical Education program
along guidelines and standards, physical education activities, and
facilities, equipments, and supplies were moderately implemented.
4.
There is no significant difference between the relationship of the
extent of implementation and level of attainment of the Physical
Education program.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

METHODOLOGY

Locale of the Study

Figure 2. Map of Baguio City and La Trinidad Benguet showing the location of
the study.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

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The study was conducted in the Cordillera Higher Education Schools
Athletic Association (CHESAA) member Schools of Baguio City and Benguet.
These CHESAA member schools included were Benguet Central College (BCC),
Baguio Electronics and Technical Institute (BETI), Cordillera Career
Development College (CCDC), Data Center Philippines, Easter College
Incorporated (ECI), Philippines Women’s University (PWU), Systems
Technology Institute (STI), NIIT, AMA Computer College, and Benguet State
University (BSU). Figure 2 presents the location of the schools covered in the
study. This study was conducted during the school year 2006-2007.

Respondents of the Study

The respondents of the study consisted of the Physical Education
administrators and instructors in the CHESAA member schools of the Baguio
City and Benguet. Table 1 below shows the distribution of respondents. A total of
29 respondents were included with 12 administrators and 17 instructors. The
respondents were taken using simple random sampling. And those who fully
answered and returned the questionnaires were included as the final set of
respondents.

Physical Education Program of Commission on Higher Education Sports Athletic
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Table 1. Distribution of respondents
School

Number
of

Percent

Respondents

Benguet
Central
College
4 13.79

Benguet
State
University
5 17.24

Easter
College
Inc.
1 3.34
Philippine
Women
University
4 13.79
Benguet Electronics and Technical Institute
3

10.34
Cordillera Career Development College

4

13.79
AMA
Computer
College
1
3.34
NIIT
2 6.89
Data
Center
Philippines
2 6.89
Systems
Technology
Institute
2 6.89

Total

29
100.00

Instrumentation

The study utilized the descriptive survey method of research which will
employed the questionnaire as technique in gathering the data (Appendix B). The
respondent’s socio-demographic and socio-economic profile composed the first
part of the instrument. The second part of the instrument composed the questions
on the Program of the Physical Education which was categorized as mission
statement and objectives; facilities, equipments and supplies; guidelines and
standards; and physical education activities. The last part of the question was on
the problems encountered by physical education instructors.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

26
The respondents were given three rating categories for each question on
the level of attainment and degree of implementation of the programs in the
Physical Education. Below is the interpretation of the choices:

Rating Categories
Interpretation

A. Level of Attainment:

2.51 -3.00
Highly Attained

1.51-2.50 Moderately
Attained

1.00-1.50 Not
Attained

B. Extent of Implementation:

2.51 -3.00
Highly Implemented

1.51-2.50 Moderately
Implemented

1.00-1.50 Not
implemented

Data Gathering Procedure

The researcher secured permission from the school’s sports coordinator
before distributing the questionnaires to the respondents (Appendix A). The said
permission was administered through the support of the directors/heads and
physical education instructors. The researcher personally distributed the
questionnaires to the different respondents. The respondents were given at least a
week to answer the set of questions.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

27
Statistical Analysis of Data

The data gathered were analyzed using both descriptive and inferential
statistics. To answer the question on the socio-economic profile of the
respondents and the different problems encountered by the Physical Education
instructors, the following statistics were utilized: frequency, percentages and
ranks. On the level of attainment and degree of implementation of the program,
weighted mean was used. Correlation analysis was employed to determine the
association of the level of attainment and degree of implementation of the
physical education program. The criterion point is set at 0.05 level. Specifically,
Pearson Product Moment Correlation Coefficient was utilized and the
computational formula is shown below:

n∑ xy − (∑ x)(∑ y)
r =

n∑ x − (∑ x)2
2
n∑ y − (∑ y)2
2
where:

n – number of subjects

∑ xy - the sum of each subject’s x score times the y score

∑ x - the sum of the x scores

∑ y - the sum of the y scores
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

28

∑ 2x - the sum of the squared x scores
∑ 2y - the sum of the squared y scores
The raw scores of the level of attainment and degree of implementation of
the program Physical Education were transformed into averages and were used as
data entry in the analysis.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

RESULTS AND DISCUSSION

Profile of the Respondents

The respondents of the study included the administrators and instructors of
the CHESAA member schools. Table 2 presents the socio-economic profile of
respondents. A great majority of the respondents range in age from 30-39 years
old with 37.93 per cent and from 20-29 years old with 27.57 percent of the total
respondents, a normal age for working professionals. On the other hand, the
respondents were male-dominated and married, that is, most of the administrators
and instructors of Physical Education are males and married with 65.51 percent
and 62 percent, respectively.
Furthermore, the respondents did not differ significantly in their ages, as
indicated by the chi-square value of 5.93 with a probability value higher than 5
percent. In the cases of gender, civil status, educational attainment, and teaching
experience, the chi-square value reveals that the respondents did not differ
significantly with respect to these aspects. However, the civil service eligibilities
and seminars/trainings attended by respondents revealed significant differences as
reflected by the chi-square values.
According to Lasdacan (2006), the professional profile of the teachers is
an indicator of the standard of the education in a country; hence, as expected,
most of the respondents have undergone trainings and seminars and pursued their
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

30
Table 2. Profile of the Respondents

Profile
Indicators
Frequency

Percent

Count

Age
20-29
years
old 8 27.57

30-39
years
old 11
37.93
40-49
years
old 7 24.14
50-59
years
old 2 6.89
60
above
1 3.445
Total
29
100.00

2
χ c = 5.93ns
prob.
=
0.996

Sex
Male
19
65.52
Female
10
34.48
Total
29
100.00

2
χ c = 3.57ns
prob.
=
0.059
Civil
Status
Single

11
37.93
Married 18
62.07
Total

29
100.00

2
χ c = 2.29ns
prob.
=
0.131

Educational
qualification
BSE
Major
in
PE
4 13.8
DPE/CPE
4 13.8
MAPE
5 17.2
PhD/EdD
6 20.7
Others
(MAED,
BSE major MAPEH)
9

31.0

Total

28

2
χ c = 3.071ns
prob.
=
0.546

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

31
Table 2 continued…

Profile
Indicators
Frequency

Percent

Count

Teaching experience in PE
Less
than
a
year 6 20.68
1-5
years
6 20.68
6-10
years
5 17.24
11-15
years
3 10.34
16
years
or
more
5 17.24

Total

2
χ c = 1.41ns
prob.
=
0.923

Civil Service Eligibilities
Non-professional
2 6.90
Professional
9 31.03
Professional
Board
Exam
for

7 24.14
Teachers
Licensure
Examination
for

16
55.17
Teachers
Others
(please
specify) 2 6.90

2
χ c = 18.053** prob.
=
0.001

Seminars/Trainings attended In PE
Local
1-5
12
41.38
6-10
3 10.34
11-15
3 10.34
16
above
2 6.90

2
χ c = 13.20**
prob.
=
0.004

Regional
1-5
9 31.03
6-10
4 13.79
11
above
3 10.34

2
χ c = 3.87**

prob.
=
0.144
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

32
Table 2 continued…

Profile
Indicators
Frequency

Percent

Count

National
1-5
11
37.93
6-10
1 3.45

2
χ c = 8.33**
prob.
=
0.004
International
4 13.79
Not
Attended
2 6.90

** - highly significant at 1 %
ns- not significant

graduate studies for their professional growth. About 20.7 percent of the
respondents had doctorate degrees, 17.2 percent were graduate of Master of Arts
in Physical Education (MAPE), and 13.8 percent from Diploma in Physical
Education/Certificate in Physical Education. A great majority of the respondents
had taught Physical Education for about less than a year to 5 years and about 17
percent had taught 6-10 years and 16 years above, respectively in the teaching
profession. Furthermore, the respondents were all civil service eligible in which
most of them were Licensure Exam for Teachers passer. Among the respondents,
about 37.9 percent attended both local and national trainings/seminars at most five
times, 13.8 percent attended trainings/seminars outside the country, and about 6.9
percent had not attended trainings and seminars.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

33
Furthermore, in Laplana’s study in 1989, he mentioned that Physical
education teachers should be encouraged by their administrators to pursue
graduate studies and/or attend service trainings. Physical Education teachers
should exert more effort in order to attain a very satisfactory objective. The
activities in Physical Education should be taught, proper scheduling and planning
may solve/remedy their short comings. Physical Education teachers should strive
for a better education program by making their methods and techniques very
effective.

Level of Attainment of the Objectives of the
Physical Education Program

The mission statements and objectives of the Physical Education program,
as presented in Table 3, reveals a weighted mean of 2.63 which indicates a high
attainment. From 7 mission statements and objectives, 5 items were rated by the
respondents highly attained namely, to improve and maintain physical fitness; to
enhance critical thinking; to further develop and refine skills in sports, dance and
recreation; to understand oneself and others better for effective living; and to
appreciate more skillful performance, good health and qualities of leadership. The
remaining mission statements and objectives with weighted average described as
moderately attained were to awake a sense of nationalism and appreciation of
one’s cultural heritage and to develop awareness of the natural environment and
the use for its protection and cooperation through outdoor and aquatic activities.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

34
Table 3. Level of Attainment of the Physical Education Program along Mission
Statement and Objectives

Mission Statements and Objectives

Weighted
Interpretation

Mean

To improve and maintain physical fitness

2.75 Highly Attained
To enhance critical thinking

2.75 Highly Attained
To further develop and refine skills in

2.64 Highly Attained
sports, dance and recreation

To understand oneself and others better

2.64 Highly Attained

for effective living
To appreciate more skillful performance,
2.75 Highly Attained
good health and qualities of leadership
To awake a sense of nationalism and

2.46 Moderately Attained

appreciation of one’s cultural heritage
To develop awareness of the natural

2.43
Moderately
Attained
environment and the use for its protection
and cooperation through outdoor and
aquatic activities

Over-all Mean = 2.63 Highly Attained

tc = 12.21**
prob. = 0.000
** - highly significant
Legend:

2.50 – 3.00 – Highly Attained

1.50 – 2.49 – Moderately Attained

1.00 – 1.49 – Not Attained

This result contradicts with the findings of previous study conducted by
Camat(2002) that the objectives in teaching the Physical Education program was
fully attained for both private and public tertiary schools. However, when the
over-all weighted mean of 2.63 was considered, it revealed that the attainment
level of the respondents were high on the mission statements and objectives of the
Physical Education programs and it was highly significant based on the t-test
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

35
result. The t-value of 12.21 with a very small probability indicated that the
attainment level was not moderate.

Extent of Implementation of the Physical Education Program

The extent of implementation of the program was measured along the
implementation of the guidelines and standards, physical education activities, and
facilities, equipments and supplies. The results were presented in the succeeding
discussion and tables.
Guidelines and Standards. Table 4.1 shows the weighted mean rating of
the extent of implementation of the different guidelines and standards of the
Physical Education program on administration. There were three main guidelines
and standards that an administrator of the Physical Education program stated. The
educational qualifications of being director/chairperson of the Physical Education
program were moderately implemented as evidenced by the weighted mean of
2.31. With respect to the functions and responsibilities of the director/chairperson
guidelines and standards, the director assist the School Head in all matters
affecting his department, prepare with qualified assistance from all possible
sources that Physical Education programs and to keep these attuned to current
trends and development, exercise educational leadership among his faculty,
coordinate with the offices concerned with student services/affairs, and perform
such other functions as may be assigned to him/her with weighted means of 2.52
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

36
Table 4.1 Extent of Implementation of the Physical Education Program along
Guidelines and Standards on Administration

Guidelines and Standard

Weighted Descriptive

Mean Equivalent

1. The Physical Education department shall be

Administered by a full time Director/Chairperson
and with the following qualifications:
a. He/She must be holder of a master’s degree in
2.31 Moderately
Implemented
Physical Education or must have at least 30 units in

Master’s degree in Physical Education.

b. He/She must have at least 5 years of satisfactory
2.31 Moderately
teaching experience in College of Physical Education.
Implemented
2. The general functions and responsibilities of the
Physical Education Director/Chairmen/Head are:
a. To assist the School Head in all matters affecting
2.52 Highly
his
department
Implemented

b. To prepare with qualified assistance from all
2.52 Highly
possible sources that Physical Education programs
Implemented
and to keep these attuned to current trends and
development
c. To exercise educational leadership among his
2.61 Highly
faculty

Implemented

d. To assign faculty to direct and advice students
2.38 Moderately
in their program of study in Physical Education

Implemented

e. To coordinate with the offices concerned with
2.55 Highly
student
services/affairs Implemented

f. To institute a program of supervision to keep
2.45 Moderately
the efficiency and effectiveness of instruction at the
Implemented
highest possible level
g. To undertake research studies in collaboration
2.17 Moderately
with faculty, students and other departments
Implemented

h. To perform such other functions as may be

2.65 Highly
assigned
to
him/her
Implemented

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

37
Table 4.1 continued…

Guidelines and Standard

Weighted Descriptive

Mean Equivalent

3. As a general rule in cases where the

2.36 Moderately
Director/Chairman/Head, his teaching load shall

Implemented
not exceed six units or twelve units

Weighted mean

2.45 Moderately

Implemented

tc = 9.30**
prob.
=
0.000

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

2.52, 2.61, 2.55 and 2.65, respectively. Lastly, the guideline and standard on the
maximum load of 12 units as being a director/chairperson/head of the Physical
Education department was moderately implemented with a mean of 2.36.
Furthermore, the over-all mean of 2.45 on the extent of implementation of
the Physical Education Program along guidelines and standards on administration
is highly significant at 1 percent which implies that the program was not
moderately implemented.
The above results jives with the study of Balos(1989) that the
administrators/directors/head of the Physical Education program should try to
improve instruction and managerial ability, attend in-service trainings, provide
essential learning facilities, equipment and instructional materials and coordinate
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

38
closely with the teachers. Moreover, Andin (1995) stated that Physical Education
program demands the necessary qualities and competence of a strong leader.
On the faculty side, the implementation of the Physical Education
guidelines and standards indicated a moderate implementation as shown in Table
4.2. The guidelines on the educational qualifications of the Physical Education
instructors that he must be a holder of Master’s degree was highly implemented
with a mean of 2.52. In like manner, it was true in the remuneration of the
Physical Education members which commensurate with their rank. It was
comparable with other faculty members of the same rank who reach academic
courses with a mean of 2.66. The data reveal that these guidelines were observed
and followed by the member respondents.
There were guidelines and standards which were moderately implemented
by the CHESAA member schools as perceived by the respondents. In the faculty
development guidelines and standards, graduate studies of the faculty members
with tuition fee and other form of assistance provided by the school was
moderately implemented together with the attendance to in-service trainings,
teaching load of 24 units and beyond extra compensation should be paid,
awarding of educational rankings of faculty, employment of full time faculty and
load assignment of coaches, property custodian, etc., respectively. The t-value of
11.71 with a probability value of 0.000 implies that the degree of implementation
of the program along the guidelines and standards on faculty members of Physical
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

39
Table 4.2. Extent of Implementation of the Physical Education Program along
Guidelines and Standards on Faculty /Instructors

Guidelines
and
Standard

Weighted Descriptive

Mean Equivalent

1. Physical Education instructors shall preferably be
2.52 Highly
holders of Master’s degree in Physical Education.
Implemented
In the absence of master’s degree holders in them,
the instructors must have at least 12 units
of Physical Education at the masteral level.
2. When vacancies occurring the teaching force of the
2.48 Moderately
department during the school year, substitute or

Implemented
replacements with similar or higher qualifications
shall be employed.
3. The following conditions of employment shall be

observed:
a. The remuneration paid to Physical Education 2.66 Highly
members shall be commensurate with their rank

Implemented
and comparable with other faculty members of the
same rank who reach academic courses.
b. The probationary employment for full time
2.34 Moderately
faculty who is academically qualified shall be for a
Implemented
period of not more than three years.
c. It is highly desirable that schools employ only 2.38 Moderately
full
time
instructors.
Implemented
d. Physical Education instructors who in
2.38 Moderately
additional to their teaching load ,

Implemented
are also assigned coaches, custom/property
custodian, trainees and/or choreographers
should be given remuneration in accordance
with the paying capacity of the institution,
or relieved of some teaching assignments.
4. The Physical Education instructors in the school
2.45 Moderately
through its faculty ranking system shall be

Implemented
assigned academic ranks in accordance
with their academic training and scholarship
and with the faculty ranking system of the school.
5. The faculty plays a major role in the effective
operation of the department shares in delegated
responsibilities, hence there is a need to maintain a
continuing faculty development program to with:
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

40
Table 4.2. continued…

Guidelines
and
Standard

Weighted Descriptive

Mean Equivalent

a. if the school itself offers a doctoral or master’s 2.11 Moderately
degree, it shall allow its faculty members to finish
Implemented
the minimum degree that it requires for the
level of his responsibilities in the school,
with tuition fee and other forms of assistance.
b. Attendance at in-service training programs on 2.31 Moderately
official time shall be encouraged, and

Implemented
records of such attendance shall be
filed at the office of the Director/Chairman/
Head. Expenses incidentals to the training
may be charged to the institution.
6. The teaching load of Physical Education collegiate
faculty members shall be as follows:
a. As a general rule, the regular full time load of 2.39 Moderately
Physical Education instructors is 24 unit/hours per
Implemented
week. Any excess above this matter shall have prior
approval from the Department of Education on a
case-to-case basis. If the load is beyond 24 units,
extra compensation should be paid.
b. A part-time instructor may carry a load of not 2.41 Moderately
more than twelve hours per week.

Implemented
c. A faculty member teaching in more than one 2.44 Moderately
school must secure permit to teach form the mother
Implemented
institution but the total number of teaching hours in
all schools should not exceed 24 hours per week.
Approval from the Department of Education shall be
secured fro any excess above this number.

Average 2.42
Moderately

Implemented

tc = 11.71**
prob. = 0.000
** - highly significant

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

41
Education department was highly significant. This means that the guidelines and
standards were not moderately implemented.

The guidelines and standards on Physical Education classes and uniforms
were highly implemented with a weighted mean of 2.58 which was highly
significant at 1 percent as shown in Table 4.3. However, specifically, of the seven

Table 4.3 Extent of Implementation of the Physical Education Program along
Guidelines and Standards on Schedules and Uniforms

Guidelines and Standard

Weighted Descriptive

Mean Equivalent

1. The time allotment for Basic of Service PE is 36
2.61 Highly
hours/semester during the first two

Implemented
years (4 semesters).

2. No student shall be allowed to take more

2.48 Moderately
than one PE subject/semester.

Implemented
3. PE classes shall meet 2 hours a week. Classes shall be 2.69 Highly
scheduled during regular school days.

Implemented
4. PE classes shall approximate academic classes in size. 2.34 Moderately
There shall not be more than 50 students in class.
Implemented
5. PE 1 should be a pre-requisite to any other courses.
2.66 Highly

Implemented
6. For health purposes, safety, comfort and ease, the
2.83 Highly
PE instructor and students shall wear

Implemented
appropriate shoes and PE uniforms.
7. PE fees collected by the school shall be considered as 2.48 Moderately
trust funds. They should be used only for

Implemented
the promotion and development of PE.

Weighted
mean

2.58
Highly

Implemented

tc = 7.98**

prob. = 0.0005 **- highly significant

Legend:

2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

42
stated guidelines and standards, there were three moderately implemented as
perceived by the respondents namely: no student should be allowed to take more
than one Physical Education subject/semester, class sizes should not exceed 50
students, and fees collected by the school shall be considered as trust fund and be
solely used for the promotion and development of the program.

Villar(1989) stated that teacher competencies are highly needed to attain
good Physical Education curriculum. As stated by Orden (1979), teachers should
be encouraged to take up additional units in physical fitness and sports and in-
service training in physical fitness and sports should be implemented.
Physical Education Activities. The activities in Physical Education were
categorized into four namely: physical fitness/conditioning(P.E. 1), rhythmic
activities (P.E. 2), individual/dual sports and tracks and fields (P.E. 3), and team
sports (P.E. 4). In physical fitness/conditioning, presented in Table 5.1, the level
of implementation of the different activities were moderate with an average of
2.42 which was highly significant. This indicates that the conditioning activities
were not moderately implemented among the CHESAA member schools though
some activities were moderately implemented in general. Among the variables
measured in this activity, only physical fitness test was highly implemented with
an average of 2.65 whereas Kalahi was the least being implemented with a mean
of 1.93.
On the other hand, rhythmic activities in the program, as presented in
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

43
Table 5.1. Level of Implementation of the Physical Education Program along
Physical Education Activities on Physical Education 1

Physical Education 1-

Weighted
Descriptive
Physical Fitness/Conditioning

Mean
Equivalent

1. Physical Fitness Test

2.65 Highly Implemented
a. Speed

2.64 Highly Implemented
b. Endurance

2.64 Highly Implemented
c. Strength

2.68 Highly Implemented
d. Power

2.70 Highly Implemented
e. Reaction Time

2.59 Highly Implemented
f. Coordination and Balance

2.63 Highly Implemented
2. Conditioning Exercises

2.74 Highly Implemented
3.
Aerobics/Dancercise 2.43
Moderately
Implemented
4.
Basic
Gymnastics
2.18
Moderately
Implemented
5.
Slimnastics
1.96
Moderately
Implemented
6.
Kalahi
1.93
Moderately
Implemented
7. Progressive Resistance training
2.27 Moderately
Implemented
8.
Others
2.0
Moderately
Implemented

Average

=
2.42
Moderately
Implemented

tc = 5.36**

prob. = 0.001 ** highly significant

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

Table 5.2., were moderately implemented with an over-all weighted mean of 2.29
with a t-value of 5.65 which was highly significant at 1 percent. This implies that
the implementation of the rhythmic activities in the CHESAA member schools
were not moderate.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

44
Table 5.2. Level of Implementation of the Physical Education Program along
Physical Education on Physical Education 2

Rhythmic Activities

Weighted
Interpretation

Mean

1.
Folk
Dances 2.63
Highly
Implemented
2. Ballroom Dances

2.59 Highly Implemented
a. Tango

2.54 Highly Implemented
b. Swing

2.71 Highly Implemented
c. Cha-Cha

2.75 Highly Implemented
d. Rhumba

2.39 Moderately Implemented
e. Waltz

2.57 Highly Implemented
3.
Modern
Dances
2.59
Highly
Implemented

4.
Creative
Dances
2.48
Moderately
Implemented
5.
Sayawit

2.21
Moderately
Implemented
6.
Social
Recreation
2.21
Moderately
Implemented
7.
Jazz

1.82
Moderately
Implemented
8.
Square
dance 1.96
Moderately
Implemented
9.
Others

2.5
Moderately
Implemented

Average
=
2.29
Moderately
Implemented

tc = 5.65**
prob. = 0.0001
**- highly significant

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

Specifically, folk dances, ballroom dances and modern dances were highly
implemented whereas, creative dances, sayawit social recreation, jazz, square
dance and others(reggae, belly dancing) were moderately implemented. The
activity with the least implemented aside from others(reggae, belly dancing) was
jazz with an average of 1.82.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

45
Table 5.3 Level of Implementation of the Physical Education Program along
Physical Education Activities on Physical Education 3

Individual/Dual Sports Activities
Weighted Descriptive
and Tracks and Fields

Mean
Equivalent

A. Individual/Dual Sports

1.
Badminton
2.71
Highly
Implemented
2.
Table
tennis
2.75
Highly
Implemented
3. Sepak Takraw

2.14 Moderately Implemented
4.
Darts 1.78
Moderately
Implemented
5.
Archery
1.37
Not
Implemented
6.
Camping
1.38
Not
Implemented
7.
Cycling
1.35
Not
Implemented
8.
Swimming
1.77
Moderately
Implemented
9.
Mountaineering
1.38
Not
Implemented

10.
Weight
Lifting
1.38
Not
Implemented
11.
Judo 1.56
Moderately
Implemented
12.
Taekwondo 1.88
Moderately
Implemented
13.
Karatedo
1.69
Moderately
Implemented
14.
Boxing
1.87
Moderately
Implemented
15.
Others

2.67
Highly
Implemented

Average 1.84
Moderately
Implemented

B. Track Events
1. Sprints
a. 100 meters

2.38 Moderately Implemented
b. 200 meters

2.23 Moderately Implemented
c. 400 meters

2.27 Moderately Implemented

Average
=
2.29 Moderately Implemented
2. Hurdles
a 100 meters (W)

1.96 Moderately Implemented
b. 110 meters (M)

1.88 Moderately Implemented
c. 400 meters (M & W)
1.77 Moderately Implemented
Average
=
1.87 Moderately
Implemented
3. Relays
a. 1x400 meters

2.33 Moderately Implemented
b. 4x400 meters

2.18 Moderately Implemented
c. 1x2x3x4 meters

2.04 Moderately Implemented
Average
= 2.18 Moderately
Implemented
4. Middle Distance
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

46
Table 5.3 continued…

Individual/Dual Sports Activities
Weighted Descriptive
and Tracks and Fields

Mean
Equivalent

a. 400 meters

2.04 Moderately Implemented
b.
800
meters
1.88
Moderately
Implemented
c. 1500 meters

1.73 Moderately Implemented
Average
= 1.88 Moderately
Implemented
5. Long Distance
a 3000 meters

1.77 Moderately Implemented
b
5000
meters
1.69
Moderately
Implemented
Average = 1.85
Moderately
Implemented

6.
Others

2.09
Moderately
Implemented

Average
= 1.68
Moderately
Implemented

C. Field Events
.2.1 Shot put

2.32 Moderately Implemented
b.2.2 Discuss throw
2.25 Moderately Implemented
b.2.3 Javelin throw
2.22 Moderately Implemented
b.2.4 Long Jump

2.30 Moderately Implemented
b.2.5 High Jump

2.27 Moderately Implemented
b.2.6 Pole Vault

1.59 Moderately Implemented
b.2.7 Triple Jump

1.96 Moderately Implemented
b.2.8 Others

2.4
Moderately Implemented
Average =
2.16
Moderately
Implemented

General weighted mean

1.89 Moderately Implemented

tc = 1.75ns

prob. = 0.1239
ns-not significant

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

47
The individual/dual sports,as shown in Table 5.3, includes badminton,
table tennis, sepak takraw, darts, archery, camping, cycling, swimming,
mountaineering, weight lifting, judo, taekwondo, karatedo, and boxing. Of the
said sports, table tennis and badminton were highly implemented but there were
sports not being implemented such as archery, camping, cycling, mountaineering
and weight lifting. On the average, individual/dual sports were moderately
implemented with a mean of 1.84. As mentioned by Fernandez (1997), in
individual/dual sports, a wider range of sports to choose from should be
introduced to students based on their physical capabilities of performing them.
The milder one should be encouraged for the females.

In track and field, the following track events specified were sprints,
hurdles, relays, middle distance, long distance and others while shot put, discuss
throw, javelin throw, long jump, high jump, pole volt, triple jump and others for
field events. All track and field events were moderately implemented with an
average of 1.68 and 2.16, respectively. The least among the track events was long
distance and pole vault in the field events. In general, the activities in track and
field events were moderately implemented.

The general weighted mean of 1.89 which was moderately implemented of
these activities in the program was not significant with a t-value of 1.75. The
probability of the test was relatively higher than 5 percent which means that the
degree of implementation was moderate.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

48
Team sports aside from basketball and volleyball should be introduced as
stated by Fernandez (1997). As the last category in the program, team sports, in
general were moderately implemented with an over-all average of 2.26, as
revealed in Table 5.4. The t-value of 1.99 had a probability amounting to 10
percent indicates that the different sports were moderately implemented.
Specifically, basketball and volleyball had the highest mean rating amounting to
2.70 and 2.64 respectively. The least of the sports was baseball with a mean of
2.0.

Table 5.4. Level of Implementation of the Physical Education Program along
Physical Education Activities on Physical Education 4

Team Sports

Weighted Descriptive

Mean
Equivalent

1.
Basketball
2.70
Highly
Implemented
2.
Baseball
2.0
Moderately
Implemented
3.
Soccer
2.20
Moderately
Implemented
4.
Softball
2.04
Moderately
Implemented
5.
volleyball
2.64
Highly
Implemented

6.
Others

2.0
Moderately
Implemented

Average =
2.26
Moderately
Implemented

tc = 1.99ns

prob. = 0.1032
ns – not significant

Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

49
The Physical Education program activities mentioned were supported by
Belmonte’s (1970) findings that a well organized Physical Education program
embodies the following: 1) Body Mechanics (Posture Education); 2) Self-Testing
Activities; 3) Quickly Organized Games and Relays; 4) Athletic Team Games; 5)
Individual and Dual Games. Students should be encouraged to participate more on
the different exercises in order to attain a fuller physical fitness. The Physical
Education teacher should provide more exercises within the capabilities
of the students considering gender for the purpose of attaining and maintaining
the necessary level of physical fitness among students.
Physical Facilities, Equipments and Materials. Physical facilities were
classified as to space for outdoor activities, gymnasium/multipurpose hall, and a
classroom. The said facilities were moderately implemented with an average of
2.17 as reflected in Table 6. Of the three facilities mentioned,
gymnasium/multipurpose hall had the lowest level while availability of
classrooms was the highest. The degree of implementation under facilities was not
significantly different from moderate implementation since the probability value
of the test was higher than 5 percent.
On the other hand, among the equipments stated, basketball balls and table
tennis balls were highly implemented or about 70 to 100 percent were used by the
instructors in implementing the physical Education program with an average of
2.79 and 2.67, respectively. The least was the use of dumbbell bells with a mean
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

50
Table 6. Level of Implementation of the Physical Education Program along the
Availability and Use of Physical Facilities, Equipments and Materials

Physical Facilities, Equipment, Materials
Weighted Interpretation
Mean

1. Physical Facilities
a. For outdoor activities, a space
2.21 Moderately Implemented
of at least 2.25 square meters is
given to each student enrolled in
Physical Education.
b. In the gymnasium/multipurpose
2.07 Moderately Implemented
hall, a space of 1.5 square meters
is allowed to each student enrolled
in Physical Education.
c. A classroom for theoretical

2.24 Moderately Implemented
subjects shall approximate 65
square meters.

Average

=

2.17 Moderately Implemented

tc = 3.31ns

prob. = 0.08 ns-not significant

2. Equipment for various specific sports
a.
Barbells
1.6
Moderately
Implemented
b.
Dumb
bells
1.56
Moderately
Implemented
c.
Rings 1.56
Moderately
Implemented
d.
Wands
1.62
Moderately
Implemented
e.
Hoops
1.61
Moderately
Implemented
f.
Tumbling
mats
2.24
Moderately
Implemented
g.
Basketball
balls
2.79
Highly
Implemented
h.
Volleyball
balls
2.75
Highly
Implemented
i.
Soccer
balls
2.26
Moderately
Implemented
j.
Baseball
balls 2.26
Moderately
Implemented
k.
Softball
balls 2.27
Moderately
Implemented

l. Lawn tennis

l.1
Balls
2.12
Moderately
Implemented

l.2
Rackets
2.0
Moderately
Implemented

l.3
Nets
1.92
Moderately
Implemented

Average
=
2.01 Moderately Implemented

m. Table tennis
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

51
Table 6. continued…

Physical Facilities, Equipment, Materials
Weighted Interpretation
Mean

m.1
Balls
2.67
Highly
Implemented

m.2
Rackets 2.56
Moderately
Implemented

m.3
Nets
2.52
Moderately
Implemented

m.4 Table Tennis table
2.50 Moderately Implemented

Average
=
2.56 Moderately Implemented
n.
Scrabble
board
2.50
Moderately
Implemented
o.
Chess
board
2.54
Moderately
Implemented
p.
Chinese
Checkers
1.93
Moderately
Implemented
q.
Dart
Board
1.69
Moderately
Implemented
r.
Dart
pins
1.73
Moderately
Implemented
s.
Taekwondo
mitts
2.16
Moderately
Implemented
t.
Boxing
gloves
2.08
Moderately
Implemented
u.
Punching
bags
1.96
Moderately
Implemented

v. Baseball/Softball gloves
2.11 Moderately Implemented
w.
Baseball
bat 2.00
Moderately
Implemented

x.
Softball
bat
2.04
Moderately
Implemented
y.
Volleyball
net
2.48
Moderately
Implemented

z. Others (please specify)

2.0
Moderately Implemented

Average

=
2.09 Moderately Implemented

tc = 1.23ns

prob. = 0.23 ns-not significant

3. Instructional Materials and Supplies
a.
Tape
recorders
2.48
Moderately
Implemented
b.
Tape
measures
2.48
Moderately
Implemented
c.
CD/VCD
Players
2.56
Moderately
Implemented
d.
Karaoke
2.46
Moderately
Implemented
e.
Television
2.48
Moderately
Implemented
f.
White
Boards 2.59
Moderately
Implemented
g.
Overhead
Projector
2.30
Moderately
Implemented
h.
Instructional
books
2.44
Moderately
Implemented

i. Professional Journals on PE
2.22
Moderately Implemented

j. Recent edition on PE books
2.30 Moderately Implemented

k. Others (please specify)

1.50 Moderately Implemented

Average =
2.34
Moderately
Implemented

tc = 3.79** prob. = 0.0035
** - highly significant
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

52
Table 6. continued…

Physical Facilities, Equipment, Materials
Weighted Interpretation
Mean

General weighted mean

= 2.21 Moderately Implemented

tc = 2.71ns
prob. = 0.1132
ns-not significant
Legend:
2.50 – 3.00 – Highly Implemented
1.50 – 2.49 – Moderately Implemented
1.00 – 1.49 – Not Implemented

of 1.56. In general, the equipments of the different sports in the program were
moderately implemented with an over-all mean of 2.09 and were not significant at
5 percent.
Moreover, the instructional materials and supplies were also moderately
implemented with an over-all mean of 2.34 and not significant at 5 percent. This
implies that the implementation was still moderate. The supplies on CD/VCD
players and white boards were highly used by the instructors in implementing the
program with an average of 2.56 and 2.59, respectively. Professional journals on
Physical Education was least used in the program by the instructors with an
average of 2.22 which was interpreted as moderately implemented. In general, the
extent of implementation on physical facilities, equipments and supplies was
moderately implemented with a mean of 2.21.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

53

In general, the implementation of physical facilities, equipment and
supplies were moderate with a mean of 2.21 and was reflected by the t-value of
2.71 which was not significant implies that the implementation of the CHESAA
member schools were indeed moderate.
The secondary education as ordered by the Department of Education,
DECS Order no. 55 stated and mentioned also by Ngipol (1999) that it shall be
the responsibility of the school administration to secure the equipment needed in
the teaching of physical education, especially the Physical education hall,
gymnasium playground and instructional materials used in teaching, the adequacy
of the equipment be given priority so that the teachers can teach effectively and
that Physical education teachers should be given opportunities for seminars,
workshops and training especially those who have less than five years teaching
experience to enhance their knowledge. Such equipment may be taken from the
regular budget and extra budgetary means such as donations from the community.

And also stated in Article XI, Section 51 of Educational Law and Private
Schools, states that the school site of every private school must be suitable and
adequate for its activities. The site should be owned by the school.
Relationships Between the Extent of Implementation
and Level of Attainment of the Physical
Education Program

Table 7 reveals that the attainment of mission statements and objectives
was highly associated with the level of implementation of the guidelines and
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

54
standards of the Physical Education program. A correlation coefficient of 0.528
indicates a positive direct moderate association which was highly significant at 1
percent level of significance.
On the other hand, the attainment of the mission statements and objectives
was correlated with the activities in Physical Education with a coefficient of
0.328. This implies that extent of implementation is directly associated with the
attainment of the program’s mission statements and objectives.
The availability of facilities, equipments, and supplies in Physical
Education program was not associated with the attainment of the mission
statements and objectives as reflected by a very low association coefficient of
0.321. This indicates that the responses of the gathered data did not give a
sufficient evidence

Table 7. Relationship between the extent of implementation and level attainment
of the Physical Education program

Areas

Correlation Coefficient

Probability

Guidelines and Standards

0.528** 0.003

Physical Education Activities

0.382*

0.041

Facilities, Equipments and Supplies
0.321ns
0.090

Legend:

** - highly significant coefficient at 1%

* - significant coefficient at 5%

ns – not significant coefficient
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

55
to conclude an underlying significance association. However, in the attainment of
the mission statements and standards, activity facilities should be made available
and required as mentioned by Solaria (1996) to carry on the program effectively.

Problems Encountered by Physical Education Instructors

There were several problems encountered by instructors and
administrators handling the Physical Education program. As presented in Table 8,
82. 3 percent of the respondents considered that lack of appropriate facilities was
the first problem needed to be addressed followed by very big classes with 67.0
percent. Lack of equipment (e.g. basketball ball for every 10 students), lack of
reference and instructional materials and lack of support from the administration
were among the top five problems encountered by the Physical Education
instructors.
The use of PE period for other purposes together with unfair treatment of
the department head/dean in the distribution of load , and not wearing of
appropriate PE uniforms during classes was considered the least three problems in
handling the program.
Studies were made in the past and revealed that problem on unavailability
of appropriate facilities and equipments were common. Gabiana (1970) found that
the following were, the leading problems in the attainment of objectives:
inadequacy of physical education apparatus, guide references, financial inability
of the students to furnish themselves with the needed supplies and equipments,
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

56
Table 8. Problems Encountered by Physical Education Instructors Sorted
According to Rank

Problem Frequency
Rank

Lack
of
Appropriate
facilities
24
1
Very
big
classes 20
2
Lack of equipment eg. basketball ball for every

18

3.5
10 students

Lack of reference and instructional
materials
18
3.5
Lack of support from administration

15

5.5
If the school itself offers a doctoral or

15

5.5
master’s degree, it shall allow its faculty
members to finish the minimum degree
that it requires for the level of his
responsibilities in the school, with
tuition fee and other forms of assistance.
Low salary

14

8
Attendance at in-service training programs

14

8
on official time shall be encouraged,
and records of such attendance shall be
filed at the office of the Director/Chairman/Head.
Expenses incidentals to the training
may be charged to the institution.
Misconception of students towards Physical Education
14

8
Inadequate
funds
for
PE

12
10.5
Lack of professional development for PE instructors
12

10.5
Limited knowledge of some Physical Education instructors 11

13
Lacks the necessary training and preparation to teach PE 11

13
Poor
scheduling
of
PE
classes
11
13
Allowing unqualified faculty to teach PE

10

16
Some Physical Education instructors do not cooperate in 10

16
carrying out the Physical Education program
Not wearing appropriate PE uniforms

10

16
Unfair treatment of department head/dean in terms of load 9

18.5
distribution
and
opportunities

Use of PE period for other purposes

9

18.5
Others

1

20

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

57
inadequate space for play activities, insufficient time and negative attitudes of
students and parents towards the subject matter. She also found that Physical
Education program was not given enough attention as academic subjects were.
The proper implementation of the teaching of Physical education remained
neglected.

As mentioned also by Laplana (1989), administrators should work hard for
the provision of very adequate facilities, equipments and supplies. The serious
problems encountered in the teaching of physical education should be attended to
by the authorities/persons concerned; other teachers should conduct more
researches in physical education.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study was conducted to determine the socio-economic profile of the
respondents; the level of attainment of the Physical Education Program along
mission statements and objectives; the extent of implementation of the Physical
Program along guidelines and standards, physical education activities, and
facilities, equipments and supplies; find out the relationship between the extent of
implementation and level of attainment of the program; find out the problems met
in the implementation of the said program.
The necessary information needed in the analysis was gathered using a
questionnaire. There were administrators and instructors of the CHESAA member
schools.
The results showed that the respondents age range from 30-39 years old
amounting to 37.93 per cent and most of administrators and instructors of
Physical Education are mostly males and married with 65.51 percent and 62.07
percent, respectively. Most of the respondents had doctorate degree with 20.7
percent and 17.2 percent were graduate of Master of Arts in Physical Education
(MAPE), and 13.8 percent from Diploma in Physical Education/Certificate in
Physical Education. And a great majority of the respondents had taught Physical
Education for about less than a year to 5 years and about 17 percent had taught 6-
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

59
10 years and 16 years above, respectively in the teaching profession. Furthermore,
the respondents were all civil service eligible and Licensure Exam for Teachers
passer. Most of the respondents attended trainings both local/national and
international. The profile of the respondents did not differ when age, civil status,
gender, educational attainment, and teaching experienced were considered.
The objectives of the Physical Education program was highly attained
with a weighted mean of 2.63. From 7 mission statements and objectives, 5 items
were rated by the respondents highly attained and two were moderately attained.
The t-test result indicated that the level of attainment of the mission statements
and standards were not moderately implemented. On the extent of implementation
of the program, the guidelines and standards were moderately implemented for
the administration, faculty, and schedule and uniform were significantly different
from moderate implementation. The physical education activities however were
moderately implemented together with the facilities, equipments and supplies
with a not significant t-value which implies that the implementation was
moderate. Furthermore, the level attainment of mission statements and objectives
was highly associated with the level of implementation of the guidelines and
standards of the Physical Education program. On the other hand, the attainment of
the mission statements and objectives was correlated with the activities in
Physical Education.
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

60
There were several problems encountered by instructors and
administrators handling the Physical Education program of which the lack of
appropriate facilities was the first problem needed to be addressed followed by
very big classes with 67.0 percent. Lack of equipment (e.g. basketball ball for
every 10 students), lack of reference and instructional materials and lack of
support from the administration were among the top five problems encountered
by the Physical Education instructors.

Conclusions
Based on the results, the profile of the respondents indicates that the
CHESAA member schools are qualified to handle the physical Education
program. Most of the respondents have doctorate degree, continued faculty
development of the faculty members and the ages reveal a promising age for
working professionals. The profile of the respondents with respect o age, gender,
civil status, educational attainment, and teaching experience do not significantly
differ. However, on the civil service eligibilities and seminars/trainings attended
the respondents differ significantly.
On the level of the attainment, the objectives of the program differ
significantly from moderate attainment at 1 percent level of significance. Also,
the degree of implementation of the guidelines and standards of the program are
significantly different from moderate implementation among administration,
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

61
faculty, and schedules and uniform. On the other hand, the activities of the
program differ significantly from moderate implementation along physical
fitness/conditioning and rhythmic activities. On the individual/dual sports and
track and field, the degrees of implementation are not significantly different from
moderate. Moreover, on the physical facilities, equipment and materials, the
implementation do not significantly differ from moderate
The mean revealed that the program is highly attained along mission
statements and the extent of implementation of the program are moderately
implemented along guidelines and standards, physical education program
activities, and facilities, equipments and supplies.
Furthermore, the level attainment of mission statements and objectives is
highly associated with the level of implementation of the guidelines and standards
of the Physical Education program. On the other hand, the attainment of the
mission statements and objectives is correlated with the activities in Physical
Education.
The administrators and instructors of the CHESAA member schools
agreed that lack of appropriate facilities is the major problem in the
implementation of the Physical Education program in Baguio City and Benguet.

Recommendations

The following recommendations are forwarded:
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

62
1. The administrators should continue in encouraging the Physical Education
instructors to undergo graduate studies and attend in-service trainings and
seminars.
2. The instructors should further emphasize the relevance of the Physical
Education program activities to the students in accordance with the mission
statements and objectives to enhance higher attainment of the program.
3. In line with the program’s guidelines and standard, wider and clearer
information dissemination should be taken into consideration both administrators
and instructors to carry out proper and increase the extent of the implementation.
4. There should be additional funding to acquire more facilities, equipments
and supplies to enhance learning.
5. A comparative study should be conducted with a wider scope or set of
respondents to compare the implementation of the program from among other
schools who are non-CHESAA members.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

LITERATURE CITED

BUCHER, C. A. 1987. Management of Physical Education and Athletic
Programs. Ninth Edition. USA. Pp. 54-55

CAMAT, M. B. 2002. A Comparative Study on the Implementation of Physical
Education in Public and Private Higher Education Institutions in San
Fernando City.

CHAOKAS, B. B. 2002. Skills development of the Major Team Sports in all
Schools in Bontoc, Mountain Province. Unpublished Master’s Thesis.
Benguet State University, La Trinidad, Benguet. P. 22.

FAROLAN, R. J. 1998. Teach the Teachers. The Philippine Journal of Education.
Vol. 78 (1):34.

GABIANA, L. 1970. The Problems of the Implementation of Teachinjg Physical
Education in the Public Elementary Schools of District of Prado for 1963-
1968. Unpublished MA Thesis, COllegio De San Jose, Cebu City.

HORINE, L. 1985. Administration of Physical Education and Sports Programs.
Appalichian State University, USA: W.M.C. Brown Publishers. Pp 232-
245.

LASDACAN, D. G. 2006. The Academic Performance of Athletes under the
Special Program for Sports of Baguio City National High School,
Unpublished Master’s Thesis, Benguet State University, La Trinidad,
Benguet. P.9.

ORDEN, Z. 1979. Implementation of Physical Fitness and Sports Development
Program in the National High School of the Nineteen Barangay High
Schools of Urdaneta, Pangasinan. Unpublished Master’s Thesis, Baguio
Central University, Baguio City.

OYCO, V. D. 2000. Physical Fitness for College Freshmen. Manila. Rex Book
Store Inc.

PANGANIBAN, L. G. 1999. Physical Education 1-Physical Fitness. Centro
Escolar University, Manila. P. 2.

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Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

64
SALVADOR, T. 1978. A Study of Some Aspects of Physical Education Program
in the Division of City School of Manila, Unpublished MA Thesis,
National College of Physical Education, Manila.

SOLORIA, J. C. 1996. The Programs of Physical Education in the Private
Secondary Schools of Baguio City. Unpublished MA Thesis, Benguet
State University, La Trinidad, Benguet.

TINIPAC, R.O.2005. Teaching Physical Education Classes in Newly Opened
Private Secondary Schools of Baguio City and Benguet: An Analyses.
Unpublished MA Thesis. Benguet State university, La Trinidad, Benguet.

TULIO, D. D. 2004. Physical Fitness Self Testing Activities, Physcial Education
1. Manila. Books Atbp. Publishing Corp.

VILLAR, R.1978. The Secondary Physical Education Program of the Agricultural
Fisheries in the Province of La Union. Unpublished Master’s Thesis,
Baguio Central University, Baguio City.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

Appendix A

LETTER TO THE RESPONDENTS

Republic of the Philippines
CORDILLERA CAREER DEVELOPMENT COLLEGE
Poblacion, Buyagan,
La Trinidad, Benguet

June 19, 2006

Dear Madam/Sir,

I am a graduate school student of Benguet State University. I am
conducting a study on the “Physical Education Program of CHESAA Member
Institutions of Bauio City and Benguet” in partial fulfillment of the requirements
for the degree of Master of Arts in Physical Education.

In this connection, may I ask for your support by accomplishing the
attached questionnaire honestly. Rest assured that the data will be kept
confidential and shall be used solely for research purposes.

Thank you very much and God bless. Your contribution shall go a long
way in the completion of this study.

Respectfully yours,

(SGD) SHELDON A DEGAWAN
Researcher

Noted by:

PROF.HARLAND GARY B. PAWID
Adviser
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

66

Appendix B

QUESTIONNAIRE

An instrument to evaluate the Physical Education program in the
CHESAA member schools of Baguio City and Benguet.

DIRECTION: Please answer the questions honestly and put a check (/) mark on
the blank provided to supply the needed information. Your responses will be very
helpful in this study, and I am assured that any positive and negative responses
would be very confidential and it will not be counted against you.

I. PROFILE OF THE RESPONDENTS

Name (optional)______________________________ Age _____ Sex____

School______________________________________ Civil Status______

Position_____________________________________

A. Educational Qualification (please check)
______BSE
Major
in
PE

______DPE/CPE

______MAPE

______PhD/EdD

______Others (please specify)

B. What other subjects do you teach?
______Filipino ______NSTP
______Mathematics
______Political
Science
______Algebra ______Humanities
______English ______Physics
______Chemistry
______Others
(please
specify)

C. Teaching experience in Physical Education

______Less than a year

______1-5
years

______6-10
years

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

67
______11-15
years

______16 years or more

D. Civil Service Eligibilities
______Non-professional

______Professional

______Professional Board Exam for Teachers

______Licensure Examination for Teachers

______Others (please specify)

E. Seminars/Trainings attended in Physical Education

Number
of
Trainings
Attended
______Local
_________________________
______Regional
_________________________
______National _________________________
______International
_________________________
______Not
Attended
_________________________

II. THE PROGRAM OF PHYSICAL EDUCATION

Below are the lists of the different objectives in Physical Education
program. Evaluate by checking one of the given rating categories that describe the
Physical Education program that exist in your school.

A. Mission Statement and Objectives

Highly attained when the instructors have been using 70-100% of he
following mission statements and objectives in the Physical Education program.

Moderately attained when the instructor have been using 40-70% of the
following mission statement and objectives in the Physical Education program.

Not attained when the instructors have been using 40% and below of the
following mission statement and objectives in the Physical Education program.

Degree
of
Attainment
Highly
Moderately
Not
Attained Attained Attained

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

68
1.
To improve and maintain
physical fitness

________
________
________
2.
To enhance critical thinking ________
________
________
3.
To further develop and

refine skills in sports, dance
and
recreation
________
________
________
4.
To understand oneself and
others better for effective
living
________
________
________
5.
To appreciate more skillful
performance, good health
and qualities of leadership
_________
________
_________
6.
To awake a sense of

nationalism and appreciation
of one’s cultural heritage
_________
________
_________
7.
To develop awareness of the
natural environment and the
use for its protection and
cooperation through outdoor
and aquatic activities
_________
________
_________

B. Guidelines and Standards

The following guidelines in PE shall be observed in the implementation of
the Collegiate Service Physical Education.

Highly implemented when the instructors have been using 70-100% of the
following guidelines and standards of the Physical Education program..

Moderately implemented when the instructors have been using 40-70% of
the following guidelines and standards of the Physical Education program.

Not attained when the instructors have been using 40% and below of the
following guidelines and standards of the Physical Education program.

Implementation
Highly
Moderately

Not
Implemeted
Implemented
Implemented

1. The Physical Education department
shall be Administered by a full
time Director/Chairperson and
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

69
with the following qualifications:

a. He/She must be holder of a

master’s degree in Physical
Education or must have at least
30 units in Master’s degree in
Physical Education.

________
_______
_______
c. He/She must have at least 5
years of satisfactory teaching
experience in College of
Physical
Education. ________ ________ ________

2. The general functions and responsibilities
of the Physical Education Director/
Chairmen/Head are:

i. To assist the School Head in
all matters affecting his
department ________
________
________

j. To prepare with qualified assistance
from all possible sources that
Physical Education programs

and to keep these attuned to
current trends and
development
________
________
________

k. To exercise educational
leadership among his faculty ________
________
________

l. To assign faculty to direct and
advice students in their
program of study in Physical
Education
________ ________ ________

m. To coordinate with the offices
concerned with student
services/affairs
________
________
________

n. To institute a program of
supervision to keep the
efficiency and effectiveness
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

70
of instruction at the

highest
possible
level
________ ________ ________

o. To undertake research studies
in collaboration with faculty,
students and other
departments ________ ________ ________

p. To perform such other functions
as may be assigned to him/her ________
________
________

3. As a general rule in cases where the
Director/Chairman/Head, his
teaching load shall not exceed six
units or twelve units

________
________
________

4. Physical Education instructors
shall preferably be holders of
Master’s degree in Physical
Education.in the absence of
master’s degree holders in
them, the instructors must have
at least 12 units of Physical
Education at the masteral level. ________
________
________

5. When vacancies occurring the
teaching force of the department
during the school year, substitute
or replacements with similar
or higher qualifications shall be
employed.
_______ ________
________

6. The following conditions of
employment shall be observed:

a. The remuneration paid to
Physical Education members
shall be commensurate with
their rank and comparable
with other faculty members
of the same rank who reach
academic courses.

_______
________
________
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

71

b. The probationary employment
for full time faculty who is
academically qualified shall
be for a period of not more
than three years.

_______
________
_________

c. It is highly desirable that
schools employ only full
time
instructors. _______ _______ ________

d. Physical Education instructors
who in additional to their
teaching load , are also assigned
coaches, custom/property
custodian, trainees and/or
choreographers should be
given remuneration in accordance
with the paying capacity of the
institution, or relieved of some
teaching
assignments.
_______ _______ ________

7. The Physical Education instructors
in the school through its faculty
ranking system shall be assigned

academic ranks in accordance with
their academic training and scholarship
and with the faculty ranking
system of the school.

_______
________
________

8. The faculty plays a major role in
the effective operation of the
department shares in delegated
responsibilities, hence there is a
need to maintain a continuing
faculty development program to
with:

a. if the school itself offers a doctoral
or master’s degree, it shall allow
its faculty members to finish

the minimum degree that it requires
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

72
for the level of his responsibilities
in the school, with tuition fee
and other forms of
assistance.
________
________
_________

.b. Attendance at in-service training
programs on official time shall
be encouraged, and records of such

attendance shall be filed at the office
of the Director/Chairman/Head.
Expenses incidentals to the
training may be charged to
the
institution.
________
_________
_________

9. The teaching load of Physical Education
collegiate faculty members shall be as follows:

a. As a general rule, the regular full
time load of Physical Education
instructors is 24 unit/hours per week.
Any excess above this matter shall
have prior approval from the Department
of Education on a case-to-case basis.
If the load is beyond 24 units,
extra compensation should
be
paid. _________
________
_________

b. A part-time instructor may
carry a load of not more than
twelve hours per week.
_________
________
_________

c. A faculty member teaching
in more than one school must
secure permit to teach form the
mother institution but the total
number of teaching hours in
all schools should not exceed
24 hours per week. Approval
from the Department of Education
shall be secured fro any excess
above this number.

_________
_________
__________

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

73
10. The time allotment for Basic of
Service PE is 36 hours/semester
during the first two years
(4
semesters).
_________
_________
__________

11. No student shall be allowed to
take more than one PE subject
/semester.
__________
__________
__________

12. PE classes shall meet 2 hours a
week. Classes shall be scheduled
during regular school days.
_________
_________
__________

13. PE classes shall approximate
academic classes in size. There
shall not be more than 50
students
in
class.
_________
_________
__________

14. PE 1 should be a pre-requisite
to any other courses.

_________
_________
__________

15. For health purposes, safety,
comfort and ease, the PE
instructor and students shall
wear appropriate shoes and
PE
uniforms.
_________
_________
__________

16. PE fees collected by the school
shall be considered as trust funds.
They should be used only for
the promotion and development
of
PE.
_________
_________
__________

C. Physical Education Activities

The following are Physical Education activities embodied under the basic
Physical Education program.

Please check the extent of implementation using the scale:

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

74

Highly implemented when the instructors have been using 70-100% of the
following activities of the Physical Education program..

Moderately implemented when the instructors have been using 40-70% of
the following activities of the Physical Education program.

Not attained when the instructors have been using 40% and below of the
following activities of the Physical Education program.

Implementation
Highly
Moderately

Not
Implemeted
Implemented
Implemented

1.
Physical Education 1-Physical Fitness/
Conditioning
a. Physical Fitness Test
_________
_________
_________
a.1
Speed

_________ _________ _________
a.2
Endurance
_________ _________ _________
a.3
Strength

_________ _________ _________
a.4
Power

_________ _________ _________
a.5
Reaction
Time
_________ _________ _________
a.6 Coordination and
Balance

_________ _________ _________

b.
Conditioning
Exercises _________ _________ _________

c.
Aerobics/Dancercise
_________ _________ _________

d.
Basic
Gymnastics

_________ _________ _________
e.
Slimnastics
_________
_________
_________

f.
Kalahi _________
_________
_________

g. Progressive Resistance
training

_________
_________
_________

h.
Others
(specify)
_________ _________ _________

2.
Physical Education 2-Rhythmic Activities
a.
Folk
Dances
_________
_________
_________

b.
Ballroom
Dances
_________ _________ _________

b.1
Tango

_________ _________ _________

b.2
Swing

_________ _________ _________

b.3
Cha-Cha
_________ _________ _________

b.4
Rhumba

_________ _________ _________

b.5
Waltz

_________ _________ _________

c.
Modern
Dances
_________ _________ _________

d.
Creative
Dances
_________ _________ _________
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

75
e.
Sayawit
_________
_________
_________

f.
Social
Recreation
_________ _________ _________
g.
Jazz
_________
_________
_________

h.
Square
dance

_________ _________ _________
i.
Others

_________
_________
_________

3.
Physical Education 3-Individual/Dual Sports and

Track and Field
a. Individual/Dual Sports

a.1
Badminton
_________ _________ _________
a.2 Table tennis
_________
_________
_________
a.3
Sepak
Takraw

_________ _________ _________
a.4
Darts

_________ _________ _________
a.5
Archery

_________ _________ _________
a.6
Camping
_________ _________ _________
a.7
Cycling

_________ _________ _________
a.8
Swimming
_________ _________ _________
a.9
Mountaineering
_________ _________ _________
a.10
Weight
Lifting _________ _________ _________
a.11
Judo

_________ _________ _________
a.12
Taekwondo

_________ _________ _________
a.13
Karatedo
_________ _________ _________
a.14
Boxing

_________ _________ _________
a.15
Others

_________ _________ _________

b. Track and Field
b.1 Track Events
b.1.1 Sprints
b.1.1.a 100 meters _______ _________ _________

b.1.1.b 200 meters _______ _________ _________

b.1.1.c 400 meters _______ _________ _________
b.1.2
Hurdles
b.1.2.a 100 meters (W) _______ _________ _________

b.1.2.b 110 meters (M) _______ _________ _________

b.1.2.c 400 meters
(M & W)
_______ _________ _________

b.1.3 Relays
b.1.3.a 1x400 meters _______ _________ _________

b.1.3.b 4x400 meters _______ _________ _________

b.1.3.c 1x2x3x4 meters_______ _________ _________

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

76
b.1.4 Middle Distance
b.1.4.a 400 meters _______ _________ _________

b.1.4.b 800 meters _______ _________ _________

b.1.4.c 1500 meters _______ _________ _________

b.1.5 Long Distance
b.1.5.a 3000 meters _______ _________ _________

b.1.5.b 5000 meters _______ _________ _________

b.1.6 Others (please specify)
________________ _______ _________ _________

b.2 Field Events
b.2.1 Shot put
_______ _________ _________

b.2.2 Discuss throw _______ _________ _________

b.2.3 Javelin throw _______ _________ _________
b.2.4 Long Jump
_______ _________ _________
b.2.5 High Jump
_______ _________ _________
b.2.6 Pole Vault
_______ _________ _________
b.2.7 Triple Jump
_______ _________ _________
b.2.8 Others (please specify)
_________________ _______ _________ _________

4.
Physical Education 4-Team Sports
a.
Basketball
_________
_________
_________

b.
Baseball
_________
_________
_________

c.
Soccer
_________
_________
_________

d.
Softball
_________
_________
_________

e.
volleyball
_________
_________
_________

f. Others (please specify)

_____________________ _________
_________
_________

D. Facilities, Equipments and Supplies

Direction: Please check the availability and use of physical facilities,
equipments and supplies.

Always Available implemented when the instructors have been using 70-
100% of the following physical facilities, equipments and supplies in the Physical
Education program..

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

77

Sometimes Available when the instructors have been using 40-70% of the
following physical facilities, equipments and supplies in the Physical Education
program.

Not available when the instructors have been using 40% and below of the
following physical facilities, equipments and supplies in the Physical Education
program.

Availability
Always Sometimes

Not

Available
Available
Available

1.
Physical Facilities

a. For outdoor activities, a
space of at least 2.25 square
meters is given to each student
enrolled in Physical
Education.
_________
_________
_________
b. In the gymnasium/
multipurpose hall, a space
of 1.5 square meters is
allowed to each student
enrolled in Physical
Education.
_________
_________
_________
c. A classroom for
theoretical subjects shall
approximate 65 square
meters.
_________
_________
_________

2.
Equipment for various specific sports
a.
Barbells
_________
_________
_________
b.
Dumb
bells
_________
_________
_________

c.
Rings _________
_________
_________

d.
Wands
_________
_________
_________

e.
Hoops
_________
_________
_________

f.
Tumbling
mats
_________ _________ _________

g.
Basketball
balls
_________ _________ _________

h.
Volleyball
balls
_________ _________ _________
i.
Soccer
balls
_________
_________
_________

j.
Baseball
balls

_________ _________ _________

k.
Softball
balls

_________ _________ _________

l. Lawn tennis
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

78

l.1
Balls

_________ _________ _________

l.2
Rackets

_________ _________ _________

l.3
Nets

_________ _________ _________

m. Table tennis

m.1
Balls

_________ _________ _________

m.2
Rackets
_________ _________ _________

m.3
Nets

_________ _________ _________

m.4 Table Tennis table _________
_________
_________

n.
Scrabble
board
_________ _________ _________
o.
Chess
board
_________
_________
_________

p.
Chinese
Checkers

_________ _________ _________
q.
Dart
Board
_________
_________
_________

r.
Dart
pins
_________
_________
_________

s.
Taekwondo
mitts
_________ _________ _________

t.
Boxing
gloves
_________ _________ _________

u.
Punching
bags
_________ _________ _________

v.
Baseball/Softball
gloves _________ _________ _________

w.
Baseball
bat

_________ _________ _________
x.
Softball
bat
_________
_________
_________

y.
Volleyball
net
_________ _________ _________

z. Others (please specify)

__________________
_________
_________
_________

3.
Instructional Materials and Supplies

a.
Tape
recorders
_________ _________ _________

b.
Tape
measures
_________ _________ _________

c.
CD/VCD
Players
_________ _________ _________
d.
Karaoke
_________
_________
_________

e.
Television
_________
_________
_________

f.
White
Boards

_________ _________ _________

g.
Overhead
Projector

_________ _________ _________

h.
Instructional
books

_________ _________ _________

i. Professional Journals on PE _________
_________
_________

j. Recent edition on PE books _________
_________
_________

k. Others (please specify)

__________________
_________
_________
_________

III. PROBLEMS
ENCOUNTERED
BY PHYSICAL EDUCATION
INSTRUCTORS

Below is the list of the different problems usually encountered by Physical
Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

79
Education instructors. Please check.

______ 1.Lack of reference and instructional materials

______ 2.Lack of support from administration

_____ 3.Lack of appropriate facilities
_____ 4.Allowing unqualified faculty to teach PE
_____ 5.Inadequate funds for PE
_____ 6.Lack of equipment eg. basketball ball for every 10 students

_____ 7.Low salary
_____ 8.Lack of professional development for PE instructors

_____ 9.Misconception of students towards Physical Education
_____ 10.Unfair treatment of department head/dean in terms of load

distribution and opportunities
_____ 11.Some Physical Education instructors do not cooperate in

carrying out the Physical Education program
_____12.Limited knowledge of some Physical Education instructors

_____ 13.Lacks the necessary training and preparation to teach PE
_____ 14.Use of PE period for other purposes

_____ 15.Not wearing appropriate PE uniforms
_____ 16.Poor scheduling of PE classes

_____ 17.Very big classes
_____ 18.If the school itself offers a doctoral or master’s degree, it shall
allow its faculty members to finish the minimum degree
that it requires for the level of his responsibilities in the
school, with tuition fee and other forms of assistance.
_____ 19.Attendance at in-service training programs on official time shall
be encouraged, and records of such attendance shall be
filed at the office of the Director/Chairman/Head.
Expenses incidentals to the training may be charged to
the
institution.

_____ 20.Others (please specify)

___________________________________________________________
___________________________________________________________

THANK YOU VERY MUCH AND GOD BLESS!

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

BIOGRAPHICAL SKETCH

The author was born in Sagada, Mt. Province and the second of three
children of Mr. Cesar M. Degawan from Sagada, Mt. province and Mrs. Felisa A.
Degawan from Mainit, Bontoc, Mt. Province.
He finished his elementary education at Sagada Central School and his
secondary education at Easter School now Easter College Incorporated.
For his tertiary education, he enrolled (as a varsity baseball/softball
player) at Benguet State University to take Bachelor of Science in Agriculture
major in Horticulture. He also finished 24 education units and Diploma in
Physical Education at the same university.
He is presently teaching Physical Education at the Cordillera Career
Development College and also the baseball varsity coach of the college.

Physical Education Program of Commission on Higher Education Sports Athletic
Association of Baguio City and Benguet / Sheldon A. Degawan. 2007

Document Outline

Physical Education Program of Commission on Higher Education Sports Athletic Association of Baguio City and Benguet
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
  - Background of the Study
  - Statement of the Problem
  - Objectives of the Study
  - Importance of the Study
  - Scope and Delimitation of the Study
- REVIEW OF LITERATURE
  - Socio-Economic Profile
  - Physical Education Program
  - Facilities and Equipments
  - Level of Attainment of Objectives
  - Problems Encountered by Physical Education Instructors
  - Conceptual Framework
  - Operational Definition of Terms
  - Hypotheses of the Study
- METHODOLOGY
  - Locale of the Study
  - Respondents of the Study
  - Instrumentation
  - Data Gathering Procedure
  - Statistical Analysis of Data
- RESULTS AND DISCUSSION
  - Profile of the Respondents
  - Level of Attainment of the Objectives of thePhysical Education Program
  - Extent of Implementation of the Physical Education Program
  - Relationships Between the Extent of Implementationand Level of Attainment of the PhysicalEducation Program
  - Problems Encountered by Physical Education Instructors
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
  - Summary
  - Conclusions
  - Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH