BIBLIOGRAPHY LORIE D. DICANG, October 2006. The Elective Service...

BIBLIOGRAPHY
LORIE D. DICANG, October 2006. The Elective Service Physical Education
Program of the University of Baguio. Benguet State University, La Trinidad, Benguet.
Adviser: Russell B. Dolendo, M.A.P.E
ABSTRACT
The study sought to determine the status of the Elective Service Physical
Education Program of the University of Baguio. Specifically, the study focused on the
extent of implementation of the Elective Service Physical Education Program, the factors
affecting the program, the relationship between the factors affecting the program and the
extent of implementation of the Elective Service Physical Education Program, and the
degree of seriousness of the problems encountered in the implementation of the Elective
Service Physical Education Program. The respondents were composed of eight
instructors and 324 students from the various colleges and departments of the University
of Baguio.
Findings reveal that the extent of implementation of the elective service physical
education program along the objectives and activities being undertaken are implemented.
The sub area of physical fitness, rhythmic and games and sports are fully implemented.
Moreover, the extent of implementation of the elective service physical education
program along the teaching methods and techniques are implemented.

Knowledge, skill, social/ administration, and facilities and equipment are factors
which directly affect the extent of implementation of the programs in elective service
physical education in the University of Baguio.
There is a direct relationship between the extent of implementation and the
factors. Thus, level of knowledge and skill, social/administration, and utilization of
facilities and equipment are directly affecting the implementation of the elective service
physical education program.
The problems encountered by the respondents are moderately serious. However,
lack of facilities ranked as the top problem.
Recommendations include semestral assessment of the extent of implementation
of the elective service physical education programs; assessment for personnel, facility
and equipment accounting before offering a program to ensure the smooth
implementation of all offered elective service physical education program, the priority of
the school administrators should give adequate if not sufficient support to the elective
service physical education program; instructors should continually update themselves
with the up to date methods and techniques in implementing the elective service physical
education program, and to pursue graduate studies for further personal advancement;
procurement of additional facilities and equipment; and to lobby for more administrative
support.

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INTRODUCTION

Background of the Study

Physical exertion has always been an integral part of human existence.
From the primitive times up to the space age, men depended on physical fitness
for survival. Thus, the adage “survival of the fittest” was the dictum of the times.
This scenario has prompted the early academicians to recognize the importance of
Physical Education in the early existence of man. Therefore, these great thinkers
of the time have included physical fitness programs and activities in the regular
curricula so as to produce physically fit citizens who will be able to tackle the
daily rigors of life.

The inclusion of physical education in the Philippine curricula dated back
in 1892 when a royal decree from Spain established the superior normal school
for women for teachers in Manila (Sambrano et al., 1982). In addition, as
recognition of the Philippine government on the relevance of Physical Education
as a significant component in the educative process, the Philippine constitution
mandates the state to promote Physical Education and encourage sports programs,
league competitions and amateur sports including trainings for international
competitions to foster self-discipline, teamwork and excellence for the
development of health and alert citizenry (DECS order No. 58 s, 1990).

However, Physical Education programs and activities in the Philippine
archipelago are not being fully implemented in some schools. The common
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assumption is that Physical education simply involves simple activities such as
playing simple ball games, simple calisthenics, simple bending and stretching and
nothing more. This prompts the students, as well as the authorities not to take
Physical Education subjects seriously. This is reflected in the inclusion of
“MAKABAYAN” subjects in both public and private schools in basic education.

According to Rivera (1991), Physical Education is not a simple, fully
conceptualized field of study, but a dynamic one with recognized major
achievements and potentials. This evolved into a program design to train Physical
Education teachers aimed at producing a wealth of knowledge about all facets of
physical activity.

Physical Education’s primary focus is the study of human movement in
physical activity. Physical education is both science and humanities, with a body
of knowledge composed of the data, concepts, theories, and understandings of a
wide range of inter-related academic disciplines. (http://www.cornell
college.edu/physical education).
In the tertiary level, there are four Physical Education subjects taken in the
first four semesters of college life. Physical Education 1 is Self – testing which is
a prerequisite to the next three subjects, namely: includes Rhythmic Activities,
Individual/Dual sports and Team Sports. According to Oyco (2000), if taught
properly, the end result would be an individual who is physically fit, with
sufficient skills in games, sports and dance essential in enjoying lifetime
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recreation pursuits; who would have the ability to analyze movements, game
rules, and strategies that have carry-over values in making day-to-day decisions.
Basic instruction in Physical Education is prescribed by the Department of
Education, Culture and Sports Order no. 58, series 1990. Elective Service
Physical Education deals with the program imposed by the administrator to their
own respective schools.
According to Cooper (1992), Physical Education curricula are currently
responding to four needs: (1) to develop aerobic capacity to maintain acceptable
cardio respiratory efficiency, (2) to achieve appropriate levels of body fitness, (3)
to acquire strength to perform expected tasks of living, and (4) to achieve
flexibility and abdominal strength to avoid lower back injuries. To address these
needs, sports skills are alternated with fitness development.

Recent study has shown that when students have competencies
(knowledge, skills, attitudes and values), including self-determination in, through
and about movement skills, and when they enjoy their physical activity
experiences, they are more likely to be motivated to pursue practices out of school
time. This in turn can lead to young people being involved in regular physical
activity over their life span. (http: www.ministry of
physical.education.tertiary.htm).
The Ontario Curriculum focused on helping students develop a
commitment and a positive attitude to lifelong healthy activity and the capacity to
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live satisfying, productive lives. Healthy active living benefits both individuals
and society in many ways: by increasing productivity, improving morale,
decreasing absenteeism, reducing health-care and heightening personal
satisfaction.
The Physical Education at Cornell College offers a variety of electives for
all students as well as an introductory course in which the main goal includes
enhancement of motor skills in lifetime activity and learning physical fitness,
heath and wellness.
The Elective Physical Education program of the University of Baguio was
brought out during the meeting between the President and among the Physical
Educators during the first semester of the school year 2004-2005. The two parties
decided/ agreed to change the Physical Education Program from Required Service
Physical Education to the Elective Service Physical Education. University of
Baguio as a deregulated school can impose new programs as long as it does not
go against or violate the rules and regulations set by the Commission on Higher
Education (CHED). The program offers a variety of subjects per semester and it’s
up for the students to choose their Physical Education subjects according to their
needs and interests without any prerequisite subject. However, students will only
finish the Physical Education course if she/he passed the total eight units required
by the CHED.
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The main objective of the Elective Service Physical Education Program as
mentioned by the UB President are to minimize the numbers of absenteeism/drop-
outs/failures and to bring about changes such as improvements in student’s self-
esteem, attitudes to learning behavior, achievements in Physical Education and
across the curriculum. The program will provide enjoyment on the part of the
students because she/he chooses the subject of her/his interest and need, also time
will be maximized and the number of absenteeism will be minimized. On the
other hand, the instructors will be able to master their skills on the variety of
subjects assigned to him/her every semester as compared to the required service
Physical Education

According to Melagrano (1996), given the changing needs of learners, a
wide variety of activities offer an opportunity to facilitate growth. Exposure to
various activities enhances self-testing, exploration, and new interest. Usually, the
program is organized around a series of activity units, whether required, elective,
or in some combination. Typical categories of activities include team sports,
individual/dual activities, outdoor/recreational pursuits, rhythms/dance, games
and popular local activities. Studies have found that providing students with
choices makes it more likely to catch and hold their interest in activity (Chen,
1996). A choice program should enable students to focus on the activities they
enjoy the most. However, schools will have different possibilities and needs when
considering a choice program, but the key is to provide students with the
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opportunity to concentrate long enough on a few activities of their choice so they
can develop self-efficacy and proficiency, (Himburg, 2003)
The Elective Service Physical Education Program of the University of
Baguio is already in its 4th semester of implementation, which started during the
second semester of the school year 2004-2005. This prompted the researcher to
assess the implementation of the Elective Service Physical Education Program of
the University of Baguio.

Statement of the Problem
It was the primary purpose of this study to determine the status of the
Elective Service Physical Education Program of the University of Baguio.

Specifically, it aimed to address the following questions:
1.
What is the extent of implementation of the Elective Service
Physical Education Program as perceived by the respondents?
2.
What are the factors affecting the extent of the implementation of
the Elective Service Physical Education Program?
3.
What is the relationship between the factors affecting the program
and the extent of implementation of the Elective Service Physical Education
Program?
4.
What is the degree of seriousness of the problems encountered in
the implementation of the Elective Service Physical Education Program?

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Objectives of the Study
The following were the specific objectives of the research:
1.
To determine the extent of implementation of the Elective Service
Physical Education program as perceived by the respondents.
2.
To determine the factors affecting the extent of implementation of
the Elective Service Physical Education Program.
3.
To determine the relationship between the factors and the extent of
implementation of Elective Physical Education Program.
4.
To determine the degree of seriousness of the problems
encountered in the implementation of the Elective Service Physical education
Program.

Importance of the Study

Effectiveness of a program will depend on the objectives, instructional
materials and methods and techniques used by the instructors in their teaching
field. Thus, there is a need to update and to evaluate the Elective Service Physical
Education Program in order to find out whether proper implementation is being
achieved.
To the curriculum maker, administrator and school owners, the result of
the study will provide information on how the Elective Service Physical
Education Curriculum of University of Baguio is being implemented in meeting
the objectives set. Knowledge of the objectives and implementation of Elective
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Service Physical Education Program will serve as a springboard in improving the
curriculum to make it more effective for the benefits of the instructors and
students as well.

The findings of the study will help the instructors determine the materials
and the strategies used in catering to the needs and interests of the students. Also,
instructors will be able to master their skills to become more competent and
effective on the variety of subjects assigned to them every semester. Lastly,
instructors will find ways and means to minimize the problems being encountered
in the implementation of the said program.

By identifying the problems encountered by the students and instructors,
the administrators will be able to provide remedies and alternative solutions in
order to respond to the student’s need.

To the students, the findings of this study will help them adjust to varied
activities being offered to them and to determine more appropriate activities
needed by them. Activities that they will continue to enjoy the benefits of
Physical Education even after finishing the course.

Scope and Delimitation of the Study

The study was confined to determine the Status of the Elective Service
Physical Education Program of the University of Baguio. The content was
delimited on the extent of implementation of the elective service physical
education program as perceived by the respondents along the following areas:
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objectives, activities undertaken, teaching methods and techniques; the factors
affecting the extent of implementation; the relationship between the factors and
the extent of implementation; and the degree of seriousness of the problems
encountered in the implementation.
The respondents of the study were the instructors and the physical
education students and it was conducted during the second semester of school
year 2005-2006. Students were randomly picked from the different colleges
enrolled in the Elective Service Physical Education. A 10 percent was considered
in getting the sample size was taken per college both male and female. The
colleges are as follows: (1) College of Nursing, (2) College of PT/OPTO, (3)
College of ICT, (4) College of MedTech, (5) College of Dentistry, (6) College of
Liberal Arts, (7) College of Education, (8) College of Engineering, Architecture
and Technical, ( (6) College of Medical Technology, (7) College of Commerce.
The researcher did not include the college of Criminology and HRM because
students under the two colleges are required to undergo Physical education
subjects related to their field of specialization.

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REVIEW OF RELATED LITERATURE

Ornstein (1996) avers that program activities will signify the original aims
and objectives. But it is not foolproof because its success with
individuals
will always depend on sound teaching methods, effective teaching, resources, and
proper evaluation techniques. In short, the human factor - the teacher has a lot to
do with the achievement of curriculum objectives. It is possible to plan and
develop a fine course of the study only to find that it partially does the job for
which it was intended because some teacher (s) either failed to grasp its
significance or were indifferent to its content.

A quality Physical Education Program provides learning opportunities,
appropriate instruction, and meaningful and challenging content for all children
and physical activity. (http://secondaryprgms. brevard.k12.fl.us/physical
education. home.htm).

The Physical Education program has the potential to contribute in a
number of ways to all phases of individual development. In some areas physical
education’s contribution is unique: these objectives include the development of
organic fitness and neuromuscular skills. In other areas objectives are shared with
other disciplines: these objectives include social, emotional, and cognitive
development. (http://www.marianbakerschool.com/academics/programs/pe/.htm)
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Objectives of Physical Education

The Physical Education program has the potential to contribute in a
number of ways to all phases of individual development. In some areas physical
education’s contribution is unique: these objectives include the development of
organic fitness and neuromuscular skills. In other areas objectives are shared with
other disciplines: these objectives include social development, emotional
development, and cognitive development.

1. Cognitive (knowledge) objectives. These objectives deal with the
individual’s ability to perceive, comprehend, apply, analyze, synthesize, and
evaluate.

2. Affective (social and emotional) Objectives. These objectives deal with
the individual’s values, appreciations, attitudes, and interests.
3. Psychomotor Objectives (Organic Fitness and Neuromuscular
Development). These objectives deal specifically with the way the body
functions, including the development of specific manipulative skills that affect the
way we live, work and play.
In St. Peters College, the Physical Education curriculum challenges
students to strive to succeed to their full potential through the objectives set,
which are as follows: (a) experience the enjoyment of physical activity; (b)
develop and maintain physical fitness; (c) develop understanding and appreciation
of the purposes forms and conventions of a range of physical activities; (d) build
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up a wide variety of physical skills; (e) develop co-operation and tolerance; (f)
develop the appreciation of the concepts of fair play, honest competition and good
sportsmanship; (g) develop self esteem; (h) develop the ability to appreciate the
aesthetic qualities of movement; (h) interact sensitively with others of different
backgrounds, gender, cultures and abilities; (i) develop team skills and
gamesmanship; (j) learn to make informed decisions about healthy lifestyle; (l)
develop and enjoy lifelong leisure interests.
According to Larson (1970), Physical Education is designed to serve
numerous purposes which are as follows: a) to develop a strong body, health and
vitality; b) to gain knowledge of games and strategies as well as to prepare for
effective participation; c) to achieve optimal health; d) to gain knowledge and
understanding and to develop the ability to think critically; e) to prepare the
individual and society for the constructive use of leisure; f) to develop all abilities
and skills essential for life; and f) to prepare the individual and society for life of
difference. Physical Education and the facets of physical recreation, sports, and
health contribute uniquely to all institutional purposes.

Activities Undertaken in Physical Education
Melagrano (1996) states that the curriculum design should take into
account the student’s background and previous experiences. It should expand the
student’s world, not replace it. For example, students who are members of
minority groups bring experiences, cultural values, and expectations to school that
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may differ from those of the predominant culture. As corroborated by Buck
(2004) that in physical education, some students have not had opportunities to
refine gross motor patterns, develop general coordination skills, or engage in and
enjoy individual, team, and recreational activities because of the fact that students
have had different orientations and experiences which will affect the way in
which instruction is received.
In St. Peters College Catholic School for Boys, the Physical Education
curriculum challenges students to strive to succeed to their full potential through
the enjoyment of physical activity ,the appreciation of the concepts of fair play,
honest competition and good sportsmanship, and the ability to appreciate the
aesthetic qualities of movement.(http://www.st.peters.school.nz/faculties/physical
education, 2003)
Physical Education is also geared toward providing each student with an
opportunity to discover ,develop and satisfy his or her individual interests,
abilities, creative talents and needs. (http://www.ermurrows. org/
academics/physed/index.htm).
The Physical Education curriculum at Hartnell College offers students to
develop their physical well-being and to improve their overall health. Such
courses as aerobics, water jogging, strength training, swim fitness and power
lifting designed to help students to increase cardiovascular endurance, flexibility,
muscle tissue and ill effects of a sedentary life style. Also provide students
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information on the components of a healthy diet, the importance of rest and the
risk factors contribute to such as chronic diseases.
Physical Education offers numerous fun and exciting activities available in
Physical Education; they are generally put under the main headings of team
sports, individual/dual sports or comprehensive Physical education. The following
activities are included in Physical Education: Archery, Badminton, Basketball,
Boating, Bowling, Climbing, Racquetball, Disc Sports, Cycling, Dance, Lacrosse,
Cross training, Golf, Gymnastics, Handball, Hockey, Jogging, Cheerleading,
Martial Arts, Soccer, Volleyball, Walking, Football, Fencing, Tennis, Softball,
Swimming, Skiing, Table Tennis, Recreational Sports, Water Polo Outdoor
Education.(http://www.secondaryprgms.brevard.k12.fl.us/physicaleducation.hom
e.htm).
The Physical Education department offers elective courses with the
primary objective of promoting lifetime activities. Secondary objective are to give
the students a level of fitness and develop basic skills in specific areas. The
student will choose from different activities each quarter. These electives are: a)
Basketball; b) Softball; c) Bowling; d) Stationary Exercise Machines; e) Soccer;
f) Flag Football; g) Strength training; h) Golf; i) Volleyball; n)Running; k)
Wiffle ball; l) Pickle ball; j) Indoor Hockey; o) Fitness; p) Low organizational
Game. (http://www.bishop mcdevitt.org/departments/physedep.html).
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Stillwell (1997) enumerated outlined program to be used as a guide in
offering service physical education of content which as follows:
1. Aquatics – the need for swimming, survival skills, and water-related activities
is essential to a physical education curriculum. Additional justification for
including aquatics in the secondary school program is provided by Siedentop,
Herkowitz, and Rink (1984), which include the following:
a. swimming is, perhaps, the perfect activity for developing overall physical
fitness. All swimming strokes require use of the limbs and most body joints,
resulting in improved strength, muscular endurance, and flexibility;
b. aquatics can easily provide challenging experiences for all students;
c. aquatics provide an excellent medium for socialization. Students have the
opportunity to observe peers, compare their performance with others, help
others, and develop both leadership and fellowship skills.
2.
Conditioning Activities – A unique goal of physical education is the
development and maintenance of health related fitness- an optimum level of
physical condition.
a. Aerobic exercise, which leads to an aerobic lifestyle, is a significant
curriculum dimension in today schools. This component of health-related
fitness is especially valuable during childhood and the adolescent years
because people who exercise regularly during the formative years reach
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adulthood in a state of aerobic fitness, both physiologically and
psychologically.
a. Free exercises, also called warm-ups and calisthenics, provide a traditional
set of movements for enhancing general body conditioning. Called
developmental exercise by Stillwell and Stockard (1988), these activities are
designed to provide proper stimulation to both the musculoskeletal and the
cardio respiratory systems.
c. Weight training has gained popularity with boys and girls to such an extent
that a majority of junior and senior high schools have nicely equipped weight
rooms.
However, according to Buck (2004), some students dislike physical
activity and when they perform or participate, it is usually grudgingly. The causes
of their apathy might lie in being infatuated with video games, having inactive
parents who encourage a sedentary lifestyle or being the subject from peers for
performing a physical skill poorly. Also, Himberg (2003) added that boys are far
more physically active than girls and people become more inactive as they grow
older.
3. Rhythms / Dance- Montague (1972) explains that one of dance’s strongest
potentials is that it allows students to release human feelings in ways that are
significant to the doer , enabling the individual to make a personal statement of
what life feels like.
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The selected dances will be dependent to some degree on the teacher’s
knowledge of and expertise in the dance; however, this should not be the limiting
factor. Individuals are often present within the school and/ or the community with
the expertise and interest to teach a dance unit.
a. Folk Dance
Folk dance provides students with both an appreciation for and
understanding of the role that dance has played in the cultural development of
various countries. According to Harris, Pittman, and Waller (1988) these details
will allow students to (a) better understand the customs and traditions of others
cultures, (b) appreciate the idea that the language of folk dancing may be a
common bond between people of all cultures, and (c) learn that cultural
differences can become adventures in discovering cultural similarities.
b. Ballroom/ Social dances

Ballroom/social dances are structured dances of a recreational nature
usually done by couples in a social setting. Harris, Pitman, and Waller (1988)
explain that ballroom/ social dance has passed through six phases, each
motivated by a specific style of music. These phase include : Foxtrot, Charleston,
swing, Latin, rock and roll, and country-western.
c. Modern dance

Modern dance is a way of expressing one’s emotions, feelings, ideas
through a various movement from a simple to a complex movement. Kitongan
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(2003) added that modern dances were a very satisfying way of communicating to
others.
d. Team Sport
Team sports have become an important element for both male and female
students. Team sports are played as a means of developing a quality of social
efficiency in students: the ability to get along with others and to exhibit desirable
standards of conduct.
e. Outdoor Education

A more recent definition by Siedentop, Herkowitz, and Rink(1984)
indicates that outdoor education includes all pursuits that provide experiences
related to the various components of our natural environment including hills,
rocks, streams, rivers, trees. Darst and Armstong (1991)indicate that the addition
of outdoor education activities in physical education is one of the most significant
curricular innovations in this century. Bucher (1980) added that camping and
outdoor education programs are rapidly being recognized as having an
educational value that should be experienced by every boy and girl. Thus,
camping should be included in the educational experience of every boy and girl.
As collaborated by Hammersely (1992), that the outdoor activities provide a
medium for developing communication skills, self-concept, self-confidence,
cooperation, leadership, followership, and trust.
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The Sports program of the Department of Education, Culture and Sports
was designed for the educational growth and development of pupils and students,
all people who are appreciative of the value of sports and physical fitness. All
schools officials, administrators were encouraged to implement the said program
because our Constitution, Article II, Declaration of principles and State policies,
Section 17 says that the state shall give priority to the education, science, and
technology, arts, culture and sports to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development.
Specifically Article XIV, section 19, provides that:
1.
The state shall promote Physical Education and encourage sports
programs, league competitions and amateur sports, including training for
international competitions, to foster self-discipline, teamwork and excellence for
the development of a healthy and alert citizenry.
2.
All education institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and sectors.
In support to this constitutional provision, DECS order No. 58, series of
1990 was issued, which contains the Guidelines and standard for collegiate
Service Physical education Program. In here, Article IV sec. 2 contains the
suggested activities for the service physical education program refer on the
(Appendix A).
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According to Melagrano (1996)) consideration should be given to the wide
variety of students’ characteristics that includes capabilities, interests, and
experiences, learning styles, cultural backgrounds, attitudes and personality traits.
On the other hand, Buck (2004) added that the specific types and variety of
physical education activities that can be offered are contingent upon space, class
size, and number and qualifications of instructors. The imagination and creativity
of the instructor can often compensate for large, overcrowded classes in limited
space with little equipment.

Methods and Techniques
in Teaching Physical Education

Bartolome (1971), Physical Education should play a leading part in this
race of human accomplishment. Children cannot be left in their growth and
presumed to catch with the present race without aid. Physical education must be
interpreted broadly. It must not only include developing correct attitudes in
different situations to ease up nervous tension, and instill in one’s conduct the
respect and understanding for his fellowmen during their entire period of growth.
Therefore, in order to achieve this, methods and techniques teaching should
properly observed and implemented in Physical Education to achieve its full
meaning and objectives. According to Himberg (2003), effective teaching is based
on finding appropriate teaching styles that will meet student need.

Andin (1995) observed that many teachers have been trying to employ the
usual methods of teaching the academic subjects in teaching the special subject of
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Physical Education. This fact has caused much confusion and has resulted to
ineffective teaching. According to studies, it has also affected the attitudes of
individuals toward Physical Education. While it is true that some of the usual
methods of teaching may be effective in teaching the cognitive phase of Physical
Education, it may not be applicable in teaching the psychomotor phase of
program.

Some of the most common methods and techniques of teaching in the
academic subjects are applicable in teaching the cognitive phase of Physical
Education. Examples of the areas which are so-called cognitive are the history of
sports and physical education, terminologies, playing rules, safety in activities,
and kinesiology as applied to movement skills. Andin (1995) enumerated the
following methods of the cognitive phase: Lecture, Question and Answer, Group
Discussion, Demonstration, Projects, Problem solving, and Homework.

The first method is the Lecture method. The only justification for the use
of a lecture as a method of teaching is when there is a special topic, which needs
to be presented with authority, and when there is a death of textbooks or reference
materials. In other instances, many educators consider the lecture method as the
poorest method of teaching because children easily get bored and they lose
interest.

Second is the Group Discussion method. It can be a good way to stimulate
the interest of the children to interact with the other members of the group. A
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discussion of topics of interest can challenge thinking and thus, develop reasoning
power. On the other hand, instructions or information on Physical education can
be more effective if demonstrations are provided to enhance learning or retention.

The famous Greek Philosopher, Socrates used the Question and answer as
the third method in teaching his students. This method also knows as Socratic
method, is best used to arouse interest and attention of the students. Thus, to have
an effective use, it requires the teacher in the art of questioning to lead the pupil to
arrive at a concept or generalization. However, the method becomes ineffective if
the teacher lacks the skill in the art of questioning to be mainly factual.

The fourth method is the use of Projects integrated in Physical Education
like albums or booklets, models, illustration and the like can be prepared by the
students and placed on display. This can be an effective way to provide
opportunities to discover the talents of children in the field of creativity. However,
if ever projects are assigned, they should be within the ability of children.
Otherwise, the project loses its worth if others have made it.

On the other hand, homework must be an outgrowth of the lesson. A skill,
which has not been satisfactorily mastered, may cause the teacher and students to
make an assignment that the practice of the skill should be done as a part of the
child’s homework. Lastly, Problem Solving was also suggested as a method of
teaching in Physical Education. Many of the students experience a direct
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relationship of problem solving to Physical Education, such as problems of
personal hygiene, emotional control, among others.

In teaching the motor skills Andin (1995), there are two methods used
which are derived from experimental studies and these are the whole to part
method and the part-whole method. The former method, teaching is that more
meaningful for learner to see the movement activity in its entirely first and then its
parts. These are applicable in teaching the special skills in sports, dance
gymnastics as well as the basic skills. In contrast, the latter method is that the part
is more important than the whole since the parts make up the whole. Learning the
parts and mastery of these parts leads to learning the whole activity.

Ornstein (1992) pointed out the relationship between effective teachers
and effective schools. Teachers, to be effective, need a supportive and positive
atmosphere. This includes (1) a manageable class size; (2) available and suitable
instructional materials; (3) high staff expectations for student achievement (4) an
orderly school climate: (5) systems for monitoring student progress; (6) a strong
and supportive principals and heads; and (7) a school spirit or identity that is felt
in the classroom.

Bucher (1981) presented techniques in teaching physical education, which
are as follows: Discussion, performance, drills, mimetic, criticism, review,
assignments, tests and class observation. He added that the use of discussion is
applicable to all phases of Physical education. In leading the discussion the
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teacher should try to keep in mind the points to be brought out through discussion
and have direct and leading questions prepared in advance. Good questioning,
according to Bruner as cited by Ornstein (1992), leads to higher modes of
learning. In answering thought-provoking questions, a high-achieving student
limits it, analyzes parts of it, reformulates it and decides on the best methods to
use for answering.

Drills are especially important in Physical Education to automatize the
various skills necessary for the activities. Since some master of skills is essential
to satisfy in the game play, the practice of skills. In drills, form is necessary.
However, drills can be as dull as memorizing a multiplication table, or they can be
nearly as much fun as the game room, which they are derived. For real learning to
take place they should be as interesting as possible and this requires planning on
the part of the teacher.
Mimetic is another technique frequently used when introducing new skills
to a class. Following presentation of the skill by demonstration and explanation,
the class as a whole performs the skill to get the feel of the action mimetically.
This technique is useful both for physical fitness and for physical skills and when
combined with drill work, it becomes more effective. However criticism by the
teacher is usually the most successful technique for it can help improve the
performance of the student in terms of physical fitness, physical skills and
personal-social development, whenever properly handled by the teacher.
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Criticisms by the teacher indicate sincere interests on the effort of the students
and motivate them to improve.

In order for the students not to forget the physical skills and knowledge
imparted to them, teachers should use the review technique. Review of exercises,
discussions and the purposes of physical fitness are necessary, to cement learning
and maintain a level of fitness. Reviewing can best be accomplished through an
oral question-and-answer period, perhaps of short duration at the beginning of
each class. Another technique, which may not appear to belong in physical
program, is the assignment or homework. Through assignment or homework, the
teacher can specify certain standard of achievement for education, which
promotes physical development. For instance, the class meets only twice a week
accomplished little in Physical Fitness without extra daily work done by the
students. Therefore, to achieve more, homework or assignments should be given.
Special class situations often give rise to learning experiences in both
social development and knowledge and appreciation. To teach particular strategic
principles in games, it is often helpful to set up special practice routines drawn
from the game situations. This technique is more effective when it is combined
with class observation technique. In many class situations all members cannot be
on the court or the playing field at the same time. Each onlooker should be given
an assignment or the job of observing some element of the class work. This
technique of teaching the game, position play, the defense, or some particular
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aspect of team play provides real learning in the area of knowledge and
appreciation.

Lastly, test technique in Physical education is very important to assist the
improvement or mastery of the students in a certain physical skills or area of
knowledge, when properly administered. Through testing, the student has an
opportunity to judge his own work and when tested at the beginning or middle of
a unit, he is motivated to work harder to improve.

Gregorio (1976) added that whatever method is to be used, the teacher
must know the conditions prevailing at a given time. The most appropriate
conditions are as follows: availability of fund; small classes; bright pupils; variety
of equipment; command of the language; freedom to adjust curriculum to local
conditions or needs; good teachers who have mastered methods and techniques
and understanding of principles and ideals of democracy.
In addition, Ornstein (1976) disclosed that successful instruction depends
upon the technique of teaching; through it, the learning activity of pupils is
guided. Technique of teaching must be used as a means to an end, and must be
improved through, research and experimentation. Thus, technique to be used must
be carefully selected and must be adjusted to the subject, to the pupils, and to the
objectives. From psychology and educational, they have the following learning
situations: a) knowledge is best gained though technique called question and
answer, b) skills and habits may be acquired through the drill and practice
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technique; c) attitudes and appreciation may be best developed by effective use of
the learning technique called appreciation.
Also, Himberg et al (2003), enumerated teaching styles that can affect
effective teaching which are as follows: Direct teaching style, teacher feedback
style, partner feedback style self-feedback style, divergent discovery and
convergent discovery. Direct teaching can be time efficient and all students are
active at the same time with the same task. Teacher feedback style can provide
specific feedback to individuals however, on the part of the instructor, it is
difficult to provide enough feedback to each student. Partner feedback style
provides students to get a lot of feedbacks, where students learn to analyze
movement by observing their partners and comparing with criteria. This style is
effective style in using social development goals such as cooperation and trust.
Self-feedback style is the same as the partner feedback style, except that
the students learn to analyze their own movement, correct their own mistakes, and
become independent learners. Lastly, is the discovery style, which is divided into
convergent and divergent style. The convergent style is an excellent style to
incorporate into game play (modified or full) to learn concepts and strategies. The
latter style, can bring out the creativity within students which is best used in
creating aerobics, dance and martial arts routines. However, if the students are not
accountable for their discoveries, this can be a roll-out-the-ball style.
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From the findings of Camat (2002), the instructors from the tertiary
private schools perceived lecture, drill group, demonstration and practicum to be
very useful while the instructors from the public schools perceived all methods of
teaching very useful except the Socratic, problem and panel. The main reason for
the difference in perceptions of the two groups rests on the needs; interest and
attitude of the students and awareness of teachers on what methods and
techniques to be used.

According to Buck (2004), through observation and performance drills
and test, the instructor can evaluate the progress of students. Students can be
provided with feedback to help them improve at any activity they undertake.
Himberg. et al (2003) added that the skill levels of the students should influence
the choice of teaching style.

Factors Affecting the Implementation
of Service Physical Education

Himberg (2003), stated students’ skill proficiency varies greatly within
each class and from activity to activity. The following reasons are as follows:
some students have been involved in sport and physical activity of all sports from
early childhood, and others are not; some grow and develop quickly, and others
develop slowly; some have had quality physical education in earlier grades, and
others have not; and some have parents who teach them skills, and others do not.
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According to Gallahue (1987), there are factors that play a crucial role in
children’s opportunities for practice in the development of their movement skills:
facilities, equipment and time. Opportunities for practice are frequently limited by
lack of proper equipment. Also, parents and community centers often find it
prohibitely expensive to purchase sufficient amounts and varieties of equipment
for children to use. On the other hand, time is frequently the most influence on
opportunities for practice. Many children simply do not have the time to develop
their movement skills because they are busy with the television, computers and
homework. Thus, little time is left for active movement.
Another factor according to Gallahue (1987) is Instruction. It is a key
element through the presence of the teacher, which are necessary ingredients in
movement skill acquisition. Without the teacher, many children will never
develop their fundamental movement or their sport skill abilities. However,
instruction must be coupled with sufficient time for practice in skill learning and
use of positive reinforcement techniques to continually encourage the learner.

According to Bucher (1980), the function of efficient body movement is to
provide the individual with the ability to perform with a degree of perfection.
Most individuals enjoy doing things in which they have acquired some degree of
mastery or skill. Gallahue (1987) added that a skillful movement requires
opportunity for practice, encouragement, and instruction. Himberg (2003) added
that students should be familiar with both content and proper procedures in
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handling the equipment. Teacher should then stop any activity in which students
are using equipment improperly or inappropriately. Proper handling of the
equipment and guidelines will help in the acquisition of the skill of an individual.

Physical skills are not developed in one setting. It takes years to acquire
coordination, and the most important period for development is during the
formative years of child’s growth. Himberg et. al (2003) studies have shown that
adolescents are more likely to be active when facilities are available, when
weather is good, and on weekends when they have more time.

Himberg et. al (2003) Adolescents’ knowledge of the health benefits of
physical activity may have a limited influence on their activity levels, knowledge
of how to be active is an important factor. Research has also shown that
adolescents who know how to be physically active are more likely to participate
in physical activities. However, Graham (2001) if the students are successful with
a task about 80 percent of the time, they are less likely to become bored or
frustrated. However, some students, still prefer games and fun to any type of skill
practice.

In the Philippine setting, Physical education receives two hours class
period per week for the college students. However, on the high school, a 40-
minute class hour is given to them per week. According to Himberg (2003)
lessons in physical education vary in length, number of meeting per week, number
of students in a class. Some schools have traditional 50-minute (or so) lessons,
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whereas others have gone to block scheduling, in which lessons last about one and
a half hours. An ideal physical education lesson would include time for a
moderate to vigorous activity segment of 8-15 minutes. In a 50-minute class,
including a segment of this length can be difficult for the students to learn skills
and concepts for activities as well. Thus, looking at the situation, physical
education receives less time comparing to the other subjects.

Instructional Materials Used
in Service Physical Education

Real-Life
experiences
provide the most direct type of learning, but they
are difficult to supply in the traditional classroom. Most experiences in the
classroom occur through verbal symbolism-written and spoken, Ornstein (1976).
These classroom experiences may be easier for teachers to supply, but they may
be more difficult for many students to understand. Verbal symbolism depends on
the ability to conceptualize and think in the abstract, while the impact of firsthand
experiences is immediate and concrete. Various multisensory instructional aids
such as texts, pictures, games, simulations- can substitute for firsthand
experiences and enhance understanding, so they are an integral part of the
learning activity which according to Bucher (1961), the use of audio-visual aids is
an excellent way to stimulate student’s interest.

In recent years considerable progress made in the field of teaching aid.
The equipment and tools have been vastly improved and the resources and
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services greatly extended so that all schools may take advantage of these
instructional materials. Bucher (1961) enumerated the following instructional
materials that help enhanced knowledge which were divided into 4 categories:
Audio-Visual aids such as movies, slide films, tape recorder, television and
cassettes, and drums. Special aids include charts, diagrams and photographic
material, bulletin boards, chalkboard, magnetic boards. While Reading materials
includes textbook, articles, booklets or pamphlets. Outside Resources deals with
the professional personnel, community activities. Lastly, Equipment and
Facilities.

Bucher (1961) added that the used of teaching aids and materials
supplements the learning process. Students who are not stimulated by other
teaching method may be motivated by films, charts or other resource materials,
and highly skilled students may broaden the scope of their knowledge by studying
enrichment materials.

Based from the study of Camat (2002), facilities, equipment, books,
magazines, newspapers, bulletin, tape recorder and cassette/ karaoke are
perceived by the instructor in public schools very adequate in used. However,
graphs, transparencies, slides, audio-visuals and digital videodisc are either
moderately or not adequate in used. The reason was that other materials are not
accessible and available, thus, other materials might have been substituted. While
in public schools, the materials are perceived to be moderately adequate, although
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they have more unavailable materials to enhance teaching-learning situation than
in private schools.

DECS Order No. 58, s. 1990, under Guidelines and Standards for college
service Physical education, Article V. 2, enumerated the needed materials and
equipment in Physical education refer to the appendix A.
Using ICT in conjunction with the PE program can also enhance the
learning process. It can help pupils evaluate their work on their own, as well as
providing more information about benefits of PE, health and sport to themselves
and society in general. (http://www.teachernet.gov.uk/taechingand
learning/library/teaching, 2005)

In addition, to have an effective program the school must provide up-to-
date technology and instructional materials. Students and teachers should have
available: 1.) Camcorder and VCR equipment for assessment of instruction, self-
assessment, and teacher assessment, as well as the development and playback of
instructional media; 2.) Instructional media in the form of videotapes, loop films,
and graphic art for teachers to present learning experiences in a wide variety of
content area; 3.) Heart true monitors for instructional work in fitness; and 4.)
Computers and computer program for both students and teacher use in record
keeping, individualization of programs, and both formative and summative
assessment.( www.myschools.com/offices/cso/physical- Ed/ch3.htm,2005)
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Buck (2004) added that Physical educator can use word-processing
software, spreadsheets, database software, desktop publishing software, and
multi-media software such as power point and hyper studio. On the internet,
newsgroups, email and email discussion groups allow physical educator to
communicate and collaborate with colleagues worldwide.

However, according to Himberg (2003) technology will not provide the
answer for every one, but feedback and assessment that students can use
individually stand a better chance of providing additional motivation, especially
when compared with performance feedback and assessment that put students in
the spotlight. Technologies with storage and playback capacity can provide the
student with personal information that he can access at any time.

Problems Encountered in Teaching
Service Physical Education

Bartolome (1971) enumerated nine problems in Physical Education, sports
and recreation that the main cause of interests in Physical activities based from his
experience and observations. These are as follows: 1) lack of understanding of
what physical Education, sports and recreation are; 2) lack of teachers and
administrators who can handle these activities properly; 3) lack of adequate
equipment and facilities; 4) lack of sufficient time allotment in order to assure
positive results on the pupils and students. 5) Lack of instructions and supervision
to insure the protection of the health of the pupils and students; 6) substitution of
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other extracurricular activities for physical education; 7) lack of proper motivation
to stimulate interest for the need of physical education, sports and recreation in
one’s life; 9) lack of proper coordination between parents, teachers and pupils
(students) to solve current problems.

Serrano (1976), enumerated seven most important problems of Physical
Education teachers, as follows: a) teachers oftentimes shouldering expenses for
activities in Physical Education, especially during athletic meets; b) lack of in-
service training programs for Physical Education teachers; c) lack of teaching
aids, references, manuals, guides and new rules for games; d) lack of supervision,
support and suggestions to upgrade and enrich the teaching off Physical
education; e) teachers being given loads in academic subjects aside from physical
education; f) inadequate Physical Education facilities, athletic equipment and
supplies; and g) inadequate and narrow playground for ball games and track and
field events. The recommendations included sponsoring a seminar-workshop in
the national, regional and division levels to discuss and act immediately and
objectively on the problem of Physical Education, and inviting the community
sports council to the thresh out the problems and come with solutions.

Gadaoni (1990) as cited by Camat (2002) said that available facilities and
equipment frequently present temporary problem in class organization. Having a
narrow gymnasium and playground areas leads to overcrowded classes. Spacious
facilities with inadequate equipment may result in adopting the size of the class to
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the area; time is wasted because students lack the tools with which to work. Also,
the author suggested that all equipment and supplies should be in a convenient
position for class activities. Planned lesson enables the instructors to know what
materials will be needed and where they should be placed before the class starts.
It was pointed out that the amount and variety of equipment needed depends upon
the type of program offered, and the numbers of the students enrolled in Physical
Education require a sufficient quantity of balls, mats, nets and playing equipment.
Another problem was with regards to the teaching loads of the teachers.
He said that there has been a tendency to assign a heavier teaching load to
Physical Education teachers than the teachers of academic subjects. It was
emphasized that the justification was that Physical Education does not require
much preparations and papers to grade compared to other academics teachers
DECS order No. 58, s-1990; Article V section 1 mentioned reasonable
space for Physical Education activities should be made available, as follows:
1. Outdoor Activities. Each enrolled in a class in Physical Education shall be
reasonable be given a space at least 2.25 meters.
1.1 Indoor Activities.
1.1.1 The gymnasium or multi-purpose hall shall have a space of square
meters per student enrolled in Physical Education.
1.1.2 Classroom for theoretical subjects shall be approximately 63
square meters.
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2 Adequate equipment shall be provided for various Physical educations.

From the findings of Fernandez (1998), the problems often encountered by
the Physical Education teachers were as follows: facilities and playing equipment
are inadequate, teachers are not sent to in-service training programs, in service
training is seldom offered, school administrators do not implement the objectives
of Physical Education program, lack of supervisors and coordinators, and time
allotted to Physical Education is used for academic purposes. In addition, Oyco
(2000) identified lack of adequate textbooks and references to be used in all
subjects by the college students, these problem posses one of the major causes of
the failure to achieve the desired goals of Physical Education.
Camat (2002) found out that the very serious problem in tertiary private
schools was that less priority given to Physical Education in terms of budget. On
the other hand, lack of equipment/ facilities and supplies; lack of playing areas
and incentives of athletes were the serious problems encountered in the tertiary
public schools in San Fernando. Thus, she recommended to include budget
allocation for Physical activities be appropriated for teachers as well as students to
participate in any activates undertaken in Physical Education; and Physical
Education curriculum must be evaluated in such a way that relevant activities be
undertaken on the availability of the facilities and equipment.

Buck (2004) identified size of physical education classes as one problem
being encountered, especially when classes consists of 40 or more students. In
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some settings, a teacher can offer individual assistance to a student for only one
minute of class time. This situation becomes more acute with a shortage of
equipment and lack of space reducing even further amount of practice time for
each student in class. Himberg (2003), lack of equipment can contribute to
ineffective teaching situations, such as students waiting for turns. In contrast, if all
students are engaged with appropriate equipment, they are likely to be actively
involved with the learning activity, which leads to more practice time and more
learning.

Kitongan (2005) identified moderately serious problems in Physical
Education, which relates to physical setting, teacher’s methodologies and program
implementation. Buck (2004) added that physical education teachers should enroll
in graduate programs to acquire additional knowledge and bring new ideas and
educational experiences to their student.

Conceptual Framework
The study attempted to assess the status of the Elective Service Physical
Education Program of the University of Baguio as perceived by the respondents.
The conceptual framework scheme of this study involves the independent,
intervening and dependent variables (Figure 1). The independent variable consists
of the extent of implementation of the program as to the objectives, activities
undertaken, and the methods and techniques as perceived by the respondents.
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These variables are primarily considered because they can be the cause of the
dependent variables. The intervening variable includes the instructors and
students, the factors affecting the implementation of the elective service physical
education as of knowledge, skill, social/ administration, instructional materials;
and the problems encountered in the implementation of the Elective Service
Physical Education Program. These variables, intervening with independent
factors, can possibly alter the desired output. Finally, the dependent variables, the
indicators for the desired results, are either positive or negative feedback on the
status of the Elective Service Physical Education of the University of Baguio.

Independent Variable
Intervening Variable
Dependent Variable

1. Extent of
1.Respondents

Implementation
1.1 Instructors
Status of the

1.2 Students

1.1 Objectives
2. Factors Affecting
Elective Service

the implementation

1.2 Activities
2.1 Knowledge
Physical

Undertaken
2.2 Skill

2.3 Administration
Education
1.3 Teaching
2.4 Utilization of

Methods and
Equipment and
Curriculum

Techniques
Facilities

3. Degree of

Seriousness of the

Problems met

Figure 1. Paradigm of the Study
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Definition of Terms:

Attainment refers on how the objectives are being achieved as a result of
teaching physical education activities
Course refers to the respondents’ area of specialization.
Degree of seriousness refers to the impact of the problems encountered in
the Physical Education Curriculum.
Degree of Usefulness refers to the frequency of utilization of the
different instructional materials, methods and techniques of teaching as fully used,
moderately used and not used.
Dual Sports are games played by two players
Extent of Implementation refers on how the instructor and administrators
put into effect the curriculum of Physical Education in the University of Baguio.
Elective Service Physical Education composed of variety of physical
activities wherein students will be the one to choose their subjects according to
their needs and interests without any prerequisite subject.
Gender use to distinguish the sex of the respondents
Individual Sports are games played by a single one player
Instructional Materials is the teaching aids, which supplements the
learning process.
Physical Activities refer to the dances, sports, games and recreational
endeavors, people engage in.
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Physical Education refers to the integral part of the educational program
designed to promote the optimum development of the individual physically,
socially, emotionally and mentally through selected activities.
Problems are the difficulties encountered by the students, instructors and
administrators in Physical education.
Regular Service Physical Education refers to the physical activities
mandated to the college students with basic instruction given by the Department
of Education, Culture and Sports which composed of PE 1 - Self-testing, PE 2 –
Rhythmic Activities, PE 3 – Individual/Dual and PE 4 – Team sports.
Team Sports are the games played by two or more players per team.
Techniques and Methods refers to the different procedures employed by
the instructors to sustain motivation in their lesson, such as the lecture method,
drill method, practicum method and others.

Hypotheses of the Study

The following were the hypotheses of the study:
1. There are significant differences in the extent of implementation of the
Elective Service Physical Education Program.
2. The factors affecting the extent of implementation of the Elective
Service Physical Education Program significantly differs.
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3. There are significant differences in the relationship between the factors
affecting the program and the extent of the implementation of Elective Service
Physical Education Program.
4. The problems encountered in the Elective Service Physical Education
Program as perceived by respondents are not serious.

The Elective Service Physical Education Program
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METHODOLOGY

This part of the research presents the methodology in determining the
status of Elective Service Physical Education Program of the University of
Baguio. It includes the identification of the research site, description of the
research design, data gathering tool, treatment of the data are focused on this part
of the research proposal.

Locale and Time of the Study

The focus of the study was at the University of Baguio, school year 2005-

2006. Location of the study is shown in figure 2.

Respondents

The respondents of the study were the physical education instructors and
the students enrolled in the physical education subjects. A ten percent stratified
random sampling was used in determining the population of the students per
college. The colleges are as follows: College of Education, College of
Commerce, College of Engineering, Architecture and Technical, College of
Liberal Arts, College of Medical Technology, College Physical Therapy /
Optometry and Dentistry, and College of Nursing.

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Figure 2. Map Showing the Location of the Study

46
Research Design

Descriptive-Survey method was used in the study. It is descriptive because
the Elective Service Physical Education of the University of Baguio will be
described in relation to its implementation of the program as of the following
variables: activities undertaken, methods and techniques; factors affecting the
implementation as of knowledge, skill, social/ administration and instructional
materials; relationship between the factors affecting the program and the extent of
implementation; and the degree of seriousness of the problems encountered in the
implementation of the elective service physical education.
Table 1. Sample size of the Respondents
Department Male 10
%
Female
10%
Total

Nursing
583
58
1145
173
231
PT/OPTO
2
2
3
3
5
ICT
212
21
82
8
29
MedTech
20
2
35
4
6
Dentistry
0
0
2
2
2
Liberal Arts
59
6
61
6
12
Education
33
3
77
8
11
Engineering
157
16
31
3
19
Commerce
50
5
39
4
9
Instructors
4
4
4
4
8

Data Gathering Tool

The research instrument that was used in gathering the data was the survey
questionnaire.

Part A contains personal information that classifies instructors from
students, it also includes the gender and course of the students.
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Part B contains indicators that will be specified in the questionnaire. These
indicators shall consider the aspects mentioned in the independent variables.
The instrument has been checked and approved by Dr. Josefina Esguerra
(editor -in-chief of the research journal of University of Baguio) and Mrs. Russell
Dolendo M.A.P.E; that made the instrument valid.
In determining the extent of the implementation of the objectives, the
following numerical values, statistical ranges and descriptive equivalents was
used as was adopted from the research of Kitongan (2005).
Numerical Values
Statistical Ranges Descriptive
Equivalent
5
4.2 - 5.0
Highly Attained
4
3.4 - 4.1
Attained
3
2.6 – 3.3
Moderately Attained
2
1.8 – 2.5
Slightly Attained
1
1.0 – 1.7
Not Attained

In determining the extent of the implementation of the activities
undertaken, methods and techniques and the social/ administration as a factor
affecting the program, the following numerical values, statistical ranges and
descriptive equivalents was used

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Numerical Values
Statistical Ranges Descriptive
Equivalent
5
4.2 - 5.0
Fully Implemented
4
3.4 - 4.1
Implemented
3
2.6 – 3.3
Moderately Implemented
2
1.8 – 2.5
Slightly Implemented
1
1.0 – 1.7
Not Implemented

In determining the factors affecting the extent of implementation of the
elective service physical education program along knowledge factor, the
following numerical values, statistical ranges and descriptive equivalents was
used.
Numerical Values
Statistical Ranges Descriptive
Equivalent
5
4.2 - 5.0
Highly Knowledgeable
4
3.4 - 4.1
Knowledgeable
3
2.6 – 3.3
Moderately Knowledgeable
2
1.8 – 2.5
Slightly Knowledgeable
1
1.0 – 1.7
NNot Knowledgeable

In determining the factors affecting the extent of implementation of the
elective service physical education program along skill factor, the following
numerical values, statistical ranges and descriptive equivalents was used.
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Numerical Values
Statistical Ranges Descriptive
Equivalent
5
4.2 - 5.0
Highly Skilled
4
3.4 - 4.1
Skilled
3
2.6 – 3.3
Moderately Skilled
2
1.8 – 2.5
Slightly Skilled
1
1.0 – 1.7
Not Skilled

In determining the degree of seriousness of the problems encountered by
the respondents in the implementation of the Elective Physical Education, the
following numerical values, statistical ranges and descriptive equivalents was
used.

Numerical Values
Statistical Ranges Descriptive
Equivalent
5
4.2 - 5.0
Very Serious
4
3.4 - 4.1
Serious
3
2.6 – 3.3
Moderately Serious
2
1.8 – 2.5
Slightly Serious
1
1.0 – 1.7
Not Serious

The reliability of the instrument was computed using the Person Product
Moment formula. The computation shows that the questionnaire is reliable.
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Treatment of the Data

All the specific problems regarding the extent of implementation of
Elective Service Physical Education Program as perceived by the Instructors and
Students as of the following variables: objectives, activities undertaken, methods
and techniques; factors affecting the implementation as of knowledge, skill,
social/ administration and instructional materials; relationship between the factors
affecting the program and the extent of the implementation; and the degree of
seriousness of the problems encountered in the implementation of the elective
service physical education were treated statistically using frequency, weighted
mean, and the t-test to test the stated hypotheses of the study in the University of
Baguio.

The weighted mean was used in determining the extent of the
implementation of the Elective Physical Education Program as of the following
variable: objectives, activities undertaken, methods and techniques; factors
affecting the implementation as of knowledge, skill, social/ administration and
instructional materials; relationship between the factors affecting the program
and the extent of implementation; and the degree of seriousness of the problems
encountered in the implementation of the elective service physical education

The t-test was used in determining the significant difference of the extent
of implementation as perceived by the respondents.
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The 0.05 probability level was set as the criterion point in rejecting and
accepting the hypotheses of the study.
The Elective Service Physical Education Program
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RESULTS AND DISCUSSION

This chapter deals with the presentation of the data gathered, analyzed and
interpreted regarding the following: 1. the extent of implementation of the
Elective Service Physical Education Program as perceived by the respondents
along the areas of the objectives, activities undertaken, methods and techniques
and facilities and equipment; 2. the factors affecting the Program; 3. the
relationship between the factors affecting the program and the extent of
implementation of the Elective Service Physical Education Program; and 4. the
degree of seriousness of the problems encountered in the implementation of the
Elective Service Physical Education Program.

Extent of Implementation of the Elective Service Physical Education
Program as Perceived by the Respondents

Problem number one focused on the perceptions of the respondents on the
extent of implementation of the elective service physical education program.
Specifically, it focused on the extent of implementation in the areas of objectives
of physical education, activities undertaken, and teaching methods and
techniques.

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Table 2. Extent of Implementation of the Elective Service Physical Education Program as
Perceived by the Respondents along the Objectives of Physical Education

Instructors Students
Objectives
Weighted
Descriptive
Weighted Descriptive
Mean
Equivalent
Mean
Equivalent
1. Improve and Maintain Physical

Fitness through out life
4.13
A
3.92
A
2. Enhance Critical Thinking through

the Knowledge of Games and
4.75
HA
3.81
A
Strategies as well as to prepare for
effective participation
3. Further Develop and Refine Skills in

Sports, Dance and Recreation
4.75
HA
3.96
A
4. Understand Oneself and Others

Better for Effective Living
4.13
A
3.25
MA
5. Appreciate more Skillful

Performance, Good Health, and
4.75
HA
3.58
A
Qualities of Leadership
6. Awaken a Sense of Nationalism and

Appreciation of One’s Cultural

Heritage Through the revival and
Preservation of Indigenous Games
4.75
A
3.5
A
and Sports
7. To Build Up a Wide Variety of
4.75 HA 3.96 A
Physical Skills
8. Develop Awareness of the Natural

Environment and the Need for its
3.63
A
2.4
SA
Protection and Conservation through
Outdoor Activities
GENERAL WEIGHTED AVERAGE
4.45
HA
3.54
A
Legend: 4.20 – 5.00 Highly Attained, (HA); 3.40 – 4.19 Attained (A) , 2.60 – 3.39 Moderately
Attained; 1.80 – 2.59 Slightly Attained (SA); 1:.00 – 1.79 Not Attained (NA)
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Objectives of Physical Education
as perceived by the Instructors

Table 2 presents the extent of implementation of the elective service
physical education program as perceived by the instructors along the area of the
objectives of physical education. Enhance Critical thinking through the
knowledge of games and strategies as well as to prepare for effective
participation; further develop and refine skills in sports, dance, and recreation;
appreciate more skillful performance, good-health and qualities of leadership;
and, to build up a wide variety of physical skill, all of these recorded a statistical
mean of 4.75 and are interpreted descriptively as highly attained. Among the
objectives, the respondents perceived objective eight (develops awareness of the
natural environment and the need for its protection and conservation through
outdoor activities) registered the lowest statistical mean with 3.63, interpreted as
attained.
It can be gleaned from the table above that the instructors view the highly
attained objectives as a potential in the over all development of an individual.
Most, if not some, view physical education only as playing games. In the
untrained individual, physical activity is merely a pass time or a leisure time
where one can do a hobby. However, in some areas, physical education’s
contribution is unique. Along with the physical activity, an objective is achieved
during the execution of a movement or a step. These objectives are shared with
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other disciplines, these objectives include social, emotional, and cognitive
development, whereas an individual doing physical activity develops the above
mentioned objectives. The instructors view a high level of attainment of the
objectives which reflects their commitment and duty to implement the objectives
of physical education so as to mold the students other disciplines. According to
Himberg et al (2003), unconsciously, while teaching the proper execution of
movements in any physical activity, the instructors also implant in their students
the value of following instructions, self-discipline or even the importance of a
proper execution to be able to achieve a certain goal or to attain success.

Objectives of Physical Education
as perceived by the Students

Table 2 further presents the extent of implementation of the elective
service physical education as perceived by the students along the area of the
objectives of physical education. The students rated the following as attained. The
parameters are: improve physical fitness through out life; enhance critical
thinking through the knowledge of games and strategies as well as to prepare for
effective participation; further develop and refine skills in sports, dance and
recreation; appreciate more skillful performance, good health and qualities of
leadership; awaken a sense of nationalism and appreciation of one’s cultural
heritage through the revival and preservation of indigenous games, dances, and
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sports; and to build up a variety of physical skills. These objectives obtained
various statistical means, however all are interpreted as attained. The objective
“develops awareness of the natural environment and the need for its protection
and conservation through outdoor activities registered a statistical mean of 2.4,
interpreted as slightly attained.
The data reveal the true perception of most, if not all, college students
enrolled in physical education. Students view physical education subjects in the
college level as a pre-requisite for them to be able to enroll or take up subjects in
the higher year levels. Moreover, students enroll physical education subjects
because it is a requirement for them to be able to graduate. This mentality or
perception towards physical education subjects clouds the minds of students on
what is really the objective of the physical education subjects. It is frequently
observed that students take for granted the various programs of physical
education. Students do not feel the importance of the proper execution of physical
activities. More or less this disregard of students towards the attainment of the
objective of physical education will have an impact on their social,
psychological, and even spiritual being. It is further observed that students are not
akin to the enthusiasm being shown by their instructors with regards to the
attainment of the various objectives of physical education

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Table 3. Comparison of the Extent of Implementation of the Elective Service
Physical Education as Perceived by the respondents along the
Objectives of Physical Education
Respondents Weighted
Mean Standard
Deviation
Instructors
4.45
0.4904
Students
3.54
0.5833
Difference
0.91
-0.0929
t-ratio
=
10.68
df
=
14
t.05 = 1.645

Decision: Accept Ha

Comparison of the Attainment of the Objectives
According to the Respondents

Table 3 shows that the computed t-ratio of 10.68 is far greater than the
tabled t-value 1.645 at 0.05 level of significance.

The general objective of physical education is to cater to all students and
not just to elite athletes. Physical education is set at teaching the basic skills to
students who are not at all familiar or knowledgeable to the various physical
activities. This clearly defines the role of instructors regarding the attainment of
the general objective of physical education. Specifically the objective drives to
entrench not only skills needed in physical activity but also social, psychological
and cognitive skills needed in the daily activities of life. Table 3 reveals the
different perceptions of the respondents. It is well noted that instructors view the
objectives as attained due to the fact that they guide the students in achieving the
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objectives. It is the primary duty of physical education instructors to help students
set goals for physical activity levels and fitness, and teaching them self
management skills needed to reach these goals. This in turn encourages them to
develop positive habits that increase their likelihood of being physically active.
The students on the other hand view these objectives as less important which may
be due to the fact that they do not yet feel or appreciate the importance of
attaining the objectives of physical education. Moreover, the likelihood of
attaining the objectives set may be poor due to the mentality of students that
physical education subjects are only prerequisites and are non bearing their
academic records. In addition, students perceive that being physically active in
this generation is only limited to those athletes who are skilled in their own
respective fields.

Activities Undertaken as perceived by the Instructors

Table 4 presents the extent of implementation of the Elective Service
Physical Education as perceived by the instructor along the area of the activities
undertaken. The identified activities are grouped into three clusters, namely: (1)
Physical fitness activities, (2) Rhythmic activities, and (3) Games and Sports
Physical Fitness Activities. The following physical fitness activities tied
at rank 2 at the top of the lists: self-testing activities , aerobics and Taebo, with a
mean of 4.3 each. The mean indicates full implementation of these activities. Also
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fully implementation at rank 4 is fitness workout (4.50). Free hand exercise and
calisthenics tied at rank 5.5, with a mean of 3.88 each, interpreted as
implemented. The area mean of 4.36 denotes that the instructors perceived the
physical fitness activities as fully implemented. As perceived by the instructors,
the most implemented physical fitness activities are self- testing activities,
aerobics and Taebo.

The finding implies that instructors give more priority on the self-testing,
aerobics and Taebo because aerobic exercises as mentioned by Stillwell (1997),
leads to an aerobic lifestyle, and is a significant curriculum dimension in today’s
schools. In addition, Aerobics and Taebo exercise was developed to be more
enjoyable and exciting combined with the energetic mood of today’s music.
Moreover, Mood (2004), stated that Aerobic dance is an excellent activity
for developing overall physical fitness. The rhythmic movements performed to
music also help develop coordination and balance. In addition, exercising in a
group setting provides opportunities for social interactions not afforded by many
other aerobic activities.
Rhythmic Activities. Rhythmic activities include: Folk Dances, Social
Dances/Ballroom Dances and Creative Dances. Philippine Folk dances were
implemented; foreign folk dances were implemented. The mean for folk dances is
4.38, interpreted as fully implemented, as perceived by the instructors.
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The ranking of the social dances/ballroom dances is as follows: tied at
rank 2.5 are Cha Cha Cha, Swing, Tango and Boggie, each with a mean of 4.63,
interpreted as fully implemented; rank 5 is waltz with a mean of 4.50 (fully
implemented) ; tied at rank 6.5 are jive and rumba, each with a mean of 4.38
(fully implemented); rank 8 is samba, with a mean of 4.13 (implemented); and
Rank 9 is jazz, with a mean of 3.75 (implemented). The most implemented
rhythmic activities are cha cha cha, swing, boggie and tango. Least implemented
are jazz and samba. The mean of 4.40 denotes that the social dances/ballroom
dances are fully implemented.

Cha cha cha, swing, boggie and tango were fully implemented due to the
nature of the dances. The dances were taught at early level of their physical
education subjects and they master it during the college level. The dances also
have an easy steps that makes the students follow, master and enjoy the dances in
a short period of time compared to the other dances that requires proper training,
skill and time, and great discipline. Lastly, in the syllabus, the 4 dances were
placed at the first chapter which implies that the dances were given sufficient time
and priority to be learned over the other dances. These factors are contributory in
the implementation of the rhythmic activities.

All the creative dances were fully implemented as their means indicate.
These are ranked as their means indicate. These are ranked as follows: (1) pop
dance, 4.50; (2.5) cheer dance, 4.40; (2.5) street dance, 4.40; and (4) modern
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Table 4. Extent of Implementation of the Elective Service Physical Education Program as
Perceived by the Respondents along the Activities Undertaken

Instructor Students
Activities
Weighted
Descriptive
Weighted
Descriptive
Mean
Equivalent
Mean
Equivalent
Physical Fitness

a. Self Testing Activities
4.63
FI
4.00
I
b. Aerobics
4.63
FI
4.20
FI
c. Taebo
4.63
FI
4.11
I
d. Fitness Workout
4.50
FI
4.00
I
e. Free Hand Exercise
3.88
I
3.65
I
f. Calisthenics
3.88
I
3.41
I
Area Mean
4.36
FI
3.89
I
Rhythmic Activities

a. Folk Dance

a.1. Philippine Folk Dance
4.75
FI
3.95
I
a.2. Foreign Folk Dance
4.00
I
3.69
I
Mean
4.38
FI
3.82
I
b. Social Dances

b.1. Cha Cha Cha
4.63
FI
4.15
I
b.2. Swing
4.63
FI
4.00
I
b.3. Waltz
4.50
FI
4.00
I
b.4. Tango
4.63
FI
3.83
I
b.5. Boggie
4.63
FI
3.73
I
b.6. Jive
4.38
FI
3.40
I
b.7. Jazz
3.75
I
3.29
MI
b.8. Rumba
4.38
FI
3.50
I
b.9. Samba
4.13
I
3.40
I
Mean 4.40
FI
3.88
I
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Table 4. Continued…..

Instructor Students
Activities
X Descriptive X Descriptive
Equivalent
Equivalent
c. Creative Dances

c.1. Cheer Dance
4.40
FI
4.26
FI
c.2. Street Dance
4.40
FI
4.32
FI
c.3. Pop dance
4.50
FI
4.62
FI
c.4. Modern Dance
4.21
FI
4.00
I
Mean
4.38
FI
4.30
FI
Area Mean
4.39
FI
3.88
I
Games and Sports

a. Individual Games

a.1. Swimming
5
FI
3.8
I
a.2. Weight Lifting
1.38
NI
1.26
NI
a.3. Bowling
5
FI
4.09
I
Mean
3.79
FI
3.05
MI
b. Dual Sports

b.1. Racket Games

b.1.1. Badminton
5
FI
4.21
FI
b.1.2. Table Tennis
4.25
FI
3.64
I
b.1.3. Lawn Tennis
3.38
MI
1.65
NI
b.2. Board Games

b.2.1. Chess
5
FI
4.65
FI
b.2.2. Games of the Generals
5
FI
3.68
I
b.2.3. Scrabble
5
FI
4.87
FI
b.3. Recreational Activities

b.3.1. Bingo
2.63
MI
2.29
SI
b.3.2. Domino
2.75
MI
2.08
SI
b.3.3. Card Games
3.25
MI
2.55
SI
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Table 4. Continued…..

Instructor Students
Activities
X Descriptive X Descriptive
Equivalent
Equivalent
b.3.4. Outdoor Camping
5
FI
4.13
I
b.3.5. Billiards
5
FI
4.24
FI
Mean
4.20
FI
3.45
I
c. Team Sports

c.1. Basketball
5
FI
4.32
FI
c.2. Volleyball
5
FI
4.32
FI
c.3. Softball
4.63
FI
3.16
MI
c.4. Baseball
4.63
FI
3.13
MI
c.5. Soccer
3.38
MI
2.36
SI
Mean
4.53
FI
3.46
I
Area Mean
4.22
FI
3.39
MI

GENERAL WEIGHTED
4.31 FI 3.65 I
AVERAGE
Legend : 4.20 - 5.00 Fully Implemented(FI)
1.80 – 2.59 Slightly Implemented (SI)
3.40 - 4.19 Implemented (I)

1.00 - 1.79 Not Implemented (NI)
2.60 - 3.39 Moderately Implemented (MI)

modern dance, and 4.21. The mean for creative dances is 4.38, interpreted as fully

implemented.
The study of Floresca (2003), revealed that creative dances were one of
the preferred subjects of the students at University of Baguio. In response, the
Physical Education Department offered creative dances which were subdivided
into pop dance; cheer dance; street dance and modern dance which allows the
students to develop their talents and skills, and to bring out the best in them
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through creating, forming, exploring, discovering the human body movements
expressed artistically in the different tone of music. The area mean of 4.39 for
rhythmic activities denotes that these activities were fully implemented.
Games and Sports. Games and sports are grouped into; (a) individual
games, (b) dual sports, (c) team sports.
In the sub-area of individual games, the top activity that was fully
implemented is swimming, with a mean of 5.00. This is not surprising,
considering that UB boasts of an athletic size swimming pool were swimming
classes are conducted. Moreover, bowling, with a statistical mean of 5.00, is
registered a full implementation. Least implemented among the instructors is
weight lifting, with a mean of 1.38 (not implemented). In the 1970’s, UB weight
lifters used to bag medals not only in regional meets but in national events.
However, the program decreased in activities due to the decrease in interest of the
students in heavy lifting activities.

In dual sports-racket games, badminton ranked number one, with a mean
0f 5.00 (fully implemented). Rank 2 is table tennis, with a mean of 4.25 (fully
implemented); followed by rank 3 lawn tennis, with a mean of 3.38 (moderately
implemented). In the area of dual sports, particularly board games, all activities
got a mean of 5.00, denoting that chess, games of the generals and scrabble were
fully implemented.
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In recreational activities, outdoor camping and billiards tied at rank 1.5,
with a mean of 5.00 each. This is not surprising because the university provide
students with a facility for billiards, which allows the student to have a first hand
experience. Darst and Armstong (1991) stated that the inclusion of outdoor
education activities in physical education is one of the most significant curricular
innovations in this century. Bucher (1980) mentioned that camping and outdoor
education programs are rapidly being recognized as having an educational value
that should be experienced by every boy and girl. As collaborated by Hammersely
(1992), that the outdoor activities provide a medium for developing
communication skills, self-concept, self-confidence, cooperation, leadership,
followership, and trust.
Card games registered a mean of 3.25 (moderately implemented); rank 4 is
domino with a mean of 2.75 (moderately implemented); rank 5 is bingo, with a
mean of 2.63 (moderately implemented). The finding implies that today’s students
are more engaged in vigorous physical activities as part of their growing as
supported by the study of Jian (2005) that people are currently living in a century
where there is a growing awareness of the importance of sports for the rounded
development of college students.
The mean for dual sports is 4.20, interpreted as fully implemented. The
most implemented dual sports are badminton, chess, games of the generals,
scrabble. The reason for its full implementation could be attributed to the nature
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of the game. In the survey conducted by Leisure Development Center (2001), it
was revealed that one of the top 10 sports activities in terms of participation is
table tennis and badminton. In addition, the popularity of badminton contributed
to the high mean which registered at fully implemented.

In team sports, basketball and volleyball tied at rank 1.5, with a mean of
5.00 (fully implemented); tied at rank 3.5 are softball and baseball, each with a
mean of 4.63 (fully implemented). The mean for team sports is 4.35, interpreted
as fully implemented.

The area mean for games and sports is 4.22 denoting that the games and
sports were fully implemented. The ranking of the areas are: (1) Team sports,
4.53; (2) dual sports, 4.20; and (3) individual games, 3.79. Team sports and dual
sports were interpreted as fully implemented while individual games were
interpreted as implemented.

In the over all analysis, the ranking of the physical education activities
undertaken, as perceived by the instructors is as follows: (1) rhythmic activities,
4.39; (2) physical fitness activities, 4.36; and (3) games and sports, 4.22. All
means are interpreted as fully implemented.

The general weight average of 4.31 denotes that the physical education
activities undertaken were fully implemented, as perceived by the instructors.
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According to Melagrano (1996), given the changing needs of learners, a
wide variety of activities offer an opportunity to facilitate growth. Exposure to
various activities enhances self-testing, exploration, and new interest. Typical
categories of activities include team sports, individual/dual activities,
outdoor/recreational pursuits, rhythms/dance, games and popular local activities.
Furthermore, studies have shown that providing students with choices makes it
more likely to catch and hold their interest in activity (Chen 1996). Moreover, a
choice program should enable students to focus on the activities they enjoy the
most and the key is to provide students with the opportunity to concentrate long
enough on a few activities of their choice so they can develop self-efficacy and
proficiency. (Himberg 2003).

Activities Undertaken as Perceived by the Students

The students likewise assessed the extent of implementation of activities
undertaken in the area of physical fitness activities, rhythmic activities, and games
and sports.
Physical Fitness Activities. The ranking of the physical fitness activities as
perceived by the students is as follows: (1) Aerobics, 4.20 (fully implemented);
(2.5) self-testing activities and fitness workout, 4.00 (implemented); (4) Taebo,
4.11 (implemented); (5) free hand exercise, 3.65 (implemented); and (6)
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calisthenics, 3.41 (implemented). The mean for physical fitness activities is 3.89,
interpreted as implemented.

It can be gleaned form the table that both instructors and students
identified aerobics and self-testing activities as the most implemented physical
fitness activities. The similar rating is due to the popularity of the high and low
impact workouts as alternative ways for weight reduction, physique enhancement,
stamina build-up, and/ or warm ups which are pre-requisites of all if not most
sports activities. Both groups identified calisthenics as the least implemented
physical fitness activity.

According to Stillwell (1997) calisthenics provide a traditional set of
movements for enhancing general body conditioning which justifies the outcome
of calisthenics in this study. As corroborated by Buck (2004), some students have
not had opportunities to refine gross motor patterns, develop general coordination
skills, or engage in and enjoy individual, team, and recreational activities because
of the fact that students have had different orientations and experiences which will
affect the way in which instruction is received.
Rhythmic Activities. In the sub-area of folk dances, the students perceived
Philippine Folk Dances, with a statistical mean of 3.95 (implemented), as rank
number one while rank number two is foreign folk dances with a mean of 3.69
(implemented). The statistical mean of 3.82 for folk dances denotes
“Implemented.” In the sub-area of social dances/ballroom dances, cha cha cha
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ranked number one with a mean of 4.15 (implemented); rank 2.5 (tied) are swing
and waltz, each with a mean of 4.00 (implemented); rank 4 is tango, 3.83
(implemented); rank 5 is boggie, 3.73 (implemented); rank 6 is rumba 3.50
(implemented); rank 7.5 (tied) are jive and samba, with 3.40 each (implemented);
and rank 9 is jazz, with 3.29 (moderately implemented). The sub-area mean for
social is 3.70, interpreted as implemented. In the sub-area of creative dances, all
the creative dances except modern dance were fully implemented. These are
ranked, as follows: (1) pop dance, (2) street dance, (3) cheer dance and (4)
modern dance. The mean for creative dances is 4.3, interpreted as fully
implemented.
Both respondents ranked the creative dances similarly, indicating full
agreement between the two groups regarding the extent of implementation of
creative dancing. Aerobic dance is an excellent activity for developing overall
physical fitness. The rhythmic movements performed top music helps develop
coordination and balance. In addition, Mood et al. (2003), stated that exercising in
a group setting provides opportunities for social interactions not afforded by many
other aerobic activities.
In a study conducted by Kitongan (2005), regarding the extent of
implementation of the physical activities in the service physical education in the
area of rhythmic activities, revealed that folk dance particularly Philippine Folk
Dance is implemented as perceived by the respondents of the study. She further
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revealed that the steps of the Philippine Folk Dance are much easier to follow as
compared to that of the other dances. In addition, Philippine Folk Dance is taught
at an early stage beginning at the elementary/ primary levels. While other dances
such as the foreign folk dances are taught during the later stages, thus, the
familiarity of the steps in the Philippine Folk Dance. Creative dances, on the other
hand, are enjoyed much by the students for the main reason that there are no strict
or “conservative” movements which mainly creates boredom in class. The dance
patterns are mostly “non-conformist” to traditional movements of folk dances.
Moreover, the music needed for creative dancing is varied and are abound as
compared to the traditional and only musical accompaniment of the Philippine
Folk Dance.
The area mean for rhythmic activities is 3.88, interpreted as implemented,
as perceived by the students. As mentioned by Montague (1972), one of the
strongest potentials for dancing is to allow students to release human feelings in
ways that are significant to the doer, enabling the individual to make personal
statement of what life feels like.
Games and Sports. In the sub-area of individual sports bowling, ranked
number one, with a mean of 4.09 (implemented); followed by swimming, 3.80
(implemented); and last in rank is weight lifting, with a mean of 1.26 (not
implemented). The mean for individual sports is 3.05, interpreted as moderately
implemented. The same ranking is noted in both instructors and students
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assessment for individual sports. According to Mood et al. (2003), bowling is a
sport that appeals to everyone, either weak or strong. It only requires the learning
of few skills thus allowing more time for enjoyment rather than mastering the art.
In the sub-area of dual sports, in the category of racket games, badminton
ranked number one with a mean of 4.21 (fully implemented); and rank 3 is lawn
tennis, 1.65 (not implemented). With regards to board games, the ranking is as
follows: (1) scrabble, 4.87 (fully implemented); (2) chess, 4.65 (fully
implemented); and games of the generals, 3.68 (implemented). As regards to
recreational activities, billiards ranked number one, with a mean of 4.24 (fully
implemented); followed by: rank 2, outdoors camping, 4.13 (implemented); rank
3 is card games, 2.55 (slightly implemented); rank 4 is bingo, 2.29 (slightly
implemented; and rank 5 is domino, 2.08 (slightly implemented).
The sub-area mean for recreational activities is 3.45, interpreted as
implemented. Both teachers and students expressed agreement as regards the top
two recreational activities implemented.
Along team sports, volleyball and basketball tied at rank 1.5, with equal
mean of 4.32 (fully implemented); rank 3 is softball, 3.13 (moderately
implemented); rank 5 is soccer, 2.36 (slightly implemented). It is observed that a
similar ranking was made by the teachers and students. The sub-area mean for
recreational activities is 3.45, interpreted as implemented. The mean for team
sports is 3.46, interpreted as implemented.
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The area mean for games and sports is 3.39, interpreted as moderately
implemented, as perceived by the students. The result implies that lack of facility
and equipment creates an impact on the implementation of all the elective
physical education programs. The utilization of the gymnasium for ball games is
often interrupted by other university events or occasions. Students enrolled in the
subjects dependent on the gymnasium are often subjected to relocations or re-
scheduling of games. Moreover, for bowling students, finances hinder the
students in choosing the said games/ sports due to the fact that elective physical
education subjects require an amount to attain enjoyment as well as mastery.
In the over-all analysis, the activities undertaken are ranked as follows: (1)
physical fitness activities, 3.89 (implemented); (2) rhythmic activities, 3.88
(implemented); games and sports, 3.39 (moderately implemented).The general
weighted average of 3.65 denotes that the activities undertaken were
implemented, as perceived by the students.

Comparison of the Extent of Implementation of Activities
Undertaken According to the Respondents

In the presented data regarding the implementation of activities, the
respondents concurred regarding the top two and the last in rank among the varied
physical education activities. The respondents also ranked the three clusters of
activities similarly. They differ however in mean values.
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Table 5 shows that the computed t-ratio of 3.8001 is greater than the
tabled t-value 1.645 at 0.05 level of significance. Therefore, the null hypothesis is
rejected and that there are significant differences in the perceived extent of
implementation of the activities is accepted. As noted, the teachers perceived the
Table 5. Comparison of the Extent of Implementation of Activities Undertaken
According to the Respondents
Respondents Weighted
Mean Standard
Deviation
Instructors 4.31 0.7767
Students 3.65 0.7764
Difference 0.66
0.0003
t-ratio = 3.8001
Df= 38

t.05 = 1.645
Decision: Accept Ha

activities as fully implemented while the students had a lower level of assessment,
which is implemented. The source of discrepancy among the respondents is due
to the fact that the instructors are the implementers of all the various physical
education activities thus making them aware of all the activities being
implemented. On the other hand, the students are not fully aware of the various
physical education programs being offered by the department of Physical
Education. Lack of information dissemination on the various subjects being
offered during enrollment is also contributory to the perception of the students.

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Teaching Methods and Techniques
as Perceived by the Instructors

Table 6 presents the extent of implementation of the elective service
physical education program along method and techniques as perceived by the
instructors. The data reveals that all the indicators have statistical means that
denote full implementation except the discovery method (3.50), verbally
interpreted as implemented. The top indicators are: presenting the lesson clearly,
4.88 (fully implemented): organizing topics clearly, 4.88 (fully implemented);
supervision by the teachers the proper execution of steps during drills/practices,
4.88 (fully implemented); lecture method 4.88 (fully implemented); drill method
(fully implemented); demonstration method, 4.88 (fully implemented) and
practicum method, 4.88 (fully implemented). The lowest is discovery method,
3.50 (implemented). The over-all mean is 4.70, interpreted as fully implemented.
This denotes that the teachers fully implement the method and techniques used in
teaching physical education.

Teaching Method and Techniques
as perceived by the Students

Table 6 further presents the extent of implementation of the methods and
techniques as perceived by the students. Almost all the indicators have means that
denotes the method and techniques were implemented. The top indicators are;
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Table 6. Extent of the Implementation of the Elective Service Physical Education

Program as Perceived by the Respondents along the Methods and Techniques
Instructors
Students
Descripti
Descripti
Teaching Methods and Techniques
ve
ve
Weighte Equivale Weighte Equivale
d mean
nt
d mean
nt
1. The teacher presents the lesson clearly.
4.88
FI
3.75
I
2. The teacher exudes confidence in handling
the topic/s and the class
4.88
FI
3.67
I
3. The teacher organizes the topic/s or subject

Matter clearly
4.63
FI
3.52
I
4. The teacher uses various and appropriate

methods techniques in teaching
4.63
FI
3.49
I
5. The teacher provokes critical thinking and

challenging activities
4.50
FI
3.25
MI
6. The teacher facilitates drills/ practicum
Effectively
4.75
FI
3.68
I
7. The teacher handles activities orderly
4.75
FI
3.34
MI
8. The teacher sees to it that the routines in

Class are set and followed consistently
4.75
FI
3.38
MI
9.The teacher creates and maintains a

classroom conducive to teaching and learning
4.75
FI
3.55
I
10. The teacher uses a variety of evaluation
Techniques
4.75
FI
3.68
I
11. The teacher supervises thoroughly the

students’ proper execution of skills during
drills/ practices
4.88
FI
3.64
I
12. The teachers' instruction is always clear.
4.75
FI
3.38
MI
13. The teacher sees to it that all the students

Are on task.
4.75
FI
3.18
MI
14. The teacher uses the following

methodologies and techniques:

a. Lecture Method
4.88
FI
3.63
I
b. Drill Method
4.88
FI
3.61
I
c. Demonstration Method
4.88
FI
3.61
I
d. Practicum Method
4.88
FI
3.75
I
e. Discovery Method
3.50
I
3.22
MI
General Weighted Mean
4.70
FI
3.52
I
Legend : 4.20 - 5.00 Fully Implemented(FI), 3.40 - 4.19 Implemented (I), 2.60 - 3.39
Moderately Implemented (MI), 1.80 – 2.59 Slightly Implemented (SI), 1.00 - 1.79 Not
Implemented (NI)
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(1.5) Teacher presents lessons clearly, 3.75 (implemented); (1.5) Practicum
method, 3.75 (implemented); (3.5) teacher facilitates drill effectively and (3.5)
Teacher uses variety of evaluation techniques, 3.68 (implemented); (5) Teacher
exudes confidence in handling the topics and the class, 3.67 (implemented). The
lowest is discovery method, 3.22 (moderately implemented). The over-all mean is
3.52, interpreted as implemented. This implies that the students assessed method
and techniques in the level of implemented.

Comparison of Extent of Implementation of Methods
and Techniques of the Elective Physical Education
According to the Respondents

Table 7 presents the extent of implementation of method and techniques
according to group. The instructors perceived the implementation of methods and
techniques as fully implemented. The students regarded method and techniques as
implemented. Differences are also noted in the means of the varied indicators.
The computed t-ratio of 13.5853 is greater than the table t-value of 1.645
at 0.05 level of significance. Therefore, the null hypothesis is rejected. Thus there
are significant differences in the perceived extent of implementation of method
and techniques according to respondents.
It has been observed by the researcher as well as other researchers that
students nowadays rate their instructors lower than is expected of them. Some, if
not all, students view their teachers as antagonists. Due to this set up, students
become aloof or even to a point of being disrespectful. Hellison and Templin,
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Table 7. Comparison of the Extent of Implementation of the Elective Service
Physical Education as Perceived by the Respondents Along the Methods
and Techniques

Respondents Weighted
Mean Standard
Deviation
Instructors 4.70 0.3194
Students 3.52 0.1838
Difference 1.18 0.1356
t-ratio = 13.5853
df= 34

t.05 = 1.645
Decision: Accept Ha

(1997) indicated that today’s students are not the same as before because the
world they live in has changed. In addition, Stillwell and Willgoose (1997), stated
that experience indicates that students have their own unique reactions to most
educational pronouncements, programs and processes based on their perceptions.
These perceptions may not always be correct or rational.
Himburg et al. (2003), presented that effective teaching is both “caring but
demanding”. To be caring but demanding, the first step is for the teacher to initiate
effective communication. By learning to express one’s care, students may value
the sincerity being shown by the instructors, thus building trust and respect. The
former is far more important in learning than the latter. By gaining the respect, it
ensures that the students understand the demands of the instructor. However,
instructors should take caution in showing care to their students because it may be
viewed as a weakness or other students may misunderstand the gesture being
shown.
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Himburg et al. (2003), further stressed the importance of communication
as an integral part of all physical education programs. It has been observed by the
researcher that even though instructors are well trained, properly educated, and is
very qualified in their own respective fields, some lack the effective
communication skills needed in the delivery of instructions, lectures, etc. Students
will often disregard an instruction or an order if it is not well understood by them.
It is well noted that to be able to attain all physical education objectives, these
factors should be well considered.

Factors Affecting the Extent of Implementation of the Elective
Service Physical Education Program

Specific problem number two focused on the extent to which the identified
factors affected the implementation of the elective service physical education
program. The identified factors are: knowledge factor, skill factor,
administration/social factors and utilization of facilities and equipment.

Level of Knowledge as Perceived by the Instructors
Table 8 presents the level of knowledge as a factor affecting the
implementation of the elective service physical education program as perceived
by the Instructors.
Tied at rank 3 are five indicators of knowledge. These are: (1)
Specification of the playing area, materials, and equipment; (2) Fundamental
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Table 8. The Level of Knowledge as a Factor Affecting the Implementation of the
Elective Service Physical Education Program as Perceived by the
Respondents
Instructors
Students
Knowledge
Weighted Descriptive Weighted Descriptive
Mean
Equivalent
Mean
Equivalent
1. Safety principles in all activities
4.50
FK
4.12
K
2. Chronological, comprehensive and clear

history and development of the Physical
Activity
4.50
FK
2.81
MK
3. Relevance of the history of the Physical

Education activity to its current status
4.63
FK
2.92
MK
4. Specification of the playing area,
materials

And equipment being used in the
activity 4.75
FK
3.67
K
5. Fundamental skills needed in any
Physical

Education activity
4.75
FK
4.10
K
6. Updated rules of the activity being
taught
in Class
4.75
FK
4.00
K
7. Interpretation and explanation of the

rules of the activity being taught in class
4.75
FK
3.60
K
8. Coaching techniques in the activities

being experienced
4.38
FK
3.14
MK
9. Physical changes that accompany

moderate to vigorous activity
4.38
FK
2.93
MK
10. Concepts of movement, technique, and

patterns to a variety of fundamental skills
4.75
FK
3.13
MK

General Weighted Mean
4.61
FK
3.44
K
Legend :
4.20 - 5.00 Fully Knowledgeable (FK) 1.80– 2.59 Slightly Knowledgeable (SK)
3.40 - 4.19 Knowledgeable (K) 1.00 - 1.79 Not Knowledgeable (NK)
2.60 - 3.39 Moderately Knowledgeable (MK)

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skills needed in any physical education activity; (3) Updated rules of the activity
being taught in class; (4) Interpretation and explanation of the rules of the activity
being taught in class; and (5) concepts of movement, technique and patterns to
variety of fundamental skills. All these indicators got a mean of 4.75 respectively,
interpreted as fully knowledgeable. The remaining indicators have means that
denote full knowledgeability of the program. The lowest among the indicators of
knowledgeability are coaching techniques and physical changes that accompany
moderate to vigorous activity, with a mean of 4.38 each, but still at the level of
fully knowledgeable. The general weighted mean of 4.61 denotes that the faculty
perceived themselves to be fully knowledgeable on the activities of the physical
education program. The data implies that the physical education instructors of the
University of Baguio know what they are teaching.

Level of Knowledge as Perceived by the Students

Table 8 further presents the level of knowledge of the physical education
program as perceived by the students. Five indicators topped the list, with means
that denote knowledgeable level. These are: (1) Safety principles 4.12
(knowledgeable); (2) fundamental skills needed in any physical education
activity; 4.10 (knowledgeable); (3) Updated rules of the activity being taught in
class, 4.00 (knowledgeable); (4) Specification of the playing area, materials and
equipment used, 3.67 (knowledgeable); (5) Interpretation and explanation of the
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rules of the activity, 3.60 (knowledgeable). The rest of the indicators have mean
that denotes moderately knowledgeable level. The lowest indicator in
chronological, comprehensive and clear history and development of the physical
activity, with a mean of 2.81 (moderately knowledgeable). The general weighted
mean of 3.44 denotes that the students perceived their teachers as knowledgeable
in the physical education program.

Comparison of the Level of Knowledge
According to the Respondents

Table 9 presents the comparison of the level of knowledge of the physical
education program according to the respondents. Both teachers and students agree
with regards the top three indicators. However, they differ in means values and
level of knowledge. The teachers assigned greater means while the students
assigned lesser means. Also, the instructors perceived themselves to be fully
knowledgeable whereas the students perceived their teachers as knowledgeable.

The computed t – ratio of 6.8419 is greater than the tabular t – value of
1.734 at 0.05 level of significance, therefore, the null hypotheses is rejected.
There is a significant difference in the level of knowledge as perceived by the
respondents.

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Table 9. Comparison of the Level of Knowledge as a Factor Affecting the
Implementation of the Elective Service Physical Education Program
Perceived by the Respondents

Respondents Weighted
Mean Standard
Deviation
Instructors 4.61 0.1592
Students 3.44 0.5168
Difference 1.17 -0.3576
t-ratio = 6.8419
Df= 18

t.05 = 1.734
Decision: Accept Ha

Level of Skills as Perceived by the Instructors

Table 10 reveals the level of skills as a factor affecting the implementation
of the Elective Service Physical Education Program as perceived by the
instructors.
Five indicators of skills topped the list namely: tied at rank 3 are: (1)
techniques in sports, games and dances; (2) Proper handling of equipment and
materials; (3) performing drills or group activities that leads to the development of
specific skills; at rank 4 is the ability to perform drills which allow practice of the
rules or concepts; and demonstrate movement, techniques and patterns to a variety
of fundamental skills. All these have statistical means of 4.88 each, interpreted as
highly skilled. All the remaining indicators have statistical means that denote
highly skilled level. The lowest indicators are: coaching techniques and engaging
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Table 10. The Level of Skills as a Factor Affecting the Implementation of the
Elective Service Physical Education Program as Perceived by the
Respondents.
Instructors Students
SKILLS
Weighted Descriptive Weighted Descriptive
Mean Equivalent Mean Equivalent
1. Movement and patterns of sports, games and

dances in the activity being taught in class
4.75
HS
3.26
MS
2. Techniques in sports, games and dances in 4.88 HS 3.15 MS
the activity taught in class
3. Proper handling of equipment and materials

being taught in class.
4.88
HS
3.49
S
4. Perform drills or group of activities
that
leads

To the development of a specific skill
4.88
HS
3.46
S
5. Ability to perform drills which allow practice

of the rules or concepts
4.88
HS
3.30
MS
6. Coaching Techniques in the activity being

Experienced
4.63
HS
3.06
MS
7. Orderly perform the skills needed in any

Physical Education activity being
4.75 HS 3.29 MS
experienced
8. Engage in moderate to vigorous physical
4.63 HS 3.60 S
Activity
9. Demonstrate progress in mastering skills,

movement patterns, and techniques in physical

education activities being experienced
4.75
HS
3.30
MS
10. Demonstrate movement, techniques and

patterns to a variety of fundamental skills
4.88
HS
3.16
MS
General Weighted Mean
4.79
HS
3.31
MS
Legend :4.20 - 5.00 Highly Skilled (HS)
1.80 – 2.59 Slightly Skilled (SS)
3.40 - 4.19 Skilled (S)

1.00 - 1.79 Not Skilled (NS)
2.60 - 3.39 Moderately Skilled (MS)

in moderate to vigorous physical activity with statistical means of 4.63 (highly
skilled). The general weighted mean is 4.79, interpreted as highly skilled. This
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implies that the teachers perceived themselves to be highly skilled in the varied
physical education activities.

Level of Skills as Perceived by the Students

Table 10 further presents the level of skills as a factor affecting the
implementation of the elective service physical education program as perceived
by the students. Three indicators topped the list of indicators of skills
demonstrated by physical education teachers as perceived by the students. These
are rank as follows: (1) Engage in moderate to vigorous physical activity, 3.60
(skilled); (2) Proper handling of equipment and materials, 3.49 (skilled); and (3)
Perform drills or group activities that lead to the development of a specific skill,
3.46 (skilled). The remaining indicators have means that denote moderately
skilled level. The lowest among the indicators is coaching techniques, with a
mean of 3.06 (moderately skilled). The general weighted mean of 3.31 denotes
moderately skilled level of performance. The result implies that the students
perceived their teachers to be moderately skilled in the varied physical education
activities.

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Table 11. Comparison of the Level of Skills as a Factor Affecting the Extent of
Implementation of the Elective Service Physical Education Program as
Perceived by the Respondents
Respondents Weighted
Mean Standard
Deviation
Instructors 4.79 0.1035
Students 3.31 0.1675
Difference 1.48 -0.064
t-ratio = 23.7696
df= 18

t.05 = 1.734
Decision: Accept Ha

Comparison of the Level of Skills According
to the Respondents

Table 11 presents the comparison of the level of skills according to group.
Both teachers agree with regards the second, third and last rank of the indicators.
They differ, however, in the rank 1. also, they differ in mean values and level of
skills.
It can be gleaned from the data that the instructors perceived themselves to
be highly skilled in the various activities of the physical education program. On
the other hand, the students perceived their teachers to be moderately skilled.

The computed t-ratio of 23.7695 is greater than the tabled t-value of 1.734
at .05 level of significance. Therefore, the null hypothesis is rejected. Thus, there
are significant differences in the perception of the respondents regarding the level
of skills.
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Social Aspects/Administration as perceived
by the Instructors

Table 12 presents the extent to which social aspects/administration has
influenced the implementation of the elective service physical education program
as perceived by the teachers.
Six indicators topped the list as fully implemented. These are ranked as
follows: (1) Groups students co-educationally for instructor, 4.8 (fully
implemented); (2) Appropriate dress code for the types of activities being
conducted, 4.79 (fully implemented); (3) one hour class period for physical
education classes, 4.75 (fully implemented); (4) Provide opportunities for
individuals to attend annual gym show or public demonstrations, 4.50 (fully
implemented); and (5) Incentives are given for individuals who participate in
institutionalized physical education activities in local regional, national, and
international competitions, 4.25 (fully implemented). The lowest mean is along
the indicators: available first aid kits and supplies, with a statistical mean of 2.50,
interpreted as slightly implemented. The result implies that provision for first aid
supplies need to be considered by administration. The general weighted mean of
4.10 denotes “implemented” level of the factor on a social aspect/administration
as perceived by the faculty.

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Table 12. Social Aspect/ Administration as a Factor Affecting the Extent of
Implementation of the Elective Service Physical Education Program as
Perceived by the Respondents
Social Aspect/ Administration
Instructors Students
Weighted Descriptive Weighted Descriptive
Mean
Equivalent
Mean
Equivalent
1. One (1) hour class period for all Physical
Education
Classes
4.75 FI 4.13 I
2. Groups students co-educationally for
4.88 FI 3.76 I
instruction
3. Provides adequate time for travel and

planning for Teachers and Students who
4.00
I
2.28
MI
must travel between schools
4. Appropriate dress code for the types of
4.79 FI 3.96 I
activities being conducted
5. Standardized procedure for filling out and

filing of accidental report forms
3.13
MI
2.27
SI
6. Available first aid kits and supplies
2.50
SI
3.26
MI
7. Available qualified person to administer

first aid in case of injury
3.88
I
3.33
MI
8. Requires medical statement for students

to be excused from class for an extended

period of time or be re-admitted following
I
4.38
FI
3.70
serious illness or injury
9. Standard procedure for notifying teachers

and students of a severe weather warning
4.00
I
3.25
MI
or other emergency situation
10. Incentives are given to individuals who

participate in institutionalized physical

education activities local, regional,
4.25
FI
3.88
I
national and international competitions
11. Provide opportunities for individuals to

attend annual gym shows or public
4.50
FI
3.60
I
demonstrations
General Weighted Mean
4.10
I
3.47
I

Legend : 4.20 - 5.00 Fully Implemented(FI), 3.40 - 4.19 Implemented (I), 2.60 - 3.39
Moderately Implemented (MI), 1.80 – 2.59 Slightly Implemented (SI), 1.00 - 1.79 Not
Implemented (NI)

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Social Aspects/Administrations
as Perceived by Students

Table 12 also presents the social aspect/administration as a factor affecting
the extent of implementation of the elective service physical education program as
perceived by the students.
Six indicators registered as “implemented”. These are ranked as follows:
(1) One hour class period for all physical education classes, 4.13; (2) Appropriate
dress code for the types of activities being conducted, 3.96; (3) Incentives are
given to individuals who participate in institutionalized physical education
activities, 3.88; (4) Groups students co-educationally for instruction, 3.76; (5)
Requires medical statement for students to be excused from class for an extended
period of time or to be re-admitted following serious illness or injury, 3.70; and
(6) provide opportunities for individuals to attend annual gym show or public
demonstration, (3.60). The lowest in the rank is the standardized procedure for
filling out and filing of accident report forms, with a statistical mean of 2.27
(slightly implemented). The general weighted mean of 3.47 denotes
“implemented” level of the social aspect/administration of the physical education
program. This implies that the students perceived the social aspect/administration
of the program as implemented.

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Table 13 Comparison of the Social Aspect/Administration as a Factor Affecting
the Implementation of the Elective Service Physical Education Program
Perceived by the Respondents
Respondents Weighted
Mean Standard
Deviation
Instructors 4.10 0.7036
Students
3.47
0.5282
Difference 0.63 0.1754
t-ratio = 2.3177
df= 20

t.05 = 1.725
Decision: Accept Ha

Comparison of the Social Aspect/Administration Factor
According to the respondents

Table 13 presents the comparison of the social aspects/administration
factor according to group. The teachers and students concurred that the social
aspect/administration factor was implemented. However, they varied in mean
values.

The computed t-ratio of 2.3177 is greater than the table t-value of 1.725 at
.05 level of significant. Therefore, the null hypothesis that there are no significant
differences in the perceived implementation of the social aspect/administration
according to group is rejected. The alternate hypothesis that there are significant
differences in the level of implementation of social aspect/administration is
accepted.

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Table 14. Utilization of the Facilities and Equipment as a Factor Affecting the
Extent of Implementation of the Elective Service Physical Education
Program as Perceived by the Respondents
Instructors
Students
Facilities and Equipment
Descriptive
Descriptive
Weighted Mean
Equivalent Weighted
Mean Equivalent
Facilities

1. Gymnasium
2.50
SU
3.90
U
2. Bowling Center
5.00
FU
4.02
U
3. Fitness Center
2.88
MU
3.76
U
4. Classrooms
3.88
U
4.54
FU
5. Swimming Pool
4.63
FU
3.60
U
6. Audio-Visual Room
3.88
U
3.57
U
7. Internet café
3.38
MU
3.74
U
Mean
3.73
U
3.86
U
Equipment

1.
Balls
4.88 FU 4.48 FU
2. Rackets
4.88
FU
4.12
U
3. tables
4.25
FU
4.01
U
4. Net
4.75
FU
3.87
U
5. CD Player/ Radio
4.75
FU
3.92
U
6. Tapes/ CD's
4.75
FU
3.75
U
7. Television
4.63
FU
3.58
U
8. Overhead Projector
3.25
MU
3.17
MU
9.
Transparencies
3.13 MU 2.91 MU
10. Visual Aids
4.50
FU
3.39
MU
11. Chalk Board/ White Board
4.63
FU
4.47
FU
12. Charts/ Illustrations
4.50
FU
3.25
MU
13. Reference Materials

a. Text Books
4.13
U
3.16
MU
b. Journals
3.13
MU
2.48
SU
c. Websites/ internet access
3.75
U
3.84
U
d. Magazines
2.75
MU
2.64
MU

Mean
4.12 U 3.56 U
General Weighted Mean
4.04
U
3.66
U

Legend : Legend : 4.20 - 5.00 Fully Implemented(FI), 3.40 - 4.19 Implemented (I), 2.60 -
3.39 Moderately Implemented (MI), 1.80 – 2.59 Slightly Implemented (SI), 1.00 - 1.79 Not
Implemented (NI)

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Utilization of Facilities and Equipment
as perceived by Instructors

Table 14 presents the utilization of facilities and equipment as perceived
by the Instructors.

In the sub-area of facilities, the facilities are ranked as follows:
(1) bowling center, 5.00 (fully utilized): (2) swimming pool, 4.63 (fully utilized);
(3.5) tied are: classrooms and audio-visual rooms, 3.88 (utilized); (5) internet
café, 3.38 (moderately utilized); (6) fitness center, 2.88 (moderately utilized). The
teachers perceived that the gymnasium is slightly utilized by physical education
classes because of other activities that are scheduled and held at the gymnasium
other than physical education classes. The area mean for facilities is 3.73,
interpreted as utilized. These simple imply that facilities are utilized by physical
education classes/activities but not generally fully utilized.

In the sub-area of equipment, the ranking are as follows: (1.5) balls and
rackets, 4.88 (fully utilized); (4) : net, CD player/radio, tapes/CD’s, 4.75 (fully
utilized); (6.5) television, chalk board/ white board, 4.63 (fully implemented);
(8.5) tied are visual aids, charts/illustrations, 4.50 (fully utilized); (10) tables, 4.25
(fully utilized); (11) textbooks, 4.11 (utilized); (12) website/internet access, 3.75
(utilized); (13) overhead projector, 3.25 (moderately utilized; (14.5)
transparencies and journals, 3.13 (moderately utilized); and (16) magazines, 2.75
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(moderately utilized). The lowest in rank are journals and magazines. The area
mean for equipment is 4.12, interpreted as utilized.

Utilization of Facilities and Equipment
as perceived by Students

Table 14 further shows the utilization of the facilities and equipment as
perceived by the students.

In the sub-area of facilities, the ranking is as follows: (1) classrooms, 4.54
(fully utilized); (2) bowling center, 4.02 (utilized); (3) gymnasium, 3.90 (utilized);
(4) fitness center, 3.76) (utilized); (5) internet café, 3.74 (utilized); (6) swimming
pool, 3.60 (utilized); and (7) audio-visual room, 3.57 (utilized). The area mean for
facilities is 3.86, interpreted as utilized.

In the sub-area of equipment, the ranking is as follows: (1) balls, 4.48
(fully utilized); (2) chalk board/white board, 4.47 (fully utilized); (3) rackets, 4.12
(utilized); (4) tables, 4.01 (utilized); (5) CD player/radio, 3.92 (utilized); (6) net,
3.87 (utilized); (7) websites, 3.84 (utilized); (8) tapes/Cd’s, 3.75 (utilized); (9)
television, 3.58 (utilized); (10) visual aids, 3.39 (moderately utilized); (11)
charts/illustrations, 3.25 (moderately utilized); (12) overhead projector, 3.17
(moderately utilized); (13) text books, 3.16 (moderately utilized); (14)
transparencies, 2.91 (moderately utilized); (15) magazines, 2.64 (moderately
utilized); and (16) journals, 2.48 (slightly utilized). The least utilized are journals.
The area mean for equipment is 3.56, interpreted as utilized.
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The general weighted mean for the factor of facilities and equipment is
3.66, interpreted as utilized. This implies that the students perceived that facilities
and equipment for physical education are being utilized, but not fully utilized.

Comparison of the Utilization of Facilities and Equipment
According to the Respondents

Table 15 presents the comparison of the perceptions of the teachers and
students regarding the utilization of the facilities and equipment.

Going back to Table 12, in the area of facilities, the students gave a higher
mean than the teachers. The two groups varied in the ranking of the facilities. In
the area of equipment, the teachers assigned higher means compared to lower
means given by the students. The two groups also varied in the ranking of the
items, except the two items, balls, which was fully utilized as perceived by both
groups.
Table 15. Comparison of the Utilization of the Facilities and Equipment as a
Factor Affecting the Implementation of the Elective Service Physical
Education Program as Perceived by the Respondents.
Respondents Weighted
Mean Standard
Deviation
Instructors 4.04
0.7862
Students 3.66 0.5451
Difference 0.38
0.2411
t-ratio = 1.9049
df= 44

t.05 = 1.645
Decision: Accept Ha
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The computed t-ratio of 1.9049 is greater than the tabled t-value of 1.645
at .05 level of significance. Therefore, the null hypothesis that there are no
significant differences in the perceived utilization of facilities and equipment
according to group is rejected. The alternate hypothesis that there are significant
differences in the perceived utilization of facilities and equipment according to
group is accepted.

Relationship Between the Factors Affecting the Program and the Extent of
Implementation of the Elective Service Physical Education

Specific problem number three focused on the relationship between the
identified factors affecting the physical education program and the extent of
implementation of the elective service physical education program.
Table 16. Relationship Between the Factors Affecting the Program and the Extent
of Implementation of the Elective Service Physical Education
Factors Overall
Interpretation Extent
of
Overall Interpretation
Mean
Implementation
Mean
Knowledge
4.03
Knowledgeable
Activities
3.98
Implemented
Undertaken
Skill
4.05
Skilled

Social/

Teaching
4.11
Implemented
Administration
Methods and
3.79
Implemented
Techniques
Facilities and
3.85
Utilized
Equipment

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As noted in Table 16, all the factors have means that fall on the fourth
level in the 5-point Likert scale. Likewise, the two areas under extent of
implementation have means that fall on the fourth level in the Likert scale. It is
therefore inferred that there is a direct relationship between the factors and the
extent of implementation of the program. In other words, the factors: level of
knowledge, level of skills, social/administration, and utilization of facilities and
equipment directly affect the extent of implementation of the physical education
program.
Degree of Seriousness of the Problems Encountered in the Implementation
of the Elective Service Physical Education Program

Specific problem number four focused on the degree of seriousness of the
problems encountered in the implementation of the elective service physical
education program.

Degree of Seriousness of the Problems Encountered
as Perceived by the Instructors

Table 17 presents the degree of seriousness of problems encountered as
perceived by the teachers.
The top five problems are as follows: (1) Lack of facilities, 4.63 (very
serious); (2) Lack of equipment, 4.13 (serious); Lack of incentives, 3.75(serious);
(4) Lack of standardized procedures in cases of accidents or emergencies, 3.38
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(moderately serious); and (5) absenteeism, 3.25 (moderately serious). The last in
rank is lack of competent physical education instructors, with a mean of 1.38,
interpreted as not serious. The general mean of 3.11 denotes that the problems
encountered are moderately serious as perceived by the teachers.
Table 17. Degree of Seriousness of the Problems Encountered in the
Implementation of the Elective Service Physical Education Program
as Perceived by the Respondents
Instructors
Students
Problems Encountered
Weighted Descriptive Weighted Descriptive
Mean
Equivalent
Mean Equivalent
1. Absenteeism
3.25
MS
3.88
S
2. Tardiness
3.13
MS
3.47
S
3. Lack of facilities
4.63
VS
1.96
SS
4. Lack of equipment
4.13
S
2.30
SS
5. Lack of incentives
3.75
S
1.16
NS
6. Lack of standardized procedure in cases

of accidents or emergencies
3.38
MS
3.12
MS
7. Good manners and right conduct
2.50
SS
3.37
MS
8. Lack of competent physical education
1.38 NS 1.66
NS
Instructors
9. Class size
2.38
SS
2.82
MS
10. Travel time between sports complex

and UB buildings/ rooms
2.63
MS
2.80
MS
General Weighted Mean
3.11
MS
2.65
MS
Legend :
4.20 - 5.00 Very Serious (VS)

1.80 – 2.59 Slightly Serious (SS)
3.40 - 4.19 Serious (S)

1.00 - 1.79 Not Serious (NS)
2.60 - 3.39 Moderately Serious (MS)

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Degree of Seriousness of Problems Encountered
as Perceived by the Students

Table 17 also presents the degree of seriousness of problems encountered
as perceived by the students. The top five problems are as follows: (1)
Absenteeism, 3.88(serious); (2) tardiness, 3.47(serious); (3) good manners and
right conduct, 3.37 (moderately serious); and (5) class size, 2.82 (moderately
serious). The lowest in rank is lack of competent physical education instructors,
with a mean of 1.66, interpreted as not serious. The general mean of 2.65 denotes
that the students perceive the problems as moderately serious.
It can be observed from the data that lack of facilities, perceived by the
teachers as very serious is perceived by the students as slightly serious. Moreover,
lack of equipment which perceived by the teachers as serious was perceived as
slightly serious by the students.
Absenteeism, perceived as serious by the students, was perceived as
moderately serious by the teachers. Obviously, the teachers and students differ in
their perceptions. Furthermore, the students gave lower means than the
instructors. Generally, both groups perceived the problems as moderately serious.
It is the responsibility of the instructor to provide for her/his aid in
teaching. The lack of facilities brings out the ingenuity and creativity of the
instructor to be able to deliver well the planned lesson for the day.
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Buck (2004) identified size of physical education classes as one problem
being encountered, especially when classes consists of 40 or more students. In
some settings, a teacher can offer individual assistance to a student for only one
minute of class time. This situation becomes more acute with a shortage of
equipment and lack of space reducing even further amount of practice time for
each student in class. Himberg (2003), lack of equipment can contribute to
ineffective teaching situations, such as students waiting for turns. In contrast, if all
students are engaged with appropriate equipment, they are likely to be actively
involved with the learning activity, which leads to more practice time and more
learning.

Kitongan (2005) identified moderately serious problems in Physical
Education, which relates to physical setting, teacher’s methodologies and program
implementation. Buck (2004) added that physical education teachers should enroll
in graduate programs to acquire additional knowledge and bring new ideas and
educational experiences to their student.
The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

SUMMARY, CONCLUSIONS and RECOMMENDATIONS

Summary

The study was conducted to determine the Status of the Elective Service
Physical Education program of the University of Baguio. The content was
delimited on the extent of implementation of the elective service physical
education program as perceived by the respondents along the following areas:
objectives, activities undertaken, teaching methods and techniques; the factors
affecting the extent of implementation; the relationship between the factors and
the extent of implementation; and the degree of seriousness of the problems
encountered in the implementation.

The respondents were composed of eight instructors and 324 students who
came from the various colleges and departments of the University of Baguio. The
collected data were tallied, tabulated and analyzed using the appropriate statistical
tool and the 0.05 level of significance as a criterion point.

In light of the findings of this study, the researcher considered that:
1.
The extent of implementation of the elective service physical
education program are implemented (Likert scale). The findings reveal that the
objectives are perceived to be attained. Under the activities undertaken, the area
of physical fitness, taebo and aerobics are the fully implemented. With regards to
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100
the area of rhythmic activities, cheer dance, street dance and pop dance ranked as
fully implemented. In the area of games and sports, badminton, chess, billiards,
basketball and volleyball are all fully implemented. Among the variables weight
lifting registered the lowest mean. In addition, the extent of implementation of the
elective service physical education program along the methods and techniques are
implemented.
2.
Knowledge, skill, social/ administration, facilities and equipment
are factors which directly affect the extent of implementation of the Elective
Service Physical Education Program. Both knowledge and skill factors registered
to be knowledgeable and skilled. . The data reveals that social aspect/
administration programs are implemented. It can be gleaned from the data that
provision of first aid supplies needs to be considered by the administrators of the
university. The facilities and equipments as a factor in the extent of
implementation of the elective service physical education are utilized. The
classroom is still considered as the facility frequently utilize for instruction.
3.
There is a direct relationship between the factors and the extent of
implementation of the program. In other words, the factors: level of knowledge,
level of skills, social/administration, and utilization of facilities and equipment
directly affect the extent of implementation of the Elective Service Physical
Education Program.
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101
4.
The respondents encounter moderately serious problems in the
implementation of the Elective Service Physical Education Program. The lack of
facilities ranked as the top problem, while the least is the lack of competent
instructors for the physical education program.

Conclusions
Based on the findings, the following conclusions are drawn:
1.
There are significant differences in the extent of implementation of
the elective service physical education program along the areas of objective,
activities undertaken and teaching methods and techniques.
2.
Knowledge and skills, social/ administration policies and
programs, and facilities and equipment are factors which significantly affect the
implementation of the elective service physical education program of the
University of Baguio.
3.
There is a significant relationship between the extent of
implementation and the factors affecting the level of implementation of the
Elective Service Physical Education Program of the University of Baguio.
4.
In any endeavor, problems are always encountered, and this is true
for the instructors and students of the Elective Service Physical Education classes
of the University of Baguio.
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Recommendations
Based on the findings and conclusions, the following recommendations
are offered:
1.
Semestral assessment of the extent of implementation of the
elective service physical education programs should be undertaken. Moreover, a
“needs and interest” assessment must be undertaken so as to determine the
preference of the students.
2.
Priority of the school administrators is to give/ provide adequate if
not sufficient support to strengthen the elective service physical education
program. For without administrative support, it is unlikely that progressive
physical education development will occur.
3.
Assessment or personnel, facility and equipment accounting before
offering a program to ensures the smooth implementation of all offered elective
service physical education program.
4.
Instructors must continually update themselves with the different
and up to date methods and techniques in implementing all physical education
programs through workshops, trainings, seminars and conferences. Moreover,
instructors need to improve teaching strategies, methodologies and skills as well
as to be updated on new trends. They must also be encouraged to pursue graduate
studies in line with their respective fields.
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103
5.
Further studies must be conducted to determine the effectiveness
of the current teaching methodologies and techniques being implemented in the
Elective Service Physical Education Program.
6.
Due to the good status of the Elective Service Physical Education
Program at the University of Baguio, it is recommended that the program be
replicated in high school level and colleges/ universities offering physical
education subjects. More over, the Elective Service Physical Education Program
is an ideal venue to select and train potential athletes for competitions.

The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

LITERATURE CITED

ANDIN, C. T. 1995. Organization and Management of Physical Education and
Sports. Quezon City: Rex Printing Co., Inc Pp. 4-5.

BARTOLOME, C. C. 1971. Source Book in Physical Education for Coaches and
Researchers. Phil: Quezon City, Alemar Phoenix Publishers

BUCHER, C. 1980. Foundations of Physical Education 3rd edition. St. Louis:
Times Mirror/ Mosby College

BUCK, M. M. 2004. Introduction to Physical Education and Sports: Foundations
and Trends. Australia: Thompson

CAMAT B. M. 2002. A Comparative Study on the Implementation of Physical

Education in the Public and Private Higher education Institutions in San

Fernando. Unpublished Masters Thesis. Benguet State University, La
Trinidad Benguet.

CHEN, A. 1996. Student interest in Activities in a Secondary Physical Education

Curriculum: Analysis of student subjectivity. Research Quarterly for

Exercise and Sport.

CHIN, M. et. al. 2004. Global Perspectives in the Integration of Physical Activity,
Sports, dance & Exercise Science in Physical Education:’ From Theory to
Practice. Contemporary Development Co. Hong Kong.

COOPER, A. et. al. 1992. Those Who can Teach. 6th Edition. Boston:

Houghton Mifflin Company,

DARTS, P.W., and G. ARMSTRONG. 1991. Outdoor Adventure activities for
School and Recreation Programs. Prospect Heights, IL: Waveland Press.
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DECS ORDER NO. 58, s. 1990, Article I, section 2, Article IV, section 2.

ECHAVIA, C. 1982. Administrative Management for Physical Education and
Athletic Program. Utah Young University.

FERNANDEZ, A. 1197. Extent of Implementation of the Guidelines and
Standard Collegiate Service Physical Education. Unpublished Master’s
Thesis, Benguet State University, La Trinidad, Benguet.

FLORESCA, J. A. 2004. Students Perception Towards their Physical Education
Classes in the University of Baguio. Research Journal, Vol. XXIX No. 2.
University of Baguio.

GADAONI, T. 1990. A Study of Some Aspects of Physical Education Program in
the division of City Schools in Manila. Unpublished Master’s Thesis,
National College of Physical Education, Manila

GALLAHUE, D.L. 1996. Development Physical Education for Today’s

Children. Dubuque, IA: Brown and Bench Mark.

HAMMERSELY, C. H. 1992. If we win, I win: Adventure Education in Physical
Education and Recreation. Journal of Physical Education, Recreation, and
Dance.

HARRIS, T.A. et. al. 1988. Dance a While: Handbook of Folk, Square, Contra
and Social Dance. New York: Macmillan Publishing Company.

HIMBERG, C. et. al. 2003. Teaching Secondary Physical Education Kinetics.
USA.

http://www. secondaryprgms.brevard.k12.fl.us/physicaleducation.home.htm

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http://www.marianbakershool.com/academics/programs/pe/.htm

http://www.cornell college.edu/physical education. P.1

http://www. Jeningsk12.net/ curriculum/CRO36844. htm

http:// www.myschools.com/offices/cso/physical- Ed/ch3.htm. P.1

http://www.bishop mcdevitt.org/departments/physedep.html. P.2

http://www.ermurrowhs.org/academics/physed/index. html.

http://www.st.peters. school.nz/faculties/physicaleducatio.

http://www.teachernet. gov.uk/teachingandlearning/library/teaching

http://www. State.ct.us/sde/dt1/curriculum/pe-pub/-guide1.htm

KITONGAN. V. G. 2205. Degree of Quality of Physical Education Program of
Saint Louis University, Baguio City, Pp. 96

MELOGRANO, V. J. 1996. Designing the Physical education Program,
Third Edition.

MONTAGUE, M.E. 1972. Dance is Effective and therefore Effective Education.
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OYCO, D. V. 2000. Physical Fitness for College Freshmen, RBS: First Edition

SERRANO, S.C. 1978. The implementation of the College Physical Education
Program of the Mountain State Agricultural College, S.Y. 1977-1978.
Unpublished Master’s Thesis, Baguio Vacation Normal School, Baguio
City.

SIEDENTOP, D. et. al. 1984. Elementary Physical education Methods.
Englewood Cliffs, NJ: Prentice-Hall.

STILLWELL, J. L. and C.E. WILLGOOSE. 1997. The Physical education
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The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

Appendices

Appendix A

Lists of activities and categories that can be used in designing the Curriculum
(Melegrano, 1996)

Individual/Dual
A.
Aquatics
F.
Fencing
N.
Racquetball
*Diving
G.
Golf O.
Self-Defense
* Scuba Diving
H. Gymnastic

P. Skiing
*
Skin
Diving
I.
Handball
*
Snow

* Swimming

J. Low-organization games
* Water
* Synchronized swimming K. Martial Arts

Q. Table Tennis
*
Water
polo
*
Aikido R.
Tennis
B.
Archery
*
Judo
S.
Track
and
Field
C.
Badminton
*
Karate T.
Trampoline
D.
Bowling
*
Taekwondo
U.
Weight
Training
E.
Conditioning L.
Mimetic
V.
Wrestling

* Aerobic Dance

* Sport Actions
W. Yoga
* Callisthenic

* Story Play
* Circuit Training
M. Movement Exploration
*
Jogging
*Expressive
* Rope Jumping

Fundamental

TEAM SPORTS RHYTHMS/
DANCE
OUTDOOR/RECREATIONAL
A. Baseball
A. Ballet

A. Adventure task
B.
Basketball
B.
Square
B.
Angling
C.
Football
C.
Folk C.
Backpacking
*
Flag
D.
Modern
D.
Camping

* Touch

E. Singing Games

E. Canoeing
D.
Hockey
F.
Creative
Rhythms
F.
Cycling
*
Field
G.
Square
G.
New
games
* Floor

H. Orienteering
E. Lacrosse

I. Sailing
F.
Speedball
J.
Surfing
G. Team handball
H. Volleyball

The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

Appendix A
DECS ORDER No. 58, 1990
GUIDELINES AND STANDARDS FOR COLLEGIATE SERVICE
PHYSICAL EDUCATION PROGRAM
Republika ng Pilipinas
(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS
(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
Maynila
June
4,
1990
To:
Bureau Directors
Regional
directors

Presidents, State Colleges and Universities

Heads of Private schools, Colleges and Universities
1. The Physical Education Program is considered a significant component of
the educative process as it contributes to the physical, social, moral and
intellectual development of the college student. It also contributes
significantly to the revival and preservation of the Filipino cultural
heritage, as well as to the appreciation and protection of the natural
environment.
1. To make the collegiate Service Physical Education Program
effectively perform these roles as well as to be responsive to the
present situation and societal demands, the in closed guidelines and
standards on collegiate Service Physical education is being issued,
effective school year 1990-1991.
2. Immediate dissemination of this Order is highly desired.
(SGD.) ISIDRO D. CARINO
Secretary
Inc: As stated
Reference: None
Allotment: 1-3-4---(M.O. 1-87)
To be indicated in the Perpetual Index
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Under the following subjects: course of Study, COLLEGIATE
PROGRAM, SCHOOL RULES and REGULATIONS
Appendix B

(Enclosure to DECS Order No. 58,s. 1990)

GUIDELINES AND STANDARDS FOR COLLEGE
SERVICE
PHYSICAL
EDUCATION

Article I
Mission Statement and Objectives

Section 1. the 1987 Philippine Constitution mandates that “the state shall
promote physical education and encourage sports programs, league competitions,
and amateur sports, including trainings for international competitions to foster
self-discipline, teamwork, and excellence for the development of a healthy and
alert citizenry.” This provision recognizes and underscores the importance of
physical education as a promoter of moral values ans as a delivery system for the
development of a healthy and alert citizenry. Physical Education is the viewed as
a significant component of the educational process that contributes to the
enhancement and harmonization of the physical, social, moral and intellectual
development of the college student. Present-day social realities and requirements
have added new dimensions to these traditional concerns of physical education.
Physical education, apart from fostering moral, physical, social, and intellectual
development is now seen as a discipline that can significantly contribute to the
revival and preservation of the Filipino cultural heritage in terms of indigenous
games, sports, songs, and dances as well as to the appreciation and protection of
the natural environment of the ecological balance through its espousal of outdoor
and aquatic activities.

Physical education is a life-long process. The college student must
continue his participation in a developmental program of physical activities that
are healthful, intellectually invigorating, morally uplifting, socially significant,
culturally enhancing and environment-oriented.

Section 2. To achieve its physical, mental, social, moral, cultural and
ecological mission/goal, college service physical education should pursue the
following:
1.1 Improve and maintain physical fitness

1.2 Enhance critical thinking

1.3 Further develop and refine skills in sports, dance and recreation.

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110
1.4 Understand oneself and others better for effective living

1.5 Appreciate more skillful performance, good-health and qualities of
leadership
1.6 Awaken a sense of nationalism and appreciation of one’s cultural heritage
through the revival and preservation of indigenous games, dances, and
sports.

1.7 Develop awareness of the natural environment and the need for this
protection and conservation through outdoor and aquatic activities.

Article II
Administration

Section 1. In any institution of higher learning with 3,000 students,
whether offering a degree in Physical education or not, there shall be a
Department of Physical Education which shall service all colleges/departments in
coordination and consultation with the heads of these colleges and/or
departments. The PE Department shall be administered by a full-time
Director/Chairperson/Head with the following qualifications:

He/She must be a holder of a Master’s degree in Physical education or must
have at least 30 units in Master’s degree in PE; and

He/She must have at least 5 years of satisfactorily teaching experience in
college Physical education.

Section 2. The general functions and responsibilities of the Physical
Education Director/Chairman/Heads are:

2.1 to assist the School Head in all matters affecting his department

2.2 to prepare with qualified assistance from all possible sources the
Physical Education programs and to keep these attuned to current
trends and development;

2.3 to exercise educational leadership among his faculty through:

2.3.1 initiation and institution of faculty development

2.3.2 assignment of subject teaching load

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2.3.3 selection and recommendation of qualified applicants for
appointment in the department; and

2.3.4 evaluation and recommendation for promotion, retirement
or separation

2.4 to assign faculty to direct and advise students in their program of
study in Physical Education;

2.5 to coordinate with the offices concerned with students services/affairs;

2.6 to institute a program of supervision to keep the efficiency and
effectiveness of instruction at the highest possible level by:

2.6.1 exercising supervision over classroom management for
instructional improvement;

2.6.2 supervising co-curricular activities of the department; and

2.6.3 implementing a system of faculty evaluation

2.7 to undertake research studies in collaboration with
faculty/students/and other departments;

2.8 to perform such other functions as may assigned to him/her.

Section 3. as a general rule in cases where the director/ Chairman/Head
teaches, his teaching load shall not exceed six (6) units or twelve hours.

Section 4. The Director/Chairman/Head may be assisted by an Assistant
Director as the need arises. The assistant Director shall have the same
qualifications as the Director. In cases where the Assistant Director is on full-time
assignment, his teaching load shall not exceed twelve (12) hours or six units.

Article III

Faculty

Section 1. When enrolment in service Physical Education is at least 3,000
there shall be five (5) or more full-time Physical Education instructors.

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Section 2. Physical education instructors shall preferably be holders of
master’s degree in Physical Education. In absence of Master’s degree holders in
PE, the instructors must have at least 12 units of Physical education at the
masteral level.

Section 3. When vacancies occur in the teaching force of the department
during the school year, substitutes or replacements with similar or higher
qualifications shall be employed.

Section4. the following conditions of employment shall be observed:
a. The remuneration paid Physical education faculty members
shall be commensurate with their rank and comparable with
other faculty members of the same rank who teach academic
courses.
b. The probationary employment for full-time faculty who is
academically qualified shall be for a period of not more than
three (3) years. Faculty members who have successfully passed
the probationary period shall be considered permanent/regular.
c. It is highly desirable that schools employ only full-time
instructors. A full-tie instructor is one whose total working day
is devoted to the school, who has no other remunerative
employment elsewhere during regular working hours, who paid
on a regular monthly basis, or its equivalent, and has requisite
academic qualifications. At least sixty percent (60%) of the
Physical Education subjects should be taught by full-time
instructors.
d. Physical Education instructors who in addition to their teaching
load, are also assigned as coaches, costume/property
custodians, trainers and/or choreographers should be given
remuneration in accordance with the paying capacity of the
institution, or relieved of some teaching assignments.
Section 5. 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.

Section 6. faculty Development program. The Faculty plays a major role
in the effective operation of the Department and shares in delegated
responsibilities; hence, there is a need to maintain a continuing faculty
development program to wit:
6.1 If the school itself offers a doctoral or master’s degree, it shall allow
its faculty members to finish the minimum degree that it require for the
level of his responsibilities in the school, with tuition fee and other forms
of assistance.
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6.2 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 incidental to the training may be
charged to the institution.
Section 7. the teaching Load of Physical Education collegiate faculty members
shall be as follows:
7.1 as a general rule, the regular full-time load of physical education
instructors are 24 units’ hours per week. Any excess above this number
shall have prior approval from the Department of education, Culture and
Sports on a case-to-case basis. If the load is beyond 24 units, extra
compensation should be paid.
7.2 a part-time instructor may carry a load of not more than twelve (12)
hours per week.

7.3 a faculty member teaching in more than one school must secure permit
to teach from mother institution but the total number of teaching hours in all
schools should not exceed 24 hours per eek. Approval from the Department of
Education, culture and Sports shall be secured for any excess above this number.

Article IV
Physical Education Program Scope and Activities

Section 1. College Physical Education program consists of the three phases each
of which contributes to a well-balanced program.
1.1 The Basic Program – This is instructional in nature and is required of
all students.
1.2 The Intramural Program – It is the laboratory phase of the basic
program and is concerned with sports and recreation competitions for
students within a school. It provides opportunity to further develop
sports and recreational skills learned in the basic program. It is
voluntary in nature.
1.3 The Extramural Program – This provides opportunity for the highly
skilled students to compete with athletes form other
institutions/organizations.

The three programs whenever feasible, should include activities for the
preservation, revival and/or development of indigenous games, sports and
dances; and outdoor activities that will develop awareness of the
importance of the conservation and protection of the natural environment
and resources.

Section 2. The suggested activities for the Basic Program are:
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2.1 Physical Education I - Physical Fitness
2.1.1 Physical Fitness/ Conditioning
Physical Fitness testing
Conditioning Exercise (isometric, isotonic)
Aerobics/ Dancercise
Progressive Resistance Training
Basic Gymnastics
Kalahi
2.1.2 Self-Testing Activities
Stunts
Tumbling
2.1.2 Adaptive Activities
2.2 Physical Education 2 – Rhythmic Activities
2.2.1 Dances
Philippine Folk Dance

Jazz
Foreign Folk Dance

Modern Dance
Ballroom Dance

Square Dancing
Creative Dance

Tap Dancing

Modern Dance

Social Recreation
Sayawit
2.2.2 Adaptive activities
2.3 Physical Education 3 – Individual/ Dual Sports/ Games
2.3.1 Individual Sports
Archery Mountaineering
Boating
Camping
Bowling
Orienting
Canoeing

Roller
Skating
Cross Country

Scuba Diving
Cycling Angling
Diving

Surfing
Equestrian

Swimming
Golf

Track
and
Field
Horseback riding

Water Skiing
Karate

Weight
Lifting
2.3.2 Dual Sports
Arnis

Sipa
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Badminton Boxing

Squash

Boxing

Table
Tennis
Judo-Karate

Taekwan-do
Lawn Tennis

Wrestling
Pelota
2.3.2 Laro ng Lahi
Sungka
Kadang-kadang
Dama

Game of the Generals
Bunong Braso

etc.
2.3.2 Adaptive Activities
2.4 Physical Education 4-Team Sports/Games
2.4.1 Team Sports
Baseball Soccer
Basketball
Softball
European
handball
Volleyball
Football/Touch Water
Polo
Field
Hockey
Polo
Sepak
Takraw

2.4.2 Games
Patintero
Scrabble
Bingo
Cards
Jigsaw Puzzles

Domino
Chinese Checkers

Etc.

2.4.2 Adaptive Activties
Article V
Physical Facilities and Equipment
Section 1. Reasonable space for Physical Education activities shall be
made available as follows:
1.1 Outdoor activities
Each student enrolled in a class in Physical education shall be given a
space of at least 2.25aquare meters.
1.2 Indoor activities
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1.2.1 The gymnasium/ multi-purpose hall shall allow a space of
1.5 square meters per student enrolled in a class in Physical
Education.
1.2.2 Classrooms for theoretical subjects shall approximate 63
square meters.
Section 2. Adequate equipment shall be provided for the various Physical
education courses:
2.1 Equipment fro various specific sports shall be adequate for efficient and
effective instructions purposes, for example:
2.1.1 One (1) basketball for every 10 students
2.1.2 One (1) volleyball for every 12 students
2.1.3 One (1) set of baseball/softball for every 30 students
2.1.4 One (1) soccer football for every 10 students
2.2 Equipment for Educational Gymnastics consists of light and heavy
apparatuses:
2.2.1 One heavy apparatus/ 50 students
2.2.2 One or pair of light apparatus for every student\\
2.2.3 one tumbling mat for every 5 students
2.3 Equipment for Rhythmic
2.3.1 Tape recorders, phonographs, records, tapes, cassettes
2.3.2 Piano/ organ
2.3.3 Drums, sticks, tambourines, castanets
2.4 Equipment for Adapted Physical Education
2.4.1 Corrective Manipulative
Boxes
Shaffle
boards
Bars
Rings/
Hoops
Ladders Inclined
planes
Darts
Horseshoes
Beam bags

Balls
Ropes
2.4.2 Parlor Games
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Bingo
Dominoes
Chess

Game of the generals
Cards
Sungka
Chinese checkers
Scrabble

Dama
Jigsaw
Puzzle
2.4.3 Arts and Crafts
Macramé Paper
mosaic/mache
Shells
Textile
painting
Basket weaving
Leather bags, belt making
Floral arrangement
Pottery

Ceramics
Article
VI

Library

Section 1. Adequate number and titles of books, magazines, and
professional journals on Physical Education, sports, dance and recreation shall be
made available to faculty members ans students. There shall be at least one
subscription each of professional journals/periodicals for Physical education,
Sports, Dance and recreation and five (5) titles of books for each of the
professional Physical education subjects. These books shall be of recent edition.

Article
VII
Guidelines

Section 1. Beginning school year 1990-1991 the following guidelines in
Physical Education shall be observed in the implementation of College Service
Physical education Program:
1.1 The time allotment for Basic Service Physical Education is 36 hours
per semester during the first two years (4 semesters)
1.2 Physical Education classes shall meet two hours a week. Classes shall
be scheduled during regular school days.
1.3 Each Physical Education subjects is given two (2) units of semester
credit which should be included in the summation of the total
semestral load. No student shall be allowed to take more than one
Physical Education subject per semester.
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1.4 The ratings in Physical education shall be included in the computation
of grades for all students especially honors/ scholarships.
1.5 Physical Education classes shall approximate academic classes in size.
There shall be not more than 50 students in a class.
1.6 The substitution of basic College Physical Education with Scouting
and membership in dance Troupe, Glee club, Dramatic group and the
like shall not be allowed.
1.7 Exemption from College Physical Education shall have prior approval
of the Department of Education, Culture and Sports. The following
shall be the basis o exemption:
1.71. Degree holders pursuing another degree;
1.72. Men and women in active military service;
1.73. Men and women who had rendered at least 2 years military
service; and
1.74. Veterans
1.8 Students physically handicapped permanently or temporarily shall
present medical certificates to the instructor in Physical Education,
who in turn shall place such students in a special group, assign
activities suited to their condition.
1.9 For a well-rounded development, students shall enroll in one activity
in any of the four categories in the suggested program. Physical
Education course with the exception of the Physical education 1 may
be taken in any order. Physical education 1 should be a prerequisite to
any other course. Classes my be co-educational whenever suited.
1.10 For health purpose, safety, comfort and ease, the Physical
education instructors and the students shall wear appropriate shoes and
Physical education uniforms.
1.11 Physical Education fees collected by the school shall be considered
as trust funds. They should be used only for the promotion and
development of Physical Education in the school such as in the
procurement of PE equipment, construction of PE facilities, and
others.

The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

Appendix B

LETTER TO FLOAT QUESTIONNAIRE

Republic of the Philippines
Benguet state University
La Trinidad, Benguet
GRADUATE SCHOOL

Dr. ARMANDO CASTANEDA, Ph.D
Dean, College of Education
University of Baguio

Sir:
I am a student of Benguet State University undertaking a study entitled: “The
Elective Service Physical Education of the University of Baguio”. In connection,
May I have the honor to request permission to distribute questionnaires to the P.E.
Instructors and students who have been selected as my respondents. This is
conducted in partial fulfillment of the requirements of the degree of Master of
Arts in Physical Education.

Your kind and favorable action on my request is highly appreciated.

Thank you so much!

Truly yours,
LORIE D. DICANG

Noted by:
RUSSELL B. DOLENDO
Adviser
The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

Appendix C

QUESTIONNAIRE

I. RESPONDENT’S PROFILE: Instruction: Please put a check mark on space provided for the
needed information.

a) Instructor: _______

b. Student: ___________

Department:
Nursing
______
Liberal
Art____
Engineering____
ICT__________
Commerce_____
PT/OPTO_____
MedTech______
Dentistry______
Education______

II. EXTENT OF IMPLEMENTATION:

A. Objectives of Physical Education: Please indicate your perception regarding the attainment of the
objectives of Physical Education. Put a check mark on the column of your answer.

5 - Highly Attained (When 81-100% of the objectives was fully attained)
4 - Attained (When 61 - 80 % of the objectives was attained)
3 - Moderately Attained (When 41 – 60 % of the objectives was
moderately attained)
2 - Slightly Attained ( when 21-40 % of the objectives was slightly attained)
1- Not Attained ( When the objectives was not attained at all)

1. Improve and maintain physical fitness through out life
5 4 3 2 1
2. Enhance critical thinking through the knowledge of games and

strategies as well as to prepare for effective participation;
3. Further develop and refine skills in sports, dance and recreation

4. Understand oneself and others better for effective living

5. Appreciate more skillful performance, good-health and qualities

of leadership
6. Awaken a sense of nationalism and appreciation of one’s cultural

heritage through the revival and preservation of indigenous
games, dances, and sports
7. To build up a wide variety of physical skills

8. Develop awareness of the natural environment and the need for

this protection and conservation through outdoors.

B. Elective Service Physical Activities: Please check the column that will indicate the extent of
implementation of the following physical activities in Elective Service Physical Education.

5 – Fully Utilized (When 81-100% of the Activities was fully utilized)
4 - Utilized (When 61 - 80 % of the activities was utilized)
3 - Moderately Utilized ( When 41 – 60 % of the objectives was
moderately utilized)
2 - Slightly Utilized ( when 21-40 % of the objectives was slightly utilized)
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1- Not Utilized ( When the activities was not utilized at all)

Physical fitness
5
4
3
2
1
a. Self-testing activities

b. Aerobics

c. Taebo

d. Fitness work-out

e. Gymnastics

f. Free Hand exercise

g. Calisthenics

2. Rhythmic Activities

a. Folk Dance

A.1 Philippine Folk Dance

a.2 Foreign Folk Dance

b. Social Dances

b.1 cha cha cha

b.2 boggie

b.3 jive

b.4 jazz

b.5 swing

b.6 samba

b.7 tango

b.8 rumba

b.9 waltz

c. Creative Dances

c.1 cheer dance

c.2 street dance

c.3 popular dance

c.4 Modern Dance

3. Games and Sports

3.1 Individual/ Dual Sports

3.1.3 weight lifting

3.1.4 lawn tennis

3.1.5 table tennis

3.1.6 badminton

3.1.1 swimming

3.1.2 track and field

3.1.7 judo

3.1.8 chess

3.1.9 taekwondo

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3.1.10 karate
5 4 3 2 1
3.1.11 arnis

3.2 Team Sports

3.2.1. Basketball

3.2.2. Softball

3.2.4 Baseball

3.2.5 Soccer

4. Recreational Activities

4.1 Bowling

4.2 Darts

4.3 Billiards

4.4 outdoor activities

4.5 card games

4.6 board games

C. Teaching Methods and Techniques: Please put check a mark on the column that will indicate
the utilization of each method and Techniques.
5 – Fully Utilized (When 81-100% of the methods and techniques was fully utilized)

4 - Utilized (When 61 - 80 % of the Methods and techniques was utilized)
3 - Moderately Utilized ( When 41 – 60 % of the Methods and techniques was
moderately utilized)
2 - Slightly Utilized ( when 21-40 % of the Methods and techniques was slightly
utilized)
1- Not Utilized ( 0 - 20 %When the Methods and techniques was not utilized at all)

Methods
&
Techniques
5 4 3 2 1
1. Lecture Method

2. Drill Method

3. Group Discussion

4. Question and Answer

5. Demonstration Method

6. Practicum Method

7. Problem Solving Method

8. Inductive Method

9. Deductive Method

10. Panel discussion

11. Research method

12. Others please specify

D. Factors affecting the Program: Please put a check the on the column that will indicate the
extent of implementation of the factors.
1. Knowledge Factor
5 – Fully Knowledgeable ( 81-100% if the instructors are fully knowledgeable of the
factors)

4 - Utilized (61 - 80 % if the instructors are knowledgeable of the factors)
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3 - Moderately Knowledgeable (41 – 60 % if the instructors are moderately
knowledgeable of the factors)
2 - Slightly Knowledgeable (21-40 % \\if the instructors are slightly knowledgeable of the
factors)
1- Not Knowledgeable ( 0 - 20 %When the instructors are not knowledgeable at all)

KNOWLEDGE FACTOR
5
4
3
2
1
1. Safety principles in all activities

2. Chronological, comprehensive and clear

history and development of the Physical
Activity

3. Relevance of the history of the Physical

Education activity to its current status

4. Specification of the playing area, materials

And equipment being used in the activity

5. Fundamental skills needed in any Physical

Education activity

6. Updated rules of the activity being taught in
Class

7. Interpretation and explanation of the rules of

the activity being taught in class

8. Coaching techniques in the activities being

Experienced

9. Physical changes that accompany moderate to

vigorous activity

10. Concepts of movement, technique, and

patterns to a variety of fundamental skills

2. SKILL FACTOR
5 – Highly Skilled (81-100% if the instructors are Highly Skilled of the factors)

4 – Skilled (61 - 80 % if the instructors are Skilled of the factors)
3 - Moderately Skilled (41 – 60 % if the instructors are moderately skilled of the factors)
2 - Slightly Skilled (21-40 % if the instructors are slightly Skilled of the factors)
1- Not Skilled ( 0 - 20 %When the instructors are not skilled at all)
SKILL FACTOR
5
4
3
2
1
1. Movement and patterns of sports, games and dances
in the activity being taught in class

2. Techniques in sports, games and dances in the
activity taught in class

3. Proper handling of equipment and materials being
taught in class.

4. Perform drills or group of activities that leads to the
development of a specific skill.

5. Ability to perform drills which allow practice of
the rules or concepts

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SKILL FACTOR
5
4
3
2
1
6. Coaching Techniques in the activity being
experienced

7. . Orderly perform the skills needed in any
Physical education activity being experienced

8. Engage in moderate to vigorous physical activity

9. Demonstrate progress in mastering skills,
movement patterns, and techniques in physical
education activities being experienced.

10. demonstrate movement, techniques and patterns
to a variety of fundamental skills

3. SOCIAL FACTOR

5 – Highly Attained (81-100% if the factors are Highly attained)

4 – Attained (61 - 80 % if the factors are attained)
3 - Moderately Attained (41 – 60 % if the factors are moderately attained)
2 - Slightly Attained (21-40 % if the instructors are slightly attained)
1- Not Attained ( 0 - 20 %When the factors are not attained at all)
SOCIAL FACTOR
5
4
3
2
1
1. One (1) hour class period for all Physical Education
Classes

2. Groups students co-educationally for instruction

3. Provides adequate time for travel and planning for
Teachers and Students who must travel between
schools

4. Appropriate dress code for the types of activities
being conducted

5. Standardized procedure for filling out and filing of
accidental report forms

6. Available first aid kits and supplies

7. Available qualified person to administer first aid in
case of injury

8. Requires medical statement for students to be
excused from class for an extended period of time
or be re-admitted following serious illness or injury

9. Standard procedure for notifying teachers and
students of a severe weather warning or other
emergency situation

10. Incentives are given to individuals who participate
in institutionalized physical education activities
local, regional, national and international
competitions

11. Provide opportunities for individuals to attend
annual gym shows or public demonstrations

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E. Equipment and Facilities: Please check the utilization of the Instructional materials in Elective
Service Physical Education.

5 – Fully Utilized (When 81-100% of the Equipment and Facilities was fully utilized)
4 - Utilized (When 61 - 80 % of the Equipment and Facilities was utilized)
3 - Moderately Utilized ( When 41 – 60 % of the Equipment and Facilities was moderately
utilized)
2 - Slightly Utilized ( when 21-40 % of the Equipment and Facilities was slightly utilized)
1- Not Utilized ( 0 - 20 %)When the Equipment and Facilities was not utilized at all)

Equipment
and
Facilities
5 4 3 2 1
1.
Facilities

1.1
Gymnasium

1.2 Bowling Center

1.3 Fitness Center

1.4 Classrooms

1.5 Swimming Pool

1.6 Audio-visual Room

1.7 Internet café

Others: please specify:
2.
Physical
education
Equipment

2.1 Balls

2.2 Rackets

2.3 Tables

2.4 Nets

2.5 CD player/ Radio

2.6 Tapes/ CD's

2.7 Television

2.8 Overhead Projector

2.9 Transparencies/ Slides

2.10 Visual Aids

2.11 Chalkboard

2.12 Charts

2.13 Illustrations

Others:
Please
specify

3.
Reference
Materials

1. Textbooks

2. Journals

3. Websites

4. Internet Access

5. Magazines

6. Reference Books

7.
Others:
pls.
Specify

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F. Problems Encountered: What is the degree of seriousness of the problems you encountered in
the implementation of the Elective Service Physical Education? Put a check on the column of
your answer.
5 – Very Serious (When 81-100% of the Problems Encountered was very serious)
4 – Serious (When 61 - 80 % of the Problems Encountered was Serious)
3 - Moderately Serious( When 41 – 60 % of the Problems Encountered was moderately
Serious)
2 - Slightly Serious ( when 21-40 % of the Problems Encountered was slightly serious)
1- Not Serious ( 0 - 20 %)When the Problems Encountered was not serious at all)

Problems 5
4
3
2
1
1. Overload teaching assignment

2. Lack of seminar/ workshops

3. Absences and tardiness of students

4. Lack of incentives for PE instructors

5. Lack of updated information/memorandum

6. Less priority given to PE in terms of Budget

7. Teaching Load

8. Students attitude and personality

9. Lack of facilities

10. Lack of equipment

11. Lack of competent instructors

12. Class size more than 50 students

13. Instructors attitude and personality

14. Others:(please specify):

The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

BIBIOGRAPHICAL SKETCH

The researcher was born on April 6, 1981 in Sayangan District Hospital at
Sayangan, Atok, Benguet to Alex Atiwag Dicang and Rita Colay-ong Dulagan. She
is the youngest and has two (2) sisters and a brother. She finished her elementary
education at Lucban Elementary School, Baguio City in 1993. Her secondary
education was at Easter School, Guisad, Baguio City in 1997. She continued her
tertiary education at Saint Louis University where she finished Bachelor of Science
in Secondary Education, major in Physical Education in 2001. She was a PESFA
grantee during her college days.
She was first employed at Christ the King College at San Fernando City, La
Union where she was appointed as substitute classroom teacher in 2001. While
working she opted to pursue higher education, thus enrolling at Benguet State
University for a master degree. To be nearer her residence, the researcher applied
and was eventually hired by Easter College Inc. on 2003 as an instructor in
Physical Education in the college level. She rendered two years in this institution.
At present she handles physical education subjects at the University of Baguio.
The Elective Service Physical Education Program
of the University of Baguio / Lorie D. Dicang. 2006

Document Outline

The Elective Service Physical Education Program of the University of Baguio.
- 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 RELATED LITERATURE
  - Objectives of Physical Education
  - Activities Undertaken in Physical Education
  - Methods and Techniquesin Teaching Physical Education
  - Factors Affecting the Implementationof Service Physical Education
  - Instructional Materials Usedin Service Physical Education
  - Problems Encountered in TeachingService Physical Education
  - Conceptual Framework
  - Definition of Terms
  - Hypotheses of the Study
- METHODOLOGY
  - Locale and Time of the Study
  - Respondents
  - Research Design
  - Data Gathering Tool
  - Treatment of the Data
- RESULTS AND DISCUSSION
  - Extent of Implementation of the Elective Service Physical EducationProgram as Perceived by the Respondents
  - Factors Affecting the Extent of Implementation of the ElectiveService Physical Education Program
  - Relationship Between the Factors Affecting the Program and the Extent ofImplementation of the Elective Service Physical Education
  - Degree of Seriousness of the Problems Encountered in the Implementationof the Elective Service Physical Education Program
- SUMMARY, CONCLUSIONS and RECOMMENDATIONS
  - Summary
  - Conclusions
  - Recommendations
- LITERATURE CITED
- APPENDICES
- BIBIOGRAPHICAL SKETCH