BIBLIOGRAPHY
SUDINA M. BECYA, October 2006. Assessment of Physical Education of
TESDA-Supervised Schools in Baguio City and Benguet. Benguet State University, La
Trinidad, Benguet.
Adviser: Eduardo P. Laconsay, Ph.D.
ABSTRA CT
This study was conducted to determine the extent of implementation of the
activities undertaken in the physical education program, the level of adequacy of
facilities, equipment, gadgets and supplies, the problems encountered in the
implementation of the physical education program of TESDA-supervised schools in
Baguio City and Benguet.
Findings show that the majority of the physical education activities like physical
fitness, rhythmic activities, individual/dual sports, and partially implemented.
The level of adequacy of sports facilities, equipment, gadgets and supplies of
TESDA-supervised schools of Baguio City and Benguet is inadequate.
The management of physical education program of TESDA-supervised schools of
Baguio City and Benguet is not properly managed.

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TABLE OF CONTENTS
Page
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . .
ii


INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . .
1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . 3
Objectives of the Study . . . . . . . . . . . . . . . . . . . . . . 4
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . 5
Scope and delimitation of the Study . . . . . . . . . . . . . . . . 6

REVIEW OF LITERATURE
Activities Undertaken in the Physical
Education Program . . . . . . . . . . . . . . . . . . . . . . . . 8

Facilities and Equipment in the Physical
Education Program . . . . . . . . . . . . . . . . . . . . . . . . 13

Problems Encountered in the Implementation
Of the Physical Education Program . . . . . . . . . . . . . . . . 16

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . 26

Definition of Terms . . . . . . . . . . . . . . . . . . . . . .
. 27
Hypothesis of the Study . . . . . . . . . . . . . . . . . . . . .
. 30
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METHODOLOGY
Location of the Study . . . . . . . . . . . . . . . . . . . . . . . 32
Respondents of the Study . . . . . . . . . . . . . . . . . . . . 34
Instrumentation . . . . . . . . . . . . . . . . . . . . .. . . . . 34
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . 36
Statistical Analysis . . . . . . . . . . . . . . . . . . . . . . . . 37


RESULTS AND DISCUSSION

Extent of Implementation of the Activities
Undertaken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Level of Adequacy of the Facilities, Equipment, Gadgets,
And Supplies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Problems Encountered in the Implementation
Of the Physical Education program of TESDA . . . . . . . . . . 58


SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . 72


LITERATURE CITED . . . . . . . . . . . . . . . . . . . . . . . . 73








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APPENDICES

A. Letter of Permission to Administer

Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . 77

B. Letter to Heads of Schools . . . . . . . . . . . . . . . 78


C. Letter to Respondents . . . . . . . . . . . . . . . . . . 79

D. Questionnaire . . . . . . . . . . . . . . . . . . . . . . 80

E. Constitutional Mandate Art. 14 s. 19 . . . . . . . . . . 87

F. DECS Order No. 58. s. 1990 . . . . . . . . . . . . . 88

H. List of Registered Programs in Benguet
Province . . . . . . . . . . . . . . . . . . . . . . . . . 97

BIOGRAPHICAL SKETCH . . . . . . . . . . . . . . . . . 113








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INTRODUCTION


Background of the Study
The aim of physical education is the optimum development of
physically, mentally, and socially integrated and adjusted individual through
guided instruction and participation in selected total-body sports, rhythmic and
gymnastic activities conducted according to social and hygienic standards
(KWB).
Physical Education as an educational experience, it can become a
catalyst not only for self-actualization at the national level, for as the national
level, but as for social mutation and survival at the global level.
Article XIV, Section 19 of the 1986 Philippine Constitution Mandates
that:

“The state shall promote Physical Education and
encourage sports programs, league competitions, and

amateur sports, including the training of athletes for
international competitions, to foster self discipline, team

building and excellence for the development of a healthy
and alert citizenry.

All institutions of learning shall undertake a
regular sports program throughout the country in

cooperation with athletic clubs and other sectors.”

The Physical Education Program is a significant component in all
Philippine school curricula. One of its contributions is the revival and the
presentation of the Filipino cultural heritage (DECS Order No. 58, S. 1990).
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This is evident when students perform native dances. In terms of participation
in rendering songs, a sense of belongingness, enjoyment, and appreciation of
their own culture are enhanced.
Other physical education activities like recreation instill in the youth a
great sense of responsibility, community involvement, leadership, enhance
critical thinking, and a better understanding of oneself and others for more
effective living.
According to White (1975), “the whole body is designed for action, and
unless the physical powers are kept in the health by active exercise, the mental
powers cannot long be used to their highest capacity. The physical inaction that
seems almost inevitable in the classroom together with other unhealthful
conditions make it a trying place for students, especially of those feeble
constitution.”
Physical development is as relevant as mental growth. If given equal
attention in the curriculum, physical education will contribute in the
advancement of any field of endeavor as well as serve as a vanguard for
fitness in unforeseen events.
DECS Order No. 58 S. 1990 came out with implementing guidelines and
standards for tertiary level physical education programs. The objective of the
order is to make the tertiary physical education program standard. It covers the
following aspects: a) administration; b) faculty qualifications and composition;
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c) scope and activities under the program; d) physical and equipment; and e)
library. This DECS Order has been in effect during the school year 1990-1991.
It is unfortunate however that no written reports or assessments with regards
to its implementation have been done.
Furthermore, the specifications provided by said order were less than the
ideal setting and conditions for a tertiary level physical education program. For
example, the order had no specifications for swimming pools while the
gymnasium was optional.
Several independent researchers have managed to evaluate a few
physical education programs in the tertiary level. However, the rating scales
commonly used in the evaluation process were limited to a couple of schools
and physical education programs. Hence, the outcome quality physical
education of the entire TESDA-supervised schools in Baguio City and Benguet
is the concern of this research.

Statement of the Problem
This research sought to identify the outcomes of quality physical
education of TESDA-supervised schools in Baguio City and Benguet.
This study attempted to answer the following questions:
1. What is the extent of implementation of the activities undertaken in
physical education of TESDA-supervised schools in Baguio City and
Benguet?
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2. What is the level of adequacy of the facilities, equipment, gadgets,
and supplies in physical education of TESDA-supervised schools in
Baguio City and Benguet?
3. What are the problems encountered in the implementation of the
physical education of TESDA-supervised schools in Baguio City and
Benguet?

Objectives of the Study
The general objective of the study was to identify the outcomes of
quality physical education of TESDA-supervised schools in Baguio City and
Benguet.
Specifically, the study aimed to:
1. Determine the extent of implementation of the activities undertaken
in physical education of TESDA-supervised schools in Baguio City
and Benguet;
2. Determine the level of adequacy of the facilities, equipment, gadgets,
and supplies in physical education of TESDA-supervised schools in
Baguio City and Benguet; and
3. Identify the problems encountered in the implementation of TESDA-
supervised schools in Baguio City and Benguet in terms of a)
manpower development program; b) sports infrastructure

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development program; c) financial program; and d) sports
competition.

Importance of the Study
To successfully comply with the constitutional mandate of 1986, this
study on the assessment of Physical Education of TESDA-supervised schools
of Baguio City and Benguet is essential.
This will serve as a basis for establishing standards describing content
for physical education and as a benchmark to further define the content and
provide directions for student progress.
TESDA-supervised schools. This will guide them in the re-evaluation of
their physical education program in order to address the specific and timely
needs of their students.
Administrators and curriculum developers. This study will motivate
them to look more closely into the relevance of the physical education program
in the over-all school curriculum.
Physical Education Teachers. This will enlighten them to seek more
appropriate teaching technologies in the conduct of physical education
instruction.
Students. This research will contribute to their additional knowledge in
physical education as well as serve as reference material.
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Researchers. Possible research problems maybe obtained from the
recommendations of this study. Furthermore, researchers may find additional
ideas in other chapters of this investigation.
Non-Academic Personnel. They will be encouraged to support more
curricular activities that may lead to better relationships in the academe.
Community. This will enable community leaders to see the program as
vital in propagating the vision and the mission in relation to the needs of their
constituents.

Scope and Delimitation of the Study
The study is confined to the outcomes of the quality physical education
of TESDA-supervised schools in Baguio City and Benguet.
Fourteen schools in Baguio City, namely: AMA Computer College;
Baguio School of Business and Technology College; BETI College of
Technology; DATA Center College of the Philippines; Philippine Women’s
University; Pines City College Inc.; National Institute of Information
Technology; University of Baguio; DATAMEX Computer School; Informatics
Computer Institute; Baguio School of Arts and Trades; Philippine Cyber
College-Baguio City; AMA Computer Learning Center; STI-College, Baguio.
Four schools in Benguet, namely: Benguet Central College, Inc.;
Baguio Vocational Skills Colleges, Inc.; Cordillera Career Development
College; and Eastern Luzon Colleges.
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The respondents are administrators and physical education teachers of
TESDA-supervised schools in Baguio City and Benguet.
The study is delimited to the extent of implementation of activities
undertaken in the physical education, adequacy of facilities, equipment,
gadgets and supplies and seriousness of problems encountered in the
implementation of physical education.




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REVIEW OF RELATED LITERATURE


Activities Undertaken in the Physical Education Program
Physical education is based on the acquisition of knowledge and skills as
a foundation for engaging in physical activity. However, the mere acquisition
of knowledge and skills is not enough. The mission of physical activity is to
provide a foundation for a productive and fulfilling life.
Physical education is a sequential program based on physical activity
undertaken in an active, caring, supportive, and non- threatening atmosphere in
which every student is changed and successful. Students with disabilities are
provided with a learning environment that is modified, when necessary, to
allow for maximum participation. As the result of the quality physical
education experience, students will (adapted from the Content Standards of
the National Association for Sports and Physical Education):
1. Acquire the knowledge and skills necessary to perform basic motor
and manipulative skills and attain competency in a variety of
physical activities and proficiency in a few selected complex motor
and sports activities;
2. Design personal fitness programs to achieve and maintain physical
fitness;
3. Know the benefits of engaging in regular physical activity;
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4. Demonstrate responsible personal and social behavior while
engaging in physical activity;
5. Understand that the participation in physical activity promotes
inclusion of diverse people and understanding of differences among
people;
6. Understand that physical activity provides the opportunity for
enjoyment, challenge, self-expression, and communication; and
7. Participate regularly in health-enhancing physical activities.
There is an expectation that all teachers in primary schools setting are
familiar with the health and physical education syllabus. These teachers are
required to demonstrate an understanding of core learning outcomes, and how
these may be achieved in the primary school setting. Moreover, teachers need
an understanding of the social and political conditions that affect the
pedagogical practices in which they engage in. This unit is the first in a series
of two courses, which examines the practical application of such physical
activity in contemporary times. It follows work undertaken in the core course.
The physical education program should meet the play desire of children
and teach them activities which they may use in their leisure time when they
are not at school. These needs challenge the program to include activity which
may be used at home, backyard, basements or send lots. Children are often in
groups of two, three or four when out of school. Activities are for a few as
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well as for large groups, Bucher and Reade (1971). A good program should
include on time activities usuable for parties or picnic and on trip with the
family. Games suitable for small areas, the beaches and picnic are necessary if
the recreational needs of children are to be met. Participation in wisely selected
activities under proper guidance is needed and should aid the development of
character and citizenship for the following reasons:
1. There is an increased amount of leisure time;
2. There is rise in reported juvenile time;
3. Older children are interested in the social or gang stage and physical
activities can be a constructive outlet;
4. Home conditions are changing in many instances and are creating
greater needs and responsibilities for outside organization, including
the schools; and
5. Facilities and adequate provisions for wholesome leisure time
activities are many times not provided by society.
Likewise, activities for leisure are needed to develop skills and
techniques and a love of wholesome recreation because:
1. The shorter work day and week results in more free time;
2. There is a need for recreation to assist in a well-balanced life to
preserve good mental and emotional health;
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3. Youth has mush freedom and the number of questionable modern
commercial attractions is great;
4. Outdoor recreation is good for the many sedentary workers in our
society; and
5. Modern conveniences have given housewives more time for leisure.
With physical education training, there is an increase in the lean body
mass and a corresponding decrease in body fat, very frequently without any
appreciable change in body weight. This is generally time for both sexes
during the growing years and throughout the adult years. In a study conducted
by Wells et al in 1962 and 1963 as cited by Singer, they examined the effects
of 5 months of daily physical training on 34 adolescent girls as compared to an
equal number of control subject. The findings showed a definite change in
body composition where there was a significant increase in active tissue (lean
body mass) and a corresponding reduction in fatty tissue in the exercise group.
No such change or improvement in the physical efficiency and performance
was noted in the trained group, leading the authors to conclude that the
improvement “is to tissue changes under reference.” The persistence of much
exercise induced change in body composition after the cessation of the training
regime, however, this was not considered by the researchers, (Singer 1972).
Physical activities improve self-esteem and reduces anxiety, stress and
depression. The mechanisms by which it influences young understanding and
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the specific effects of various types of physical activities on mental health have
not been documented (Green and Hardman 2005). However, an appropriate
behavioral goal may be for children and for adolescents to adopt active
lifestyles. As enjoyable experiences are more likely to foster future
participation, young people should be encouraged to develop a repertoire of
motor skills so that they may achieve success in range of activities and feel
confident enough in their own abilities to work to pursue more active lifestyles.
The main health benefits of being physically active in childhood as in
adolescence are:
1. Reduces body fatness;
2. Aid s management of obesity;
3. Lowers high blood pressure;
4. Increases bone mineral density; and
5. Enhance psychological well-being.
On the other hand, the main fitness benefits of being physically active in
childhood and in adolescence are:
1. Increases aerobic fitness;
2. Increases muscular strength; and
3. Improves flexibility.
Biagtan (2004) found that the level of implementation of activities in
physical fitness program for teachers were moderately implemented
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exercises/warm up activities, walking, jogging, and all ballroom dancing/dance
sport, aerobics, tree planting, re-greening activities, gardening/landscaping,
backyard vegetable planting, and community development activities.
In order to contribute to growth and learning, the activities in the
physical fitness program must be suited to the needs and characteristics,
however, they should know the characteristics of growth.

Facilities and Equipment in the Physical Education Program
Generally, Hennessey (1996) in her book mentioned that sport-related
equipment has been considered the primary material for physical education and
there is no doubt that adequate facilities and equipment are critical to providing
comprehensive physical education programs. Students should have access to
equipment to level activity and practice motor skills. This means for example,
that each student needs to have appropriate implements ( such as balls, rackets,
etc.) just as they need books or materials for other subject areas.
In recent years in fact, additional resource materials (print materials,
software, heart monitors, videos etc.) have been developed for situational uses
by students as well as teachers. More materials are becoming available as they
scientifically incorporated into the physical education curricula and new
resource materials are developed, Hennessey (1996).
Moreover, major publishers have developed new publications to assist
teachers in providing quality instruction in wide range of specific skills as well
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as in health-related physical fitness, performance assessment and knowledge
about sports and physical activity. Resources include books, workbooks,
videos, computer programs, lesson plans, music, and programmed instruction.
New technologies continually expand the options available for physical
education program and teaching.
An example of a very adequate and top quality physical education
program as to facilities and equipment is the Southeast Missouri State
University physical education program which is housed at the Parker Athletic
and Physical Education Complex. The complex, which is named after the
Southeast’s ninth President, Dr. Walter Parker, opened in 1960. It features a
full gymnasium, dance studio, gymnastic practice studio, and many meeting
and classrooms. Parker also houses Physical Education, Sports, Medicine and
Dance Programs, as well as the nationally ranked Women’s Gymnastics
Program. Parker also offers students an opportunity to develop skills in areas
such as self-defense and martial arts.
The program has an additional teaching station which also uses the
Student Recreation Center. It contains the equivalent of five basketball courts,
racquetball courts, a weight training room and two dance/aerobics rooms with
sprung floors.
Most education courses are held in the Scully Building which was
completed in 1971 and named in honor of the 11th President of the University,
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Dr. Mark F. Scully. The education facilities at Southeast are quality. In
addition to modern classrooms with computers and other forms of instructional
technology, one will have access to a fully equipped Instructional resources
and technology Lab (IRTL). The IRTL contains not only printed reference
materials but also computer but also computer workstations. This open
microcomputer laboratory offers PCs, MACs and Internet connections. The
IRTL is also the region’s finest instructional resource center and it is equipped
for making transparencies, bulletin boards and other instructional materials.
The facility and equipment mentioned above are quality indicators of an
exemplary physical education program in a public school.
Manzano (2003) disclosed that all of the physical education and school
sports facilities and equipment of the two district of Candon, Ilocos Sur (ball
games, courts, sports gadgets, training grounds, in-door facilities, exercise
rooms, lecture rooms, musical instruments, textbooks, sports competition,
musical/dance/cultural competitions) were moderately adequate in the public
elementary schools. This is an evidence of not meeting the purpose of physical
education, which is the development and optimum maintenance of physical
fitness for children. Despite the requirements of the inclusion of physical
education in the elementary curriculum, the standards of meeting the
curriculum guidelines are affected. As a matter of fact, children who possess
the optimum level of physical fitness will normally reach their maximum
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levels of growth and development. Physical fitness is also a pre-requisite for
satisfactory performance in sports, gymnastics and other vigorous activities.
In such regard, NASPE (2001) recommends that the quality of daily
physical education to be appropriate and available to all children and students
enrolled in the program.
The adequacy of facilities and equipment reflect a very positive outcome
of Basic Education that can contribute abundantly to the quality of student life.

Problems Encountered in the Implementation of the Physical
Education Program
One of the major problems in promoting physical education and athletics
is, without question, that of providing adequate indoor and outdoor facilities.
Every educational institution faces this problem in some degree. Sooner of
later, they are confronted with the following needs:
1. To plan and to construct new facilities;
2. To re-model and to repair old structures, or
3. To make the best possible use of existing buildings and grounds,
Hughes (1982).
The recent trend to extend and to enrich the program has made new
demands for space and facilities. The broad modern physical education
program designed for all ages and including aquatics, rhythmic games,
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recreational activities require such facilities as swimming pools, dance studios,
athletic fields, courts, gymnasiums, field houses and stadiums.
Advance planning or joint planning by architect and physical educators
has been rare. Consequently, construction mistakes have been serious and
widespread, serious because many of them were unnecessary and once made,
they persisted. From 50 to 75 years to handicap or prevent the physical
education of several generations of young people; widespread because these
mistakes were copied and repeated in new buildings and fields. Even in the
recent past, few physical education and athletic specialists have been trained in
the design, construction and maintenance of facilities and they are not
especially interested in acquiring information of this kind. The situation was
made even worst by the fact that educators, parents and tax payers generally
had little or no appreciation or understanding of the physical education
program and the facilities necessary for its promotion.
According to accident statistics, there is a greater need for schools to
place emphasis in various aspects of safety. Many schools are doing this, and it
is perhaps one of the main reasons why the rate of accidental deaths of children
in the 5 to 14 years age level is decreasing.
It has been found that approximately 40 percent of school building
accidents occur in physical education activity areas. Many of them occur in the
playground. Because of this, there is a need for certain playground regulations
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and understanding in order that the school may have a safe playground as
possible, Humphrey ( 19 ).
Schempp, Manross and Tan (1998) explored the role of subject matter
expertise in teaching. The purpose of the study was to ascertain the influence
of content expertise on teachers’ pedagogical content knowledge. Data were
collected through multiple, extended interviews with ten teachers whose
expertise in at least one subject was in physical education. Each teacher was
interviewed four times, with each interview lasting approximately one hour.
The interviews focused on the teachers’ background and familiarity with two
content areas (one expert and one non-expert area), perceptions of planning for
instruction in these subjects and experiences in teaching the subjects.
Data were analyzed using the constant comparative technique (Glaser
and Strauss, 1967). The findings were presented with reference to Grossman’s
(1990) definition of pedagogical content knowledge. Subject experts identifies
their largest pedagogical problem as student motivation while non-experts
demonstrated a greater ability for planning progressive learning activities and
contingency plans as well. When teaching subjects where they were experts,
the teacher was more comfortable and enthusiastic regarding their pedagogical
duties and could accommodate a greater range of learning abilities. The
teachers revealed no differences in curricular material selection, perception of
students’ understanding of the subject being taught.
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The act of teaching implies the transmission and translation of
knowledge. However, Brophy (1991) noted that much work remains to be
done.
For the most part, educational scholars and teacher educators
acknowledge subject matter and pedagogical knowledge as crucial to good
teaching, Doyle (1986). The concept of Shulman (1986) on pedagogical
knowledge has been a particularly useful heuristic in the understanding of a
subject matter and pedagogical content knowledge has been a particularly
useful heuristic in understanding a subject matter into classroom practice.
While the concept seems to acquire slightly altered definitions each time it is
used in research, Tom (1992) identified the most widely accepted definition as
emanating from Grossman’s work (1990). Grossman defined pedagogical
content knowledge as composed of four factors: knowledge of students’
conception of the content, curriculum, teaching strategies and purposes of
teaching. It thus embodies the working knowledge teachers used to plan,
organize and guide their teaching.
Marks (1990) poignantly described the importance of pedagogical
content knowledge when he stated:

“In a practical sense, it represents a class of knowledge
that is central to teachers’ work that would not typically be held

by non-teaching subject matter experts or by teachers who may
know little about the subject. In these sense, the concept is

meaningful and useful, helping teacher educators focus on what
teachers ought to know and how they might learn it”.
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With respect to the knowledge most necessary to teach well, educational;
scholars have been particularly keen on understanding the role and influence of
expertise in teachers’ knowledge, cognition and actions, Berliner (1994). Over
the years, numerous studies in such diverse fields as chess, bridge, physics, and
medicine have investigated the constitution of expertise, Chi, Feltovich and
Glaser (1981). Only recently, however, researchers begun to systematically
determine the nature and exhibition of expertise in teaching. The interest in
understanding expert teachers and exemplary pedagogy is gaining currency
among physical education scholars as well, Griffy and Hausner (1991).
Studies comparing expert and novice teachers have shown expertise
development in teaching following a path similar to other endeavors ( e.g.
chess, diving, physics). Like experts in other fields, expert teachers have
amassed a large quantity of knowledge and possess elaborate cognitive
schemata for meaningful interpretation and effective decision making that
achieves exemplary performance. Expert knowledge system provides a
framework for differentiating relevant cues and attending more salient
information during planning and interactive decisions, Livingston and Borko,
(1989).
Experts are also better able to anticipate situations that are more likely to
be encountered in classroom situations and were able to generate contingency
plans based on those possibilities. They have established routines, procedures,
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rules and strategies for classroom management, guiding student learning and
for solving instructional problems with maximum efficiency and minimal
error, Manross and Templeton (1997).
While the emerging research has offered insights into the constitution of
expert teachers, still much remains to be understood. One question that has yet
to be addressed pertains to the role that subject matter knowledge plays in
teachers’ expertise. This appears to be a particularly pertinent question as
definitive links have been found between teachers’ subject matter knowledge
and their instructional organization, planning and practice, Rvegno (1992).
In one of the few studies of the effects of subject matter expertise on
teaching, Hashweh (1987) attempted to answer the question: how does teacher
knowledge of the subject matter affect teaching? In studying three physics
teachers and three biology teachers, he found that within their field of
expertise, the teacher possessed a rich topical knowledge and a greater
knowledge of disciplinary concepts. Subject expert teachers also had a deeper
understanding of higher-order principles basic to their discipline and were
better able to connect topic within the discipline. The subject expert teachers
better understood students’ preconceptions of the material and these teachers
were able to clearly identify which subject concepts would be most difficult
for students to comprehend. Finally, subject expert teachers describe a range of
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demonstrations, analogies and models to accommodate student preconceptions
and difficulties.
Hashweh’s work clearly illuminates connections between teachers’
subject expertise and their teaching. Having expertise in a subject’s body of
knowledge does not make one an expert teacher, but as Hashweh’s study
suggests, having expertise in a subject may allow one to be a better teacher.
Investigating precisely how disciplinary expertise mediates the selection,
organization and presentation of matter seems to hold the promise for better
understanding the teaching act, and in turn, has implications for teacher
preparation and education. Specifically, the purpose of the study is to
investigate the influence of subject matter expertise on the pedagogical content
knowledge of physical education teachers.
Robertson (2000) identified some key issues in the teaching of physical
education to pupils with special educational needs. The context for discussion
of these issues is that of educational policy in the UK which currently places a
strong emphasis in the development of more inclusive provision and practice.
This policy is seemingly based on values and beliefs that are associated, partly
or at least, with the concept of equality. Political commitment to developing a
more inclusive educational system is made clear in the Green Paper Excellence
for All Children: Meeting Special Educational Needs and the subsequent


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“Promoting inclusion within the mainstream schools, where
parents want it and appropriate support can be provided, will

remain a cornerstone of our strategy. There are strong
educational, as well as social and moral grounds for

educating children with SEN, or with disabilities, with their
peers. This is an important part of building an inclusive

society. An increasing number of schools are showing that
an inclusive approach can reinforce a commitment to higher

standards for all”.


implementation of the plan Meeting Special Educational Needs: A Program of
Action which states:
This important policy statement thought it is cautious, would appear to
be saying two things about pupils with special educational needs that need to
be kept clearly in focus throughout this paper. Firstly, making provision for
such pupil is a matter of equalizing opportunities in mainstream schools and
that this has a moral as well as practical dimension. Secondly, such provision,
if well developed will also lead to better educational attainment for all pupils.
These two central planks of policy are not problematic as a number of
commentators have noted, Lindsay and Thompson et.al. (1997), for they make
questionable philosophical assertions and equivocal empirical claims.
However, they are influencing the development of educational practice in
significant ways and therefore, warrant our serious consideration. In the
context of physical education, this means grappling with the following
practical but not simple questions:
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• How can the needs of all pupils be met in mainstream physical
education programs?
• How can the educational attainment of all pupils be improved in
mainstream physical education?
In addressing these questions, it will be argued that there are no
straightforward solutions and no elixirs available to teachers. Meeting the
needs of all pupils takes place within particular organizational contexts that
are constraining (Wendell 1995), and curriculum content can also be weakly
conceptualized (Noddings 1992). In other words, even if we agree on what
should be done in physical education, changing ways of working to achieve
new aims and goals will not be easy for as the philosopher Otto Neurath
91983) famously remarked:
“We are like sailors who have to rebuild their ship

on the open sea, without even being able, dismantle it in

dry-dock and reconstruct it from the best components.”

The pragmatic and conceptual difficulties associated with meeting
special educational needs within physical education are certainly real, but they
are positively challenging. These will be considered in relation to the following
interlinked dimensions: a) the challenge to include; b) moving forward: a
triadic view of need; c) a curriculum for all: rhetoric and reality; d) pedagogy;
and e) embedded practice: involving the whole school within each of these
dimensions, the concept and struggle for equality features centrally.
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Sacyafen (2004) mentioned that physical education is one of the great
challenges that education faces today. If the concerned individuals are not
serious enough in the preservation of a man and his environment, which is the
foremost concern and foundation of the Bureau of Physical and Sports, the
program will not succeed.
A critical issue is physical education today. Freeman (1990) stated that
as money become available, school program come under close scrutiny with
the question of what programs are most valuable being raised. Physical
education are placed in the position of defending the worth of their subject in
the large program of education.
Under newly popular method of program assessment, a program must
prove the need for its very existence rather than simply requesting for a large
budget or for an expanded program. A quality physical education program
must show that it has clear, useful, attainable goals and that it has a well-
rounded program to attain those goals; that it regularly tests to determine that
progress is being made; and that it succeeds in meeting its goals.
Physical educators are in agreement that their subject is a vital part of
well-rounded educational program; that is contributes vital needs to the
growing students and that it affects intellectual growth just as it affects the
development of physical health and coordination. However, too little is close to
show the public the value of a good physical education program. Instead,
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physical education is often seen by the public as the tail end of the athletic
program. This week’s public relations effort must be corrected.
With regards to the problems encountered in physical education,
Sacyafen (2004) recommended the implementation of the following measures:
a) adequate and updated library references; b) provide interesting activities to
the students; c) in-service trainings for teachers; d) administrative support to
the physical education program; and e) adequate facilities, equipment, and
materials for the physical education activities.

Conceptual Framework
Effective curricula match the contents to students’ needs and interest. It
is interesting to identify and organize the key content elements in a curriculum
and focus on the relationships among them. Understanding the elements and
their relationships help teachers and students to sequence content effectively
and encourage students to remember the content and use it advantageously in
skill, sport and fitness activities.
This study is conceived to help physical education teachers answer the
question “What should students in physical education know and be able to
do?” It is believed that the physically educated person has “learned skills
necessary to perform a variety of physical activities” and “values physical
activity and its contribution to a healthful lifestyle.”
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In order to empower the students on the choices and challenges
concerning wellness behaviors that will promote self responsibility towards
living a healthy lifestyle while incorporating an integrated curriculum with the
primary focus on the students’ social, physical and mental well being, the
following inputs as presented in figure a are: 1) activities undertaken; 2)
facilities, equipment, gadgets and supplies; 3) problems encountered in the
implementation of the program; and 4) immediate solution to solve the
problems encountered.
To process the inputs of the study, 1) extent of implementation of the
activities undertaken in the physical education; 2) level of adequacy of the
facilities, equipment, gadgets and supplies; 3) the problems encountered; and
4) immediate solution to solve the problems encountered in the physical
education.
The output of the study is enhanced quality physical education of
TESDA-supervised schools of Baguio City and Benguet.

Definition of Terms
Activities – refer to the skills needed to carry out the objectives of the
program
Assessment – refers to the evaluation of the program needed in physical
education
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Electronic Portfolio – this could be considered as an effective tool for
documenting teacher candidate performance and the achievement of course
objectives using computer and multimedia technology
Equipment – consist of all durable materials such as balls, badminton
nets, volleyball nets, playing rings and standards used in various activities of
the program.
Facilities – include the play area, paved and large field.
Gadgets – are any small mechanical devices that aid in the
implementation of the physical education; examples are the stopwatches,
bandages and the whistles.
Health Activities – are the different activities undertaken, aimed at
developing the students physically, mentally, emotionally, spiritually and
socially.
Physical – is involving the body as distinguished from the mind or spirit;
“physical exercise”; “physical suffering”; “was sloppy about everything but
her physical appearance”.
Physical Education – an integral part of the general education program
designed to promote optimum development of the individual physically,
emotionally, socially and mentally through total body movement in the
performance of properly selected activities, (Andin, 1988

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Inputs
Process
Output



1. Activities

undertaken in the
physical education

1. Extent of
implementation of

the activities
undertaken.


2. Facilities,
2. Level of adequacy

equipment,
of facilities,
gadgets, and
equipment, gadgets

supplies in the
and supplies.
Enhanced physical
physical education

education of

3. The problems
TESDA-
encountered.
supervised schools


4. Immediate
3. Problems

solutions to solve
encountered in the
the problems
implementation of

encountered in the
the physical
physical education.
education



4. Solutions to

solve the problems
encountered


Figure 1. Paradigm of the Study
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Problems – are the difficulties encountered by the administrators and
physical education teachers in engaging in physical education.
Simulation – is a game serving as a model of real activities such as roles,
rules and materials that restrict portrayal of activity.
Supervised – is to have general oversight of; oversee; monitor.
Supplies – are furnishing or provisions in the conduct of physical
education; examples are balls, nets, score sheets, etc . . . .
TESDA – Technical Educational Skills and development Authority
TESDA-supervised Schools – are schools that are registered under
TESDA; courses offered by these schools are not degree programs.

Hypotheses of the Study
1. There are significant differences among the perceptions of the
administrators
and physical education teachers as to the extent of implementation of the
activities undertaken in physical education of TESDA-supervised schools of
Baguio City and Benguet.
2. There are significant differences among the perceptions of the
administrators
and physical education teachers as to the level of adequacy of the facilities,
equipment, gadgets and supplies in physical education of TESDA-supervised
schools in Baguio City and Benguet.
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3. There are significant differences among the perceptions of the
administrators
and physical education teachers as to the identified problems encountered in
the implementation of TESDA-supervised schools in Baguio City and Benguet
in terms of a) manpower development program; b) sports infrastructure
development program; c) financial program; d) sports competition.



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METHODOLOGY


The descriptive-nominative survey method of research was used and the
questionnaire checklist was the primary tool in gathering the data needed.
Hypothesis set in Chapter 1 was interpreted based on the data collected. This
study was in itself a fact-finding endeavor because the data gathered was elevated
to a level of adequate interpretation.

Locale of the Study
The research involved 18 TESDA-supervised schools in Baguio City and
Benguet listed as follows: AMA Computer College; Baguio School of Business
and Technology College; BETI College of Technology; DATA Center College of
the Philippines; Philippine Women’s University; Pines City College, Inc.;
National Institute of Information Technology; University of Baguio; Datamex
Computer School; Informatics Computer Institute; Baguio School of Arts and
Trades; AMA Computer Learning Center; Philippine Cyber College-Baguio City;
STI-College Baguio; Benguet Central College, Inc.; Baguio Vocational Skills
Colleges, Inc.; Cordillera Career Development College; and Eastern Luzon
Colleges.
All schools included in the research are supervised by TESDA that offer
physical educational program. The study was conducted during the school year
2006-2007.
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Respondents of the Study
The total sampling of respondents included 15 administrators and 25
physical education teachers during the school year 2006-2007.

Instrumentation
The main instrument used to collect data needed is the questionnaire-
checklist.
The questionnaire consists of four parts. The first part determined the
extent of implementation of the activities undertaken in the physical education.
The second part determines the level of adequacy of facilities, equipment, gadgets
and supplies in the physical education. The third part is the problems
encountered in the implementation of the physical education. The fourth part is
the immediate solution to solve the problems.









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The respondents answered the questionnaires using the following rating:
Part 1. Extent of implementation of the activities undertaken in the physical
education.

Numerical
Description Explanation
Value
5
Fully implemented When administrators and P.E. teachers
(FI)
implement all activities undertaken at all times



4
Implemented
(I) When administrators and P.E. teachers
implement all activities undertaken in most cases



3 Moderately
When administrators and P.E. teachers
Implemented (MI) implement activities undertaken in some cases



2 Partially
When administrators and P.E. teachers do not
Implemented (PI)
implement all activities undertaken in some
cases



1 Not
Implemented
When administrators and P.E. teachers do not
(NI)
implement all activities undertaken








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Part 2. Level of adequacy of facilities, equipment, gadgets and supplies in the
Physical education

Numerical
Description Explanation
Value
5 Very
Much Provision of facilities, equipment, gadgets and
Adequate (VMA) supplies is extensive and functioning very much
adequately at all times



4
Adequate
Provision of facilities, equipment, gadgets and
supplies is extensive and functioning very much
adequately in some cases



3 Moderately Provision of facilities, equipment, gadgets and
Adequate (MA)
supplies is moderately extensive and functioning
adequately in some cases



2 Slightly
Adequate
Provision of facilities, equipment, gadgets and
(SA)
supplies is not extensive and functioning
adequately in some cases



1
Inadequate
Provision of facilities, equipment, gadgets and
supplies is not extensive and functioning
adequately at all times



Data Gathering Procedure
The adviser assisted the researcher in checking the final draft of the
questionnaire-checklist. A reputable statistician likewise assisted the researcher in
scrutinizing the contents of the said instrument, which was pre-tested to school
administrators, and physical education teachers of Saint Louis University and
Benguet State University.
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After obtaining the results of the pre-test and the permission to gather data
from the participating schools, the researcher personally distributed and retrieved
the questionnaire-checklist.

Statistical Analysis
The data was subjected to statistical computations, descriptive statistics
such as frequency counts and weighted mean. The T-test at 0.05 level of
significance was used to test the hypotheses.
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RESULTS AND DISCUSSION


This section presents the data gathered in table form followed by the
discussion based on the objectives of the study.
It includes the extent of implementation of the physical education
program of the respondents of TESDA-supervised school in Baguio City and
Benguet.

Extent of Implementation of the Activities
Undertaken in the Physical Education
Program of TESDA


The extent of the implementation of the activities undertaken in
physical education program of TESDA is presented in tables’ 1 to 4. These
activities include physical fitness, rhythmic, individual and dual sports, and
team sports or games. Results revealed that these physical activities provided
students with wide opportunities for enjoyment, challenges, self-expression,
and communication.
Physical
fitness. Table 1 shows the extent of implementation of the
physical fitness, self-testing and adaptive activities as perceived by the
administrators and teachers.

In terms of physical fitness, the administrators perceived that physical
fitness testing was fully implemented with a mean of 4.5, conditioning exercise


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Table 1. Extent of implementation of physical fitness activities undertaken in
physical education of TESDA as perceived by the respondents

PHYSICAL


RESPONDENT
FITNESS

ADMINISTRATOR TEACHER
ACTIVITY

Xw DE Xw DE t-value prob.

a. Physical Fitness
Physical Fitness
Testing

4.50 I 4.44 I 0.235ns 0.816
Conditioning
Exercise (Isometric,
Isotonic)
4.00
I
4.04 I 0.095ns 0.925
Slimnastic

3.00
MI
2.55 MI 0.930ns 0.359
Aerobics/Dance
Exercise 3.93
I
4.00 I 0.191ns 0.850
Progressive Resistance
Training 3.43
MI
3.52 I 0.227ns 0.821
Basic Gymnastics 3.08
MI
3.17 PI 0.182ns 0.857
Kalahi 1.82
PI
2.05 PI 0.487ns 0.630

b. Self Testing Activities
Stunts 3.07
MI
2.92 MI 0.307ns 0.760
Tumbling 2.64 MI 2.76 MI 0.276ns 0.784

c. Adaptive Activities 3.00
MI
3.00 MI 0.000ns 1.000
OVERALL MEAN
3.25 MI 3.24 MI

tc = 0.006ns

prob. = 0.995
ns-not significant


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Legend:


4.50 – 5.00 – Fully Implemented (FI)


3.50 – 4.49 – Implemented (I)


2.50 – 3.49 – Moderately Implemented (MI)


1.50 – 2.49 – Partially Implemented PI)


1.00 – 1.49 – Not Implemented (NI)


and aerobics with means of 4.50, 4.00 and 3.93, respectively. However, kalahi
was perceived to have been partially implemented with a mean of 1.82. Other
physical fitness activities perceived to be moderately implemented are
slimnastic, basic gymnastics, stunts, tumbling and adaptive exercise. The
result indicates that the administrators are aware of the physical fitness
activities undertaken in physical education because these are parts in the
preparation of the curriculum and are included in the Civil Service
Commission physical health activities.

The preference for physical fitness testing by physical education
teachers is consistent with those of the administrators with the highest mean of
4.44 which is described as implemented. The least implemented physical
fitness activities are the stunts and kalahi. Results revealed that the physical
education teachers are very much aware of what physical fitness activities are
to be integrated in the physical education curriculum.

Furthermore, results also show that there is an agreement between the
administrators and teachers on their preferences as to the physical fitness
activities to be undertaken in physical education. The overall extent of
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implementation for both groups is 3.25 and 3.24, respectively. These
differences were tested using the t-test and results showed no significant
differences in the different physical fitness activities. This is evidenced by the
computed t-values comparing their responses. The exact probabilities of the
computed t-values are all higher than 0.05 probability level, hence, there is no
significant difference among them. This is also justified by the overall
computed t-value of 0.006 with a probability of 0.995 which is higher than
the 0.05 probability level. Therefore, the hypothesis that there are significant
differences between the administrators and the physical education teachers on
their extent of implementation of physical fitness activities in physical
education, is rejected. The result implies that the physical fitness, self-testing
and adaptive activities are common to both groups of respondents and they
probably performed these activities. In addition, the students also performed
these activities.

This confirms the findings of Biagtan (2004), who reported that the
level of implementation of the different activities under physical fitness
program for teachers were moderately implemented and that these activities
must be suited to the needs and characteristics of growth.
Rhythmic
activities. Table 2 shows the extent of implementation of
rhythmic activities undertaken in physical education program of TESDA as
perceived by the administrators and physical education teachers.
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Table 2. Extent of implementation of rhythmic activities undertaken in
physical education of TESDA as perceived by the respondents





RESPONDENT
RHYTHMIC
ADMINISTRATOR TEACHER
ACTIVITY

Xw DE Xw DE t-value prob.

a. Dance
Philippine Folk
Dances

4.14 I 4.36 I 0.531ns 0.598
Foreign Dances
3.31
MI
3.88 I 0.229ns 0.229
Ballroom Dances
4.23
I
4.58 FI 0.357ns 0.357
Creative Dances 3.62
I
4.00 I 0.342ns 0.342
Jazz
3.39
MI
2.82 MI 0.192ns 0.192
Modern Dance 4.15
I
3.96 I 0.592ns 0.592
Square Recreation 2.62
MI
3.00 MI 0.371ns 0.371
Tap Dancing 2.08 PI 2.35 PI 0.559ns 0.559

Social Recreation 3.67 I 3.58 I 0.193ns 0.849

Sayawit 1.75 PI 1.96 PI 0.515ns 0.610

b. Adaptive Activities 3.00 MI 1.80 PI 1.309ns 0.227
OVERALL MEAN
3.27 MI 3.30 MI

tc = 0.078ns

prob. = 0.939
ns-not significant

Ballroom dances had the highest extent of implementation with a mean
of 4.23 by the administrators. This is followed by modern dance with a mean
of 4.15; Philippine folk dances (4.14); social recreation (3.67); and creative
dance (3.62). Foreign dances, jazz, square recreation and adaptive activities are
moderately implemented while tap dancing and sayawit are partially
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implemented. The overall extent of implementation of the rhythmic activities
is moderate with a mean of 3.27. The result shows that the administrators
believed that rhythmic activity is also an important area of physical education.
For the physical education teachers, ballroom dances are fully
implemented with a mean of 4.58. This is so because of its popularity among
Filipinos, both young and old alike. Furthermore, costumes worn for
ballroom dancing gives it an additional attraction regardless of cut and color.
The following rhythmic activities perceived to be implemented by the teachers
are the following: Philippine folk dances, modern dances, creative dances,
foreign dances and social recreation. On the other hand, tap dancing, sayawit
and adaptive activities were partially implemented with a mean of 3.30. This
is so because two important skills are essential to carry it out namely dancing
and singing. This activity also requires a great amount of time to practice for
mastery. This is also due to the difficulty in learning the complicated steps in
tap dancing.

Philippine folk dancing is very much accepted by both the
administrators and the teachers because of the feeling of recognition that one
gets especially in wearing the Philippine costumes.
Further statistical analysis using the t-test comparing the responses of
the administrators and teachers in all the rhythmic activities revealed computed
values with probabilities all higher than the 0.05 level of significance which is
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Table 3. Extent of implementation of individual and dual sports undertaken in
physical education of TESDA as perceived by the respondents

INDIVIDUAL


RESPONDENT
AND DUAL SPORT ADMINISTRATOR TEACHER
ACTIVITY

Xw DE Xw DE t-value prob.

a. Individual Sports

Archery

1.08 NI 1.71 PI 1.676ns 0.103
Bowling

2.82
MI
3.17 MI 0.553ns 0.584
Karate

2.15
PI
2.65 MI 1.073ns 0.291
Mountaineering 1.67
PI
1.96 PI 0.632ns 0.532
Camping 1.58
PI
2.59 MI 1.771ns 0.086
Swimming
2.23
PI
3.26 MI 1.616ns 0.115
Track and Field 3.25 MI
2.91 MI 0.679ns 0.502
Weight Lifting 1.58 PI 1.73 PI 0.337ns 0.738

b. Dual Sports



Arnis

2.91 MI 1.96 PI 1.747ns 0.910

Badminton

3.71 I 4.21 I 1.213ns 0.233

Boxing

2.39 PI 2.48 PI 0.173ns 0.864

Judo-Karate

2.31 PI 3.09 MI 1.496ns 0.144

Lawn Tennis
1.64 PI 2.27 PI 1.372ns 0.180

Sipa


1.82 PI 1.68 PI 0.351ns 0.728

Table Tennis
3.86 I 3.76 I 0.214ns 0.832

Taekwan-do

2.54 MI 2.78 MI 0.451ns 0.648

Wrestling

1.08 NI 1.33 NI 0.869ns 0.391

c. Adaptive Activities
2.33 PI 1.50 NI 1.528ns 0.170
OVERALL MEAN

2.28 PI 2.42 PI

tc = 0.844ns

prob. = 0.405
ns-not significant

not significant. The overall computed t-value is 0.078 with a probability of
0.939 which is higher than the 0.05 level, thus, not significant. This result
means that there is consistency in the perceptions of the respondents regarding
the rhythmic activities undertaken in physical education program of TESDA.
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Therefore, the hypothesis that there are significant differences between the
administrators and teachers perception on the extent of implementation of
rhythmic activities undertaken, is rejected.
Individual and dual sports. The extent of implementation of individual
and dual sports undertaken in physical education program of TESDA as
perceived by the respondents is presented in Table 3.
In terms of individual sports, the administrators perceived that
bowling and track and field are moderately implemented ; karate,
mountaineering, camping, swimming and weight lifting are partially
implemented ; and archery is not implemented at all. In terms of dual sports,
implemented activities are badminton and table tennis; moderately
implemented activities are arnis and taekwondo; and partially implemented are
boxing, judo-karate, lawn tennis, sipa and adaptive activities. Wrestling on the
other hand was not implemented. This result implies that the extent of
implementation of individual and dual sports depend on the availability of
space to perform these activities, the facilities and equipment to be used and
on the capability of the students to perform these individual and dual sports.

Among the teachers, swimming, bowling and track and field are the
most preferred individual sports while lifting and mountaineering are the least
preferred individual sports events. However, the other sport activities like
archery, karate, camping and swimming were moderately implemented
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because of the availability of camping sites in Baguio City and Benguet . The
swimming areas usually located in the nearby coastal area of La Union and
Pangasinan contributed to its moderate implementation. Bowling and track
and field were the most preferred sports because of the availability and
accessibility of facilities and equipment. In addition, the teachers agree to the
inclusion of these activities in physical education.

Both groups of respondents have commonality on their perceptions and
the differences were tested using the t-test. Results revealed no significant
differences in the different activities undertaken in physical education. This is
justified by the computed t-value of 0.844 whose probability of 0.405 is higher
than 0.05 level, hence, not significant. Both groups are aware of the activities
to be performed by their students and this depends on the availability and
adequacy of facilities and equipment. This also means that these sports
events are not regularly undertaken because of medical considerations
especially weightlifting and mountaineering.

According to Bucher and Reade ( 1971 ), the physical education
program should meet the play desire of children and teach them activities
which they may use in their leisure time when they are not school. These
needs challenge the program to include activities which can be done at home,
in the back yard, in basements or send lots. Furthermore, they

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Table 4. Extent of implementation of team sports/games undertaken in
physical education of TESDA as perceived by the respondents

TEAM SPORT/


RESPONDENT
GAME

ADMINISTRATOR TEACHER
ACTIVITY

Xw DE Xw DE t-value prob.

a. Team Sports

Baseball

2.08 PI 2.68 MI 1.496ns 0.144
Basketball

4.43
I
4.17 I 1.372ns 0.180
Sepak Takraw
2.08
PI
2.18 PI 0.351ns 0.728
Soccer

2.33
PI
2.46 PI 0.214ns 0.832
Softball 2.08
PI
2.46 PI 0.461ns 0.648
Volleyball
4.29
I
4.48 I 0.869ns 0.391

b. Adaptive Activities 3.00 MI 2.50 PI 1.528ns 0.170
OVERALL MEAN

2.90 MI 2.99 MI

tc = 0.170ns

prob. = 0.868
ns-not significant


mentioned that a good program should include activities usable for parties or
picnic and also games for suitable for small areas.
Team sports/games. Table 4 shows the extent of implementation of
team sports/games undertaken in physical education program of TESDA as
perceived by the administrators and teachers.

For the administrators, basketball and volleyball are implemented with
weighted means of 4.43 and 4.29, respectively because of the availability of
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facilities and equipment aside from being the common team sports played
during athletic meets and other athletic competitions. However, baseball,
sepak takraw, soccer and softball were perceived to be partially implemented.
This may be due to the facilities needed especially the availability of a wide
space. Other institutions can perform these sports as long as the area is
available like the oval. These team sports/games were perceived moderately
implemented as indicated by the weighted mean of 2.90.
On the other hand, the teachers likewise perceived basketball and
volleyball as implemented in their institution. Baseball is partially
implemented by the teachers because they perform this sport in another place
that can be rent. On the overall, the weighted mean is 2.99, described as
moderately implemented.
Further statistical analysis of data using the t-test revealed computed t-
values with probabilities all higher than 0.05 level. The overall t-value is
0.170 with a probability of 0.868, which is higher than 0.05 level, hence,
difference is not significant. This means that there is an agreement in the
perceptions of administrators and teachers with regards to the
implementation of team sports/games in physical education program of
TESDA. Both groups believed that team sports/games should be included in
the physical education curriculum of the institution. The reason for the partial
implementation of some sports and games is that these demand the use of
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special equipment or gadgets that are not easy to procure and also the difficulty
of teaching the skills in order to play them safely and properly. In addition,
these sports/games need the teaching competence of the teachers in the
different sports activities. Therefore, the hypothesis that there are significant
difference on the perceptions of administrators and teachers on the extent of
implementation of team sports/games undertaken in physical education, is
rejected.

To corroborate the findings, Butcher and Reade (1971 ) mentioned that
wisely selected and varied activities are needed in the development of
character and citizenship. In addition, they believed that it is important
basically to divert young students from misuse of their leisure time and from
crimes and delinquency.

Level of Adequacy of the Facilities,
Equipment, Gadgets and Supplies in
Physical Education of TESDA


Tables 5 to 7 shows the level of adequacy of facilities, equipment,
gadgets and supplies in the physical education program of TESDA as
perceived by the administrators and teachers.
Facilities. Table 5 shows the level of adequacy of the facilities in
physical education of TESDA as perceived by the respondents.
The administrators pointed out the moderate adequacy of multi-purpose
centers and quadrangles that can be used for playing volleyball, lawn tennis,
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Table 5. Level of adequacy of the facilities in physical education of TESDA as
perceived by the respondents





RESPONDENT


ADMINISTRATOR TEACHER
FACILITY

Xw DE Xw DE t-value prob.

Playground which can be
used for running, jumping,
throwing and playing batted
balls and football

2.47 SA 2.40 SA 0.733ns 0.895

Multi-purpose center/
quadrangles that can be
used for playing volleyball,
lawn tennis, badminton, and
sepak takraw

2.85 MA 2.58 MA 0.527ns 0.602

Indoor spaces which can be
used for table tennis, taek-
wando, etc.


2.73 MA 3.00 MA 0.477ns 0.639

Gymnasium


2.07 SA 2.52 MA 0.835ns 0.410

Athletic Ovals

1.33 I 1.46 I 0.281ns 0.780

Swimming pools

1.00 I 2.38 SA 0.597ns 0.140
OVERALL MEAN

2.08 SA 2.39 SA

tc = 0.843ns

prob. = 0.419
ns-not significant

Legend:


4.50 – 5.00 – Very Much Adequate (VMA)


3.50 – 4.49 – Adequate (A)


2.50 – 3.49 – Moderately Adequate (MA)


1.50 – 2.49 – Slightly Adequate (SA)


1.00 – 1.49 – Inadequate (I)





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badminton, and sepak takraw and indoor spaces which can be used for table
tennis, taekwondo, etc. with means of 2.85 and 2.73 respectively. They
likewise perceived that a playground which can be used for running, jumping,
throwing and playing batted balls and football and gymnasium are slightly
adequate.
However, perceived inadequate by the administrators are athletic ovals
and swimming pools may be because they are not extensive and do not
function at all times.

For the teachers, indoor spaces for table tennis, taekwondo, and similar
sports events are perceived as moderately adequate in some cases. Also
moderately adequate are multi-purpose centers and quadrangles for volleyball,
lawn tennis, badminton, and sepak takraw with mean of 2.58 and the
availability of gymnasium with a mean of 2.52. Both are described as
moderately adequate in some cases. Furthermore, athletic ovals are
inadequate with a mean of 1.46, and this means that the teachers are not
provided at all times. The playground for running, jumping, throwing and
playing batted balls and footballs and swimming pools are slightly adequate.

The perceptions of the administrators and teachers vary in the provision
of swimming pool in the sense that the administrators perceived it as
inadequate while the teachers believe that it is only slightly inadequate.
However, there is a consistency on the adequacy of athletic ovals. Further
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analysis of data showed no significant differences on the perceptions of
administrators and teachers in all the facilities mentioned in this study as
justified by their respective computed t-value whose probabilities are all higher
than 0.05 level. Thus, the hypothesis that there are significant difference
between the administrators and teachers on their perceptions regarding the
level of adequacy of the facilities in the physical education program of
TESDA, is rejected. The discrepancy can be attributed to the fact that teachers
themselves are more aware of the provisions because they are the ones
teaching and in direct contact with the students.

The findings of this study agree with the finding of Manzano (2003)
that all of the physical education and school sports facilities and equipment of
the two districts of Candon, Ilocos Sur were moderately adequate in the public
elementary schools. This is true especially so that these are public
institutions and are governed by the New Procurement Law of 2005.
Equipment. Table 6 shows the level of adequacy of the sports
equipment in physical education program of TESDA as perceived by the
respondents.

The administrators agree that facilities for table tennis are adequate
(3.51) and these are provided in some cases. Stands for nets in volleyball,
sepak takraw and badminton are perceived as moderately adequate by the same


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Table 6. Level of adequacy of the sports equipment in physical education of
TESDA as perceived by the respondents





RESPONDENT


ADMINISTRATOR TEACHER
EQUIPMENT
Xw DE Xw DE t-value prob.

Table for table tennis
3.57 A 3.52 A 0.096ns 0.924

Stands for nets in volleyball,
sepak takraw and badminton
3.21 MA 3.57 A 0.612ns 0.544

Stands for vertical jumps
1.50 I 1.36 I 0.489ns 0.628

Landing mat for vertical
jumps


1.79 SA 1.96 SA 0.356ns 0.724

Gymnastic mat, balance
bean, etc.


1.86 SA 2.36 SA 1.090ns 0.283

Standard boxing ring

1.79 SA 2.50 SA 1.418ns 0.465

Interlocking rubber mats
for combative sports

1.21 I 1.55 SA 1.034ns 0.308

Athletic equipment (javelin,
discus, shotput and starting
block)


1.69 SA 1.91 SA 0.465ns 0.450

Set of weights

1.50 I 2.00 SA 1.145ns 0.260
OVERALL MEAN

2.08 SA 2.39 SA

tc = 0.843ns

prob. = 0.419
ns-not significant



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group of respondents because these stands are provided and functioning
adequately in some cases with a mean of 3.21. Furthermore, gymnastic mats,
balance beams, landing mat for vertical jumps, standard boxing ring and
athletic equipment for javelin, discus, shotput and starting block are perceived
slightly adequate. However, there are equipment which are inadequate and
these are stands for vertical jumps, interlocking rubber mats for combative
sports and set of weights. The overall perception of the administrators is 2.08,
described as slightly adequate.

The teachers similarly perceived tables for table tennis as adequate with
a mean of 3.52 and 3.57 for stands for nets in volleyball, sepak takraw and
badminton. Stands for vertical jumps are seen inadequate with a very low
mean of 1.36 because this equipment is not provided at all times. The overall
weighted mean of the teachers is 2.39, described as slightly adequate.
Results further revealed that the administrators and the teachers are
common in their perceptions that tables for table tennis are adequate. They
also agree that stands for vertical jump are inadequate. However, the
discrepancy on their perceptions was tested using the t-test and result revealed
no significant difference between the two groups of respondents in all the
stated equipment in the physical education program of TESDA. However, the
discrepancy is not significant as indicated by the computed t-value of 0.843
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with a probability of 0.419 which is higher than 0.05 level of significance,
hence, not significant. Therefore, the hypothesis that there are significant
difference on the perceptions of administrators and teachers on the level of
adequacy of equipment, is rejected.

NASPE (2001) recommends that the quality of daily physical education
to be appropriate and available to all children and students enrolled in the
program. According to him, the adequacy of equipment reflects a very
positive outcome of basic education that can contribute abundantly to the
quality of student life.

Gadgets and supplies. Table 7 shows the level of adequacy of sports
gadgets and supplies in physical education program of TESDA as perceived
by the respondents.

In the aspect of sports gadgets and supplies, results show that the
administrators perceived balls for badminton, volleyball, softball, baseball,
lawn tennis and table tennis as adequate with a mean of 3.87. This is also true
for stopwatches with a mean of 3.77 as well as nets used in badminton, lawn
tennis, table tennis, sepak takraw and volleyball with a mean of 3.67. These
are perceived adequate. Among the gadgets and supplies, found inadequate by






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Table 7. Level of adequacy of the sports gadgets and supplies in physical
education of TESDA as perceived by the respondents





RESPONDENT
GADGET/

ADMINISTRATOR TEACHER
SUPPLY

Xw DE Xw DE t-value prob.

Ball (basketball, volleyball,
softball, baseball, lawn
tennis, table tennis, and
shuttlecocks)

3.87 A 4.13 A 0.814ns 0.421

Nets (badminton, lawn tennis,
table tennis, volleyball and
sepak takraw

3.67 A 4.04 A 0.961ns 0.343

Rackets (badminton, lawn
tennis and table tennis)
3.20 MA 3.96 A 1.789ns 0.082

Chess boards and clocks 3.57 A 4.12 A 1.385ns 0.174

Spike shoes


1.46 I 1.57 SA 0.320ns 0.751

Taekwondo gadgets (gloves,
goin guard, focus mitt) 2.31 SA 2.82 MA 0.883ns 0.383

Boxing gadgets (gloves,
bandages, headger, goin
protector, fighting shoes,
punch mitt, punch bag) 2.23 SA 2.50 SA 0.477ns 0.636

Score sheet

3.20 MA 3.54 A 0.753ns 0.456

Rule books

3.21 MA 3.79 A 1.195ns 0.240

Stop watches

3.77 A 3.75 A 0.046ns 0.963
OVERALL MEAN

3.05 MA 3.43 MA

tc = 1.013ns

prob. = 0.325
ns-not significant


tennis and table tennis as adequate with a mean of 3.87. This is also true for
stopwatches with a mean of 3.77 as well as nets used in badminton, lawn
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tennis, table tennis, sepak takraw and volleyball with a mean of 3.67. These
are perceived adequate. Among the gadgets and supplies, found inadequate by
the administrators are spike shoes. However, perceived slightly adequate
are boxing gadgets such as gloves, bandages, headgear, groin protector,
fighting shoes, punch mitts, and punch bags. In addition, perceived also as
slightly adequate are taekwondo gadgets that include gloves, groin guard and
focus mitts.

Among the teachers, balls used in basketball, volleyball, softball,
baseball, lawn tennis and table tennis are perceived adequate in their schools.
Balls, chessboards and clocks and nets are likewise adequate. In addition,
other sports gadgets and supplies are adequate like rackets used in badminton,
lawn tennis and table tennis; rule books, 3.79; stop watches with a mean of
3.75; and score books with a mean of 3.54. The following gadgets and
supplies perceived moderately adequate are taekwondo gadgets comprising of
gloves, groin guard and focus mitts while slightly moderate for boxing gadgets
as well as spike shoes.

The perceptions of the administrators and teachers on the gadgets and
supplies needed was observed to be consistent in all the gadgets and supplies
they used. There were slight differences, however, but were not significant as
revealed by the computed t-values and their corresponding probabilities which
all higher than 0.05 level, hence, no significant difference. The discrepancies
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are quite slight. The reason may be due to the isolated observations of a few
respondents who feel that they have some experiences related to the use of
spike shoes and taekwondo gadgets in their sports activities. The overall
computed t-value is 1.013 with a probability of 0.325 which is marked as not
significant. Therefore, the hypothesis stating that there are significant
differences in the perceptions regarding the level of adequacy for gadgets and
supplies as perceived by the administrators and teachers, is rejected. This
means that facilities and equipment are indicators of meeting the basic purpose
of the development and optimum maintenance of the physical fitness of
students. The standards of addressing the curriculum guidelines in schools
may be affected in different adverse degrees.

Manzano (2003) disclosed the moderately adequate facilities,
equipment, gadgets and supplies and he concluded that students will normally
reach their maximum levels of growth and development if there are adequate
provisions for sports facilities, equipment, gadgets and supplies.


Problems Encountered in the Implementation
of the Physical Education Program of TESDA


The problems encountered in the implementation of the physical
education program of TESDA as perceived by the administrators and teachers
in terms of manpower development, sports infrastructure, financial and sports
competition is shown in Tables’ 8 to 11.
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Table 8. Degree of seriousness on the problems of manpower development as
perceived by the respondents

MANPOWER


RESPONDENT
DEVELOPMENT
ADMINISTRATOR TEACHER
PROBLEM

Xw DE Xw DE t-value prob.

Lack of teaching material
and reference

2.57 MS 2.50 SS 0.189ns 0.851

Insufficient knowledge of
students in physical
education


2.00 SS 2.25 SS 0.808ns 0.425

Some teachers do not
cooperate in carrying out
the physical education
1.79 SS 2.17 SS 1.107ns 0.279

Indifferent attitudes of the
students towards teachers
and activities of physical
education program

2.36 SS 2.52 MS 0.450ns 0.655

Scheduling of physical
education classes

2.21 SS 2.50 SS 0.591ns 0.558

Lack of professional deve-
lopment of physical
education teachers

2.21 SS 2.48 SS 0.622ns 0.538

Lack of understanding
between teachers and
administrators

2.29 SS 2.09 SS 0.497ns 0.622

Lack of sufficient time to
supervise teachers

2.29 SS 2.00 SS 0.779ns 0.441

Poor teaching quality of
physical education teachers
1.86 SS 1.64 SS 0.756ns 0.450






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Table 8 continued …

MANPOWER


RESPONDENT
DEVELOPMENT
ADMINISTRATOR TEACHER
PROBLEM

Xw DE Xw DE t-value prob.

Society’s diminishing respect
for the teaching profession
especially in physical
education


2.00 SS 2.00 SS 0.000ns 1.000

The fact that being a good
teacher does not necessarily
mean promotion for him/her
1.83 SS 1.91 SS 0.222ns 0.826
OVERALL MEAN

2.13 SS 2.19 SS
tc = 0.512ns

prob. = 0.614
ns-not significant

Legend:


4.50 – 5.00 – Very Serious (VS)


3.50 – 4.49 – Serious (S)


2.50 – 3.49 – Moderately Serious (MS)


1.50 – 2.49 – Slightly Serious (SS)


1.00 – 1.49 – Not Serious (NS)


Manpower development. The degree of seriousness of the problems
encountered by the respondents along manpower development is seen in Table
8.

The administrators perceived the lack of teaching materials and
references as moderately serious as indicated by the computed mean of 2.57.
The other manpower development problems were perceived slightly serious.
This means that there is not much problems about manpower development.
This implies that the teachers are satisfied with the benefits extended to them,
the relationships between administrators and teachers, proper scheduling of
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classes and the teachers are also competent as teachers in physical education.
The overall degree of seriousness for this area is 2.13, which is described as
slightly serious.

On the other hand, the teachers also perceived the manpower
development as slightly serious as evidenced by the computed mean of 2.19.
Among them, indifferent attitudes of the students towards teachers and
activities in physical education program was perceived moderately serious with
a mean of 2.52. The other manpower development problems were perceived
slightly serious.

Further statistical analysis using the t-test to test the differences on the
perceptions of the administrators and teachers, result yielded a no significant
results in all the manpower development problems. There are differences,
however, not significant. The overall comparison was also tested and the
result is not significant as evidenced by the computed t-value of 0.512 with a
probability of 0.614 which is higher than the 0.05 probability level. As a
result, the null hypothesis there are significant differences among the responses
of the administrators and teachers as to manpower development problems
encountered in the physical education program of the TESDA-supervised
schools of Baguio City and Benguet, is rejected. Both groups are aware of the
problems encountered.


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Table 9. Degree of seriousness on the problems of sports infrastructure
development as perceived by the respondents

INFRASTRUCTURE
RESPONDENT
DEVELOPMENT
ADMINISTRATOR TEACHER
PROBLEM

Xw DE Xw DE t-value prob.

No appropriate space for
physical education activities
3.07 MS 3.32 MS 0.626ns 0.535

Lack of facilities, equipment,
gadgets and supplies

2.80 MS 2.76 MS 0.118ns 0.907

Lack of training rooms during
inclement weather

2.93 MS 3.36 MS 1.109ns 0.274

Lack of modern technology
in physical education
3.07 MS 3.16 MS 0.223ns 0.825
OVERALL MEAN

2.97 MS 3.15 MS

tc = 1.204ns

prob. = 0.274
ns-not significant


Infrastructure development. The degree of seriousness on the problems
of sports infrastructure development as perceived by the respondents is shown
in Table 9.
Among the administrators, all the problems along this area are perceived
moderately serious with an overall mean of 2.97. All the mentioned
problems such as no appropriate space for physical education activities and
lack of modern technology in physical education, 3.07; lack of training rooms
during inclement weather, 2.93; and lack of facilities, equipment, gadgets and
supplies with 2.80.
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On the part of the teachers, they perceived these problems as
moderately serious with an overall weighted mean of 3.15. The perceptions of
the teachers likewise agree with that of the administrators that all the
mentioned problems were perceived as moderately serious.

The differences on the perceptions of the administrators and teachers
were tested using the t-test and result reveals a computed t-value of
1.204 with a probability of 0.274 which is higher than the 0.05 level, hence,
not significant. Therefore, the null hypothesis that there are significant
differences among the perceptions of the administrators and the teachers as to
the problems encountered in sports infrastructure development program of the
TESDA-supervised schools in Baguio City and Benguet, is rejected. These
two groups of respondents have commonality on their perceptions.
Financial. The degree of seriousness on financial problems as
perceived by the administrators and teachers is revealed in Table 10.

Two financial problems were perceived moderately serious by the
administrators which include the inadequate funds for various needs of sports
development program with a mean of 3.00 and the insufficient financial
support, facilities, equipment, gadgets and supplies, sports activities, in service
training program with a mean of 2.86. The other two financial problems were
perceived slightly serious. The overall perception of the administrators is 2.65,


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Table 10. Degree of seriousness on financial problems as perceived by the
respondents





RESPONDENT
FINANCIAL
ADMINISTRATOR TEACHER
PROBLEM

Xw DE Xw DE t-value prob.

Lack of administrative
support

2.29 SS 2.62 MS 0.757ns 0.450

Salaries that are out of
proportion to workload 2.43 SS 2.32 SS 0.239ns 0.813

Insufficient financial
support, facilities,
equipment, gadgets and
supplies, sports activities,
in service training program 2.86 MS 2.64 MS 0.518ns 0.608

Inadequate funds for various
needs of sports development
program

3.00 MS 2.52 MS 1.118ns 0.271
OVERALL MEAN
2.65 MS 2.53 MS
tc = 0.645ns

prob. = 0.543
ns-not significant


described as moderately serious. This is consistent with the level of adequacy
of facilities, equipment, gadgets and supplies, which are inadequate.

On the part of the teachers, only one financial problem is perceived
slightly serious and these are salaries that are not of proportion to workload
with a mean of 2.32. This means that the teachers are satisfied with what they
are receiving which is commensurate to their workload. The overall degree of
seriousness of the financial problems encountered is moderately serious with a
mean of 2.53.
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Both groups of respondents agree in their perceptions in all the
mentioned problems as evidenced by the computed t-values with their
corresponding probabilities. The overall t-value is 0.645 with a probability of
0.543 which is higher than the 0.05 level of significance, hence, not significant.
This implies that they perceived similarly. Therefore, the null hypothesis that
there are significant difference on the perceptions of the administrators and
teachers on the degree of seriousness of the financial problems, is rejected.
Both groups are aware of the financial problems in the teaching of physical
education.

Hughes ( 1984 ) mentioned that one of the major problems in
promoting physical education and athletics is that of providing adequate indoor
and outdoor facilities. Every educational institution faces this problem to
some degree. Sooner or later, they are confronted with the need to plan and to
construct new facilities, to remodel and to repair old structures, or to make the
best possible use of existing buildings and grounds. Furthermore, he cited in
his book that educators have little or no appreciation or understanding of the
physical education program or the facilities necessary for its promotion.
Sports
competition. The degree of seriousness on problems in sports
competition as perceived by the respondents is shown in Table 11.

Among the administrators, active participation of students in division,
regional and national athletic competition and maximum incentive to students
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Table 11. Degree of seriousness on problems in sports competition as
perceived by the respondents

SPORT

RESPONDENT
COMPETITION
ADMINISTRATOR TEACHER
PROBLEM

Xw DE Xw DE t-value prob.

Maximum incentive to
students and teachers such
as scholarships, uniform,
and allowance during
competition


2.80 MS 2.64 MS 0.366ns 0.717

Active participation of
students in division,
regional and national
athletic competition

3.00 MS 2.60 MS 0.975ns 0.336

No evaluative instruments
used to evaluate the
performance of students 1.87 SS 2.28 SS 1.454ns 0.154
OVERALL MEAN

2.56 MS 2.51 MS

tc = 0.133ns

prob. = 0.900
ns-not significant


and teachers such as scholarships, uniform, and allowance during competition
were perceived moderately serious with means of 3.00 and 2.80, respectively.
However, the absence of evaluative instruments used to evaluate the
performance of students was perceived slightly serious with a mean of 1.87.
Furthermore, the overall perception is 2.56, described as moderately serious.
This implies that there is no instrument to evaluate the students’ performance
in sports competition.

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The teachers’ perception conforms to that of the administrators
regarding the problem on sports competitions. The overall degree of
seriousness of the problems encountered is 2.51, described as moderately
serious.

Comparably, both administrators and teachers are certain that there are
no instruments to evaluate the students’ performance in sports competitions.
The means arrived at are both low and the t-value is 1.454 with a probability
of 0.154, which is higher than 0.05 level. The two groups of respondents are
likewise of the opinion that the other problems are moderately serious which
means that the problems are evident and need special attention only in some
cases. The respondents do not differ significantly on the other problems. In
general, the respondents did not show significant difference on the problems
regarding sports competitions as evidenced by the computed t-value of 0.133
with a probability of 0.900 which is higher than the 0.05 level of significance,
hence, not significant. Therefore, the hypothesis that there are significant
difference on the degree of seriousness of the problems encountered by the
administrators and teachers on sports competition problems is rejected. This
means that the respondents are both aware on the problems they met.

In the study of Sacyafen (2004), problems that need to be attended to
are the provisions for adequate and updated library references, interesting


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Table 12. Summary on the degree of seriousness on problems encountered by
the respondents




RESPONDENT


ADMINISTRATOR TEACHER
PROBLEM
Xw DE RANK Xw DE
RANK

Manpower development 2.13 SS 4 2.19 SS 4

Sports infrastructure 2.97 MS 1 3.15 MS 1

Financial


2.65 MS 2 2.53 MS 2

Sports competition 2.56 MS 3 2.51 MS 3



activities for students, in-service training for teachers, administrative support
and adequate facilities, equipment and materials for physical education.

Table 12 shows the summary of the degree of seriousness of the
problems encountered in physical education by the administrators and teachers.
As shown in the table, the administrators perceived manpower development as
slightly serious with a mean of 2.13. This means that there is no much
problems regarding this area. The three problems on sports infrastructure,
financial and sports competitions, are perceived moderately serious.
As could be seen from the table, the teachers have similar perceptions with the
administrators where manpower development is also perceived slightly serious
and the other three as moderately serious.
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Freeman (1982 ) pointed out that despite a certain awareness on the
part of physical educators that physical education contributes vital needs
to growing students and that it affects intellectual growth just as it affects the
development of physical health and coordination, too little is done to show the
value of a good physical education program. Instead, physical education is
often seen as the tail end of the athletic program. Hence, this weak effort must
be corrected.

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SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS


Summary
This study was conducted to determine: the extent of implementation of the
activities undertaken in the physical education program; the level of adequacy of
facilities, equipment, gadgets and supplies; and the problems encountered in the
implementation of the physical education program of TESDA-supervised schools
in Baguio City and Benguet.
The respondents of the study are administrators and P.E. teachers from
fourteen (14) schools in Baguio City and four (4) schools in Benguet, all of which
are TESDA-supervised.
The main instrument used to collect the data needed is the questionnaire-
checklist. The results were tallied, tabulated and analyzed using the descriptive
and inferential statistics in the forms of the F-test to test the significant
differences and Kendall’s Coefficient of Concordance to determine the degree of
agreement of ranked observations.
The significant findings of the study are as follows:
1. There are no significant differences among the perceptions of the
administrators and the teachers as regards the extent of implementation
of activities undertaken in the P.E. program of TESDA-supervised
schools in Baguio City and Benguet.
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2. There were no significant differences among the views of the
administrators and the P.E. teachers regarding the level of adequacy of
facilities, equipment, gadgets, and supplies in the P.E. program of
TESDA-supervised schools in Baguio City and Benguet.
3. There were no significant differences among the opinions of the
administrators and the P.E. teachers with regards to the problems in the
implementation of the P.E. program in the TESDA-supervised schools in
Baguio City and Benguet.

Conclusions
1. Majority of the physical education activities like physical fitness,
rhythmic activities, individual/dual sports and team sports are
moderately and partially implemented.
2. The level of adequacy of sports facilities, equipment, gadgets and
supplies of TESDA-supervised schools of Baguio City and Benguet is
inadequate.
3. The problems encountered by TESDA-supervised schools of Baguio
City and Benguet on manpower development program, infrastructure
development, financial, and sports competition program are moderately
serious.
4. The management of physical education program of TESDA-supervised
schools of Baguio City and Benguet is not properly managed.
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Recommendations
1. It is recommended that high-quality physical education program should
be fully implemented thus, emphasize on fitness skills, knowledge, and
socio-emotional development through active science and sports
programs.
2. Necessary educational resources include: Building of facilities that are
conducive to a healthful and safe environment for the conduct of
physical education and athletic programs, Equipment, gadgets, supplies
and teaching materials should be adequately provided to have an
efficient delivery of instruction to be able to attain the primordial
objectives of physical education.
3. It is further recommended that synergism and high performing team of
administrators and teachers should cooperatively work to solve if not
completely eradicate the identified problems.
4. A quality physical education program must show that it has clear,
useful, attainable goals; that it regularly tests to determine that progress
is being made; and that succeeds in meeting its goals.

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BIAGTAN, H.F. 2004. Physical Fitness Program for Teachers in Public
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BROPHY, J. 1991. Advances in Research on Teaching: Teachers’ Knowledge
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GEORGI, D. and J. CROW. 1998. Digital Portfolios: A Confluence of
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HUMPHREY, J.H. ______. Elementary School Physical Education: with
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MANROSS, D. and C. TEMPLETON. 1997. Expertise in Teaching Physical
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SCHEMPP, P.M.D. et. al. 1998. Subject Expertise and Teacher’s Knowledge.
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APPENDIX A

Letter of Permission to Administer Questionnaire

Republic of the Philippines
Benguet State University
La Trinidad, Benguet

July 18, 2006

FELIZA A. CARAG
Provincial Director
Technical Educational Skills Development Authority
La Trinidad, Benguet

Madam:

The undersigned is undertaking a study on the ‘ASSESSMENT OF PHYSICAL
EDUCATION OF TESDA-SUPERVISED SCHOOLS OF Baguio CITY AND
BENGUET”, as a requirement for the degree Master of Arts in Physical Education, at
the Benguet State University, La Trinidad, Benguet.

In this connection, the undersigned is seeking approval of her request to conduct the
study and likewise to administer the questionnaire to selected Technical Educational
Skills Development Authority (TESDA)-supervised schools.

Thank you very much for your consideration.

Very truly yours,


SUDINA M. BECYA
Researcher

Noted


EDUARDO P. LACONSAY, PhD
Adviser

Recommending Approval: Approved:


TESIIE M. MERESTELA, DAgr FELIZA A. CARAG
Dean, Graduate School Provincial Director, TESDA-Benguet

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APPENDIX B

Letter to Head of Schools

Republic of the Philippines
Benguet State University
La Trinidad, Benguet


July 18, 2006


MR. JOSELITO DAYRIT
Officer-in-Charge
Datamex Computer School
Rommel Bldg., Bonifacio St. , Baguio City


Sir/Madam:

In connection with my research entitled “ASSESSMENT OF PHYSICAL
EDUCATION OF TESDA-SUPERVISED SCHOOLS IN Baguio CITY AND
BENGUET”, I have the honor to request permission to distribute questionnaires to the
administrator and physical education teacher of TESDA supervised schools that have
been selected as respondents. This is in view with the development of my thesis,
which is a partial requirement for the degree Master of Arts in Physical Education at
the Benguet State University, La Trinidad, Benguet.

Your kind and favorable approval on the above request will be highly appreciated.



Very truly yours,


SUDINA M. BECYA
Researcher


Noted:



EDUARDO P. LACONSAY, PhD
Adviser

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APPENDIX C

Letter to Respondents


Republic of the Philippines
Benguet State University
La Trinidad, Benguet


July 18, 2006


Sir/Madam


The undersigned is conducting a research study on the “ASSESSMENT OF THE
PHYSICAL EDUCATION OF TESDA-SUPERVISED SCHOOLS IN Baguio CITY
AND BENGUET”. This study will surely contribute to the improvement of physical
education program.

In this connection, the researcher wishes to seek your favorable assistance by
answering the attached questionnaire. Rest assured that your responses shall be treated
confidentially.

Thank you very much and God Bless.



Very truly yours,



SUDINA M. BECYA
Researcher










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Assessment of Physical Education of TESDA-Supervised Schools
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APPENDIX D

Questionnaire

Please check: P.E. Teacher ______________
Administrator _____________
School _____________________ Address __________________________
Part 1. Please put a check mark on the space provided regarding your score or rating
on the extent of implementation of the activities undertaken in the Physical Education
in your school.
Score/
Description Explanation
Rating
5
Fully
Implemented
(FI) When administrators and PE teachers
implement all activities undertaken at all times
4
Implemented
(I)
When administrators and PE teachers
implement all activities undertaken in most
cases
3 Moderately
When administrators and PE teachers
Implemented (MI)
implement activities undertaken in some cases
2 Partially
Implemented
When administrators and PR teachers
(PI)
implement all activities undertaken in some
cases
1
Not Implemented (NI)
When administrators and PE teachers do not
implement all activities undertaken

Activities
Undertaken
5 4 3 2 1
A.
Physical
Fitness

1. Physical
Fitness/Conditioning

1.1. Physical Fitness Testing





1.2. Conditioning Exercises
(Isometric,
Isotonic)

1.3. Slimnastic





1.4. Aerobics/Dance Exercise





1.5. Progressive Resistance Training





1.6. Basic Gymnastics





1.7. Kalahi





2. Self-Testing Activities





2.1. Stunts





2.2. Tumbling





3. Adaptive Activities





B.
Rhythmic
Activities

1. Dances





1.1. Philippine Folk Dances





1.2. Foreign Folk Dances





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1.3. Ballroom Dances





1.4. Creative Dance





Activities
Undertaken
5 4 3 2 1
1.5. Jazz





1.6. Modern dance





1.7. Square Dancing





1.8. Tap Dancing





1.9. Social Recreation





1.10. Sayawit





2. Adaptive Activities





C.
Individual/Dual
Sports/Games

1. Individual Sports





1.1. Archery





1.2. Bowling





1.3. Karate





1.4. Mountaineering





1.5. Camping





1.6. Swimming





1.7. Track and Field





1.8. Weight Lifting





2. Dual Sports





2.1. Arnis





2.2. Badminton





2.3. Boxing





2.4. Judo-Karate





2.5. Lawn Tennis





2.6. Sipa





2.7. Table Tennis





2.8. Taekwan-do





2.9. Wrestling





3. Adaptive Activities





D.
Team
Sports/Games

1. Team Sports





1.1. Baseball





1.2. Basketball





1.3. Sepak Takraw





1.4. Soccer





1.5. Softball





1.6. Volleyball





2. Adaptive Activities






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Part 2. Please put a check mark on the space provided regarding your score or
rating on the level of adequacy of facilities and equipment in the Physical
education of your school.

Score/
Description Explanation
Rating
5
Very Much Adequate
Provision of facilities, equipment, gadgets and
(VMA)
supplies is extensive and functioning very
much adequately at all times
4 Adequate
(A)
Provision
of
facilities, equipment, gadgets and
supplies is extensive and functioning very
much adequately in some cases
3 Moderately
Adequate
Provision of facilities, equipment, gadgets and
(MA)
supplies extensive and functioning adequately
in some cases
2
Slightly Adequate (SA)
Provision of facilities, equipment, gadgets and
supplies is not extensive and functioning
adequately in some cases
1 Inadequate
(I)
Provision
of
facilities, equipment, gadgets and
supplies is not extensive and functioning
adequately at all times

Facilities, Equipment, Gadgets and Supplies
5
4
3
2
1
A.
Sports
Facilities

1. Playground which can be used for running,





jumping, throwing and playing batted balls and football
2. Multi-purpose centers/ quadrangles that can be





used for playing volleyball, lawn tennis, badminton and
sepak takraw
3. Indoor spaces which can be used for table tennis,





taekwondo, etc . . . . .
4. Gymnastics





5. Athletic ovals





6. Swimming pools





7. Others please specify:





_______________________
_______________________
_______________________
B.
Sports
Equipment

1. Tables for table tennis





2. Stands for nets in volleyball, sepak takraw and





badminton
3. Stands for vertical jumps





4. Landing mat for vertical jumps





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Facilities, Equipment, Gadgets and Supplies
5
4
3
2
1
5. Gymnastic mat, balance beam etc.





6. Interlocking rubber mats for combative sports





7. Standard Boxing ring





8. Athletic equipment (javelin, discus, shot put and





starting blocks)
9. Set of weights





10. Others please specify:





C. Sports, Gadgets and Supplies





1. Balls (basketball, volleyball, softball, baseball,





lawn tennis, table tennis and shuttle cocks)
2. Net (badminton, lawn tennis, table tennis, sepak





takraw, and volleyball)
3. Rackets (badminton, lawn tennis and table tennis)




4. Chess boards and clocks





5. Spike shoes





6. Taekwondo gadgets (gloves, groin guard, focus





mitt)
7. Boxing gadgets (gloves, bandages, headgear,





groin protector, fighting shoes, punch mitt, punch bag)
8. Score books





9. Rule books





10. Stopwatches





11. Others, please specify:





_______________________
_______________________
_______________________















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Part 3. Put a check mark on the space provided regarding your score or rating
of the problems encountered in the implementation of the Physical Education
in your school

Score/
Description Explanation
Rating
5
Very

Serious

(VS)
The problem is extremely weakening the
physical education and needs special attention
at all times

4
Serious
(S)
The problem is extremely weakening the
physical education and needs special attention
in some cases

3 Moderately
Serious
The problem is evident and needs special
(MS)
attention in some cases

2
Slightly Serious (SS)
The problem is not serious and needs special
attention at all times

1
Not Serious (NS)
The problem is not serious and can be ignored

Problems Encountered in the Physical Education
5
4
3
2
1
A. Manpower Development Problem





1. Lack of teaching materials and references





2. Insufficient knowledge of students in physical





education
3, Some teachers do not cooperate in carrying out





the activities of physical education program
4. Indifferent attitudes of the students towards





teachers and activities of physical education program
5. Scheduling of physical
education
classes

6. Lack of professional development of physical





education teachers
7. Lack of understanding between teachers and





administrators
8. Lack of sufficient time to supervise teachers





9. Poor teaching quality of physical education





teachers
10. Society’s diminishing respect for the teaching





profession especially in physical education
11. The fact that being a good teacher does not





necessarily mean promotion for him/her.
B. Sports Infrastructure Development Program





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Problems Encountered in the Physical Education
5
4
3
2
1
1. No appropriate space for physical education





activities
2. Lack of facilities, equipment, gadgets and





supplies
3. Lack of training rooms during inclement weather





4. Lack of modern technology in physical education




C.
Financial
Program

1. Lack of administrative support





2. Salaries that are out of proportion to workload





3. Insufficient financial support, facilities,





equipment, gadgets and supplies, sports activities, in
serving training programs
4. Inadequate funds for various needs of sports





development program.
D. Sports Competition program





1. Maximum incentives to students and teachers





such as scholarships, uniform and allowance during
competitions
2. Active participation of students in division to :





regional and national athletic competition
3. No evaluative instrument used it evaluated used to





evaluate the performance of students


Part 4. Please rank the following by indicating the number from 1 to 10 in
which 1 stands for your first immediate solution, number 2 stands for second
immediate solution , and so on until the number 10 which stands for your
chosen late immediate solution.

Immediate Solutions to Solve the Problems
Rank
1. Students to be informed regarding the activities of physical education

2. Improvement of teacher-students relationship to be more encouraging
to the students
3. Providing teachers additional training and seminars

4. Motivating the students to participate in the different activities of the
physical education
5. Proper coordination of the physical education program

6. Active participation of students in program planning

7. Administration to provide adequate facilities, equipment, gadgets and
supplies to support the program


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Immediate Solutions to Solve the Problems
Rank
8. Maximum utilization of the materials needed in the physical education
program.
9. Maximum incentives to the students and teachers such as
scholarships, uniforms and allowance during competitions.
10. Active participation of students in division, regional and national
competitions.




































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APPENDIX E

Constitutional Mandates


Article XIV, Section 19 of the 1986 Philippine Constitution mandates that:
“ The state shall promote physical education and encourage sports
programs, leagues, competitions, and amateur sports, including the training of
athletes for international competitions, to foster self discipline, team building
and excellence for the development of a healthy and alert citizenry.”
All institutions of learning shall undertake a regular sports program
throughout the country in cooperation with athletic clubs and other sectors.”












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APPENDIX F
DECS Order No. 58, s. 1990
Republika ng Pilipinas
(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS
(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
Maynila
June 4, 1990
DECS ORDER
No. 58, s. 1990

GUIDELINES AND STANDARDS FOR COLLEGIATE SERVICE PHYSICAL
EDUCATION PROGRAM
To: Bureau Directors
Regional Directors
Presidents, State Colleges and Universities
Head of private schools, College and Universities

1. The Physical Education program is considered a significant component
in 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.

2. To make the collegiate service Physical education Program effectively
perform these roles as well as to be responsive to the present situation and social
demands, the enclosed guidelines and standards on collegiate service Physical
Education is being issued, effective school year 1990-1991.

3. Immediate dissemination of this Order is highly desired.

(SGD.) ISIDRO D. CARIÑO
Secretary
Incl:
As Stated
Reference:
None
Allotment : 1-3-4---(M.O. 1-87)
To be indicated in the Perpetual Index
Under the following subjects:
Course of Study, COLLEGIATE
PROGRAM, SCHOOL
RULES & REGULATIONS
7-10-90/MD/jab
(Enclosure to DECS Order No. 58, s. 1990)
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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 training 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 and a delivery system for the development of
a healthy and alert citizenry. Physical education is thus viewed as significant
components of the educational process that contributes to the enhancement and
harmonization of the physical, social, and dances as well as the appreciation and
protection of natural environment of the ecological balance through its espousal of
outdoor and aquatic activities.

Physical education is a life-long process. The college students must continue his
participation in a development 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 objectives:

1.1. Improve and maintain physical fitness
1.2. Enhance critical thinking
1.3. Further develop and refine skills in sports, dance and recreation
1.4. Understand oneself and others for better effective living
1.5. Appreciate more skillful performance, good health and qualities of
leadership.
1.6. Awaken a sense of nationalism and appreciation of ones cultural heritage
through the revival and preservation of indigenous games, dances, and
sports
1.7. Develop awareness of the natural environment and the need of its
protection
and conservation through outdoor and aquatic activities







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Article II
Administration

Section I. 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 P.E.
Department shall be administered by a full-time Director/Chairperson/Head with the
following qualifications:
1.1.
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
1.2.
He/She must have at least 5 years of satisfactory teaching experience in
college Physical Education.
Section 2. The general function and responsibilities of the Physical Education
Director/Chairman/Head 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 programs;
2.3.2. assignment of subject teaching loads;
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 student services/affairs;
2.6.
To institute the 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 be assigned to him/her
Section 3. As a general rule 1 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.

Assessment of Physical Education of TESDA-Supervised Schools
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91


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.
Section 2. Physical Education instructors shall preferably be holders
of Master’s degree in Physical Education. In the 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, substitute or replacements with similar or
higher qualifications shall be employed.

Section
4. The following conditions of employment shall be
observed:

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

4.2 The probationary employment for full-time faculty who is
academically qualified shall be at the period of not more than three
(3) years. Faculty members who have successfully passed the
probationary period shall be considered permanent/regular.

4.3 It is highly desirable that schools only employ full-time instructor is
one whose total working day is devoted to the school, who has no
other remunerative employment elsewhere during regular working
hours, who is paid on a regular monthly basis, or its equivalent, and
has requisite academic qualifications. At least sixty (60%) of the
Physical Education subjects should be taught by full-time instructor.

4.4 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
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 to wit:
Assessment of Physical Education of TESDA-Supervised Schools
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92

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

6.2 Attendance at in-service training programs on official time shall be
encouraged, and records of such attendance shall be filled at the
office of the Director/Chairman/head. Expenses incidental to the
training maybe 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 is 24 units hour 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 the mother institution but the total number of
teaching hours in all schools should not exceed 24 hours per week.
Approval from the Department of Education, Culture and Sports
shall be secured from any excess above this number.



ARTICLE IV
Physical Education Program Scope and Activities



Section 1.
College Physical Education program consists of 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 recreational competitions for students
within a school. It proves opportunity to further develop sports and
recreational skills learned in the basic program. It is voluntary in nature.
1.3 The Extranural Program – This provides opportunity for the highly skilled
students to compete with athletes from 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 presentation of natural environment and resources.

Section 2.
The suggested activities for the basic Program are:
2.1
Physical Education 1 = Physical Fitness
Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

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93
2.1.1 Physical Fitness/Conditioning
Physical Fitness Testing
Conditioning Exercises(Isometric, Isolation)
Slimnastics
Aerobic/Dancercise
Progressive Resistance Training.
Basic Gymnastics
Kalahi
2.1.2 Self-testing Activities
Stunts
Tumbling
2.1.3 Adaptive Activities
2.2 Physical Education 2 = Rhythmic Activites
2.2.1 Dances
Philippine Folk Dances
Modern Dances
Foreign Folk Dances
Square Dancing
Ballroom Dances

Tap Dancing
Creative Dances

Social Recreation
Jazz
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
Orienteering
Canoeing
Roller
Skating
Cross Country

Scuba Diving
Cycling
Diving
Angling
Equestrian
Surfing

Gulf
Swimming
Horseback
Riding
Track and Field

Karate
Water
Skiing
Weight
Lifting
2.3.2 Dual Sports
Arnis Sipa
Badminton
Squash
Boxing
Table
Tennis
Judo-Karate
Taekwan-do
Lawn
Tennis
Wrestling
Pelota
2.3.3 Larong Lahi
Sungka
Dama
Bunong Braso

Kadang-Kadang



Game of the Generals
Etc.
2.4
Physical Education 4 = Team Sports/Games
2.4.1 Team Sports
Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

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94
Baseball
Soccer
Basketball

Softball
European Handball
Volleyball
Football/Touch Football
Water Polo
Field Hockey

Polo
Sepak Takraw
2.4.2 Games
Patintero
Scrabble
Bingo Cards
Jigsaw Puzzle

Domino
Chinese Checkers

Etc.
2.4.3 Adaptive Activities



ARTICLE V
Physical Facilities and Equipments


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 2.25 square meters.

1.2 Indoor Activities
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 Classroom for theoretical subjects shall approximate 63 square
meters.

Section 2. Adequate equipment shall be provided for the various Physical
Education courses.
2.1 Equipment for the various specific sports shall be adequate for efficient
and effective instructional purpose, 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 consist of light and heavy
apparatuses:
2.2.1 One heavy apparatus/50 students
2.2.2 One or a pair of light apparatus for every student
2.2.3 One tabling mat for every 5 students

2.3 Equipment for Rhythmics
2.3.1 Tape recorders, phonographs, records, tapes, cassettes
2.3.2 Piano/ organ
2.3.3 Drums, sticks, tambourines, castanets, etc.
2.4 Equipment for adopted physical education
Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

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95

2.4.1 Corrective manipulative


Boxes Shaffle
Board


Bars
Ringed/boops


Ladders
Inclined
planes


Darts Herresnees


Beam
bags
Balls

Ropes

2.4.2 Parlor games


Bingo Dominoes


Chess

Game of the Generals


Card


Gangsa


Chinese
checkers
Scrabble


Dama


Puzzle
2.4.3 Arts and Crafts
Macrame

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 and students. There shall be at least 1 subscription
each of professional journals/periodicals for Physical education, Sports, Dance and
Recreation and five (5) titles of books of 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 the College Service
Educational Program:
1.1
The time allotment for Basic or Service Physical Education is 36 hours
per semester during the first two years.
1.2
Physical education classes shall meet two hours a weeks. Classes shall
be scheduled during regular school days.
1.3
Each Physical Education subject is given two (2) units of semestral
credit, which should be included in the summation of the total semestral
Assessment of Physical Education of TESDA-Supervised Schools
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96
load. No student shall be allowed to take more than one Physical
Education subject per semester.
1.4
The rating in Physical Education shall be included in the computation of
grades for all students especially for scholarship/honors.
1.5
Physical education classes shall approximate academic classes in size.
There shall be not more than 50 students in class.
1.6
The substitution of Basic 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 for recommendation for exemption:
1.7.1. Degree holders pursuing another degree;
1.7.2. Men and women in active military service;
1.7.3. Men and women who had rendered at least 2 years military
service; and
1.7.4. 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 student in a special group and assign activities
suited to their condition.
1.9
For a well-rounded development, student shall enroll in one activity in
any of the four categories in the suggested program. Physical education
courses with exemption of Physical Education 1 may be taken in any
order. Physical Education 1 should be a pre-requisite to any other
courses. Classes may be co-educational whenever suited.
1.10 For health purposes, safety, comfort and ease, the Physical Education
instructor and the student 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.






Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

---

LIST OF REGISTERED PROGRAMS IN BENGUET PROVINCE
As of April 11, 2006
No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is


ENGLISH LANGUAGE SCHOOLS/CENTER



Duration Number
1
1
K & c tutorial Institute
Ms. Mary Gyrll P.
422-5861
English as a
3 mons
NTR-05-14-
Cayat
Second
03- 1258
Language


Km. 4 Pico, La Trinidad, Benguet
President




2
1
Seoul International English Language Academy
Ms. Josephine Boado






Monterazas Cpd. Itogon, Benguet Center
Head



TECH-VOC INSTITUTIONS
3
1
ADVOCATES TRAINING CENTER
Mr. Roderick Chiok
309-3861 Pharmacy
1 year
NTR-05-1403-
Exodus Bldg., Km. 5, La Trinidad, Benguet
Awingan
Technician
1265
President
4
5
BGO. OVERSEAS LEARNING & TRNG CTR. Ms. Natividad Ciano
309-3783 Caregiver
7 mons
WTR-04-14-
Km. 6, La Trinidad, Benguet
Administrator

03-0001




Nursing
1 year
NTR-04-14-
Assistant
03-1168





Domestic Helper 1 mon
NTR-04-
1403-1203



Hair
Dressing 6
mons
WTR-06-
1403-2285





Beauty Care
6 mons
WTR-06-
1403-2286
5
5
BENGUET CENTRAL COLLEGE INC.
Ms. Marilyn B.
422-7285 Automotive
2 yrs.
NTR-043-
Lagman
Mechanics
1403-1098
President




Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number




Building
Wiring
2 yrs
NTR-03-1403-
Electrician
1100



Computer
2 yrs
NTR-02-
Secretarial
1403-1063



Electronics 2 yrs
NTR-03-
Technician
1403-1099





Garments Maker 2 yrs
NTR-02-
1403-1062
6
1
BENGUET LEARNING CENTER, INC. (BLC) Mr. Juan Nazarro Sr.
422-7285 Caregiver
7
mons WTR-04-
President
1403-2181
7 4 BVS
COLLEGES,
INC
Atty. Narciso A.
422-2480 Automotive
2 yrs
WTR-04-
Km. 5, La Trinidad, Benguet
Somyden
309-3719 Serv. Tech
1403-1201
Chancellor



Food
and
6 mons
NTR-05-1403-
Beverage
1266



Tourism
2 yrs
NTR-05-
Services
1403-1267
Provider



Computer
2 yrs.
NTR-06-
Secretarial
1403-1272
8
3
CORDILLERA CAREER DEV’T COLLEGE
Mr. James M.
422-2737 Architectural
2 yrs
NTR-03-
(CCDC)
Malaya
Draftsman
1403-1122
Buyagan, La Trinidad, Benguet
President





Hotel and Rest.
2 yrs
NTR-03-
Services
1403-1121
Provider



Caregiver
7
mons
WTR-04-
1403-2209


97

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
9 4 EASTERN
LUZON
COLLEGES-BENGUET Mr. Amonario Q.
422-3576 Automotive
1 yr
NTR-04-1403-
(ELC-Benguet)
Moresto
Mechanic
1185
Km. 4, La Trinidad, Benguet
Administrator



Automotive 2 yrs
NTR-04-
Technician
1403-1184



Building
Wiring
2 yrs
NTR-04-
Electrician
1403-1182



Computer
2 yrs
NTR-04-
Secretary
1403-1183
10
2
HML SCHOOL OF TECHNOLOGY
Ms. Marilyn B.
309-2513 Building
Wiring 1 yr
WTR-05-
C & A Park Manor, Km. 5, LTB
Lagman
Electrician
1403-2239
President



Computer
2 yrs
WTR-05-
Technician
1403-1240
11
1
JEKKARA OVERSEAS TRNG. CTR., INC.
Ms. Josefina I. Kawe
309-3295 Domestic helper
1 mon
NTR-05-
Buyagan, La Trinidad, Benguet
General Manager
1403-1228
12
1
K & C TUTORIAL INSTITUTE
Ms. Mary Gryll P.
422-5861 English as a
8 mons
NTR-05-
JB 102, Pine Valley Plaza, Km. 4, LTB
Cayat
Second
1403-1258
President
Language
13 2 NORTHPOINT
ACADEMY
Mr. Christopher C.
422-4922 Security
Guard 1 mon
NTR-04-
Wangal, La Trinidad, Benguet
Bastian
Training
1403-1199
President
14
1
TRANSCRIPTION LEARNING CENTER
Dr. Lauro R. San
422-4895 Medical
6 mons
WTR-06-
Pine Valley Plaza, Km. 4, LTB
Jose
Transcription
1403-2269
President
15
5
TRINIDAD VALLEY INSTITUTE OF
Engr. Peter P.
422-2737 Automotive
1 yr
NTR-02-
TECHNOLOGY
Dulnuan
Mechanic
1403-1055
Km. 6, La Trinidad,Benguet
Administrator




Automotive
2 yrs
NTR-02-

Technician
1403-1054


98

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number




Computer
2 yrs.
NTR-02-1403-
Secretarial
10.27



Electrical
2 yrs.
NTR-02-1403-
Techniciand
1027



Food
&

WTR-02-
Beverage
1403-1061
Service Tech’gy

ENGLISH
LANGUAGE
SCHOOLS/CENTER




1

Baguio English Communication Institute
Ms. Emelita I.
446-6815 English as a
6 mons
NTR-05-1403-
Green Valley, Baguio City
Estacio
Second Lang.
1262
2

Center for Intercultural Communications
Mr. Jason Leung
446-9152 English as a
6 mons
NTR-05-1403-
Mines View Park, Baguio City
Second Lang.
1247
3

CNS International Language School
Ms. Cynthia G.
442-4525 English
6 mons
NTR-05-1403-
45 Leonard Wood Road, Pacdal, Baguio City
Venezuela
Enhancement
1251
Acting Principal
Program
4

Dennis English Enhancement Services Center
Angeline C. Mananig
446-3367 English Tutorial
6 mons
NTR-03-1403-
Cuneta Cpd, Upper Gibraltar, Baguio City
President
1114
5 E-EDUEN
ACADEMY
Ms. Jennifer P. Siloy
442-1464 Comprehensive 6 mons
NTR-06-1403-
33-A Sto. Nino Rd. Marcos Highway, Baguio
School Administrator
English
1274
City
Language
Program
6

Husky’s English Language Prog. Tutorial Ctr
Ms. Concepcion C.
446-4857 English as a
4 mons
NTR-02-1403-
Casa Generosa, Upper Mabini St. Baguio City
Balo
448-8603 second Lang.
1015
Center Head
7

IMEC Language Center Inc.
Mr. Kee Bong Kim
4456-
English as a
6 mons
NTR-02-1403-
Tuba Junction, Marcos Highway, Baguio City
President
3452
Second Lang.
1064
8

MONOL International Educational Institute
Mr. John Jogueta
446-8950 Modular
English 6 mons
NTR-05-1403-
Piao Yan Bldg., 128 Ferguson Rd. Baguio City
Administrative
Enhn\\ancement
1255
Officer
program



99

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
9

Monticello International College (Fmly Haksan)
Ms. Ma. Margarita
447-4031 English as a
6 mons
NTR-02-1403-
Camp 7, Loakan, Baguio City
Lijaoco
Second Lang.
1016
Administrative Head
10

Philippine International English Institute Inc
Ms. Lilia S. Bambao
444-8217 English
6 mons
NTR-02-1403-
30 Outlook Drive, Baguio City
General Manager
Language
1014
Development
NTR-05-1403-
Program
1246
11

Pines International Academy
Dr. Charlie Etulle
446-8865 English as a
6 mons
NTR-02-1403-
Coyeesan Plaza Hotel, Naguilian Rd, Baguio
Principal
Foreign
1065
City
Langauge

12 Star
English
Academy
Ms. Moon Joo Kim
442-3068 English
6 mons
NTR-05-1403-
Yangco St. Baguio City
Manager
446-5580 Language
1231
telefax
Proficiency
Program
5

Yeun Soo Elite English Trng. Center Inc.
Mr. Soo Won Lee
444-7835 Proficient
8 mons
NTR-04-1403-
42 Kisad Rd, Baguio City
School Administrator
English Speaker
1189

TECH-VOC
INSTITUTIONS





PRIVATE




1
12
AMA Computer Learning Center of Baguio
Ms. Marina C. Oligo
Advanced
E-
1 yr.
NTR-03-
Arevalo Bldg., (Old Tiongsan), Magsaysay,
Administrator
Commerce
1403-1140
Beguio City
Application and
Dev.



E-Commerce 1 yr
NTR-03-1403-
Technology
1141



Diploma
in 2 yrs
NTR-03-1403-
Internet
1142
Technology


100

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number



Diploma
in 2 yrs
NTR-03-1403-
Computer-Based
1143
Accountancy



Diploma
in 2 yrs
NTR-03-1403-
Business and
1144
Information Mgt



Diploma
in 2 yrs
WTR-03-
Computer
1403-1145
System Design
and Progmng



International 1 yr
NTR-03-
Advanced
1403-1146
Diploma in
Comp. Studies



International 1 yr
NTR-03-
Diploma in
1403-1147
Computer
Studies



MOUS
Master 1 mon
NTR-03-1403-
Level Cert.
1148



A+PC
Support 6 mons
WTR-03-
Technician
1403-1149



Network+
6
mons
WTR-03-
1403-1150
2
2
AMA Computer College
Mr. Lito B. Develos
619-4950
Practical Nurse
2 yrs
NTR-05-
Magsaysay, Baguio City
School Director
300-
1403-1227
4124/447-
0071



101

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number



Nurse
Assistant
1
yr NTR-05-1403-
1226



Caregiver
7 mons
WTR-06-
Course
1403-2279
3 1 Americanway
Homecare
School
Mr. Wilson Pelarta
300-5431 Caregiver
7 mons
WTR-04-
Ferguson Rd, Baguio City
Administrator
Course
1403-2187
5
2
Baguio City Science Foundation
Dr. Osmond B.
444-6501 Caregiver
7 mons
WTR-04-
No.8 Old Forestry St. Baguio City
Belmonte
304-3571 Course
1403-2169
President



Therapeutic 1 mon
NTR-04-
Masseur
1403-1180
6
1
Baguio Medical Transcription School
Dr. Ma Corazon L.
300-1961 Medical
6 mons
NTR-04-1403-
King’s Court, Bonifacio St. Baguio City
Colyong
619-8292 Transcription
1222
Academic President
telefax
WTR-05-
1403-2238
7
6
Baguio School of Business and Technology
Hon. Galo D.
442-
Electronic
2 yrs
NTR-04-1403-
Magsaysay, Baguio City
Weygan
2986/fax-
Technician
1165
President
444-6621



Computer
2 yrs
NTR-04-
Secretary
1403—1164



Hotel
&
2 yrs
WTR-04-
Restaurant
1403-1196
Service provider




Automative 6 mons
NTR-04-1403-
Mechanic
1162
8
4
Baguio Technical Vocational Skills Training
Ms. Noemi E.
442-6584 Dressmaker
3
mons WTR-04-
Ctr.
Jularbal
1403-1173
Magsaysay Rd, Baguio City
Directress



Tailor
3
mons
WTR-04-
1403-1172

102

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number



Cosmetologist 6
mons
WTR-04-
1403-1172




Cosmetologist 1
mon NTR-04-1403-
1174



Network+
6
mons
WTR-03-
1403-1150
9
1
Baguio English Communication Institute
Ms. Emelita I.
619-0423 English as a

NTR-05-1403-
Green Valley Village, Dontogan, Baguio City
Estacio
Second Lang.
1262
School Directress
10
6
BETI College of Technology
Engr. Wilfredo Abad
444-8443 Computer
2 yrs
WTR-02-
Harrison Road,Baguio City
Jr.
304-2542 Technician
1403-1057
Director
442-3743
10
6
BETI College of Technology
Engr. Wilfredo Abad
444-8443 Computer
2 yrs
WTR-02-
Harrison Road,Baguio City
Jr.
304-2542 Technician
1403-1057
Director
442-3743



Electrical
2 yrs
NTR-02-1403-
Technician
1058



Electronics 2 yrs
NTR-02-1403-
Technician
1060



Electrical
3 yrs
NTR-05-1403-
Technology
1249



Computer
3 yrs
NTR-05-1403-
Technology
1116
11
1
Cabrini Skills Development Center
Mr. Eduardo C.
637-9240 Nursing
Asst
1
yr
NTR-03-1403-
Happy Homes, Campo Sioco, Baguio City
Canave
1116
President




103

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
12
1
Center for Intercultural Communications
Mr. Jason Leung
446-9152
English as a
6 mons
NTR-05-1403-
Mines View Park, Baguio City
President
second Lang.
1247
13
1
Center for Technical Excellence Integrated Sch.
Ms. Maria Bryce
446-7937
Medical
6 mons
WTR-05-
Kisad Rd, Baguio City
Fabro
446-5863
Transcription
1403-2237
Kisad Rd, Baguio
telefax
City
14
1
CNS International Language School
Ms. Cynthia G.
442-4545 English
6 mons
WTR-05-
45 Leonard Wood Rd., Pacdal, Baguio City
Venezuela
Enhancement
1403-1251
Acting Principal
Program
15
7
Data Center College of the Philippines
Engr. Wilfredo M.
442-4160 Computer
2 ytrs.
WTR-02-
Corner Sumulong, Bonifacio St., Baguio City
Bactad
444-3539 Technology
1403-1007
President
16
1
RDJ at Your Service
Ms. Florina Jularbal-
304-5516 Caregiver
7 mons
WTR-05-
Course
1403-2232
17
3
Datamex Computer School
Mr. Joselito Dayrit
446-0890 Computer
2 yrs
WTR-04-
Officer-in-Charge
Programmer
1403-1177



Computer
2 yrs
NTR-04-1403-
Secretary
1176



Computer
2 yrs
WTR-04-
Technician
1403-1178
23
11
Informatics Computer Institute, Baguio City Ctr.
Ms. Cynthia R.
422-1047 Diploma
in
2 yrs
NTR-02-1403-
Juniper Bldg, Bonifacio St. Baguio City
Masilan
Business
1041
Center Manager
Computing



Advanced
2 yrs
NTR-02-1403-
Diploma in
1042
Computer
Studies



Auto
CAD
60 hour
NTR-02-1403-
Release 14/2000
1043


104

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number




Certified
Internet
100
NTR-02-1403-
Professional
hour
1044
Program



Creative
Web 100
NTR-01-1403-
Developer
hour
1045
Program



Internet
100
NTR-02-1403-
Application
hour
1046
Developer Prog



IT
Power
162 NTR-02-1403-
hours
1047



Java
54
NTR-02-1403-
Programming
hours
1048



Professional 140
NTR-02-1403-
Database
hours
1049
Developer
Program



Windows
NT 24
NTR-02-1403-
Server
hours
1050



Visual
Basic
6.0
60
NTR-02-1403-
w/MS Access 97 hours
1051
Module 1&2



Contact
Center 320
WTR-05-
(Customer
hours
1403-2279
Service Rep.)
24
5
Meridian Paramedical & Technology Institute
Dr. Efren Panis
445-4170 Hotel
Restaurant 2 yrs
WTR-03-
Luy Wing Bldg, Magsaysay, Baguio City
President
Service
1403-1152



Dental
HYgiene
2
yrs NTR-03-1403-
1153


105

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number




Caregiver
7 mons
WTR-04-
Course
1403-2205



Medical
1 yr
NTR-04-1403-
Assistant
1170



Massage
1 yr
NTR-04-1403-
Therapist
2186
25
1
MONOL International Educational Institute
Mr. John Jogueta
446-8950 English
6 mons
NTR-02-1403-
Piao Yan Bldg, 128 Ferguson Rd. Baguio City
Administrative
Enhancement
1255
Officer
Program
26
1
Monticello International College (Fmly Haksan)
Ms. Ma. Margarita
447-4031 English as a
6 mon
NTR-02-1403-
Camp 7, Loakan, Baguio City
Lijaoco
Second
1016
Administrative head
Language
NTR-05-1403-
Course
1242
27
2
MMS Development Training Ctr. Corp
Mr. Filipino Labiste
446-6431 Caregiver
7 mon
WTR-04-
Puso ng Baguio, Session Rd, Baguio City
Branch Administrator
Course
1403-2202



Nursing
1 yr
NTR-03-1403-
Assistant
1155
28 1 NIIT
Baguio
Mr. Romeo I.
443-5257 Security
officer 24 days
NTR-04-1403-
122 Upper Bonifacio St. Baguio City
Licyayo
(in-Service RE-
1195
Director
Training)
1


Security
Officer
1 mon
NTR-04-1403-
(Pre-licensing
1194
Trng)



Security
1 mon
NTR-05-1403-
Officer’s Trng
1225
Course



Security
2 weeks NTR-05-1403-
Supervisory
1224
Course


106

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
30
3
Philippine Cyber College –Baguio Corp *
Ms. Jesusa L. Mayo
445-0686
Network
1-2 yrs
NTR-03-1403-
No. 1 Park Rd, Lualhati, Baguio City
Administrator
1101



E-Commerce 1-2 yrs
NTR-03-1403-
Programmer
1102



Business
1-2 yrs
NTR-03-1403-
Automation
1103
Provider
31
1
Philippine International English Institute, Inc
Ms. Lita S. Bambao
444-8217 English
6 mon
NTR-02-1403-
30 Outlook Drive, Baguio City
General Manager
446-3982 Language
1014
telefax
Development
NTR-05-1403-
Program
1246
32
1
Philippine Metropolitan Training Institute Inc
Mr. James P.
447-0084 Caregiver
7 mons
WTR-04-
Mondiguing
Course
1403-2206
Manager
33
6
Philippine Women’s University
Ms. Marilou T.
304-3775 Hotel
and
2 yrs
WTR-02-
Adivay Inn, Bonifacio St. Baguio City
Espiritu
Restaurant
1403-1028
Director
Service



Computer
2 yrs
WTR-02-
Programming
1403-1030



Tourism
2 year
NTR-02-1403-
Services
1031
Provider



Computer
2 yrs
NTR-02-1403-
Secretarial
1032



Computer
and 2 yrs
NTR-02-1403-
Electronics
1033
Technology



Caregiver
7 mons
WTR-04-
Course
1403-2208



107

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
34
4
Pines City Colleges, Inc
Ms. Rocio P. Baltao
445-9064
Hotel and
2 yrs
WTR-03-
Adivay Inn, Bonifacio St. Baguio City
President
445-2208
restaurant
1403-1117
telefax
Services
provider



Dental
2 yrs
NTR-03-1403-
technician
1118




Health
Aide 2
yrs
NTR-03-1403-
1119





Pharmacy Aide
2 yrs
NTR-02-1403-
1120
35
1
Pines International Academy
Dr. Charlie Etulle
4456-
English as a
6 mons
NTR-02-1403-
Coyeesan Hotel Plaza, Naguilian Rd, Baguio
Principal
8865
Foreign
1065
City
fax:446-
Language
8866
36
3
Sentro ng Agham Pilipino
Mr. Vladimir D.
446-9277 Diploma
in
2 yrs
WTR-06-
AYO Bldg, Benitez Court Cpd, Magsaysay Ave.
Cayabas
Information
1403-1281
Baguio City
School Administrator
technology
(Com.Prog.)



Diploma
in 2 yrs
WTR-06-
Computer
1403-1282
Technology
(Com. Tech’n)



Diploma
in 2 yrs
NTR-06-1403-
Electronics and
1283
Comt’n
Technology
37
1
SICES Philippines Baguio, Inc
Mr. Brenan Chaokas
300-3317 Caregiver
7 mon
WTR-04-
Resureccion Cpd, magsaysay, Baguio City
Officer-in-Charge
Course
1403-2191



108

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
38
1
Seoul International English Language Academy
Ms. Josephine Boado 619-1858 Comprehensive 6 mons
NTR-05-1403-
Monterazas Cpd, Itogon, Benguet
Center Head
English
1223
Language Prog.
39
1
Star English Academy
Mr. Moon Joo Kim
442-3068 English
6 mons
NTR-05-1403-
Yangco St. Baguio City
Manager
proficiency
1231
Training Prog.
40 8
Systems Technology Institute *
Ms. Magnolia
300-1439 CAD Essentials
45 hrs
NTR-03-1403-
New Lucban, Baguio City
Apolorcia H. Rillera
619-1156
1123
Chief Operating
fax
Officer





Certificate in E-
1 yr
NTR-02-1403-
Commerce
1124
Systems



Cyber
18 mons NTR-02-1403-
Programming
1126



MS
Office
45 hrs
NTR-02-1403-
Training
1127
Program





Diploma in E
2 yrs
NTR-03-1403-
Commerce
1128
Programming



Diploma
in 2 yrs
NTR-03-1403-
Computer and
1129
Electronics Tech



Diploma
in 2 yrs
NTR-02-1403-
Computer
1130
Studies



PC
4 mon
WTR-03-
Troubleshooting
1403-1125



109

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number
41 1 Transcripro
Benigna A. Dawang
6198-
Medical
6 mons
NTR-04-1403-
Ogelby Bldg, Magsaysay Ave. Baguio City
Trng. Director
0090
Transcription
1222
42
3
Top Force Security Training Academy
Ms. Dorothy C.
92092430
Security Services
WTR-05-
Culatran
53
NCII (Basic Sec.
1403-2213
President
Grd. Course)



Security

WTR-05-
Supervisory
1403-1213
Course



Security
officer

WTR-05-
1403-1214
43
6
University of Baguio *
Dr. Herminio C.
422-4915 Computer
2 yrs
WTR-02-
Upper Mabini St. Baguio City
Bautista
442-3071 Technician
1403-1036
President
fax



Computer
2 yrs
WTR-02-
Secretarial
1403-1037



Architectural 2 yrs
NTR-02-1403-
Draftsman
1038



General
Radio 2 yrs
NTR-02-1403-
Comm. Operator
1039



Computer
2 years
WTR-02-
programming
1403-1035


Yeum Soo Elite English Trng Center Inc
Mr. Soo Won Lee
444-7835 Proficient
8 mons
NTR-04-1403-
42 Kisad Rd, Baguio City
School Administrator
English Speaker
1189



Korean
NTR-04-
Language
1403-1273

PUBLIC




1
2
Baguio City School of Arts and Trade
Mr. Romeo A.
444-9161 Hotel
and
2 yrs
WTR-02-
42 Kisad Rd, Baguio City
Mongalini
restaurant
1403-1005
Officer-in-Charge
Services


110

---

No.
No.
School Name
Contact Person
Contact
Programs
TVET Registration
TV
Prog
Number
Offered
Is






Duration Number




Tourism
Service
2 yera
WTR-03-
provider
1403-2157
2
7
Cordillera Skills Development center
Engr. Hector L.
305-2405 Lathe
Machine 2 yr
NTR-02-1403-
Loakan Rd. Baguio City
Laguarda
Operator
1080
Supvg. TESOS



Grinding

WTR-02-
Machine
1403-1081
Operator



Milling
Machine

WTR-02-
Operator
1403-1082



Building
Wiring

WTR-02-
Electrician
1403-2083



Industrial

WTR-02-
Electrician
1403-2084



Programmable
NTR-02-1403-
Logic Control
1085
Technician



Electropneumati

NTR-02-1403-
cs technician
1086









111

---

BIOGRAPHICAL SKETCH


The researcher is the 8the child among the ten children in the family. She finished
her elementary education at the La Trinidad Central School. She pursued her secondary,
tertiary and Diploma in Physical Education at the Benguet State University.
At present, she is connected with STI-College, Baguio as a mentor.

























Assessment of Physical Education of TESDA-Supervised Schools
in Baguio City and Benguet / Sudina M. Becya. 2006

---

Document Outline

• Assessment of Physical Education of TESDA-Supervised Schools in Baguio City and Benguet
  • BIBLIOGRAPHY
  • ABSTRA CT
  • 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
    • Activities Undertaken in the Physical Education Program
    • Facilities and Equipment in the Physical Education Program
    • Problems Encountered in the Implementation of the PhysicalEducation Program
    • Conceptual Framework
    • Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale of the Study
    • Respondents of the Study
    • Instrumentation
    • Data Gathering Procedure
    • Statistical Analysis
  • RESULTS AND DISCUSSION
    • Extent of Implementation of the ActivitiesUndertaken in the Physical EducationProgram of TESDA
    • Level of Adequacy of the Facilities,Equipment, Gadgets and Supplies inPhysical Education of TESDA
    • Problems Encountered in the Implementationof the Physical Education Program of TESDA
  • SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • APPENDICES
  • BIOGRAPHICAL SKETCH

---