PEDAGOGICAL APPROACHES OF ELEMENTARY PHYSICAL EDUCATION TEACHERS IN SORSOGON
BABY LYN G. FORTIN
, ALFONSO L. GARCIA JR.
physical education, body management, movement skills, physical fitness, games and sports, rhythm and dance, pedagogical approaches, play-teach-play method, INSET
This research investigated the pedagogical approaches of elementary physical education teachers in Sorsogon during the 2017-2018 school year, focusing on the following learning strands of physical education: Body Management, Movement Skills, Physical Education, Physical Fitness, Games and Sports, and Rhythm and Dance. It also identified the preferred approaches in each learning strand and the problems met by physical education teachers in teaching the subject.
This study employed a descriptive survey research method, where data sources were obtained from two purposively chosen central schools and eight randomly selected non-central schools. The primary instrument used to gather the data was a questionnaire-checklist designed for elementary physical education teachers to determine the pedagogical approaches along the learning strands of physical education. Identifying the problems encountered in teaching physical education was also included.
Statistical tools used were weighted mean, frequency, count, and rank.
The findings of this study revealed that elementary teachers teaching physical education expressed difficulties in teaching the five strands, specifically in rhythm and dance, with a mean of 2.7, which was described as "difficult" among the five strands. The other strands of physical education were movement skills, with a 2.4 average weighted mean; physical fitness, which earned a 2.3; body management and games sports, which both obtained an average weighted mean of 2.1, and were described as "fairly difficult" respectively.
The preferred Pedagogical Approaches of teachers in physical education, along with the given variables, were revealed. The direct teaching approach in body management earned 53 responses and was identified as the most frequently used approach in teaching physical education. Then, in the games and sports approach, it employed a play-teach-play method, which garnered 40 responses from the respondents. Next, the rhythm and dance approach was identified as an outdoor education concept, and in physical fitness, it was a concept-based approach, which yielded 39 frequency counts. The result for the lowest frequency count was the movement skills approach, which received 38 responses and was identified as the student team approach.
The Elementary Physical Education Teachers enumerated problems in teaching physical education subject which were rank as first, lack of facilities and equipment got 55 response, followed by the lack of training in physical education subject with 50 answers, it closely followed by the lack of instrumental materials used in teaching with 42 scores, and the last in rank and is the lowest, was unable to provide safely planned and structured lesson with 18 answers from the respondents.
Based on the study's results, the following conclusions were drawn: Elementary physical education teachers experienced difficulties in teaching the five strands of physical education. The preferred pedagogical approaches by the Elementary Physical Education Teachers were varied. There were also problems faced by Physical Education Teachers in teaching physical education.
With the presented findings and conclusions, the following recommendations are hereby given: teachers of physical education in Gubat, Sorsogon, may attend enhancement seminars and workshops in physical education instruction that will upgrade and update their skills and competencies, and may lessen their difficulties in teaching the five learning strands. The DepEd may provide additional teaching guides and references to update and improve teachers' knowledge in the five strands of physical education. Teachers should be motivated and encouraged to attend training and seminars in physical education that explore various pedagogical approaches used in this subject. Provide enough time for elementary physical teachers during INSET training and seminars to include physical education, the application of strategies, and pedagogical approaches. Extra attention and full support should be given to the Physical Education Program by administrators to provide teachers with complete and conducive facilities and equipment for physical education. The developed physical education instructional materials should be adopted and utilized properly by teachers in Gubat, Sorsogon, to address their problems in teaching physical education. Lastly, future research on other aspects related to physical education, such as teachers' assessment and their level of difficulty in teaching the P.E. subject in the Division of Sorsogon, should be conducted.
"PEDAGOGICAL APPROACHES OF ELEMENTARY PHYSICAL EDUCATION TEACHERS IN SORSOGON", IJSDR - International Journal of Scientific Development and Research (www.IJSDR.org), ISSN:2455-2631, Vol.11, Issue 1, page no.b516-b527, January-2026, Available :https://ijsdr.org/papers/IJSDR2601167.pdf
Volume 11
Issue 1,
January-2026
Pages : b516-b527
Paper Reg. ID: IJSDR_307100
Published Paper Id: IJSDR2601167
Downloads: 000207
Research Area: Arts1 All
Country: Sorsogon City, V, Philippines
ISSN: 2455-2631 | IMPACT FACTOR: 9.15 Calculated By Google Scholar | ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 9.15 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: IJSDR(IJ Publication) Janvi Wave
