The Realities of Pe Classes in Secondary Schools: Bases For Green Pe Adaptation

Abstract

INTRODUCTION

The K to 12 Physical Education (PE) Curriculum develops the students' skills in accessing, synthesizing, and evaluating information, making informed decisions, enhancing and advocating their own and others' fitness and health. In this study, the main focus was to determine realities in PE teaching in secondary schools in Sorsogon province with the end in view of making instructional adaptation in PE. The study focuses on the description of the realities of Physical Education instruction in the Second District in terms of learning environment, nature of classes, facilities, and required resources for PE field activities across the grade level, craft recommended adaptations of the respondents to improve PE instruction, and suggest initiative and collective action advocate Green PE.

METHODS

The study is a mixed method study, blending quantitative and qualitative design. Quantitative primary data generated from survey and interview of the teachers were collected and analyzed. Qualitative data were drawn from the observations gathered through open-ended questions and from relevant documents on file from various regional offices. There were 22 teachers teaching PE classes from the 2nd District. Secondary data were sourced from Juban Sorsogon Synoptic Station (Pagasa Sorsogon), 2007 Revised Department of Education Educational Facilities, Physical Fitness Test Manual, and the participating schools' data on the schedule of PE classes. The recorded interviews were transcribed and relevant responses were incorporated in the text. Similar responses were aggregated using frequency counts.

RESULTS

PE classes suffers from inadequacy of facilities and equipment. With respect to weather condition, classes are in the morning and late afternoon. Data examination from PAGASA supports that Sorsogon reaches the temperature where humidity range exceeds the normal degree of comfort for the past six years. Advocacy for Green PE should focus on these concerns: health risk and problems of learners, organization of PE teachers, weather condition, and curriculum implementation.

DISCUSSIONS

PE instructions need to be responded to by appropriate adjustments to make the environment conducive to learning. Plans for Green PE must be explored and when within the bounds of the resources of the school and the community, be implemented. PE instruction should be adapted to the existing climatic condition of the learning environment. The class schedules for PE classes should consider the health risk reduction for students. Formal instruction offered by the schools. Department of Education should develop PE guidelines to intensify Green PE Instruction to the climatic condition of school's location. Further survey on initiative and collective actions for Green PE should be conducted.