Spiral Progression Approach in Teaching Physical Education in Determining Pupils Performance

Authors

  • Juliet Capuz
  • Ellen Castaneda
  • Robert Factor

Keywords:

Spiral Progression, Pupils performance, Physical Education

Abstract

INTRODUCTION

The K-12 program aims to decongest and enhancing the basic education curriculum for learners to master basic competencies, lengthening the cycle of basic education to cover kindergarten through the year 12 (SEAMEO INNOTECH, 2012).The purpose of this action research was to examine the effectiveness of the spiral progression approach in teaching Physical Education in determining the performance of 41 Grade Five pupils in Buenavista-Cigaras Elementary School.

 

METHODS

The study used questionnaires to measure the effectiveness of spiral progression in teaching Physical education in determining pupils' performance. The collected data obtained were tabulated in tables and interpreted using the Frequency, Percentage and Weighted Mean.

 

RESULTS

The result of the study showed the effectiveness of the Spiral Progression Approach in Teaching Physical Education in determining performance, 37(90 %) out of 41 Grade Five pupils. The teaching strategies utilized by the teacher in teaching Physical education and a set of activities being done in and out of the classroom and pupils performance. The effectiveness of the curriculum relies on the teacher's knowledge about the curriculum, his/her teaching strategies and mastery of the subject matter (Duze, 2012).

The K -12 curriculum follows the spiral approach. Jerome Bruner is the proponent of this approach with principles derived from John Dewey. In short words, students continuously build upon what they already know. From a cognitive constructivist's point of view, learners construct new ideas based upon their previously learned knowledge. Gradual mastery of the desired competencies is achieved through revisiting core ideas in several passes and relating new knowledge or skills with the previous. Therefore, unlike the old curriculum where so much knowledge was expected to be learned within a limited period, the K to 12, on the other hand, is decongested and seamless. It has its focus on understanding for mastery and it ensures a smooth transition between grade levels and continuum of competencies through spiral progression in the old curriculum. Learning tended to be more focused on content, which was fragmented and disintegrated.

 

DISCUSSIONS'

The research was limited to 41 Grade 5 pupils in Buenavista-Cigaras Elementary School who have been reported with low performance in Physical Education. This research was designed for 5 months implementation from July 15, 2018, to November 15, 2018.

Published

2019-01-18