Physical fitness is not just a matter of personal health; it's a critical element of an individual's ability to

lead a dynamic and fulfilling life. Within the context of higher education, the pursuit of physical well-
being extends beyond personal health; it also encompasses the preparation of future educators who
must convey the significance of physical activity to their students.

Educational institutions, including CNSC Abaño Campus, recognize the importance of evaluating the
physical fitness levels of students, particularly those enrolled in the Bachelor of Physical Education
program. This program aims to cultivate individuals who can effectively promote a well-balanced and
physically active lifestyle to their future students.

As aspiring educators, it is imperative for BPEd students to possess physical fitness and wellness, as it
directly influences their ability to educate and inspire others to lead healthier lives. Therefore,
conducting regular physical fitness evaluations for BPEd students is a crucial aspect of the educational
process at CNSC Abaño Campus.

CNSC Abaño Campus, like many academic institutions, has recognized the need to assess the physical
condition of its BPEd students. These students are expected to become exemplars of a well-balanced and
physically active way of life, and their effectiveness in this role is contingent upon their physical fitness
levels.

To align with the educational objectives set by Republic Act (RA) No. 7722 and the outcomes-based
quality assurance system advocated under CMO 46 s. 2012, the BPEd program aims to equip graduates
with competencies covering various domains, including subject matter, movement competency,
pedagogy, reflective practice, and advocacy for physical education and health promotion.

The National Association for Sport and Physical Education (2012) defines fitness education as a sub-
component of physical education, focusing on health-related physical fitness, healthy lifestyle habits, and
regular physical activity. This definition aligns with the objectives of our study.

Drawing on the insights of Merlin A. Hernando Malipot (2019), it is emphasized that learners can
perform at their highest level when they are healthy and strong. Incorporating physical activity into the
curriculum is a requirement under the K to 12 Basic Education Program.

The existing literature underlines the critical link between students' physical health, regular physical
activity, and academic performance. This provides strong support for our research on assessing physical
fitness among 1st-year BPEd students, as it establishes the context, justifies the need for assessment,
and underscores the policy relevance of our study.

The primary objectives of the study titled "Assessment of Physical Fitness among 1st-year BPEd students
in CNSC- Abaño Campus" appear to be as follows:

Evaluation of Program Efficacy: The study aims to assess how effective the Bachelor of Physical
Education (BPEd) program is in equipping 1st-year students with the necessary skills and knowledge
related to physical fitness. This involves determining whether the program is achieving its intended
outcomes.
Identification of Areas Needing Enhancement: The research aims to identify specific areas within the
BPEd program that may require improvement. This could include curriculum adjustments, teaching
methods, or other aspects of the program that may need refinement to better prepare students.

Ensuring Readiness of Graduates: The study's objective is to ensure that graduates of the BPEd program
are sufficiently prepared to promote physical fitness in their future professional roles.

[Opening Statement]

Presenter: Good [morning/afternoon/evening], ladies and gentlemen. I'm here to discuss a crucial aspect
of our research, which has been guided by the Input-Process-Output (IPO) model. This model has played
a central role in shaping the direction of our study on physical fitness among 1st-year BPEd students.

[Explanation of IPO Model's Application]

Presenter: Physical fitness is undeniably vital for students, and educational institutions can significantly
influence their engagement in physical activities and exercise. To illustrate our research's framework,
we've employed the IPO model. In this context, the model highlights the input, which comprises three
key elements: (1) the physical activities performed by our 1st-year BPEd students, (2) the challenges they
encounter when engaging in physical activities concerning health, and (3) the impact of these activities
on their physical fitness. This IPO framework sets the stage for our research, providing a structured
approach to understanding and improving students' physical well-being.

[Research Methodology]

Presenter: Moving on, our research methodology involves a systematic approach. We've collected data
through surveys, meticulously presented and evaluated this data, and subjected it to rigorous statistical
analysis to derive meaningful insights from our findings. Our primary goals were achieved as we
identified and determined all the input variables, meticulously executed the research process, ultimately
leading to the output as envisioned in our conceptual framework.

[The Output: ZUMFIST and 4Fits]

Presenter: The culmination of our research effort lies in the output within our conceptual framework.
We proudly present the "ZUMFIST (Zumba and Fitness Skill Training) and Seminar titled 4Fits (Function
First Fearless Fitness) 2024." These programs are not just conceptual; they are carefully designed to aid
students in enhancing their overall physical health.

[Details of ZUMFIST and 4Fits]

[Complementing Physical Training with Knowledge]

Presenter: Concurrently, the 4Fits seminars complement the physical training aspect. These seminars
cover a wide array of topics, ranging from nutrition to mental health, injury prevention, and the science
of exercise. Our aim is to empower students with knowledge about the importance of overall well-being,
enabling them to make informed lifestyle choices.

[Closing Statement]

Presenter: In conclusion, ZUMFIST and 4Fits represent a transformative program that holds the potential
to significantly impact our students' physical well-being. By offering a diverse range of fitness activities,
incorporating education and technology, fostering a sense of community, and addressing both physical
and mental health, this initiative aims to leave a lasting positive impression on our students' lives. Thank
you for your attention, and I'm open to any questions or further discussions on this topic.

Title: "Chapter 3: Research Methodology"

Subtitle: "Understanding Our Approach to the Study"

[Slide 1: Introduction]

"Good [morning/afternoon], esteemed panel members and colleagues. I am [Your Name], and I am
honored to present Chapter 3 of my research, which delves into the methodology used in our study."

[Slide 2: Research Design]

"In Chapter 3, we discuss our research design. We have employed a qualitative approach to gather
essential information from our respondents. Qualitative research, as described by Punch KF (1998), is an
engaged endeavor that situates the observer within the context of the world."

[Slide 3: Research Objectives]

"Our research objectives include assessing the physical fitness of first-year BPEd students at CNSC -
Abaño Campus and understanding their perspectives on how physical fitness affects their physical
activities and development."
[Slide 4: Respondents]

"Our study's respondents are first-year BPEd students at CNSC - Abaño Campus. The population of our
study consists of 55 students who responded to our questionnaire during the First Semester of Academic
Year 2023-2024."

[Slide 5: Research Instrument]

"We utilized a consecutive sampling method for data collection, as explained by Shinija, Mrs.N.Adlin
(2023). Additionally, we incorporated open-ended questions to provide participants with the opportunity
to share their insights freely."

[Slide 6: Data Collection Procedure]

"To collect data, we secured permission from the College Dean, conducted a dry run, and gathered data
during the vacant time of the selected respondents. Confidentiality and voluntary participation were
emphasized throughout the process."

[Slide 7: Data Analysis]

"Our data was analyzed using frequency and percentage to understand the demographic profile of the
respondents and assess the physical fitness of the 1st-year BPEd students."

[Slide 8: Statistical Treatment]

"To interpret our data, we employed the percentage method, converting numerical data from our
questionnaire into percentages. This helped us gain insights into physical fitness among our
respondents."

Today, I will be discussing the statistical tools we employed in our study, with a particular focus on the
use of the percentage method.

Before delving into the specifics, let's briefly recap the objectives of our study. Our primary aim was to
assess the physical fitness levels of 1st-year BPED students at CNSC - Abaño Campus. In order to
effectively communicate our findings, we utilized various statistical tools, one of which is the percentage
method.

The percentage method is a valuable statistical tool when dealing with categorical or discrete data, as it
allows us to express proportions and relative changes in a clear and accessible manner.

We used percentages to present our results in a way that is easily interpretable and meaningful to both
researchers and stakeholders. For example, we expressed the percentage of students in each fitness
category to give a clear overview of the distribution. Additionally, the percentage method allowed us to
compare fitness levels among different groups, such as gender or age, enabling us to identify trends and
disparities in physical fitness within our study population.

In conclusion, the percentage method played a crucial role in our study, allowing us to present and
analyze the physical fitness data in a clear and accessible manner. It facilitated comparisons, trend
identification, and the effective communication of our results to a broad audience.

[Slide 9: Conclusion]

"In conclusion, Chapter 3 provides a comprehensive overview of the research methodology we

[Slide 10: Thank You]

"Thank you for your attention. I'm now open to questions and discussions from our esteemed panel
members and fellow researchers."