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Lived Experiences of Students on Crafting

Outputs in Group Performance-Based
Task in Physical Education
A Thesis Presented in the Graduate Education Faculty
St. Mary’s College of Tagum, Inc.
Tagum City, Davao del Norte

In Partial Fulfillment of the Requirements for the Degree

Master of Arts in Education
Major in Physical Education

SHEILA MAE T. EMBABUENA

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APPROVAL SHEET

This thesis titled, “LIVED EXPERIENCES OF STUDENTS ON CRAFTING OUTPUTS IN GROUP

PERFORMANCE-BASED TASK IN PHYSICAL EDUCATION”, prepared and submitted by SHEILA MAE T.
EMBABUENA, in partial fulfillment of the requirements for the degree, Master of Arts in Education Major in Physical
Education, has been examined and hereby recommended for approval and acceptance.

DOMINIC M. DIZON, Ed. D

Adviser

THESIS REVIEW PANEL

APPROVED by the Committee on Oral Examination with the grade of PASSED.

PERLA C. PADRO, Ph.D.

Chairperson

ROQUE N. LANGCOY, Ed.D. MARIA LALAINE P. CHIENG, Ph.D.

Member Member

NEIL RYAN B. ADO, Ph.D. VLADIMIR D. SANTOS, EdD

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the degree, Master of Arts in Education Major in
Physical Education.

Comprehensive Examination: PASSED

Oral Examination: January 13, 2024

PERLA C. PADRO, Ph.D.

Dean of Graduate Education

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ABSTRACT

This study aimed to investigate the experiences of students in group performance-based tasks in Physical Education.
In addition, this study also wanted to know the strategies and coping mechanisms of the students employed and their insights
regarding group performance-based tasks in Physical Education. This study involved fourteen (14) students, seven (7) of the
14 participants were subjected to an in-depth interview (IDI), while the remaining seven (7) took part in a focus group
discussion (FGD). Purposive sampling was used to select participants; data were gathered through in-depth interviews and
focus group discussions. The results revealed seven (7) major themes of the participants' experiences: observation of
strengthened and happy relationships among groupmates; struggles in time management; observation to uncooperative
members; over-reliance on leaders; difficulties in maintaining discipline among members; conflicts in group dynamics; and
issues in mental health. Moreover, the participants showcased their strategies and coping mechanisms from the six (6) major
themes that emerged including: exercising proper time management; distributing tasks and assignments; extending patience
to groupmates; maintaining good communication; establishing support system; and motivating groupmates. Lastly, the
participants shared their insights that revealed five (5) major themes: teachers’ instruction and management in group tasks;
inculcate the value of teamwork; valuing inclusivity and good communication; cultivate good values in engaging group tasks;
and provide learners with skill development activities. Regardless of the difficulties presented by group performance-based
tasks in physical education, students worked together to overcome and explore different approaches to develop achievable
and efficient ways that improve the implementation and more comprehensive understanding of physical education concepts.

Keywords:- Education, Group Performance-Based Task, Physical Education, Phenomenological Inquiry, Experience, Group
Works, Qualitative Research, Tagum City Division, Davao Del Norte.

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ACKNOWLEDGMENT
I would like to extend my heartfelt gratitude to the following who have helped me finish this research:

Foremost, the success of this study was made possible by the Almighty Father, who guided and gave me the unwavering
blessings of patience, wisdom, and perseverance;

To Dr. Dominic M. Dizon, my adviser, for his steadfast assistance and expertise. His advice and insightful remarks have been
very beneficial in determining the course of this study;

To Dr. Perla C. Padro, the Dean of Graduate School, for the unwavering supervision and timely reminders that carried me
through to the very end;

To the panel members, Dr. Neil Ryan B. Ado, Dr. Roque N. Langcoy, Dr. Ma. Lalaine P. Chieng, and Dr. Vladimir Santos,
my sincere appreciation for their insightful suggestions and helpful critiques, which have significantly improved the quality of this
work.

To the school administrators who granted me permission to carry out this research in their institutions. With your approval,
this research has been completed;

To my colleagues, Van, and Amor, thank you for the insightful comments and stimulating discussions that contribute to the
completion of this research;

To my husband, Jan Gil, for his consistent support and understanding throughout the challenging stages of the inquiry, his
tolerance and support were invaluable. Thank you for the love, motivation, and assistance;

To my Mama and Papa, for their love and moral support, thank you for always being there to assist me, for always
understanding and for taking care of Sam during my busy days.

To my loving son, Samwell Jude, you are my inspiration when times are hard. I am very grateful for your hugs and kisses.
love you so much.;

Finally, I want to thank the participants who took part in the study and those who kindly contributed their time and knowledge;
without you, this work could not have been done.

My heart is delighted and grateful to have you all. Thank you so much!

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TABLE OF CONTENTS
Page
 TITLE PAGE 390

 APPROVAL SHEET 391

 ABSTRACT 392

 ACKNOWLEDGMENT 393

 TABLE OF CONTENTS 394

 CHAPTER 1: INTRODUCTION 395

A. Purpose of the Study 395
B. Research Questions 396
C. Theoretical Lens 396
D. Scope and Limitations 396
E. Importance of the Study 396
F. Definition of Terms 397
G. Organization of the Study 397

 CHAPTER 2: REVIEW OF RELATED LITERATURE 398

 CHAPTER 3: METHODOLOGY 402

A. Research Design 402
B. Research Participants 402
C. Role of the Researcher 402
D. Data Sources 403
E. Data Collection Procedure 404
F. Data Analysis 404
G. Trustworthiness of the Study 405
H. Ethical Considerations 406

 CHAPTER 4: RESULTS 410

 CHAPTER 5: DISCUSSIONS 426

 Implications for Teaching Practice 432
 Recommendations for Further Research 432
 Concluding Remarks 433

 REFERENCES 434

 APPENDICES 440

A. Letter of Permission 440

B. Informed Consent Form /Parents’ Consent/ Informed Assent 455
C. Validation Sheets 463
D. Ethics Clearance 466
E. Participants Certification 467
F. REC Endorsement for Final Defense 480
G. Editors Certification 481

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CHAPTER ONE
INTRODUCTION

The use of performance task assessment is vital to improve both the quality of teaching and to offer students with a meaningful
learning experience (Sabijon, 2021). Any learning activity or evaluation that requires students to perform in order to demonstrate
their knowledge, understanding, and skill is referred to as a performance task (Moneva et.al, 2020). Further, Forsell et.al. (2021)
cited that group works in an educational setting has a favorable impact on the acquisition of academic knowledge, social skills, and
the ability to collaborate. However, while the advantages of group work for learning are well recognized and evident, students also
have difficulty thinking that one or more of their peers is contributing equally to team projects and activities (Parrish et.al., 2021).

In Cortland, Larson (2022) found out that students struggled to work socially in academic work. The group interactions
included partner work and group work. He also noted an indicated patterns of hesitancy and resistance of students to work with
groups. Working in groups did not appear to be a motivating factor in academic work, but rather a stressor. Challenges were also
encountered in Bangladesh, according to a study, problems arose for the pupils when the group was poorly planned, and the members
could not fully contribute (Rahman, 2021). It has been noticed that students encounter difficulties when creating, storming, and
carrying out group tasks. They struggle to coordinate and reach each other to settle time. Additionally, a study conducted in Australia
discovered that students evaluated their collaboration experiences when working in a large group to be difficult. Disagreements,
ineffective communication, and lack of coordination were the main problems faced among the team members, and these obstacles
were largely explored in terms of team structure and communication (Chowdhury et.al., 2020). Further, a Norwegian study found
that in physical education, it may take kids several weeks to feel comfortable cooperating with one another irrespective of their
unique motor, social, cognitive, or emotional issues (Moen et.al., 2020).

In the Philippines, particularly in Bacoor, Torres (2020) found out that students encounter several challenges in groups which
may affect the quality of their output. They find it challenging to work with uncooperative members and those with conflicting
personalities. In a study in Dasmarinas City, it has also been confirmed that students are challenged regarding the consistency of
their groupmates in helping to accomplish the task (De Vera et.al., 2020). Also, a study in Northern Samar found that in PE, students'
main complaints were about not having enough practice time because there are differences in the amount of free time among group
members and the lack of participating in groups, particularly during extracurricular activities (Obed, 2019).

As a Physical Education teacher in our locality at Tagum City, I have faced numerous complaints from students about how
difficult to be with their other classmates during group performance tasks, such as lack of cooperation, inconsistency, and
insubordination of their groupmates. In support of this claim, most of the teachers in the research locale spoke about how chaotic
and challenging a group performance task can be among students. It caused the students physical and emotional stress in handling
diverse groupmates to work together and unite for one goal. Hence, conducting research is critical in the teaching and learning of
Physical Education as a problem arises.

There have been similar studies that explained the challenges met in group performance-based assessment. Recent studies
include, “Teachers’ perceived challenges in group work assessment” (Forsell et.al., 2021) and “Secondary School Teachers’ and
Students’ Perspectives on Cooperative Group Work Assessment Challenges in Ethiopia” (Gedamu et.al., 2020). However, there
were no researches accomplished in the Division, particularly in the vicinity of Tagum City relevant on the learners’ challenges
encountered in group performances in Physical Education. There was a need to undertake the study to connect students' interactions
and to serve as a springboard for future advancements in teachers' classroom teaching practices. Additionally, it would assist the
students in developing their cooperative abilities in their subsequent interactions in the coming performance-based tasks.
Furthermore, this research would take urgent action to correct the current condition.

This study bears great significance, especially to the Physical Education teachers in the locality, because it investigated
investigate students' perspectives on the challenges in completing their group performance-based output. This study may contribute
to improving the teaching and learning process in Physical Education in the classroom setting. To disseminate the result of the study,
I will submit a copy of this research to the Office of the Tagum City Division. I also intend to submit my research work to national
and international conferences to make it widely available to a variety of audiences.

A. Purpose of the Study

The purpose of this phenomenological study was to investigate and understand the lived experiences on group performance-
based tasks of the Junior High School students in Physical Education in the Division of Tagum City.

At this stage in the research, group performance-based task has been generally defined as a cooperative learning activity or
evaluation to show students’ understanding, knowledge, and skills.

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B. Research Questions

 What are the lived experiences of the students in their group performance-based task in Physical Education?
 How do the students cope with the challenges encountered on performance-based task in Physical Education?
 What insights can students draw from their experiences on the group performance-based task in PE that they can share to others?

C. Theoretical Lens
This study underpinned the cooperative learning theory which refers to the instructional usage of small groups in which
students collaborate to maximize their own and each other's learning. (Johnson & Johnson, 1989). Positive interdependence,
fostering face-to-face involvement, individual accountability, social skills, and group processing are the five fundamental
components of cooperative learning. These components are required to build successful cooperative learning experiences (Johnson
et.al., 1991)

In the context of the study, group performance-based tasks allow students to collaborate and learn from one another to
maximize learning outcomes. The use of cooperative learning entails a significant impact on group activities especially in Physical
Education. It promotes a sense of mutual responsibility, develops interpersonal skills, and provides opportunities for peer feedback
and learning. These group activities in PE are fun ways for students to learn to work together.

This study was also supported by Vygotsky's (1980) social constructivism theory in team learning, which asserts that students
construct new knowledge from earlier experiences and while collaborating with peers and teachers. He emphasized the significance
of student social contact and community in the process of learning and cognitive growth.

In the cognizant of the study, the use of collaborative and social approaches which demands the utilization of group-based
activities. In Physical Education, these activities give students the chance to communicate with one another, exchange ideas, and
benefit from one another through collaboratively completing performance-based tasks. Social interaction during group activities
will allow social development and enhance the learning experiences of all students. This promotes cognitive development by
providing individuals with new perspectives and challenging their existing knowledge and beliefs while working in groups.

Another theory that supported the study is the Social Interdependence idea, which emphasizes that the completion of an
individual's purpose is influenced by the actions of others. There are two kinds of social interdependence: positive (cooperation)
and negative (competition). Positive interdependence happens when people believe they can only achieve their goals if other people
with whom they are cooperatively related also achieve their goals. As a result, they support one another's efforts to do so (Deutsch,
1962; Johnson et.al., 2002).

In the context of the study, the concept of the theory can be seen when PE students’ ability to learn depends on how they
interact with others. The success of the group in developing or completing the task determines how well each group member has
participated. It emphasizes that a team member will only succeed in accomplishing a goal if the other team members will succeed
as well. This made the group performance-based task difficult for students to accomplish.

D. Scope and Limitation of the Study

This study focused on the experiences of group performance tasks in Physical Education. It concentrated on the Junior High
School students in the Division of Tagum City's lived experiences in completing a group performance-based task. The Junior High
School students were chosen to participate in this investigation. This study was administered from October to November of the
school Year 2023-2024.

The study had a limited pool of participants. Insights from students' experiences with group performance-based tasks were
revealed through this study. Thus, due to the small number of participants, this analysis could not be generalized.

E. Importance of the Study

This study may add to the amount of information already in existence. The study's findings may be advantageous to the
following organizations:

This study may assist the students in identifying the challenges associated with group performance tasks and will present other
strategies for directing them through more significant instructional intervention in Physical Education learning. Therefore, engaging
students in more enriching activities could improve their understanding of PE.

The Physical Education teachers may have the possibility to receive help as they continue to implement cooperative learning
in performance-based assessment. The findings of this investigation will be a valuable resource for developing efforts to support
our dear teachers in getting past the difficulties they face, particularly with group performance-based assessments in their classes.

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The School Administrators may gain the most from the findings of this qualitative study because they can utilize the
information to give teachers opportunities to learn more about group performance-based assessments and help their teachers with
this challenge.

This study may be used as a starting point for potential initiatives by Department of Education authorities, in developing
local policies for the local system. This would support the division authorities' efforts to implement localized adjustments that are
appropriate for the local setting and address the needs of both teachers and students, conferences, and training workshops, for
example, can help to improve physical education teaching and learning practices.

For future researchers, this may be used as an additional review of related material for future development. It will be highly
beneficial for them to understand the underlying obstacles and barriers that students face when completing group performance-
based outputs.

F. Definition of Terms
To help readers comprehend the study, the following words were conceptually and operationally defined:

Group Performance-Based Task. This is a collaborative learning exercise in which students collaborate. Students can share
duties and responsibilities, pool their knowledge and talents, and help one another (TopHat Glossary, 2020). In this study, it is
described as the instructional assessment of the students given by the teacher that should be done in group.

G. Organization of the Study

This study is intended to be completely understandable to the readers. A more detailed description of the study's organization
follows:

Chapter 1 addresses the critical problem and phenomenon under study, encompassing the purpose, theoretical lens, and scope
and limitations, as well as its importance of the study. Additionally, operational, and technical definitions for the research topics
and key terms are provided.

In Chapter 2, pertinent research and literature are highlighted to support the need for investigating the phenomenon. Data for
the literature review were gathered from online articles and related studies, establishing a solid foundation for the study's context.

Chapter 3 delves into the research design and methodological approach used in the exploration. It includes the researcher's
role, details about research participants, data analysis, data collection methods, discussions on the credibility and trustworthiness of
the study, and considerations of ethical issues.

Chapter 4 presents the study's results through a comprehensive analysis of the collected data. Detailed in-depth thematic
responses from Individual Depth Interviews (IDI) and Focus Group Discussions (FGD) participants are provided, offering a
comprehensive understanding of the study's outcomes.

In Chapter 5, the results are examined considering the major themes drawn from a wide range of previous research projects.
To tie the larger implications of the research together, this chapter includes implications for teaching practi
ce, recommendations for future research, and conclusions from the study.

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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter offers relevant literature and writing by renowned authors from a variety of sources to support the inquiry into
the experiences, gaps, and issues of group performance-based assessments in Physical Education among students. This section will
give further information about the subject that was discussed and investigated during the research. This information was obtained
from books, newspapers, journals, and reputable websites.

A. Performance-based Task
A performance-based task reveals student understanding of uncovered concepts, abilities, and key ideas through a purpose-
driven assessment activity (Villarta, 2021). The inclusion of self-assessment, peer review, portfolio evaluation, and journals in
performance-based assessment had a positive effect on the students' general learning (Koné, 2021). Performance-based learning and
evaluation widen traditional certainty and skill guidance to produce a fair system. Tasks grow truer and more crucial to the
understudies throughout this cycle (Henning et.al., 2004)

Performance-based tasks are compatible with modern educational frameworks, concepts, and standards. Constructivists
contend that learning happens when participants give their participation in activities with deeper significance. Performance tasks
give students real-world experiences that they can use to build new information while also evaluating their competency (Ernst et.al.,
2017).

Additionally, incorporating a performance task into the curriculum is primarily done to aid in the transmission of knowledge.
Administering performance-based evaluations to students can serve as an educational tool and perhaps improve students' learning
Additionally, for both the teacher and the students to support the transfer of learning, understanding of the performance task's end
purpose is crucial. The thorough planning and execution of the assignments to meet the needs of the students in contexts will
therefore determine how well the learning is transferred. Learning can be impacted by how students apply their knowledge and
abilities to something significant to them (Petalla et.al., 2021).

On the other hand, performance-based evaluations allow teachers to assess learning areas that traditional tests do not cover.
Many conventional examinations do not precisely track students' progress toward the instructor's overall goals for learning. At the
secondary level, for example, a physical educator's goal is frequently to guide a learner in a sport or activity (Wildman et.al., 2021).

In contrast with the traditional standardized tests, performance-based assessments allow teachers to measure learning areas
that regular examinations do not cover. Many traditional examinations do not precisely track students' progress toward the teacher's
ultimate learning objectives. However, while skill assessments may assess a student's ability to do discrete abilities in a relatively
restricted (unchanging) context, they do not assess their capacity to apply these skills and "put it all together" (Lund, 2019).

Furthermore, performance-based evaluations improve how teachers teach as well as how effectively their pupils learn. These
outcomes included opportunities to foster strong relationships between teachers and students, help students acquire and showcase
more advanced educational competencies, social and emotional abilities, and readiness for higher education and employment, and
encourage teachers to work with one another to reflect on and change their teaching methods (Maier, 2020).

B. Collaborative Learning in Physical Education

In physical education, cooperative teaching is crucial for encouraging students to actively engage in learning movements and
developing physical skills. It also gives them the chance to interact with one another and offer suggestions for how to handle common
issues that arise during the lesson (Tu, 2021).

Group activities in physical education have been found to have positive effects on students' executive functions, situational
interest, learning, and motor skills. Mentally challenging activities involving physical exercise enhanced executive functioning and
raised students' interest in physical education (Athanasios et.al., 2023).

Further, cooperative learning strategies can help children with and without emotional and behavioral disorders achieve both
physical education goals and more positive social interactions. The contribution of cognitive and social tasks to learning outcomes
in physical education environments has been demonstrated (Nicolosi et.al., 2020)

In physical education classes, it was also discovered that small-sided games and activities were advantageous since they
encouraged student learning, equipment engagement, and involvement that felt comfortable. These results emphasize how crucial
it is to include group activities in physical education to improve students' development in several areas (David et.al., 2022).

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Learning collaboratively or groupwork is a method of learning in which pupils collaborate in small or large groups to achieve
a well-defined learning assignment or a common learning objective. It has been demonstrated that small group work, even in big
lecture classrooms, improves student performance. It has also been demonstrated that building learning communities across several
classrooms has an institutionally positive impact on student outcomes (Rezaei, 2017).

Cooperative learning has been found to boost learning efficiency, physical activity, and motivation when compared to more
traditional independent learning methodologies. Previous research into how cooperative learning might be used in physical
education classes has yielded positive results, suggesting that cooperative learning is more effective than learning alone or in
competition. Cooperative learning is a tried-and-true teaching method that is commonly employed in academic contexts (Yang et
al., 2021).

Cognitive evaluations in physical education classrooms can take the form of narratives, verbal reports, or tests with pencil and
paper. Test material usually focuses on the rules and strategies of each sport, the evolution of games, and general information about
being physically fit; motivation is measured by sports participation, work, acquiring mentality, attendance in class, and so on; and
ability level is established by the specific abilities of each sport. The development of sports abilities is a unique emphasis of
evaluation techniques used in physical education programs, and this study focused on the teaching of basketball skills (Huang et al.,
2022).

Particularly, Physical education lessons place a high priority on physical skills. As a result, while other trials have focused on
the use of grouping based on other perspectives, heterogeneous grouping will be based on the use of action skills (Hernandez et al.,
2020). It was also mentioned that the cooperative learning technique is employed to teach basketball. It can significantly increase
basketball skill performance and knowledge acquisition. Cooperative learning is feasible in this situation and has the potential to
improve student performance and grasp of basketball strategy (Ibarra et.al., 2019).

Further, collaboration and cooperation have long been recognized as beneficial, and it is reflected in fitness ability indicators
and regularly stressed in essential educational areas. Physical education produces the perfect environment for group learning. The
promotion of subject knowledge and problem-solving skills is another benefit of cooperative learning. Physical education, like other
subject areas, has long placed a high value on evaluating students' learning outcomes so that improvements may be made, and
potential future steps can be further explored (Yang, 2021).

Besides, teachers encourage students to collaborate, learn from one another, exchange resources, and attain goals for learning
shared, which not only increases motivation but also promotes improved academic performance. Teachers develop cooperative
learning opportunities and group students in a variety of ways. Cooperative learning is a systematic and planned teaching strategy
that helps students learn while also improving their social and communication skills (Chettaoui et al., 2020).

C. Group-based Performance Task

Group-based assessments are assignments in which two or more students work together to advance their knowledge, abilities,
and skills in a higher learning environment. It is advised that they be included in curricula for higher education since they are crucial
for fostering cooperation skills (Tumpa et.al., 2022). Group-based evaluations can be advantageous for both teachers and students
in a variety of ways. The use of technology allows academics to efficiently manage vast numbers of students in group-based
evaluations. At the same time, group work assessment is characterized as a broad term that encompasses all sorts of critiques,
assessments, and evaluation associated with students working in groups. Thus, group work assessment comprises formative and
summative evaluations at both the individual and group levels (Forsell, 2020).

Additionally, it has been demonstrated that team-based learning improves topic understanding, team communication and
awareness, course engagement, attitudes, self-efficacy, and learning transfer to job performance (Swanson et al., 2019). One of the
most well-known benefits of group-based learning is its ability to boost student engagement, encourage diversity and creativity,
provide collaborative experiences that simulate real-world work settings, raise the level of job difficulty, and lighten marking
responsibilities. As well, the use of small groups for learning has demonstrated significant good effects on students' attitudes toward
learning and retention while lowering the emotional stress associated with individual exams (Palego et.al., 2020).

In a study of De Veyra (2020), participants revealed that group activities helped students build trust, friendships, and social
connections. Students described their educational experiences in a way that was encouraging, fascinating, and engaging. Thus, it
seems promising to apply cooperative learning strategies to assist students in developing their social skills (Larson, 2022).

However, active-learning strategies like group discussions might also make students more anxious, which will negatively affect
their academic performance. Thus, if we want to make large classes inclusive, it's critical to give students a variety of options for
how they wish to interact with and participate in the classroom (Cooper et al., 2018). However, the benefits of this dynamic learning
environment may only be experienced when it is well implemented. Learning can be influenced positively or negatively based on
group size, group assignment, and group management by the teacher (Innerdrive, 2022).

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Group work has difficulties, such as personalities, attitudes, schedules, and a lack of comprehension of the subject matter,
which may inhibit effective group work. Whatever your feelings are towards group projects, being prepared for the challenges can
help you collaborate with your peers. (Kokemuller, 2017).

Social loafing as a potential weakness, wherein members of a group may contribute less than others or not at all, depending
only on the efforts of others to complete the task. Members who do not participate can often diminish group morale and involvement
while impeding the project's completion (Kriesna, 2023). According to Gillies (2022), students who collaborate in groups not only
maximize their learning but also benefit from the diverse perspectives and proficiencies of their peers.

Also, disassociation constitutes one of the more prevalent group work issues that everyone encounters. When there are no
established goals or a common goal, teams usually become sidetracked. Team members lack motivation since they do not understand
their role in the larger picture. Disengagement in teams is frequently caused by a lack of understanding about the team's goals and
how they contribute to the organization (Chellapa, 2023).

It is difficult to work in a group. Teamwork will become more important as our work settings become more complex. The
issues of trust, proximity, ideal circumstances, self-awareness, and purpose in teams, on the other hand, can begin to be solved if
we focus on what connection looks like at every level in teams and the group (Attfield, 2018).

Also, stress is a student's internal and external response to challenging or potentially hazardous circumstances when they
engage in group activities. While stress can be a motivator when used appropriately, chronic, or extreme stress can be detrimental
to one's mental and physical health (Frietas, 2023). Further, a study revealed that 88.3% of the students experienced moderate to
severe stress because of group activity-related stresses. This implies that pupils' overall stress levels are significantly impacted by
group activities (Al-Shahrani et. al., 2023).

Moreover, group evaluation is linked to social interdependence and may be beneficial for organizing social interdependence
but detrimental for fostering specific responsibility (Meijer et al., 2020). This links toward the prior difficulty of an individual
assessment from the point of striking a balance between valid assessment and concurrently fostering group dynamics. Also, the
teaching and learning strategy of group work is frequently linked to collaborative learning. The development of learning
communities through the utilization of group projects helps students' academic performance and reduces performance gaps between
students of various capacities (Cotner, 2022).

Students can acquire knowledge about several different perspectives and concepts through group projects. They will be able
to develop their time management and planning skills. Additionally, they will be able to break down complex tasks into smaller
pieces, they will be able to improve their social skills, including cooperation and conflict resolution skills, and finally, students will
be able to use their individual strengths to take on roles and responsibilities for the group (Chiaro, 2022).

Also, students must challenge the conventional wisdom that views the teacher as the only source of information to establish
independent frameworks of inquiry and look to each other as knowledge providers in a successful collaborative learning
environment for higher education (Mitchell et.al., 2021). As part of the cooperative learning approach to instruction and learning, a
group of learners completes a figuring out solutions, task-completion, or product-creation activity (Howe et.al, 2019).

Furthermore, collaboration which motivates learners to work together to achieve common learning goals improves their
performance, determination, and dispositions. It may enable students to defend their views to one another and to themselves, which
can promote cognitive restructuring and learning. It allows for informal assessments and constructive criticism to shape what is
learned. In addition, it allows students to explore different points of view and develop teamwork and communication skills, both of
which are important in professional and scientific collaboration (Wilson, 2018).

On the other hand, assigning clear roles to group members can enhance team efficacy and efficiency in projects by mitigating
common problems such as dominance, low participation, and unfulfilled expectations. Students perceive greater structure and follow
through on decisions and action items when roles are specified, which enhances team performance (Meyst, 2023). As Dixon (2022)
points out, delegation is a critical leadership skill that allows responsibilities to be divided among team members. Fair delegation
requires considering the goals, obligations, assets, and liabilities of everyone. Rather than requiring everyone to have the same level
of responsibility, it's crucial to ensure that each worker can make a substantial contribution without becoming overworked.

Additionally, the benefits of group work for students’ development are numerous and vary from encouraging responsibility
to development, personal responsibility, social skill development, teamwork, group processing ability training, and deep learning.
In real life, arranging students to form groups enables instructors to manage the growing number of students (Peng, 2019).

Also, the students' interpersonal connections fostered by the cooperative learning framework helped them improve their social,
academic, emotional, and physical skills. When the group is working together to achieve a common goal of higher quality and more
enjoyment, the individual becomes weaker (Bores-Garcia, 2021).

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The promotion of values through teaching physical education is a key strategy for establishing equality in sports and athletic
practice as well as for attempting to lessen the current inequality that emerges through instruction. The assertion plays a vital role
played by education, thus it's crucial to inform educators of the extra care they must take to try to eradicate the problem and give
pupils equitable access to possibilities (Rodriguez et.al., 2018).

Specifically, equal opportunity for participation and success should be two basics in every educational setting, thus they should
also be two of every teacher's goal. If the goal is to improve physical education, the phrase co-education can refer to working
together to develop a person's abilities, regardless of the sex to which they correspond, to advance pupils' overall development
(Fernández-Rio, 2018).

In conclusion, performance-based tasks, collaborative learning, and group-based performance tasks offer an innovative
approach to education that is compatible with modern educational frameworks, concepts, and standards. These teaching methods
increase learning efficiency, motivation, and social-emotional skills while providing real-world experiences for students to build
new knowledge. Incorporating these educational strategies into curriculums can lead to more effective teaching and learning, as
well as better preparation for future career and academic pursuits.

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CHAPTER THREE
METHODOLOGY

This chapter discusses the methods of investigation and data gathering used in this study. It presents the research design of the
study, research participants, the researcher's role, data sources, data collection procedure, data analysis, trustworthiness of the study,
and ethical considerations.

A. Research Design
This qualitative research utilized the phenomenological approach to explore the teaching and learning of physical education
through the use of group performance among students. A qualitative research approach is described by Charmaz (2021) as an
interpretive and interactive approach to inquiry that analyzes the subjective experiences and meanings that people attach to their
lives and settings. It is an approach to inquiry that is natural and works with non-numerical data. It attempts to comprehend and
research rather than explain and manipulate circumstances. Because it is interpretive and contextualized, it stresses the development
process or patterns rather than the result or output of the research. (Nassaji , 2020). By employing this research design, it will help
the researcher to discover the experiences of the students in completing group performance-based tasks.

Specifically, the study employed phenomenological approach. Phenomenology is a method used to comprehend and define
the fundamental nature of a phenomenon. It investigates human experience in everyday life while suspending the researchers'
previous beliefs about the phenomenon. In other words, phenomenological study looks into actual occurrences to see how people
interpret them (LaiYee, 2022). Further, according to Zahavi (2019), phenomenology is a comprehensive theoretical
framework created on the basis of in-depth conceptual and empirical investigation into the interaction between the subject and its
external environment.

The researcher utilized qualitative type of research using the phenomenological approach to analyze and provide rich data from
the various challenges of the group performance task in order to explore the experiences of the students. Using this method, the
experiences and observation of students in participating group performance-based tasks in Physical Education were revealed based
on the challenges and opportunities they have met in completing their outputs or performances. Moreover, the researcher delved
into detail on the universal meaning of the occurrence, instance, or practice in order to gain a better understanding of the
students. Extensive data were gathered on human experience and present a thorough comprehension of occurrences. This
phenomenological characteristic was advantageous, particularly because the researcher is also a teacher.

B. Research Participants
A phenomenological study's sample size, between 10 and 50 individuals are sufficient (Creswell & Creswell, 2018). In this
study, the participants were students enrolled in Junior High School for the school year 2023-2024. There were 14 students as
participants from the schools in the Tagum City Division. Seven (7) of the 14 participants were subjected to an in-depth interview
(IDI), while the remaining seven (7) took part in a focus group discussion (FGD).

Purposive sampling was used to select participants for this investigation. Purposive sampling technique involves choosing
samples from the total sample size according to the survey participant's or researcher's assessment. The purpose of the purposive
sample collection is to meet the needs of the intended test, survey, or research project (Vijayamohan, 2023). Non-probability in
qualitative studies allows researchers to obtain a considerable amount of data from purposefully chosen respondents who are picked
based on certain criteria that are conducive to the study's goal (Campbell et al., 2020).

The selection criteria for the participants of this study were based on their experiences in group performance-based tasks.
Particularly, the inclusion criteria included students who were (1) enrolled as Grade 10 students in a public secondary school of the
Division of Tagum City Physical Education subject, (2) students with experience leading a group for a group performance,, and (3)
willing to participate in the study. Also, the exclusion criteria excluded students who were not Grade 10 students of the Division of
Tagum City. There were three Secondary schools as study sites of this research.

C. Role of the Researcher

It is the responsibility of a researcher to find or validate evidence-based knowledge that can advance society or the wider world
responsibly (Ulz, 2022). Any successful analysis of a social phenomenon necessitates the involvement of the researcher. These are
some of the researcher's responsibilities:

While acting as the interviewer, the researcher conducted in-depth interviews with the seven (7) participants in this study.
Participants were gathered through online meetings through Google Meet. It was my duty to create a positive environment for the
participants, making sure they were at ease and psychologically prepared for the process. I asked the participants several questions
from the interview guide that was provided to them beforehand. I utilized questioning strategies including asking direct questions,
asking them in order, and asking more in-depth inquiries to have deeper conversations. The interview prompts further inquiries to
fully grasp the participants' experiences.

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The researcher also served as the moderator for the remaining seven (7) participants in the focus group discussion. Participants
were gathered through face-to-face meetings. During the interview, I asked the participants a range of questions predicated on the
focus group questionnaire given ahead of the arranged interview date. I made sure that ideas and information were shared fluidly.
The participants had enough time to answer the questions. That allowed them to communicate their ideas and experiences in detail
and with clarity.

To record relevant information, the researcher also acted as a note-taker during the interviews to record data. An audio recorder
was used to record the focus group discussion and in-depth interview. To follow quality control procedures, I made sure to obtain
the participants' permission before recording the audio.

I also served as both a transcriber and an encoder. I converted the audio recordings I have recorded into a text-based format. I
wrote all recorded interviews and focus group sessions. After the data of all the participants' responses were completed, I encrypted
it. I arranged the interview transcript so that readers in the future can easily understand the main themes of this study.

I was also the translator in the instance where data needed to be converted from the local language to the target language.
Given that English is regarded as a worldwide language, data translation was used to organize the information into standard English
phrases without compromising the accuracy of the participants' thoughts.

I also served as the primary analyst who evaluated data after the data collection. The responses from the participants were
divided into several themes using a table. Additionally, I helped with the Member Checking. To verify the document, I also looked
over each participant's translated and transcribed responses. It is relevant to ensure participants can review and update their
comments, add more details as needed, and go over them again. Additionally, it is to guarantee that the data collected is reliable,
accurate, and accurately sums up the experiences of the participants.

Further, I reiterated the ethical criterion for data collecting. Following the Inter-Agency Task Force's (IATF) health and safety
requirements, I convened a face-to-face meeting with a small group of people for FGD and conducted online interviews with every
participant for IDI. It is to inform the participants about the study's scope. To preserve their privacy, I stored the participant records
in a password-protected folder containing documents and audio recordings. I employed encryption when sending data over the
Internet. Hard copies of the study will be stored in a secured cabinet that is only accessible to the researcher.

D. Data Sources
Qualitative data sources included monitoring and participant participation (fieldwork), interviews and surveys, records and
writings, and the researcher's impressions and reactions (Myers, 2019). In-depth interviews (IDIs) or focus group discussions
(FGDs) can be used to obtain data. A one-on-one interview with the participant is an IDI and FGD is a type of group interview or
discussion that involves interviewing more than one participant at once and is typically facilitated by a third party (Prasad, 2017).

In-depth interviews (IDIs) are utilized to interview a selected group of individuals throughout. Using a conversational manner,
researchers spend a lot of time talking to each participant. A significant number of interview questions are open-ended, encouraging
a discovery-focused strategy. An in-depth interview is designed to elicit precise information that illuminates a person's point of
view, encounters, emotions, and the deeper meaning of a certain topic or circumstance (Rutledge et.al., 2020). A Google meeting
in-depth interview was conducted for this study. The participants had a private dialogue to express their ideas, personal stories, or
actual interactions with these occurrences.

A focus group discussion, also known as an FGD, is a type of group in-depth interview. Focus group discussion is a type of
interview where participants are brought together with a particular goal in mind. It gives participants the chance to converse and
express their opinions on a certain subject. Focus groups are used to investigate research problems and collect detailed,
comprehensive data (Graham, 2022). A face-to-face interaction was conducted for this study. To discuss their opinions, personal
experiences, or actual involvement with these events, the participants were engaged in a conversation with the researcher and other
participants.

More so, I engaged the participants in a substantive discussion and brainstorming during the focus group discussion,
which generated the data because the participants were encouraged to openly share their ideas. As the facilitator, I asked follow-up
questions to go deeper into the subject at hand. This assisted me in assembling a variety of viewpoints to develop and support
particular topics.

In addition, I connected to secondary sources, such as journals, articles, literature reviews, and books that discuss the same
issue strategies for group performance-based assessment. These sources were also provided as essential information to bolster the
conclusions of my investigation.

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E. Data Collection Procedure

Before the conduct of this research study, the protocol was submitted to the Research Ethics Committee (REC) of St. Mary’s
College, Inc. for review. Following a comprehensive evaluation, the REC granted permission to perform the study. The researcher
was also given permission and consent to perform the study by the dean of St. Mary's College of Tagum Inc.'s graduate school.
Following acceptance, the researcher sent an endorsement letter and the necessary paperwork to the Division Superintendent of the
Tagum City Schools Division, requesting permission to perform the study on the students. The researcher also submitted a letter to
the School Principal of the chosen Public High School requesting approval to perform the study.

The researcher sent an e-mail or message in the messenger to recruit participants in the study. The researcher conducted an
orientation with the parents and provided you a copy of the Informed Assent Form and Informed Parental Consent Form, which the
participants must read. During the orientation, the researcher discussed the purpose of this study in detail. Questions or clarifications
throughout the explanation were accommodated by the researcher who was willing to lodge and address concerns.

The researcher also kept a recording of the orientation as documentation to provide evidence of the orientation. It was also
guaranteed that the researcher strictly adhered to the provisions of the Data Privacy Act throughout the study. The in-depth interview
and focus group discussion were done via virtual meetings and face-to-face respectively, and the interview did not exceed 1-hour.
The IDI was first conducted and followed by the FGD. The participants were informed by the researchers not to repeat what was
said in the focus group to others and of the processes in place to protect the confidentiality of the study data. Additionally, the
researcher made sure that any unjustified or unlawful sharing of study data collected during FGD was handled appropriately.

To secure the data, the researcher recorded the full session for both techniques used on the participants into an audio file, but
only with their consent. Because the participants were vulnerable (minor), their identities were concealed so that they could not be
easily recognized by others. It would be appropriate to allow them to wear a face mask, a cap, or any other item that may conceal
their identity. During the orientation and interview, the researcher used a device that de-identifies or modifies their voices if the
audio is being recorded. The research participants were asked about their convenient time for the interview and agreed on the date.
Following the participants' interests and information, the researcher created a planned agenda for the meeting because deviating
from it might be more advantageous.

Essentially, data protection is critical because it protects an organization's information against fraudulent actions such as
phishing, hacking, and theft of identity (Research Data and Retention, 2022). Any investigation data, whether hard copy or
electronic, was stored in this study, and only those with authorization will have access to it. Paper copies should be kept in a filing
cabinet with a lock and a single key. Only encrypted manipulation of digital information should be permitted. Written hard-copy
data should be discarded upon being moved to electronic data storage, and any personally identifiable data, such as names and
addresses, should be removed.

Furthermore, the researcher will uphold students' privacy and implement security measures to protect the privacy of their
information. The study will maintain the utmost levels of privacy, confidentiality, and anonymity about the participants' personal
information. Confidentiality will also be maintained in accordance with the Data Privacy Act of 2012, which reaffirms that consent
to the collection and processing of personal information about and about the data subject must be freely given, specified, and
informed. Additionally, records that link certain people to specific pieces of information must not be publicly disclosed.

The researcher also utilized a member to verify credibility during the data collection or interview process to increase the
validity and credibility of qualitative research. To address the issue of member checking, participants were invited to read and
double-check the transcripts of their interview responses. They had the opportunity to look through the information they gave about
their experiences, coping techniques, and insights. They will next be asked to sign the participants' certification as proof that they
agree with the responses.

F. Data Analysis
Data analysis is the process of cleaning, transforming, and modeling data to identify important information for business
decisions. The purpose is to extract significant details from data and act upon the results (Johnson, 2023). Analyzing data is the
process of examining and interpreting data to find patterns, relationships, and insightful information. Making important discoveries
entails converting unstructured raw data into a more comprehensible format and then using a variety of statistical and analytical
methods. Data analysis aims to provide a deeper comprehension of a phenomenon or issue, support decision-making, and produce
insightful information for future study or useful applications (Lester et.al., 2020). In this study, I emphasized the significance of
coding in my research.

According to Beresford et.al. (2022), coding is a methodological technique in qualitative data analysis. To discover themes,
patterns, or meanings in the data, it entails the methodical process of giving labels or tags to text or data segments. By organizing
and making sense of the data gathered, coding enables researchers to analyze and interpret qualitative data more thoroughly.

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In the context of the study, the researcher produced summaries of each code's definition in a separate file used to describe the
meaning of the codes. I labeled words or phrases in each participant's response that represent significant topics to make it simpler
to remember, scan, and organize the information. The amount of data gathered is hoped to be decreased by separating the interview
material (anecdotes) into digestible text chunks.

On the other hand, thematic analysis is used to arrange and examine large, complicated data sets in an orderly manner. Finding
themes in the data requires closely examining and reexamining it. Both deductive and inductive methods of analysis are possible,
with themes either arising from the data itself or being informed by the researcher's theoretical interests. By upholding rigor
throughout the analysis process, thematic analysis seeks to yield reliable and perceptive results. It employs a methodical approach
and a continuous comparative methodology (Dawadi, 2021).

The researcher meticulously sorted and classified the data. First, familiarization with the data is required. After carefully
identifying and labeling any noteworthy parts or patterns in the data, the researcher created codes and grouped them into potential
themes. Next, the researcher reviewed and refined these themes to ensure they were consistent and accurately represented the data.
The researcher then determined the themes' importance by examining these themes and considering the research questions. The final
step involved the presentation of the findings, which provided a clear and coherent narrative highlighting the themes identified and
their significance within the framework of the larger study project.

G. Trustworthiness of the Study

The factors in qualitative research known as credibility, dependability, confirmability, and transferability are used to establish
trustworthiness. Trustworthiness of the results is established by the utilization of trustworthy sources. It makes it possible for readers
to trust the researcher's analysis and findings. Several techniques, including member verification, and triangulation, are used to
establish trustworthiness and guarantee the accuracy and thoroughness of the research (Stahl et.al, 2020).

Credibility is the extent to which one accepts the accuracy of the study's findings. It ascertains whether the conclusions are
supported by the data acquired from interviews and, more crucially, whether the reporting and interpretation of the data have
misrepresented the actual importance of the information (Megheirkouni, 2023).

The practice of repeatedly examining, adjusting, and changing research questions during a qualitative research study is known
as iterative questioning. The process entails a series of iterative question formulations based on the facts gathered and the growing
comprehension of the study issue. Researcher's understanding can be expanded, fresh viewpoints can be investigated, and the
research questions can be kept current and pertinent to the goals of the study by using iterative questioning. By using an iterative
process, qualitative research can be made more rigorous and of higher quality (Johnson et al., 2020). In this study, the researcher
asked the participants probing questions to go deeper into their knowledge and comprehension of the data. As a result, both the
questions' depth and insight and the responses to them will offer detailed explanations of certain data.

To strengthen the validity and credibility of qualitative research, the researcher used a member to verify credibility during the
data collecting or interview process. Member checking is a method for examining the veracity of results. Participants receive data
or outcomes back to verify accuracy and fit with their experiences (McKim, 2023). The participants were asked to read and double-
check the transcripts of their interview responses to address the issue of member checking. They got the chance to go through the
details they provided regarding their experiences, coping strategies, and insights. They were required to sign the participants'
certification as confirmation that they agreed with the responses.

Consequently, triangulation is necessary to lessen the investigator's bias by gathering data on the same issue using various
methodologies. Triangulation refers to addressing a research subject with several datasets, techniques, hypotheses, and/or
investigators. This research technique can lessen the likelihood that any study biases will be present in your work and help you
increase the validity and reliability of your findings (Bhandari, 2023). The study used its emphasis on triangulation. The researcher
used a variety of data collection techniques, including in-depth interviews with participants to put them to the test with
comprehensive descriptions of the subject of the study and focus group discussions to find out how participants developed
perceptions with one another by agreeing or disagreeing with opposing points of view.

In the other hand, dependability refers to the consistency of data across time and under various settings. Dependability is the
extent to which a qualitative research study's results and conclusions are dependable, consistent, and trustworthy. To guarantee the
reliability of the research, it entails determining the stability and consistency of the data, analysis techniques, and interpretations
(Rizai et.al., 2023)

The strategies and tactics used to handle primary research that overlaps across several systematic reviews or overviews are
referred to as the overlap method. The goal of overlap approaches is to recognize this overlap and deal with it effectively to prevent
bias and guarantee reliable evidence synthesis (Lunny et al., 2021). In this study, I established linkages with secondary sources that
cover the same topics as group performance-based tasks, including books, journals, articles, and literature reviews. These sources
were also supplied with crucial information to support the findings of my research.

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Confirmability is the degree to which the researcher's interpretations and findings can be verified by other researchers. The
idea of impartiality in quantitative research is comparable to this. The researcher must provide the facts and conclusions in a form
that enables others to verify their accuracy to establish confirmability (Nassaji, 2020). Maintaining an audit trail by recording and
defending each step taken during data coding and analysis is one way to improve confirmability. According to Moran (2021), an
audit trail is one way to establish confirmability. It is used to describe the procedure of data collection, analysis, and interpretation,
and is the most widely used technique to establish confirmability. The researcher documents the things that stood out as distinctive
and fascinating during the data collection process, offers thoughts about coding, explains the code fusions, and defines the themes.

In this study, the audit trail allowed the reader to examine proof of the researcher's choices and decisions regarding conceptual
and methodical issues throughout the investigation. The researcher kept initial data, field recordings, records, and a reflective journal
to create a clear audit trail for the study. It allows data systematization, communication, and cross-referencing.

To guarantee that the focus was on the research questions rather than the researcher's preconceived judgment, the researcher
included actual data and field notes to be made during the interviews to address the study's confirmability. By emphasizing that just
a small number of persons are applicable in the study and that generalization is not acceptable, the study's limits were also made
clear. If the research is scrutinized, it could include a thorough explanation of the procedures and techniques employed to
demonstrate the openness of the data and how the findings were reached.

Lastly, the ability to extrapolate is referred to as transferability. According to Ness (2020), transferability is the degree to which
the results and conclusions of a study can be utilized or extrapolated to alternative situations or environments. Enhancing
transferability essentially falls under the purview of the researcher, who must give a detailed account of the study's assumptions and
research environment. Ultimately, though, determining the viability and applicability of the transfer rests with the individual who
wants to use the findings in a different setting.

In this study, the researcher addressed transferability by giving a detailed account of the research process and phenomenon
under investigation. For this study to be legitimate and applicable, it guaranteed that the data was on file. It provided a more thorough
explanation of the research subjects, including the criteria used for selection and any limitations placed on study subjects. The
quantity of participation will be noted and reflected. The ways we collected the data, how long it took, and how long the study took.
The inclusion of all required documentation guarantees the accuracy of this study's findings, allowing other researchers in related
fields to make an informed decision about their transferability.

H. Ethical Considerations
The researcher recognizes the significance of safeguarding the participants' welfare. In doing so, the researcher guarantees that
the data being studied are of high quality. This research underwent a research ethics review by the Research Ethics Committee.
Also, the researcher strictly complied with the regulations outlining information protection and confidentiality instead of the
National Ethical Guidelines (2017). All participants’ information must be kept private and confidential during the research process.
Further, each participant's complete name will not be disclosed in the study.

The National Ethical Guidelines (2017) noted the elements of research ethics namely, Social Value, Informed Consent,
Vulnerability of Research Participants, Risk, Benefit and Safety, Privacy and Confidentiality of Information, Justice, Transparency,
Qualification of Researcher, Adequacy of Facilities, and Community Involvement.

 Social Value. The term social value describes the significance of the data that a study is anticipated to yield (Van Delden et.al.,
2021). Research considerations on what to examine, how to perform a study, and who to study it with are usually made using
ethical principles, among other considerations. Similarly, ethical norms are the standards that society expects of its members to
uphold societal order. Such broad concepts frequently have a substantial impact on ethics, which will then have an impact on
the research process.

In this study, the goal is to benefit people in general and the students and teachers in particular. It will help the teachers to
enhance the education and learning experiences of the students. Furthermore, there is a need to conduct the study to understand
the experience of the students in the context of group performance-based tasks and students' assessments which will aid in the
identification of solutions to the difficulties that arise. For the school administration, and DepEd officials to build a long-term
plan and continue to provide students with meaningful involvement based on their preferences for performance-based
tasks. More so, the researcher made sure that the study’s advantages were maximized, and any potential risks were minimized
to the maximum extent possible for everyone. Finally, the result of the study will be disseminated to the Department of Education
as an instrument for the improvement of the implementation of group performance-based tasks in Physical Education.

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 Informed Consent. This study utilized the informed consent forms before starting the process. Participants should take part in
research freely after receiving complete disclosure about what it entails and stating their prior consensus. They should also not
be put under undue pressure to consent, and consent should be obtained before a person participates in the study (potentially).
To consider the consent as informed, the participant must have a basic comprehension of the study and what they are agreeing
to participate in (University of Oxford, 2021).

It is essential to consider the participants to guarantee the overall effectiveness and impact of their studies, researchers must
place a high priority on inclusivity, transparency, and respect for participants' rights. In this study, before starting, the researcher
secured the participant's consent. The researcher properly explained the study's process, objectives, and various ethical aspects
to get the participants' consent to take part in the study. The researcher secured the informed consent personally from the
participants.

Additionally, the school administration endorsed and supported during the interview process. However, the respondents
were free to depart at any point if they felt threatened by the conduct. Moreover, respondents have the option to choose not to
answer questions if they experience any psychological or emotional suffering; however, they are not permitted to share the
information being requested without incurring consequences or giving a justification.

 Vulnerability of Research Participants. The researcher is responsible for the study participants' security. Subjects of research
must be kept safe, which implies hazards must be maintained to a minimum. Additional safeguards are required for vulnerable
subjects (Gordon, 2020). A vulnerable population comprises people who might not be able to comprehend what it means to
consent to research or who might not grasp what constitutes informed permission. People who are deemed vulnerable might, for
a variety of reasons, be less able to prepare for, deal with, resist, and/or recover from a natural or man-made threat (Brule et.al.,
2017).

In this study, I believe it is essential to consider a range of vulnerabilities associated with age and maturity level as a grade
10 student when interviewing them about their experiences in group performance-based tasks in physical education. I am aware
that an adolescent's emotional and cognitive development may vary around the age of 15 or 16, and it is crucial to be cognizant
of these variances. Also, I emphasized the value of privacy and secrecy and promised that responses would be handled discreetly,
by safety regulations and the law. Given the personal and tactile nature of several physical education exercises, I also recognized
the necessity of approaching delicate subjects like body image and group dynamics with caution. I also underlined the need for
participation without linking it in any way to academic repercussions. I understood that emotional support needed to be readily
available because it was likely that participants would talk about personal hardships or experiences. Finally, it's imperative that
I respected and acknowledged the many cultural perspectives that may influence their perceptions of group dynamics and
physical education.

Accordingly, the researcher is required to reduce any risks participants may face while taking part in the study (The Belmont
Report, 1975). This includes honoring their decision as well as safeguarding them from damage. The researcher will conduct a
parents' orientation and will secure parental consent to ensure that the parents of the participants are well-informed and approve
of their children’s participation in the study. The decision to take part in the study will be made after careful thought, and neither
the researcher nor any other party will be able to force the participant to do so. In addition, participants have the right to leave
the study at any time if they feel that it will be harmful for them to participate. Aside from that, the researcher will guarantee
that participants’ identities will be kept confidential and secure.

 Risks, Benefits, and Safety. Every study involving human subjects must be preceded by a thorough evaluation of the benefits,
costs, and dangers that can be foreseen for the subject of the study or others (Philippine Health Research Ethics Board, 2018).

As far as the researcher is aware, taking part in the study won't have any risks. In any case, though, the researcher is aware
that those in need should be recommended counseling. Furthermore, the well-being and security of the participants are crucial,
the real names of each participant were not disclosed by data protection laws. Any personal information collected from the
participants and used in this research will be kept in the utmost confidentiality. Moreover, to reduce risks and maintain safety
throughout the entire interview process, the interview was performed at their most convenient time. Also, I made sure that the
interview questions didn't use derogatory or otherwise dangerous language that might put participants in danger.

Participants who took part in research studies received immediate benefits like cash compensation, reimbursement of their
fares, and a token of appreciation. These material benefits gratify and reward them for their participation and time. Additionally,
individuals are essential to the improvement of knowledge, and the welfare of education, resource access, and support services
are additional benefits of participation.

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 Privacy and Confidentiality of Information. In the gathering, retaining, and processing of personal data, researchers must
abide by the principles of openness, justification, and proportionality (Data Privacy Act of 2012). Further, to ensure that
confidentiality or anonymity is not compromised, the researcher must ensure that the design of the study and the questions will
result in the least possible harm (Philippine Health Research Ethics Board, 2018).

In this study, the researcher upheld students' privacy and implemented security measures to protect the privacy of their
information. The study maintained the utmost levels of privacy, confidentiality, and anonymity about the participants' personal
information. Confidentiality is maintained by the Data Privacy Act of 2012, which reaffirms that consent to the collection and
processing of personal information about and about the data subject must be freely given, specified, and informed. Additionally,
records that link certain people to specific pieces of information must not be publicly disclosed and all information shared was
stored and disposed of carefully to not breach confidentiality.

Also, the researcher clearly stated the boundaries of confidentiality during the informed consent process, including any
situations where the researcher is morally and legally obligated to disclose the respondent's name to avoid urgent harm to
themselves or others. At the same time, the researcher emphasized the participant's right to refuse to participate in the study, to
withdraw their data, and to answer any questions. Essentially, the researcher prepared a specific and practical protocol for
reporting and referral if a threat of serious harm and/or a criminal act is revealed or discovered during the data collection process.

Lastly, this study will save all investigative data, digitally or in hard copy, and only authorized users will be able to access
them. Paper copies ought to be stored in a filing cabinet that is locked and only has one key. Digital information alteration should
only be allowed through encryption. After being transferred to electronic data storage, written hard copy data should be erased
and any personally identifiable information, including names and addresses, should be deleted. Electronic copies will be disposed
after three (3) years of the publication.

 Justice. Justice is the idea of equity and the application of moral standards to guarantee just treatment. It underlines that
participants' needs must come first in research and that researchers must treat them equitably. Fair participant selection, precise
inclusion, and exclusion standards, and making sure that taking part in research does not subject groups to unfair hardships are
all part of this. Fair hiring practices and an equitable distribution of benefits for participation in research are also important. The
goal of the justice principle is to safeguard participants' equal access to research benefits and to avoid exploitation (Alele et.al.,
2023).

Similarly, I implemented the idea of justice in my research within the context of the study by recruiting participants using
the purposive sampling method. The students were fairly and justly selected as they are regarded as vulnerable participants. Both
the recruitment procedure and the data collection method were prompted as voluntary participation. Further, I also made sure
that participants were chosen and with no biological connection or relationship existent. Participants in the study have met the
eligibility requirements. Participants received adequate attention and equitable treatment after giving their consent.

Additionally, in recognition of their participation in the study, each participant received a token of appreciation. Also, they
received payment for all costs they might have spent while carrying out the investigation.

 Transparency. Transparency in research ensures that studies may be duplicated by other experts in the field and allows other
stakeholders to appropriately examine and disseminate results (Kidson, 2021). Furthermore, any information or communication
relating to the handling of private information must be easily accessible, comprehensible, and expressed in plain language.

In this study, the researcher was open and honest about any study elements that might affect participants' rights, health, or
safety, as well as any information that would affect their decision to provide or withhold informed consent. Additionally, the
researcher provided readers with access to the study's findings and conclusions for evaluation and validation because
transparency always necessitates publication of research results. Research findings can also be acquired by reading the study's
publication in a peer-reviewed scientific journal. Also, the involved school and governmental organizations will receive a
complete copy of the research result from the researcher. The researcher will also safely save the original data for at least three
years following publication.

 Qualification of the Researcher. A Researcher is a person who does systematic study, manages internal research, and frequently
writes reports and papers as the author. Also, this person will oversee the creation of materials and research testing. And someone
who gathers information on a certain topic, whether quantitatively or qualitatively (Torres, 2021).

In this study, the researcher possesses the competence and self-assurance needed to carry out the research. The researcher
has completed academic requirements for Master of Education Major in Physical Education and has taken part in workshops
and seminars on research, teaching, and learning, which will attest to her suitability to delve deeper into this topic. Also, the
researcher is competent in research, is aware of society, and is sensitive to cultural differences when it comes to moral concerns

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with human studies. Besides, the researcher has previous research experience from his baccalaureate degree, which allows her
the assurance to complete this study.

With the assistance of my thesis adviser, Dr. Dominic Dizon, who holds a Doctor of Education in Physical Education from
Southwestern University's Graduate School and has demonstrated a commitment to academic achievement with multiple
publications in recognized journals, as well as membership in prestigious organizations such as the International Association of
Scholarly Publishers, Editors, and Reviewers, the Philippine Association of Institutions for Research, and the International
Association of Scholarly Publishers, Editors, and Reviewers, with such a broad and illustrious background, Dr. Dizon offers an
array of expertise and understanding to mentor and assist me in pursuing my academic goals and finishing this research.

 Adequacy of Facilities. The availability of research facilities is critical for the effective completion of a research endeavor. It
covers the resources, funding, facilities, and equipment needed to do the research (Neema et.al., 2021). The researcher
maintained sufficient facilities in conducting the study to guarantee that all activities will be acceptable and carried out by what
is ethically and morally correct. Maintaining facilities will speed up quality improvement with the aid of an efficient facility
maintenance management plan.

Along with the assistance of professional panel groups that offer insightful recommendations and criticisms, my research
adviser also made himself available for consultations and ratification. This suggests that the researcher is confident that she will
be able to successfully perform and finish the study given enough resources, tools, and channels for communication.
Additionally, the data gathered was done through face-to-face meetings and online Google Meet meetings.

 Community Involvement. Participating in the community may also enhance the distribution, acceptance, and application of
research findings. A wealth of knowledge in community involvement in research may be found in the domains of participatory
action research and community-based participatory research with indigenous communities (Fregonese, 2018). The act of
working with and through groups of individuals who are linked by an affinity, common situation, or geographical region to solve
issues that affect their well-being.

Likewise, the researcher made sure that there is effective collaboration and stakeholder communication. In addition, the
study's result will emphasize community involvement. The school administration will gain the most from the findings of this
qualitative study because they can utilize the information to give teachers opportunities to learn more about group performance-
based assessments and help their teachers with this challenge.

Also, this study will be used as a starting point for potential initiatives by Department of Education authorities, in
developing local policies for the local system. This would support the division authorities' efforts to implement localized
adjustments that are appropriate for the local setting and address the needs of both teachers and students, conferences, and
training workshops, for example, can help to improve physical education teaching and learning practices.

The study's results and conclusions will be communicated with the research participants as well as during sessions of the
learning action cell (LAC). As a result, educators will be able to innovate and enhance the teaching and learning process in the
classroom.

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CHAPTER FOUR
RESULTS

This chapter summarizes the findings of the research study conducted about the lived experiences of the students in group
performance-based tasks in physical education. It contains the answers given by the participants during the interviews; the
transcriptions were carefully examined through the help of an analyst, who then developed core ideas and significant themes. This
chapter also focuses on the experiences, coping mechanisms, and insights of the participants in group performance-based physical
education tasks.

A. Lived Experiences of Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about their lived experiences in group performance-based tasks
in physical education, the following themes emerged: (1) Observation of Strengthened and Happy Relationships among Groupmates,
(2) Struggles in Time Management, (3) Observation to Uncooperative Members, (4) Over-Reliance on Leaders, (5) Difficulties in
Maintaining Discipline among Members, (6) Conflicts in Group Dynamics, and (7) Issues in Mental Health.

Table 1 shows the different core ideas that expound on each essential theme shared by participants during the interview.

Table 1: Major Themes and Core Ideas on the Lived Experiences of Students in
Group Performance-Based Tasks in Physical Education
Major Themes Core Ideas
 experienced fun and enjoyment when participating in group activities with classmates
 experienced enjoyment especially when the group members are cooperative
Observation of Strengthened
 strengthened the bonds between students by providing opportunities to get to know each
and Happy Relationships
among Groupmates other more
 developed the bonds among the group through all other activities that provided chances for
stronger ties inside the section
 encountered struggles in managing time for practice schedules due to some students who
chose not to participate for a variety of reasons
 struggled with the late arrivals of members at meetings or gatherings waste time and result
in missed opportunities
 faced challenges in managing time effectively when multiple group activities from different
subjects overlap
Struggles in Time Management
 struggled with group members who fail to promptly do their tasks during group activities
which resulted to stress and lack of time
 experienced difficulties in balancing time with household responsibilities and academic
obligations
 encountered problems in managing time for practices with groupmates and extracurricular
activities and training
 observed that members who are difficult to work with are ineffective team players
 had problems with group cooperation
Observations to Uncooperative
 observed difficulties completing task because groupmates are unwilling to collaborate
Members
 had troubles in completing activities due to the group members' disregard for directions
 had challenges in completing tasks due to group members who do not listen
 observed members not carrying out their responsibilities, which causes leaders to take on
all the duties
 encountered members who are overly dependent on the leader to carry on all the
responsibilities
Over-Reliance on Leaders  faced challenges in leadership and responsibility that fall mainly to the leaders
 witnessed members rely solely on the leader's ideas and not actively contribute or share
their thoughts
 encountered members of the group who rely solely on the leader and are unwilling to share
their own views

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 had difficulties in maintaining discipline when dealing members who are unwilling to
accept criticism because it goes against their pride or personal motto
 struggled with members who are troublesome and hardheaded
Difficulties in Maintaining
 experienced difficulties of having groupmates of other learners who are stubborn and
Discipline among Members
mischievous
 had troubles in dealing with groupmates who were obstinate, disobedient, and reluctant to
listen, making things difficult rather than simple
 encountered disagreement among the group members when the ideas were divergent
 faced misunderstandings that arise from different people's differing viewpoints and
judgements, leading to conflict or division
Conflicts in Group Dynamic  had problems and disagreements within the group due to a lack of understanding which
leads to conflict
 experienced tension and disputes within the group arise when members cannot agree on a
course of action because they have divergent opinions.
 experienced stress and difficulties, especially when group members are delinquent
 had stress because of difficulties in dealing with demanding deadlines
Issues on Mental health  confronted with stress and potential mental breakdowns due to group activities
 struggled with exacerbating stress due to demanding responsibilities of always being in
charge

 Observation of Strengthened and Happy Relationships among Groupmates

Engaging in group activities and cooperative participation also leads to a positive and enjoyable experience. Participants
highlighted the fact that it is entertaining and fun. This was supported by the claims of IDI-01 who said:

"Ang positive kay enjoy siya, lingaw."

(The positive thing is that it is enjoyable and fun.)

 IDI-05 also shared that:

"Akong mga experiences is una po enjoyable po siya, labaw na po kung ang members is
cooperative."

(My experiences are initially enjoyable, especially when the members are cooperative.)

Participating in group activities has also helped individuals form lasting connections, creating a strong sense of closeness and
togetherness fostering stronger bonds and connections among group members.

 FGD-02 shared that:

"And also, every activity, maka, ang relationship with member is mo-grow pa, and
makaila pa nimo siya. "

(And also, with every activity, the relationship with the members continues to grow,
allowing you to get to know them even better.)

 FGD-03 also agreed that:

"For me, ang positive experience nako kay ang within that group activity, kay mas na…
nabuo ang inyuhang bond as a group, and as a section po. So, murag after that activity
mas murag na closer mo, and mas na bond inyuhang mga relationship within that
classroom."

(For me, the positive experience lies within that group activity, as it strengthens the bond
among us as a group and as a section. So, after that activity, it feels like we become closer,
and the relationships within the classrooms are further bonded)

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Group activities extend beyond mere enjoyment, it contributes to the development of relationships and bonds among
participants. The emphasis on cooperation and the opportunity to get to know each other more implies that shared experiences in a
group setting can strengthen social connections and create a sense of unity.

 Struggles in Time Management

The participants also have trouble making the most of their time while working in groups. Several problems emerged including
members putting off work during group projects, members arriving late for meetings, overlapping group activities from different
subjects to members procrastinating on tasks during collaborative endeavors which hinders the completion of the tasks. IDI-04
mentioned that:

"Pag manage sa time, naay uban dili kaadto kay it’s because busy sila or dili sila kaadto
kay nagpa-atik2 lang sila, like ana gud."

(In managing time, others would not attend because they are busy or because of other
reasons.)

 IDI-06 also stated that:

"dugay gani maabot, and maka dako kayo ug consume sa time labi na ug ang dugay
maabot kay ang mga main character or dghan ang role sa film."

(Late arrivals take a long time to start and it can be very time-consuming, especially when
the main characters or those with significant roles arrive late.)

Time management issues resulting from the concurrent demands of multiple group projects in diverse subjects also surfaced.
This scenario emphasizes how important it is to have strong organizational and time management abilities to handle the challenges
of a demanding academic schedule. FGD-03 stated that:

"Akong pinaka challenge, pinaka lisod gyud nga challenge, kay kana gung makulangan
mo ug time, kanang basta kay mag sabay-sabay tanang mga group activities from
different subjects

(My most challenging situation appears to be the struggle with time constraints,
especially when various group activities from different subjects coincide.)

 FGD-04 also added:

"Ma-stress pud ko kay lack of time, and naa puy uban mga members na dili nila
ginabuhat on time ang ilang responsibilities.”

(I also find myself stressed due to the persistent lack of time and, there are group members
who fail to fulfill their responsibilities promptly.)

The participants also experience the difficulty of allocating time for various commitments. As a result, there are compromised
tasks due to the constraints imposed by daily schedules and conflicting priorities. IDI-03 mentioned that:

"Sa time, maglisod ka kay naa pakay buhaton sa balay lahi pajud ang buhaton sa
skwelahan, tapos ang buhatonon sa balay.”

(Balancing time becomes a struggle when there are tasks both at home and in school,
each requiring attention.)

 FGD-02 said:

"For me, sa akoang mga challenges, kadto gyung time management, kay as a dancer pud
sa among school, kay nay training every afternoon, then every afternoon pud draa ra free
time akong mga classmates, and dili ko kaadto sa practice usahay, kulang jud ko sa
akoang time kay sa among practice palang pila na ka oras ang makuha, wala nakoy time
mahatag for my section."

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"The major challenges revolve around time management, particularly as a dancer in our
school. We have daily training sessions in the afternoon, and I find it challenging to attend
practice. At times, I end up with insufficient time because the practice alone consumes a
significant portion of my day, leaving me with little to no time to dedicate to other
responsibilities, such as my section."

These experiences highlight the complex and broad nature of time-related difficulties, underlining the need for effective
solutions to navigate and optimize time across all facets of life.

 Observations to Uncooperative Members

The participants also discussed challenges and inefficiencies in group performance-based tasks, highlighting the issue of
working with uncooperative team members. This problem may hurt the group's overall efficacy. Participant IDI-02 shared that:

"Ang mga negative experience nga akoang naagian during sa group performance, naay
uban mga members nga dili magtinabangay."

(The negative experiences I encountered during group performance include some

members who do not cooperate.)

 FGD-01 mentioned that:

"Ang main jud na problems is kanang cooperation jud."

(The main issue is really the lack of cooperation.)

 FGD-03 also agreed to that:

"Dili jud siya sayon if imuhang mga members kay dili mo-cooperate."

(It is not easy if your team members do not cooperate.)

Participants also reported having unproductive collaborations due to challenges in completing work because of members
failing to follow directions or commands and refusing to listen. IDI-03 shared that:

"Dili sila maminaw sa akoang i-ingon kung unsa dapat ilang buhaton para ma-
accomplish namo among buhatonon."

(They do not listen to what I say about what they should do to accomplish our tasks.)

 FGD-06 also mentioned:

"For me ang pinaka challenging kay dili sila maminaw sa command nako."

(For me, the most challenging part is that they do not listen to my commands.)

The recurring issue of uncooperative team members impedes productive collaboration and task accomplishment,
highlighting the necessity of addressing this issue calls for a shared commitment to obeying instructions and valuing teamwork
among members.

 Over-Reliance on Leaders
The imbalance of groups also emerged as a major theme, in which some members fail to complete their tasks, resulting in an
overreliance on leaders to carry out all duties. The problem of imbalance suggests that there may be problems with group task
distribution, shared accountability, and communication. IDI-02 shared that:

"Naay ipadala na mga materials, dili pud sila mudala, so mahulog nga ang leader maoy
mo-sacrifice ang maoy mo-ako sa tanang mga dad-onon nga materials."

(There are materials to be submitted, but they will not bring them, so the leader ends up
sacrificing and taking responsibility for bringing all the required materials.)

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 Additionally, FGD-05 shared that:

"Gahi jud kayo sila, magsalig, like kanang mag report, ang leaders ra ang pa reporton
kay siya daw ang mas dghan ug na learn."

(They are so tough, that they want to give all the responsibilities to the leader, for example
during reporting, because they were experienced.)

 FGD-07 mentioned:

"Some of props gud, kay syempre dili lang man ako ang mubuhat gud ana pero ang ubang
grupo man gud nako dili gyud sila mubuhat kay magsalig sila sa leader.”

(About the props, the members of the group will not do it because they will rely on the
leaders.)

Furthermore, some members tend to rely exclusively on the leader's ideas without actively contributing, presenting issues in
leadership and duty distribution. This was supported by the statement of FGD-03 who shared that:

"Gusto nako ba, kanang maghatag sila tanan, ang uban man gud ba, if naa kay mga ano,
magsalig lang sila sa imuha.”

(I wanted everyone to share their thoughts. But some tend to rely on leaders’ ideas.)

 FGD-06 also added that:

"Murag mag salig lang sila perminte sa akoa, and murag dili na nila ihatag ilang sariling
idea. "

(It seems like they consistently rely on me, and it feels like they are not offering their
own ideas.)

A perceived imbalance can lead to inefficiencies and time management concerns, emphasizing the importance of a
collaborative and involved approach. Effective leadership is not only directing the group, but also cultivating a culture of shared
contribution and accountability among its members.

 Difficulties in Maintaining Discipline among Members

Students were experiencing difficulties in maintaining discipline among members when having group performance-based tasks
in Physical Education. This pattern emerges in managing groups with members exhibiting challenging behaviors. This was
supported by statement of FGD-01 who said:

"Ang challenge about gud sa discipline. Imuha siyang disiplinahon ba but then di siya
musogot ba kay tungod saiyahang pride or iyahang motto na dili magpa-under."

(The challenge is indeed about discipline. You must discipline them without them getting
offended because they want to assert their pride or adhere to their motto of not making
mistakes.)

 FGD-02 also added that:

“Then ang second na problem is ang disiplina, then ang mga member nimo sipat, dugay
sila makasabot, wala silay mga disiplina.”

(The second problem is discipline, and your members seem stubborn, they take a long
time to understand, and they lack discipline.)

The participants also added about frequent issue of members being hard-headed and uncooperative poses obstacles to effective
communication and hinders the smooth execution of group activities.
IDI-01 stated:

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"Hasol siya, hasol nga stress pud, labaw nag kanang mga member nga mga badlungon
pud kayo, gahig mga utok."

(It was a challenging and stressful situation, especially with those members who were
also troublesome, and hardheaded.)

 IDI-04 mentioned that:

"So, the problem, like what I’ve said earlier, kanang mga members na gahi ug ulo, ang
kanang dili sila maminaw sa imuha."

(The problem is that the members are hard-headed, and they do not listen.)

The shared experiences highlight the challenges of organizing individuals who may demonstrate disruptive behavior, hostility
to authority, and a lack of discipline. The underlying message is that sustaining discipline within a group dynamic is a difficult
endeavor, made more difficult by various degrees of understanding, stubbornness, and a likely reluctance to take responsibility.

 Conflicts in Group Dynamics

The struggle for consensus and agreement within the group is a recurring theme that causes conflict and tension. The
participants gave examples of disagreements and miscommunications resulting from members of the group having different
opinions, attitudes, and personalities. This was supported by the statement of IDI-06:

"Everytime, ano, opposite gani ang opinion sa isig ka member, dili sila agree sa opinion
sa isa, maka cause siya ug negative."

(When each member has an opposing opinion, and they do not agree with each other's
views, it can lead to negativity.)

 IDI-07 also shared that:

"Ang number one jud ana is kanang misunderstanding, like usahay is kanang ang isa kay
naay opinion tapos ang isa pud is naay opinion so mutrag kanang murag hati among
desisyon."

(The primary issue is misunderstanding, sometimes one person has an opinion, and
another person also has an opinion, so it's like our decisions are divided.)

Problems occur when team members are unable to communicate or comprehend one another, leading to disputes and a
fragmented decision-making process. Additionally, disparities in expectations, communication styles, and points of view among
group members can lead to misunderstandings.

 FGD-01 said:

"Naa juy time nga dili magkasinabot, so, kanang dili magkasinabot so naay time nga
magka issue-issues unya so mga away-away."

(There are times of misunderstandings and, when there is no agreement, issues may arise,
and conflicts may occur.)

 FGD-02 also added:

“Every group activity is lahi-lahi mi ug idea, dili mag katugma, mag cause siya sa amoa
usahay ug away, ing-ana ang negative sa amoa, murag magkalaban sa ing-ana. "

(In group activities, our different ideas cause fights and disputes.)

This emphasizes how crucial it is to have strong consensus-building, communication, and conflict-resolution abilities to
promote a more peaceful and effective group environment.

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 Issues on Mental Health

The existence of stress and challenges related to group dynamics also surfaced. Stress is a constant issue in group performance-
based tasks, either dealing with delinquent group members, coping with demanding deadlines, facing potential mental breakdowns,
or dealing with the constant burden of leadership. IDI-01 shared that:

"Ang na experience nako maam kay, hasol siya, hasol nga stress pud labaw nag member
nga badlungon."

(It was challenging; it was a difficult and stressful situation especially when group
members are delinquent.)

Students additionally brought attention to the fact that managing several deadlines at once can be unpleasant and demanding,
which might result in breakdowns. An excessive workload and the difficulty of juggling multiple obligations might lead to breaks.
IDI-03 also mentioned:

"Stress, ma-stress, tapos ma-pressure pagyud ka, kay magsabay-sabay ang mga
deadlines. Syempre, mag breakdowns kay dgahn kayo ug buhaton.”

(It is stressful and pressured because deadlines are all coming at once. Breakdowns
happen because there is a lot to do.)

 FGD-03 said that:

"Naa gyuy breakdown, every, stress na kayo ka about sa group activity na ghatag sa
imuha or g-conduct sa teachers.”

(There is always a breakdown, group activities given by the teachers are stressful.)

Participants also discussed the increased strain and accountability that come with assuming leadership roles in group
environments. It can be quite taxing to be routinely given leadership responsibilities.FGD-04 also added:

"For me, for my experience, it’s really like stressing gyud kayo, like for me, permi ko
leader sa amoang mga groupings, sa akoa tanan, like akoa tanan ang responsibilities.”

(Based on experience, it is really stressful, especially since I am often the leader in our
groupings, and all the responsibilities fall on me.)

Recognizing and resolving stressors in a group environment is essential for individual and group well-being. Stress
management, effective communication, and shared accountability can all contribute to a more enjoyable and productive group
experience.

B. Coping Mechanisms of Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about coping mechanisms of the students in group performance-
based tasks in physical education, the following themes emerged: (1) Exercising Proper Time Management, (2) Distributing tasks
and Assignments, (3) Extending Patience to Groupmates (4) Maintaining Good Communication, (5) Establishing Support System,
and (6) Motivating Groupmates.

Table 2 shows the different core ideas that expound on each essential theme shared by participants during the interview.

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Table 2: Major Themes and Core Ideas on the Coping Mechanisms of Students in
Group Performance-Based Tasks in Physical Education
Major Themes Core Ideas
 executing effective time management, with a to-do list and scheduled tasks, ensures
timely completion
Exercising Proper Time
 using efficient time management techniques as part of the strategy to meet deadlines
Management
 setting up a regular timetable for activities to get things done
 utilizing every available time for practice to complete the activity
 assigning reliable team members to utilize their abilities in a certain task
 distributing work according to members’ abilities to handle the task
Distributing Tasks and
Assignments  allocating responsibilities and tasks among team members so that everyone has a task to
accomplish
 dividing the tasks into smaller groups to facilitate completion more quickly and easily
 extending patience and tolerance to create a nice result
Extending Patience to  highlighting the importance of patience in group work to avoid performance failure
Groupmates  emphasizing the importance of understanding all team members to conclude on what
works for the team
 establishing good communication and considering suggestions to encourage cooperation
 highlighting the significance of good communication by sharing ideas and opinions to
Maintaining Good
reach an agreement
Communication
 maintaining communication by sharing thoughts and opinions to make the presentation
go more smoothly
 seeking advice and support from the family by asking how to handle a particular
circumstance
 building a support network from parents, friends, and teachers by communicating issues
Establishing Support System
seeking assistance, and developing confidence to assist in producing quality work
 asking friends for assistance and teachers for guidance on how to deal with other group
members
 motivating teammates to practice together and provide a quality product
 giving motivation and constant encouragement to work together as a team to complete
Motivating the Groupmates the tasks
 motivating by praising and inspiring group members for their hard work and inspiring
them to aim for outstanding results

 Exercising Proper Time Management

Students discovered that by using techniques like making to-do lists, scheduling assignments, and setting regular schedules,
an organized and methodical approach greatly contributes to the timely completion of tasks. Also, effective time management is
essential for meeting deadlines and completing activities on time. IDI-03 shared that:

"Time management, like kanang pag kuan, pagka 8 kay lahi akoang buhaton, pagka 9
kay lahi nasad. Mabuhat man nimo on time kung naay to-do-list ug time management."

(Time management, much like allocating tasks. Accomplish tasks on time with a to-do
list and time management.)

 IDI-04 also mentioned that:

"The time management isa pud na sa amoang strategy.”

(Time management is also part of our strategy.)

In addition, an essential part of efficient time management is setting aside and assigning a certain amount of time for each task.
As a result of the ability to prioritize tasks based on priority and allot time, it improved planning and organization.IDI-05 said that:

"Maghimo, maglaan ug kanang time ana nga specific na activity para malapasan. "

(Create and allocate a specific amount of time for that activity to overcome it.)

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Participants also mentioned that one strategy strongly related to the idea of time management is making use of every second
that is available to do an activity. With this approach, production is maximized by making the most of the available time, whether
it be during set work sessions or brief breaks between other obligations. FGD-01 also said that:

"Naa koy strategy, nga kung time, kung wala gani time sa other subject, kadto siya i-
insert gyud jud nako amoang activity bahalag unsa inyuhang gibuhat draa basta kato
nga activity is mabuhat gyud siya.”

(One strategy is using every available time to complete the activity.)

Participants have a greater capacity to cope with the demands of their tasks and responsibilities if they recognize the importance
of constant planning and purposefully managing their time.

 Distributing Tasks and Assignments

The students also discussed the need of allocating tasks strategically based on the talents and abilities of each team member
and ensuring that each member contributes to the task's accomplishment. This was supported by the statement of IDI-04:

"Amoang strategy, is like kung naay competition, naga pangita kog mga member jud
nako na gusto mutabang para mahuman, yeah, masaligan."

(Our strategy is to assign someone who is responsible and committed to complete the
task.)

 FGD-02 mentioned that:

"So, akong gina-divide sa akoang mga members, nga kanang feel nako kaya nila, tanan
man jud kaya himoon, pero dili man gud nila, kanang pabaayn man gud nila ilang
responsibilities.

(Dividing the group members based on what they can do and responsible enough to do
the task.)

 FGD-06 also mentioned that:

"Akong mga strategies maam, is mag assign ug mga buhatonon para naa puy trabaho
ang tanan."

(One of my strategies is to assign tasks so that everyone has something to work on.)

The participants also emphasized on reducing overburden to certain individual and breaking up tasks into smaller groups to
create a harmonious and cooperative work atmosphere. Dividing the group's members into those who can perform specific duties
well and others who might find them difficult, the group can make the most of each person's strengths. FGD-05 also shared that:

"Akoa maam, kay gina-divide nako siya, then sa amoa man gud maam, nay second, ay
nay leader maam, like ginalahi ang kabalo ug dili kabalo. And mahapsay siya kay katong
mga dili kabalo imuhang ma kuananan."

(Dividing the group according to who can do the task and those who cannot do the task
to facilitate easily.)

Teams must understand the benefits of a divided task in which each member's contributions are valued and commensurate with
their skills to encourage a sense of shared accountability and accomplishment among team members in addition to facilitating the
fast execution of tasks.

 Extending Patience to Groupmates

The emphasis on patience in group work suggests that effective collaboration demands a commitment to overcoming obstacles
with perseverance in addition to speaking to the avoidance of performance failure. This was supported by the statement of IDI-01
that said:

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"Ginatas-an nako akoang pasensya, magsabot mi ga mag cooperate para nice ang
result.”

(I extended patience and agreed to cooperate to come up with a nice result.)

 IDI-02 also shared that:

"Kinahanglan lang gyud, it needs a big patience, kay ug wala dakong pasensya, mahulog
na murag mafailure or mapalpak ang performance."

(It really requires a lot of patience without patience, it might lead to the failure in
performance.)

 IDI-07 also said that:

"Ang akoa lang jung gibuhat, mo-understand lang gyud sa ilaha sabton nalng jud namo
ang usag-usa, para ang kadtong mga idea nga among na gather is kanang, ma come up
namo siya, nga kanang amoang buhaton sa a group."

(Understand the team members to conclude what will be the best for the group.)

Individual skills have a significant role in a team's success, but the team's ability to work well with a range of personalities and
foster an environment where everyone feels valued and understood also plays a big part.

 Maintaining Good Communication

The participants were also drawn to the realization that effective cooperation is dependent on the construction of clear
communication channels and the willingness of team members to actively consider and carry out each other's suggestions.
Consequently, a cooperative and harmonious working environment is more likely to thrive when there is an open discourse and
shared decision-making culture. IDI-05 stated that:

"Ang isa po maam, making communicate sa imuhang members, imuhang iingon, imuhang
i-consider ilang mga suggestions, and also po imuhang mga suggestions."

(One thing is making sure to communicate with your members, listen to what they say,
consider their suggestions, and provide your own suggestions.)

 IDI-07 also shared that:

"Una, is mag tapok mi then, ang ika duha mag introduce ko sa topic or mga ideas, and
then mag storya ko, then mag share pud sila sa ilang tanang opinion para magather
namo tanan."

(First, we gather, and then, secondly, I introduce the topic or ideas. I share my thoughts,
and then they also share their opinions so that we can collectively gather everything.)

 FGD-06 mentioned that:

"Sa group activities, mag contribute mi ug sariling idea ug opinion para madali ang ano
sa among activity para i-present namo sa among teachers."

(In group activities, we contribute our own ideas and opinions to facilitate the progress
of our activity for presentation to our teachers.)

The ability to communicate openly and incorporate a diversity of opinions is not only useful for the smooth performance of
tasks, but it is also essential to the creative and intellectual depth of the collaborative process. Thus, effective communication and
idea sharing lay the foundation for a dynamic and productive team atmosphere.

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 Establishing Support System

The students also believed that interpersonal relationships play an important role in dealing with challenges. When confronted
with a dilemma, the emphasis on obtaining advice from family, friends, and teachers demonstrates that individuals realize the value
of varied perspectives and experiences. This was supported by the statement of FGD-01:

"Akoa maam, kay sa akoang problems, naga share jud ko sa akoang family. Then ing-
ani, kung nay activity as a group, naga-share kog ing-ani, unsaon man ni pag handle.
Gintambagan ko nila nga trust yourself…kaya lage nimo.”

(I share my problems to my family, I shared how I handle group activities, and they gave
me advises that I can do it.)

 FGD-03 also shared:

“Sa akoang friends, kay gina share nako unsa ang mga problems sa akong grupo, then
ila jud kung ginatabamgan ko Kung masuko man gud ko, murag, ang out sa akoang baba
kay sakit and dili nako mabantayan, so, gina-ingan koniila na avoid gyud masuko kay
kabalo sila unsa akong ugali. Sa akoang family, labi na sa akoang mommy, kay kanang
every uli nako sa balay kay gina-ask ko niya unsa akong ginahimo every day, kumusta
akong school. Ing-ani, ing-ana, dili man ko sanay ana sauna pero… so, mao to pag-abot
sa iyaha, gina-share nako sa iyaha tanan mga problems, tas iyaha kong gina help kung
kinsa ang mga doolon para mahuman na nga mga props, mga projects, mga steps sa
sayaw, mao to kay helpful jud kayo ang family. Tas ang teachers, ang teachers,
ginatambagan ko nil ana makaya lage nako na sa pag lead sa team, nya sa paghimo ug
nice nga output.”

(With my friends, I share the problems in our group, and they listen to me. With my
family, especially my mom, every time I come home, she asks me about my daily
activities, how my school is going. I share all my problems with her, and she helps me
figure out who should take on the tasks to finish the props, projects, dance steps, and it's
helpful having a supportive family. And with the teachers, they assist me in leading the
team and creating a nice output.)

Building a support network is about more than just accepting help. Thus, a network of support can be a source of strength
when things go tough. FGD-04 also mentioned:

"Friends and teachers po. Sa akong friends, whenever I rant to them, they will volunteer
to help sa kung asa taman ang kaya nila buhaton. Sa mga teachers’ pud, gina guide ko
nila kung unsaon pag handle akoang mga classmates. "

(With friends and teachers, whenever I rant to my friends, they volunteer to help with
whatever they can do. With teachers, they guide me on how to handle my classmates.)

Individuals can improve their own capacities and overcome obstacles more effectively by reaching out to others for help and
drawing on their support and inspiration. Furthermore, the emotional support and inspiration that come from relationships with
others can be a strong motivator, enabling people to overcome obstacles with resiliency and determination.

 Motivating the Groupmates

Creating a good and supportive environment in which people feel appreciated and motivated not only improves the overall
team dynamics, but it also serves as a catalyst for great achievements. This was supported by IDI-01 who shared that:

"I-motivate nako sila para mag praktis. Uhmm, kanang, magsabot mi. magsabot mi sa
mga members nga mag-cooperate para nice ang result. "

(I motivate them to practice. Hmm, we talk, we discuss among members to cooperate for
a nice result)

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 IDI-05 also said that:

"i-encourage nimo sila na making cooperate sa inyuhang group."

(Encourage them to collaborate effectively within the group.)

 IDI-06 also mentioned that:

"Gina encourage lang jud nako permi akong mga groups, and by pray, ay trough prayers
and dala napud sa lihok sa tao, gina-encorage gyud nakoa permi akong groups, dili nako
sila gina down gani"

(I always encourage my groups, and through prayers and the example of my actions, I
consistently uplift and encourage them. I never bring them down.)

The emphasis on motivating, encouraging, praising, and inspiring team members suggests an understanding that individual
and collective performance is influenced not only by skill and effort but also by the emotional climate within the team. Accordingly,
team members are more likely to work well together and provide creative ideas when they are inspired.

C. Insights Drawn from the Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about insights that can be drawn from the students in group
performance-based tasks in physical education, the following themes emerged: (1) Teachers’ Instruction and Management in Group
Tasks (2) Inculcate the Value of Teamwork (3) Valuing Inclusivity and good Communication, (4) Cultivate Good Values in
Engaging Group Tasks, and (5) Provide Learners with Skill Development Activities.

Table 3 shows the different core ideas that expound on each essential theme shared by participants during the interview.

 Teachers’ Instruction and Management in Group Tasks

The participants also discussed the diverse roles that teachers play in creating a welcoming and fair learning environment
that supports the development of individuals as well as groups. Further, students discussed the possible advantages of having
teachers’ emphasis on developing leaders.

Table 3: Major Themes and Core Ideas of the Insights Drawn from the Students in
Group Performance-Based Tasks in Physical Education
Major Themes Core Ideas
 Train and mentor leaders to enhance group performance outcomes.
 Concentrate on learning students’ needs and abilities instead of putting so much pressure on
them.
Teachers’ Instruction and  Evaluate each student separately in group activities to encourage them to work on their
Management in Group responsibilities.
Tasks  Be present throughout group activities to motivate students to remain focused and involved.
 Teamwork and active participation are the keys to a successful performance.
Inculcate the Value of  Inculcate cooperation among students.
Teamwork  Work together as a team to attain smooth and successful outcome.
 Promote mutual support and teamwork.
 Members should be given an opportunity to share ideas and suggestions for the group.
 Encourage openness and emphasize the importance of sharing freely without fear.
Valuing inclusivity and
 Effective communication is important for better understanding and improved outcomes.
good communication
 Produce a better result if they value open communication and are open to the thoughts and
opinions of others.
 Develop self-confidence and self-reliance from groupmates to produce positive results.
 Gain self-confidence, self-belief, and task management to produce favorable results.
Cultivate Good Values in
Engaging Group Tasks  Encourage to gain confidence and the acquisition of knowledge to tackle challenges and
present effectively.
 Give dance classes with skilled dancers to increase their dancing skills.
Provide Learners with Skill
 Provide the students with confidence boosting activities.
Development Activities
 Provide students with opportunities to showcase their talents, such as skill-based days.

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The idea that leaders may effectively train and guide other members of a group. It emphasizes how crucial leadership is as a
facilitator of efficient dialogue, mentoring, and general group cohesiveness in an educational environment. The statement is
supported by the statement of IDI-04 which shared that:

"I think, kanang sa teacher, kana siguro i-trained ang mga leader ug tarong unya tudloan
unta ang mga members ug tarong. "

(For the teachers, train leaders so that they can then instruct the members effectively.)

The participants have conveyed their hope that excessive pressure is avoided on students. The need to recognize and adjust to
each student's distinct abilities is emphasized. This implies a dedication to cultivating a constructive and comprehensive educational
setting where learners can flourish without experiencing overload, IDI-05 said that:

"Kanang unta dili mag hatag ug pressure, dili sila mag pressure sa mga students, and i-
understand kung unsa ang kaya sa ilang mga students. "

(Hopefully students will not be given too much pressure and should be understood
according to their capabilities.)

In addition, the participants advocate for a customized assessment strategy during group presentations to guarantee that every
student gets an equal chance to demonstrate their comprehension and contributions. This approach supports an atmosphere that
recognizes the distinctive contributions made by each student to the learning process, which is consistent with the values of equity
and inclusivity. It is supported by the statement of FGD-01:

"Ang musuggest nako, every time unta mag report, pero individual ang grades, mas
nindot man gud siya kay para mulihok sila para mahatagan pud sila ug opportunity."

(It would be nice to individually assess the students during group reporting so that
everyone will have the opportunity.)

Participants also expressed concern about the potential lack of supervision if students are left alone. The necessity to supervise
the students is to ensure that they remain focused on their educational task. FGD-07 mentioned that:

"And sa kana pong MAPEH day pud maam, gusto nako dili mi biyaan sa teachers, kay
sometimes man gud, once biyaan na sa teachers, ang mga boys kay muadto ug canteen.”

(Teachers should not leave us unsupervised. Sometimes, when left on our own, the boys
tend to go to the canteen.)

Effective teaching in group-performance assignments includes not only imparting knowledge but also supervising and assisting
students in group projects. This implies that teachers are essential in establishing a positive learning atmosphere, recognizing the
unique requirements of each student, promoting equity, and developing motivation.

 Inculcate the Value of Teamwork

The students placed a strong emphasis on cooperation, active engagement, and teamwork to achieve effective results in a group
context. Considering the importance of collaboration in achieving success, participants urged individuals to actively participate in
group tasks. IDI-01 mentioned that:

"Teamwork, kay dili man ma perfect ang performance kung walay teamwork. Kuan,
dapat dili ka mag ulaw-ulaw, dapat active ka. Kay ug maulaw, wala gyud mabuhat, walay
mabuhat."

(Without teamwork, performance would be far from perfect. Be active. If you are
embarrassed, nothing will be accomplished, and nothing can be done.)

Furthermore, participants emphasize the importance of collaboration in simplifying tasks and making the entire workload more
manageable. Students recognize that when individuals collaborate harmoniously, they can increase efficiency and effectiveness in
their academic efforts. It is supported by FGD-02:

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"Akong masulti sa lain is kanang makipag-cooperate lang jud, kay as a student, nga
kabalo naman jud ka once kung magkipag cooperate sa isat-isa mas madali gyud ang
trabahoon, mao rajud na akong mahtag sa liang student nga mag copperate."

(As a student, just cooperate. When you cooperate with each other, the work becomes
much easier. That's my advice to fellow students, cooperate.)
 FGD-04 agreed:

"For me, working together will always be the best option po. By working together, we
can accomplish things smoothly not alone but together. Teamwork."

(For me, working together will always be the best option. With teamwork, we can
accomplish things smoothly, not alone but together. Teamwork)

Effective group work depends on everyone working together, supporting one another, and being respectful of one another's
viewpoints. It emphasizes the idea that the fundamental goal of group activities is to create a cooperative environment in which
individuals work together to achieve a common goal.
IDI-06 also said:

"Group activity is all about all about helping each other, and dria pud ma base ang
teamwork.”

(Group activity is all about helping each other, and teamwork.)

When people collaborate as a team, the resultant collective synergy facilitates more effective problem-solving, streamlined
workflows, and the discovery of worthwhile solutions. Essentially, a peaceful and cooperative team dynamic is essential to
delivering high-quality and productive outcomes.

 Valuing Inclusivity and good Communication.

Participants also pointed out that effective group dynamics are built on leadership that emphasizes the team's shared goals,
encourages active engagement from all members, fosters an open communication culture, and cultivates self-control in individuals.
The participants also emphasize the necessity of listening to others' perspectives in a collaborative situation. It emphasizes that
leadership entails more than simply one person's viewpoint and that a leader must evaluate and value the input of the entire group.
IDI-07 mentioned:

"Kung leader pud ka, matuto pud ka na maminaw sa opinion sa uban, kay dili raman pud
ikaw nalang tanan, ug dili rapud kanang imuhang nalang opinion ang dapat sundon. So
dapat imuha gyud silang hatagan nimo silang time na mag storya kung unsa ilang gusto
buhaton, ug unsay ilang ma come up nga ideas para sa inyuhang group."

(For the leaders, learn to listen to the opinions of others because it is not just about you,
and it is not just your opinion that should be followed. Members should be given time to
talk what they want for the group.)

On the other hand, participants encourage openness and emphasize the necessity of freely exchanging thoughts without
reservation. It indicates that creating a culture in which people feel comfortable sharing their ideas leads to a more dynamic and
innovative environment. FGD-02 shared that:

"Also, maghtag ug idea, dili mahadlok maghatag.”

(Do not hesitate to share idea.)

In addition, participants highlight the importance of communication in generating greater understanding and outcomes. It
implies that excellent communication plays an essential role for creating clarity and mutual understanding among individuals
working together. FGD-03 mentioned:

"Ang akong ma share sa akoang mga classmate or insight is, communication is a must
jud. If mag communicate mo mas magkasinabot mo and mas mo-nice gyud ang outcome
sa inyuhang output."

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(Communication is a must. Because if you communicate, you'll understand each other

better, and the outcome of your output will be much better.)

 FGD-04 also agreed that:

"Akoa pud maam, is communication pud, para and always be open to hear the ideas and
opinions of others and trust yourself."

(For me as well, ma'am, it's communication too. Always be open to hearing the ideas and
opinions of others and trust yourself.)

In generals, a group's capacity to succeed depends on creating an atmosphere where members are encouraged to express
themselves freely and feel heard and appreciated. Group synergy is maximized and a collaborative environment that fosters idea
sharing, shared success, and a sense of collective ownership is fostered by appreciating the importance of each member's voice.

 Cultivate Good Values in Engaging Group Tasks

Students recognize the value of self-confidence, self-belief, and self-reliance, emphasizing that a healthy group is made up of
individuals who not only actively contribute but also feel individually empowered to face obstacles and take on responsibilities.
This is supported by the statement of FGD-02:

"Dili mahadlok once mag reporting ka, like kung naa ka sa atubangan, makahatag kag
idea, advises, lami kayo na sa feeling. confidence akong ma advise, dghan man gyud
maulaw na ipagawas nato atong confidence.”

(Do not be afraid, when you are in front, when you can give ideas and advice, it would
be a good feeling. I advise you not to be embarrassed showing your confidence.)

Also, participants emphasized self-trust and self-belief, implying that having faith in oneself can lead to great consequences.
It emphasizes the need for self-confidence and positive self-belief as necessary components for overcoming obstacles and achieving
goals. FGD-03 mentioned to:

"Trust yourself, kay ug i-trust nimo imuhang self na kaya nimo mahimo, Makaya nimo
ug handle, Makaya gyud nimo ug human para nice ang outcome.”

(Trust yourself, gain self-belief and you can do it with good outcomes.)

 FGD-06 also Added:

"For me maam, ang ma advise nako is to be confident and have the knowledge to solve
solutions. Kay if naa ka ana dali raka makareport sa atubangan and para dili naka mag
libo sa imuhang i-present."

(For me, ma'am, my advice is to be confident and have the knowledge to solve problems.
If you have that, it will be easy for you to report in front, and you won't feel lost in
presenting your ideas.)

Individual empowerment is important not only for personal progress, but also for the group's ability to achieve constructive
and favorable results. In essence, the phrases emphasize the harmonious connection between individual development and group
achievement.

 Provide Learners with Skill Development Activities

The students also mentioned that a comprehensive educational experience involves not only skill development through expert
instruction but also platforms for students to exhibit their talents. This was supported by the statement shared by IDI-04:

"I think, kanang murag mag suggest ug mga kabalo musayaw, mga dancers na kabalo
mag tudlo, dance workshops para ma improve ang mga skills sa mga students."

(I think it would be helpful to have skilled dancers who can teach dance workshops to
improve the students' skills.)

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Participants expressed a desire for activities that would enhance students' confidence. This means that it is critical to promote
not only academic growth but also personal development. Incorporating confidence-building activities into the educational
experience acknowledges the comprehensive nature of student well-being. IDI-05 stated that:

“Like kanang mga students, unta naay mga activities na maka pa boost sa ilang
confidence.”

(It would be great if there were activities for students that could enhance their
confidence.)

In addition, participants suggested to establish a particular day for students to show off their abilities, suggesting a need for a
platform that honors and recognizes the different talents of the school population. As it will demonstrate a commitment to creating
a more lively and supportive learning environment that values and appreciates the student population's many skills. FGD-07 suggests
that:

"Ang ma suggest nako, gusto nako kay mag kuan sila ug day, gusto nako mag kuan sila
ba, kung unsay skill sa students.)

(My suggestion is they should designate a day where students can showcase their skills.)

A supportive learning environment should attend to students' creative well-being in addition to their academic and skill-
related needs. Hence, an inclusive and encouraging educational strategy that fosters both skill development and holistic growth is
needed.

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CHAPTER FIVE
DISCUSSION

This chapter presents various authors' thoughts and concepts, as well as the results of the study, implications regarding
instructional approaches, and recommendations for further research.

The goal of this phenomenological study was to explore the lived experiences of the students in group performance-based
tasks in Physical Education, as well as their coping mechanisms and the insights that can be gained from their experiences. It utilized
in-depth interviews and focus group discussions on gathering relevant data from the participants using a valid questionnaire. It
answers the research questions of the participants who have given the researcher essential information and have conducted thorough
research with the help of the experts.

A. Lived Experiences of Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about their lived experiences in group performance-based tasks
in physical education, the following themes emerged: (1) Observation of Strengthened and Happy Relationships among Groupmates,
(2) Struggles in Time Management, (3) Observation to Uncooperative Members, (4) Over-Reliance on Leaders,(5) Difficulties in
Maintaining Discipline among Members, (6) Conflicts in Group Dynamics, and (7) Issues in Mental Health.

 Observation of Strengthened and Happy Relationships among Groupmates

Amidst the challenges of group performance tasks in Physical Education, participants also shared positive experiences that
enhanced their participation. Students indicated feelings of joy and happiness from these pursuits, suggesting that the hands-on and
group aspects of the assignments enhanced their overall happiness. In Physical Education, group performance activities with
dynamic and interactive aspects fostered an environment where learning was not only informative but also enjoyable for the
participants.

According to Harrity (2023) relationships can be formed through working together, people engage, communicate, and depend
on one another to succeed when they work in group settings. In addition to providing opportunities for people to get to know one
another better, collaborative learning also fosters the growth of new friendships and the fortification of current ones. These
connections can improve mentorship relationships and have a good effect on both personal and professional encounters, raising
morale.

Also, students' sense of camaraderie was enhanced by group performance tasks, which gave them chances to strengthen their
bonds and develop new partnerships. Further, individuals can form relationships and connect with others through group work. It
encourages good communication, teamwork, and the ability to compromise and settle disagreements. Team camaraderie improves
productivity, creativity, and problem-solving abilities as it also fosters a sense of belonging and unity among the group, making
collaboration more fun and fruitful (Williams et.al., 2023).

In conclusion, the good experiences that participants in physical education group performance-based tasks expressed highlight
the many advantages that go beyond academic results. In addition to enhancing students' personal enjoyment, these activities are
vital in helping them form deep connections with one another and develop a feeling of community. Thus, the use of cooperative
learning tactics to help students develop their social skills appears to be promising (Larson, 2022).

 Struggles in Time Management

The diverse challenges faced by students in managing their time when working with groups in Physical education emerged.
The hurdles encountered include balancing household responsibilities and academic obligations, maintaining practice schedules,
punctuality issues, and extra-curricular commitments which hinder the progress of the completion of the tasks. The difficulty
increases when students must deal with overlapping group activities from different topics.

Time limitations are a common problem for students, and they can be caused by several things, including extracurricular
activities, family obligations, and poor time management. As a result, students who are pressed for time may procrastinate, give less
importance to assignment deadlines, and experience more stress. Time planning becomes essential to avoid conflicts and allow
students to participate in each group activity without feeling overwhelmed or stretched too much (Santelli, 2020).

Further, Hasanah (2019) mentioned that Junior High School students struggle with time management, particularly in terms of
responsibility in learning, organization, and extracurricular activities. Thus, time management is an important self-regulation process
in which students actively regulate their participation in activities to achieve their academic goals (Wolters et.al., 2020).

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 Observation to Uncooperative Members

The participants also expressed that working in a group is a challenge and inefficient to be with uncooperative group members.
The participants revealed that there are unproductive collaborations due to members who failed to follow and refused to listen. The
recurring issue of uncooperative team members impedes task accomplishment.

Moreover, members who fail to contribute to the group can have a detrimental impact on its dynamics. When they fail to
actively engage in conversations or offer insight during decision-making, they could be a contributing factor to bad group dynamics.
Difficult people detract from the purpose and goals of a group, team, or committee. They prioritize their own self-interest over the
needs and well-being of others (Dowd, 2021).

This lack of participation might impede the group's capacity to successfully explore various alternatives and disrupt the flow
of information. One potential flaw is the potential for social loafing, in which certain group members depend entirely on the efforts
of others to do the work and contribute less than others or not at all (Kriesna, 2023).

In general, non-participating members can lower their group morale and participation while hindering the completion of a
project. Thus, students who work in groups not only optimize their own learning but also gain from the varied viewpoints and
expertise of their classmates (Gillies, 2022).

 Over-Reliance on Leaders
Another significant issue that participants in a group encountered was the existence of individuals who demonstrated an
excessive dependence on group leaders, resulting in an uneven distribution of duties and an excessive workload for those occupying
leadership positions. The reluctance or unwillingness of some group members to actively contribute or share ideas left leaders with
the task of resolving all responsibilities.

According to Becker (2023) over-reliance is defined as an excessive reliance or dependence on a single leader or individual
within a team or organization. Over dependence on a single leader can result in problems such as lack of collaboration, limited
autonomy for team members, and the possibility of micromanagement. It is widely seen as a challenge or stumbling block in
leadership since it can impair team dynamics, innovation, and overall organizational effectiveness.

The imbalance in the group does not only hinder the leaders but also hinders the overall efficiency of the group, potentially
leading to subpar outputs. The unequal engagement in which some people contribute less than their peers can have a negative impact
on group and individual learning results. Furthermore, it can cause dissatisfaction among group members and undermine the unity
of the group (Strau et.al.,2021).

 Difficulties in Maintaining Discipline among Members

The students engaged in group performances in Physical Education found themselves facing a range of challenges when it
came to upholding discipline within their teams. A notable issue that surfaced prominently was the difficulty in managing and
curbing disruptive behaviors exhibited by certain group members. These behaviors manifested in various forms, such as
stubbornness, mischievous conduct, indifference, and a perceived sense of hardheadedness. Furthermore, participants also
mentioned incidents of disobedience and refusal to listen among certain group members. This defiant behavior may have had a
domino effect, breaking the rhythm and coherence of the entire group during performances.

According to Bodo (2020) indiscipline can take many different forms, accordingly it is important to identify and deal with it
there to promote healthy, orderly growth that will benefit the learner for the rest of their lives. According to Kieth (2023) most
groups lack discipline, members who seem not to follow through on the agreed-upon approach for reasons we commonly attribute
to as problems; they appear to lack of discipline. A failure in maintaining discipline appears to be an issue with responsibility when
the people in the group have the necessary abilities and motivation to accomplish the job.

To promote a more disciplined learning environment in the classroom and improve students' performance in group projects, it
is generally necessary to address negative behaviors among classmates. Creating a healthy environment, employing authorized
disciplinary procedures, and encouraging positive motivation are all examples of effective discipline techniques (Ruswanati, 2022).
Therefore, discipline is required to enhance learning and provide better group project outcomes.

 Conflicts in Group Dynamics

A significant challenge that surfaced during group collaborations was the frequent occurrence of misunderstandings stemming
from divergent opinions among group members. The diverse range of perspectives, assessments, and personalities within the group
often led to conflicts or divisions, hindering the seamless progress of collaborative projects. The clash of opinions, particularly when
members hold disparate views, is not only a source of confusion but also a source of disagreement within the group.

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The unity of the group is significantly harmed by disagreement inside the group. The inherent diversity in opinions and
approaches, while valuable for generating innovative ideas, can also become a potential source of tension. The challenge arises
when group members struggle to find common ground or fail to reach a consensus on the best course of action. This lack of
agreement can result in internal conflicts, slowing down the decision-making process and impeding the overall efficiency of the
group (Manata et.al., 2022).

Conflicts will always arise when dealing with a group of people. Conflict in a group encompasses the different expectations,
viewpoints, and workloads of the other members. However, conflicts may ignite productive discussion and educate individuals how
to address significant problems by coming to compromises or providing stronger arguments (Wimbush, 2021). As disagreements
during group work have an impact on teaching and learning processes, teachers should identify and resolve them (Sim et.al., 2021).

 Issues in Mental Health

Students revealed that substantial difficulty and stress are experienced when presented with group performance-based tasks,
existence of delinquent group members was one of the noticeable factors. Certain group members' lack of commitment or non-
participation not only affects the quality of the group's output overall but also puts an unfair load on the accountable and committed
members. This dynamic has the potential to exacerbate tension, impede teamwork, and produce a result that is not ideal for the
group.

Stress is a student's internal and external response to challenging or potentially harmful circumstances when they engage in
group activities. Stress can be a motivator when used appropriately, but too much or frequent stress can be detrimental to on e's
mental and physical health (Frietas,2023).

According to a study, stressors associated to group activities caused moderate to severe stress in 88.3% of the students. This
suggests that group activities have a substantial impact on students' overall stress levels. Thus, students need to have strong coping
mechanisms and effective stress management to succeed in the classroom (Al-Shahrani et.al, 2023).

B. Coping Mechanisms of Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about coping mechanisms of the students in group performance-
based tasks in physical education, the following themes emerged: (1) Exercising Proper Time Management, (2) Distributing tasks
and Assignments, (3) Extending Patience to Groupmates (4) Maintaining Good Communication, (5) Establishing Support System,
and (6) Motivating Groupmates.

 Exercising Proper Time Management

Participants in Physical Education responded with adaptive methods to the difficulties they faced in group performance-based
tasks. Students mainly concentrated on efficient time management to guarantee the timely and successful completion of tasks.
Implementing systematic planning through the construction of to-do lists and planned chores was one important strategy. Students
were able to minimize the impact of competing duties by properly allocating their time and organizing their priorities by providing
clear objectives and breaking down work into manageable pieces.

Further, Ahmad et.al (2019) noted that effective time management is essential for raising students' achievement and
performance. Time management is a skill that every learner needs to be familiar with and proficient in if they want to achieve better
outcomes. Also, Auld (2023) mentioned that effective time management techniques include having a clear goal at the outset, making
a master schedule, starting assignments early, dividing up big activities into manageable parts, avoiding multitasking, reducing
distractions, and taking regular breaks.

The creation of a regular schedule was another essential component of their time management approach. Participants
understood how crucial it was to approach task completion consistently. In addition to addressing the current time restrictions, this
preemptive planning helped the group tasks be completed with a more balanced and sustained effort. Participants also made the
most of every opportunity to practice and finish tasks. Understanding the importance of making the most of free time, students took
advantage of any opportunities to practice and polish their contributions to the group performance in between courses or other
obligations. Further, according to a study, students' perceptions, organizing their time in advance has improved their academic
achievement (Alyami et.al., 2021). Thus, this creative use of the participants' time showed a dedication to the project's success and
exhibited their ability to overcome time-related obstacles.

 Distributing tasks and Assignments

Group members expressed a strategic approach to properly managing a significant workload, acknowledging that it is
inevitable. Participants emphasized the value of distributing and dividing up duties among group members, acknowledging that
collaboration frequently requires a significant amount of work. By distributing the jobs fairly, the group was able to avoid an
imbalance in workload and developed a sense of shared responsibility.

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In group projects, giving group members defined responsibilities can help to improve team effectiveness and efficiency by
reducing typical issues including dominance, lack of contribution, and expectations that aren't met. When roles are assigned, students
perceive better structure and follow through on choices and action items, which improves team performance (Meyst, 2023).

Also, participants recommended dividing larger tasks into smaller, more manageable ones to increase efficiency even further.
Given the division of labor, the workload was approached methodically, enabling each team member to concentrate on certain tasks
without feeling overburdened by the project. According to Indeed Editorial (2022) organizing work into smaller, more achievable
objectives increases productivity, decreases overwhelm, and boosts efficiency.

Through such a delegating technique, everyone’s abilities could be maximized, and all required tasks could be completed
efficiently. Additionally, this improved the collective performance of the group as well as the number of individual contributions.
As mentioned by Dixon (2022) effective delegation enables duties to be distributed among team members and is a crucial leadership
ability. Delegating fairly entails considering each person's assets, liabilities, objectives, and commitments. It's important to make
sure that each person can contribute significantly without feeling overburdened, not that everyone should have the same
responsibilities or workload.

 Extending Patience to Groupmates

Amidst the difficulties of collaborative performance-based tasks in Physical Education, participants emphasized the need to
develop patience as an essential strategy to attain positive results. Aware of the difficulties that come with working together,
participants stressed how crucial it is to be patient with one another. This strategy required accepting and understanding the various
personalities and behaviors among the group members, even when misbehavior or a negative attitude was displayed.

According to Herrity (2023) being patient can help people set goals, work with teammates more successfully. The
understanding of the importance of patience in forming group dynamics brought attention to its critical significance. Participants
realized that being impatient could make disagreements worse and make it more difficult for the group to communicate effectively.
People tried to create a more understanding and accepting environment by being patient, which helped the group overcome obstacles
by thinking as a unit.

In addition, patience acted as a uniting factor that made it possible for the group to recognize these distinctions, encouraging
amicable working relationships and improving the group dynamic. Members of a team can work peacefully and build solid,
cooperative connections in a patient environment (Wooll, 2022).

 Maintaining Good Communication

Participants emphasized that successful completion of group performance-based tasks in physical education is mainly reliant
on efficient communication. Participants emphasized the importance of communication, pointing out that it acted as a spark to
promote cooperation among group members. A collaborative environment where people felt at ease exchanging thoughts, opinions,
and insights was made possible by open lines of communication, which eventually helped the assignment be completed successfully.

Participants observed that more lively and productive conversations resulted from creating an atmosphere where team members
felt comfortable sharing their opinions. This open line of communication encouraged the sharing of ideas and made sure that every
member's opinion was recognized during the more inclusive decision-making process.

As mentioned by McDuffee (2023) successful teamwork involves effective communication, which calls for deliberate practice,
clear messaging, and active listening in both in-person and distant settings. Additionally, while respecting individual limits,
establishing explicit communication norms and expectations within a team helps reduce misunderstandings and improve overall
communication flow. Fostering open and fruitful communication also requires promoting team members' emotional resilience,
empowerment, and active involvement in meetings.

Furthermore, it was believed that efficient communication could boost the efficiency of group presentations. To minimize
misunderstandings and improve the group's general cohesiveness, it was imperative that ideas, expectations, and feedback be
communicated clearly to all members of the group. The participants realized that a better coordinated and polished group
performance was based on a shared understanding that was fostered by good communication.

According to Satam (2023), students that communicate well with one another are also more likely to collaborate, which
promotes teamwork and the sharing of different viewpoints. In the educational community, fostering healthy relationships through
communication improves engagement, motivation, and general well-being. Furthermore, effective cooperation and teamwork
require effective communication as a core skill. The capacity for active listening, effective concept communication, and opinion
negotiation is essential in today's globalized society.

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Students gain from having excellent communication skills in a variety of ways, including increased academic performance,
relationships, cooperation and teamwork, confidence, and self-expression, and enhanced critical thinking and problem-solving skills
(Lancehgs, 2023)

 Establishing Support System

Participants in Physical Education group performance-based tasks identified the value of having a support system as a valuable
coping technique. Seeking advice, support, and guidance from a variety of sources, such as family, friends, and teachers, has
emerged as a critical method for overcoming the obstacles that come with joint endeavors. The participants felt that reaching out to
a support network gave them the confidence and motivation they needed to generate high-quality work.

Kapil (2020) has stated that acquiring a strong network of like-minded, trustworthy, and respected individuals for support is
crucial, so you have individuals you feel comfortable talking to about what you're going through and any assistance you might need.
These people can be friends, family, neighbors, instructors, clergy, or fellow students.

In addition, having a solid support system to lean on gave one a sense of security and lessened the sensation of being
overwhelmed. Having a strong social support network can increase your sense of autonomy and self-worth, which in turn can help
you deal with challenges more effectively. Emotionally stable friends and family that believe in your abilities and can assist you in
concentrating on the next actions to take to resolve your issues (American Psychological Association, 2022)

In general, family, friends, and teachers provided motivational fuel in the form of support and guidance, which motivated
participants to overcome obstacles and maintain focus on their objectives. As mentioned by Juguilon (2023) learners who received
high-quality family assistance outperformed those who received less. Parents should encourage their children's early education at
home as well as active involvement and participation in school.

 Motivating Groupmates
Participants in Physical Education group performance-based tasks underlined the importance of motivation and encouragement
in building a collaborative and productive team dynamic. Individuals believed that constantly motivating teammates and providing
regular support was critical to establishing effective teamwork and the execution of high-quality work.

More so, Hawthorne (2023) stated that motivated students exhibit goal-oriented behaviors. They take charge, are resilient, use
their curiosity, and treat their work with respect and attention. They have the tools necessary to plan their own educational path.
Motivation aids in concentrating attention on a crucial objective or result. By doing this, individuals become less affected by
potential distractions and can focus for extended periods of time.

Encouraging teammates meant giving the team a feeling of direction and excitement. Consistent encouragement was also found
to be an effective strategy for preserving a positive team environment. As mentioned by Crawford et.al (2022) encouragement of
teammates can have a variety of beneficial consequences on team dynamics and performance. It makes them feel supported and
motivated, which can enhance confidence and overall state of mind. As a result, individual and team performance may improve. It
promotes camaraderie and togetherness among teammates by making them feel valued and respected. When teammates are
encouraged, they are more likely to collaborate, communicate effectively, and work together to achieve team goals.

Further, the participants emphasized the importance of praising and acknowledging their teammates for their efforts. This
positive reinforcement not only acknowledged individual achievements, but also motivated team members to strive for continued
success. Praise acted as a motivator, promoting a sense of accomplishment and instilling confidence in group members. Giving
praise is an effective way to show thanks that can strengthen bonds, enhance wellbeing, and stimulate learning (Rowell, 2023).

C. Insights Drawn from the Students in Group Performance-Based

 Tasks in Physical Education

After a thorough analysis of the responses of the participants about insights that can be drawn from the students in group
performance-based tasks in physical education, the following themes emerged: (1) Teachers’ Instruction and Management in Group
Tasks (2) Inculcate the Value of Teamwork (3) Valuing Inclusivity and good Communication, (4) Cultivate Good Values in
Engaging Group Tasks, and (5) Provide Learners with Skill Development Activities.

 Teachers’ Instruction and Management in Group Tasks

Students also have discussed the diverse roles of the teachers in implementing the group performance-based tasks in Physical
Education. Participants stressed how crucial it is for teachers to actively support students in overcoming the difficulties that come
with group projects. Students believed that teachers may help create a more productive and enriching learning environment for
students by doing this and offering their knowledge, advice, and thoughts.

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According to Ferlazzo (2022) teachers must provide a supportive and inclusive environment in which all children can thrive
in group interactions. Setting clear objectives and norms, offering structure and routines, monitoring and assessing group work, and
providing feedback and direction are all part of effective group management.

Effective group performance-based task instruction entails not only providing content but also overseeing and
monitoring students in group projects. According to Oerlemans (2021) monitoring allows teachers to assess the success of group
work and, if necessary, change their educational tactics. Teachers can discover areas for additional instruction or clarification by
evaluating students' interactions and development. Eventually, monitoring students while they work in groups helps teachers to
provide direction, support, and feedback to ensure that all students are actively participating, learning, and reaching the desired
learning outcomes.

Thus, teachers have an important role in creating a comfortable learning environment, recognizing each student's individual
needs, encouraging equity, and developing motivation.

 Inculcate the Value of Teamwork

The ideas of cooperation, active participation, and teamwork were strongly emphasized by the students as essential elements
for attaining successful outcomes in a group setting. They emphasized the significance of cooperating to achieve a common
objective, realizing that the success of group work depended on the efforts of all participants.

Students emphasized that seamless individual collaboration is essential for successful group initiatives, with cooperation
emerging as the cornerstone. Participating actively in the group process was found to be another important element. Participants
emphasized how important it is for everyone to give their all to the job at hand and to be completely present and interested.

Achieving the end goal requires all team members to perform in harmony. When everyone in the team is working toward the
same goal, teamwork strengthens relationships among members (Jhaveri, 2019). Additionally, students must be able to collaborate
effectively. Their attitudes, behaviors, and actions must ensure that they will not only be dependable but also assist in directing the
team's efforts toward achieving objectives. Enhancing collaboration among students can be achieved through group tasks and
activities that create bonds. They start to respect and value each other's roles in the team when they are taught the importance of
teamwork (Nair, 2020).

The students' focus on collaboration, involvement, and teamwork highlights their dedication to creating a cooperative
atmosphere in group situations. These values, which honor different points of view and acknowledge the interdependence of all
group members, serve as the cornerstone for successful and productive collaboration.

 Valuing Inclusivity and Good Communication

The significance of proficient leadership in fostering favorable group dynamics was emphasized by participants. Their
observations indicate that the key to a successful group dynamic is an emphasis on shared goals, active participation from all
participants, the development of an open communication culture, and the cultivation of personal self-control. It was acknowledged
by the participants that each person is engaged and driven, which creates a dynamic and cooperative environment. People feel heard
and respected in an environment where the priority is open and honest communication. The group's ability to share knowledge is
improved by this open dialogue, which results in better informed decision-making. This strategy makes sure that different viewpoints
are considered and that each team member feels appreciated for their contributions.

According to Martins (2022) good group dynamics lower the barrier to teamwork, which facilitates communication and
collaboration. Working together might feel effortless when communication is easy. However, getting there requires help, practice,
and patience.

Furthermore, effective communication is crucial; team members should all feel free to express their thoughts and opinions.
Increased productivity, efficiency, and job satisfaction are all possible outcomes of effective teamwork. When properly handled, it
can also foster a learning and development atmosphere where team members can identify their own advantages and disadvantages
and cooperate to succeed (Lola, 2023).

 Cultivate Good Values in Engaging Group Tasks

In this study, participants emphasized the value of having confidence, self-belief, and self-reliance, emphasizing that members
of a successful group are those who not only actively participate but also feel personally empowered to take on obstacles and fulfill
duties. They understand that a strong group dynamic is reinforced when each member has self-assurance and independence, which
helps each individual grow as well as the group's overall capacity to accomplish successful goals.

Values are defined as core concepts, conduct, and viewpoints that society regards as positive. It influences decisions, choices,
and attitudes and can be influenced by things such as education, experiences, and culture (Gamage et.al., 2021).

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According to McCain (2023) in group activities, students start to develop confidence as they become more motivated to take
control over their studies and realize how they contribute to the learning of their group members. In a peer environment, students
become more self-aware of their skills, which boosts confidence. With that confidence restored, students can reach even higher
learning potential in the classroom.

In a review of Lone (2021), he noted that achievements begin with a sincere sense of self-confidence. A person cannot become
successful with just knowledge and skills. Development, advancement, and success is all dependent on having self-confidence.
Individuals who are self-assured consider themselves to possess leadership skills and to be emotionally mature, determined,
optimistic, successful, independent, forward-thinking, aggressive, self-reliant, and self-assured.

Essentially, the students' understanding of the positive relationship between personal growth and team accomplishments
emphasizes the connection between the accomplishment of group projects and the empowerment of the individual. When people in
a group have self-assurance, faith in their own skills, and dependability, it builds a strong basis for group success and favorable
outcomes.

 Provide Learners with Skill Development Activities

The student standpoints highlight a comprehensive approach to education that goes beyond typical skill development but with
an incorporation of a platform for exhibiting distinctive skills. According to this perspective, a supportive learning environment is
one that supports a student's development on all fronts, including creative, academic, and skill related. As a result, participants
advocated for an inclusive educational environment that not only focuses on academic achievements but also provides avenues for
students to showcase their unique talents and creativity.

According to Mittha (2021) inclusive teaching is focus on instructional approaches and exposing all students to a range of
resources, tasks, and evaluations that encourage involvement and engagement are prioritized. Further, rich, and authentic learning
activities are beneficial for every student. Without memorable experiences, education becomes uninteresting and forgotten (Parrish,
2019).

Furthermore, students with determination and motivation have the capacity to develop into exceptional individuals and high
achievers. But for the students to express and grow in their abilities, thoughts, and creativity, one needed to be in the right
environment. It is vital that they are in a school setting that not only permits but also promotes and encourages them to exhibit those
qualities (Archibald, 2021).

 Implication for Teaching Practice

The results of the study will provide Department of Education officials with a framework for creating potential treatments. It
can be used to strengthen the execution of group performance-based tasks in Physical Education and support the creation of future
training programs that will increase teachers' comprehension of the needs of their students.

Physical Education Teachers will receive crucial information from it regarding the difficulties students have in group
performance-based tasks. In addition to offering ideas for better group activity strategies, they can develop instructional materials
that meet the concerns raised by learners.

Students will also benefit from it while assessing the challenges that come with collaborative projects. Students will have space
to grow in their capacity for teamwork and it will provide other strategies for directing them through more significant instruction in
Physical Education learning.

To further improve, future researchers should undertake a review of related literature as an additional investigation. Gaining
insight into the fundamental problems and obstacles instructors and students encounter when putting group performance-based tasks
into practice is helpful. It implies that there are additional opportunities to create practical and streamlined ways to use group
performance-based assignments.

 Recommendations for Further Research

This study pertains to students' lived experiences in group performance-based tasks in Physical Education. Therefore, the
results of this investigation can be a basis for additional research. To get more significant results, it is advised that additional research
be done with additional individuals in more noticeable settings.

These findings may provide a basis for the creation of regulations that facilitate the application of successful teaching
techniques. This could result in identifying and promoting best practices that support inclusive and positive learning environments.
Furthermore, considering how viewpoints may change over time, the DepEd may think about supporting laws that facilitate
longitudinal research, which permits reconsideration of results and improvement of methodologies. This proactive approach to
policy creation would encourage ongoing enhancements in the execution of group performance-based activities in physical
education, which would ultimately increase students' overall educational experiences.

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Additionally, further research might investigate the various approaches teachers employ to address challenges with group
performance-based assessments. These will also evaluate whether instructional strategies and learning activities can help remove
obstacles to group performance-based tasks in Physical Education.

Finally, research can be repeated by re-interviewing a subset of participants to ascertain whether the findings are consistent
and whether their perspectives have evolved. It can run a proposal for different research to learn more about the various approaches
they have taken to carrying out group performance-based activities in Physical Education.

 Concluding Remarks
In conclusion, the participants' experiences with group performance-based tasks in Physical Education shed light on the
complex dynamics and difficulties present in cooperative learning environments. The narratives present a tapestry of experiences
that represent the complicated nature of student participation, ranging from the nuances of time management to the challenges of
productive teamwork. It becomes clear that developing interpersonal skills, having confidence, and empowering oneself are essential
for both individual growth and team success.

Furthermore, the observations made by the participants highlight how important it is for teachers to direct and facilitate positive
group dynamics. Together, these experiences create an engaging representation of the state of education, highlighting the importance
of inclusion, holistic approaches, and ongoing professional development for teachers to foster an atmosphere that supports each
student's academic progress as well as their overall well-being and spirit of cooperation.

Finally, as educators, we can help create a more comprehensive, student-centered, and supportive learning environment in the
field of physical education by incorporating these ideas into our teaching techniques. This will ultimately improve individual and
group accomplishments.

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APPENDIX A
LETTER OF PERMISSION

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APPENDIX B
INFORMED ASSENT FORM /PARENTS’ CONSENT

INFORMED ASSENT FORM

PARTICIPATION INFORMATION SHEET

DEAR PARTICIPANT/S:

I, SHEILA MAE T. EMBABUENA, a graduate student of St. Mary’s College of Tagum, Inc. taking up Master of Arts in
Education major in Physical Education. I am inviting you to participate in my research study entitled: LIVED EXPERIENCES OF
STUDENTS IN GROUP PERFORMANCE-BASED TASK IN PHYSICAL EDUCATION. I have already talked to and discussed
this research study with your parent/s or legal guardian/s and that he or she had already given her consent to your participation. This
informed assent form will tell you about the research study to help you decide whether or not you want to take part in it.

The purpose of your participation in this research study is to help the principal investigator to investigate and understand the
lived experiences on group performance-based tasks of the Junior High School students in Physical Education. You are chosen as a
possible participant in this research study based on the following criteria: (1) must be enrolled as Grade 10 student in a public
secondary school of the Division of Tagum City with Physical Education subject; and (2) must have an experience leading a group
for a group performance; and (3) willing to participate in the study.

Please feel free to read the following information carefully and feel free to ask the above-named principal investigator if there
is anything that is not clear to you or if you need more information and guidance. Should you decide to participate in this research
study, kindly write your name and affix your signature on the certificate of informed assent form on a separate sheet below.

 Signatory and Witness/Proxy Content

Only you are allowed to sign the certificate of assent form to signify your approval that you want to participate in the research
study. However, if you are unable to read and/or write, your parent/s or legal guardian/s will accompany you during the reading
and explanation of the informed assent form and sign the same in your behalf.

A witness is not necessary anymore nor a proxy content if you can read and understand the content of this informed assent
form and sign the same thereafter. However, a parental informed consent must be sought first as an indispensable requirement before
you can take part in this research study.

 Purpose, Objectives & Significane of the Study

The purpose of the study is to investigate and understand the lived experiences of the Junior High School students on group
performance-based tasks in Physical Education and to explore students coping mechanism with the challenges encountered and the
insights from their experience that they can share to others.

This study bears great significance, especially to the Physical Education teachers in the locality, because it will investigate
students' perspectives upon the challenges in completing their group performance-based output. This study will contribute to
improving teaching and learning process in the Physical Education in the classroom setting.

 Research Study Procedures

Prior to the conduct of this research study, the protocol was submitted to the Research Ethics Committee (REC) of St. Mary’s
College, Inc for review. Following a comprehensive evaluation, the REC granted permission to perform the study. The researcher
was also given permission and consent to perform the study by the dean of St. Mary's College of Tagum Inc.'s graduate school.
Following acceptance, the researcher sent an endorsement letter and the necessary paperwork to the Division Superintendent of the
Tagum City Schools Division, requesting permission to perform the study on the students. The researcher also submitted a letter to
the School Principal of the chosen Public High School requesting approval to perform the study. Finally, with the approval of the
conduct of the study, there is a confidentiality agreement with a gatekeeper was signed.

The researcher will send e-mail or message in the messenger to recruit participants in the study. If you agree to participate in
this research study, the following will occur: The researcher will conduct an orientation with the parents to provide you a copy of
the Assent and Parental Consent, which you must read. During the orientation, the researcher will discuss the purpose of this study
in detail. If you have any questions or need clarification throughout the explanation, the researcher is willing to accommodate and
address your concerns.

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The researcher will also keep a recording of the orientation as a documentation to provide evidence of the orientation. It is also
guaranteed that the researcher will strictly adhere to the provisions of the Data Privacy Act throughout the study. The in-depth
interview and focus group discussion will be done by face-to-face or virtual meetings and the interview should not exceed 1-hour.
The IDI will be first conducted and to be follow by the FGD. The participants will be informed by the researchers not to repeat what
was said in the focus group to others and of the processes in place to protect the confidentiality of the study data. Additionally, the
researcher will see to it that any unjustified or unlawful sharing of study data collected during FGD is handled with appropriately.

To secure the data, the researcher will record the full session for both techniques used on the participants into an audio file,
but only with their consent. Because the participants are vulnerable (minor), their identities should be concealed so that they cannot
be easily recognized by others. It would be appropriate to allow them to wear a face mask, a cap, or any other item that may conceal
their identity. During pursuing the orientation and interview, the researcher will use a device that de-identifies or modifies their
voices if the audio is being recorded. The research participants will be asked regarding their convenient time for interview, and we
shall agree on the date. Following the participants' interests and information, the researcher will create a planned agenda for the
meeting because deviating from it might be more advantageous.

Essentially, data protection is critical because it protects an organization's information against fraudulent actions such as
phishing, hacking, and theft of identity (Research Data and Retention, 2022). Any investigation data, whether hard copy or
electronic, will be stored in this study, and only those with authorization will have access to them. Paper copies should be kept in a
filing cabinet with a lock and a single key. Only encrypted manipulation of digital information should be permitted. Written hard-
copy data should be discarded upon being moved to electronic data storage, and any personally identifiable data, such as names and
addresses, should be removed.

Furthermore, the researcher will uphold students' privacy and implement security measures to protect the privacy of their
information. The study will maintain the utmost levels of privacy, confidentiality, and anonymity about the participants' personal
information. Confidentiality will also be maintained in accordance with the Data Privacy Act of 2012, which reaffirmed that consent
to the collection and processing of personal information pertaining to and about the data subject must be freely given, specified, and
informed. Additionally, records that link certain people to specific pieces of information must not be publicly disclosed.

The researcher will utilize a member to verify credibility during the data collection or interview process to increase the validity
and credibility of qualitative research. To address the issue of member checking, participants will be invited to read and double-
check the transcripts of their interview responses. They will have the opportunity to look through the information they gave about
their experiences, coping techniques, and insights. They will next be asked to sign the participants' certification as proof that they
agree with the responses.

 Voluntary Participation and Alternative Options

Your decision on whether or not to participate in this research study is completely voluntary. It is up to you whether or not you
decide to participate. If you decide to participate, you will be required to sign this informed consent form. You have the right to
withdraw your participation at any time and without providing a reason, even after signing the consent form. The relationship you
have, if any, with the researcher will not be impacted if you decide to withdraw from this study. In the event that you withdraw from
the study before data collection is completed, rest assured that your data will be returned to you or deleted or destroyed in a manner
prescribed by law to prevent further processing, unauthorized access, or disclosure to any other party or the public, or jeopardize
the rights of the participant/respondent.

Furthermore, in order to avoid coercion or undue influence, the principal investigator will allocate sufficient time to explain to
you what the research study is all about and give you adequate time to consider the information before you can make a decision to
participate or not.

 Risks, Benefits, Remuneration and Reimbursements

There are no known risks in participating in this study, however you should be aware that your experiences during the interview
will be recorded and utilized as research materials for this project. There are no direct advantages to participating in this research
project; nevertheless, your participation will aid in the collection of data for this phenomenological investigation.

It can help to improve the teaching and learning in Physical Education Teacher delivery and enables for the creation of training
programs for teachers to help scaffold the learners utilizing group performance-based evaluation. This can be used by the Department
of Education to increase the effectiveness of group activities. You will also be given a memento of appreciation for your participation
in the study. You will also be recompensed of all the expenses you may have incurred in the conduct of the study.

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 Principal Investigator’s Responsibility During Adverse Situations

The researcher will be conducting the entire research process within the duration of the study as specified in the scope and
limitation of the study.

This study will focus on the challenges of group performance task in Physical Education. It will concentrate on the Junior High
School students’ lived experiences in completing a group performance-based task. The study will be administered in September to
October, school Year 2023-2024 in the schools of the Division of Tagum City. Seven (7) of the 14 participants will be subjected to
an in-depth interview (IDI), while the remaining seven (7) will take part in a focus group discussion (FGD).

This study will also uncover these students' coping mechanisms in relation to the problems they face when performing group
performance-based tasks. In addition, they can draw insights from their actual experiences based on the hurdles in group
performance-based tasks. I will make certain that no crucial stage is neglected since it may undermine the study, such as not
following a specific criterion or failing to stick to standards. For this study, all of the relevant criteria must be met.

In order to avoid the occurrence of any potential type of harm or risk (i.e., psychological, emotional or social) during the
conduct of this research study, I will provide you in advance with information on counseling matters or services or appropriate
support bodies (if necessary) dealing with the issue. But in the event that interaction with you may inadvertently harm you in some
unintended way, I will take responsibility to address the issue.

 Privacy and Confidentiality

Your privacy is of paramount importance, and thus, it is protected by conducting the research in private setting and/or other
space consideration or security measures will be properly observed for online research/survey platforms. Equally, you shall not be
forced to reveal any personal information to the principal investigator that you do not wish to reveal.

Rest assured that the data or information you provide will be treated with complete anonymity and utmost confidentiality by
means of discrete coding. No individual identities will be used in any reports, presentations or publications resulting from the
research study. All research data or information will be kept in locked files at all times (for material copies) or password protected
folder (for electronic copies). Only the principal investigator will have direct access to the files. However, the Research Ethics
Committee and other regulatory bodies will be given direct access to your information and data for purposes of verification and
validation of the procedures and research data.

After the research study is completed, the data collected will be retained for three (3) years and be destroyed immediately
thereafter in a secure manner that would prevent unauthorized access, use or disclosure to any other party or the public or in a
manner prescribed by law.

 Information and Study Results

You may have access to your data. After the analysis of all the data for this research and you wanted to be informed of the
results, you will be provided with a free copy of the results.

 Use of Research Data

The data collected from this research study will be used solely for the attainment of the intended purposes. It may be presented
at any research fora and/or published in journals or used for any other legitimate purposes, which St. Mary’s College of Tagum
considers proper in the interest of education, knowledge, or research.

 Authorship
I am the principal author of this study and my thesis adviser, Dr. Dominic M. Dizon, is the corresponding author for purposes
of paper presentation in a public/scientific forum and publication in a peer-reviewed journal. I also declare that there are no ghost
and gift authors in this study.

 Conflict of Interest
I declare no conflict of interest.

 Publication
Results of the study may be submitted for publication. The study may be presented in a scientific forum or published in a
journal, but in a manner where your personal identity will not be revealed.

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 Contact Information
If you have questions about the study, please feel free to the contact the above-named principal investigator by calling
09658210835 or email him/her at [email protected]. You can also contact the Chairperson of the SMCT
Research Ethics Committee, Dr. Maria Lalaine P. Chieng at [email protected] with any questions about your rights as a research
participant or any related research concerns or contact the Data Protection Officer, Mr. Erwin L. Sabornido at 09123763022 or email
him at [email protected] or [email protected] for concerns regarding your data privacy rights.

Thank you very much!

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PARENTAL INFORMED CONSENT FORM

PARTICIPATION INFORMATION SHEET

DEAR PARENT/S OR LEGAL GUARDIAN/S:

I, SHEILA MAE T. EMBABUENA, a graduate student of St. Mary’s College of Tagum, Inc. taking up Master of Arts in
Education major in Physical Education. I am inviting you to participate in my research study entitled LIVED EXPERIENCES OF
STUDENTS IN GROUP PERFORMANCE-BASED TASK IN PHYSICAL EDUCATION. I ask for your kind permission that
your child be allowed to participate in my research study is to help the principal investigator to investigate and understand the lived
experiences on group performance-based tasks of the Junior High School students in Physical Education. The purpose of your
child’s participation in this research study is to help the principal investigator Your child is chosen as a possible participant in this
research study based on the following criteria: (1) you must be enrolled as Grade 10 student in a public secondary school of the
Division of Tagum City with Physical Education subject, and (2) you must have an experience leading a group for a group
performance and (3) you are willing to participate in the study.

Please feel free to read the following information carefully and feel free to ask the above-named principal investigator if there
is anything that is not clear to you or if you need more information and guidance. Should you decide to give consent for your child
to participate in this research study, kindly write your name and affix your signature on the certificate of consent form on a separate
sheet below.

 Signatory and Witness/Proxy Content

Only you are allowed to sign the certificate of assent form to signify your approval that you want to participate in the research
study. However, if you are unable to read and/or write, your parent/s or legal guardian/s will accompany you during the reading
and explanation of the informed assent form and sign the same in your behalf.

A witness is not necessary anymore nor a proxy content if you can read and understand the content of this informed assent
form and sign the same thereafter. However, a parental informed consent must be sought first as an indispensable requirement before
you can take part in this research study.

 Purpose, Objectives & Significane of the Study

The purpose of the study is to investigate and understand the lived experiences of the Junior High School students on group
performance-based tasks in Physical Education and to explore students coping mechanism with the challenges encountered and the
insights from their experience that they can share to others.

This study bears great significance, especially to the Physical Education teachers in the locality, because it will investigate
students' perspectives upon the challenges in completing their group performance-based output. This study will contribute to
improving teaching and learning process in the Physical Education in the classroom setting.

 Research Study Procedures

Prior to the conduct of this research study, the protocol was submitted to the Research Ethics Committee (REC) of St. Mary’s
College, Inc for review. Following a comprehensive evaluation, the REC granted permission to perform the study. The researcher
was also given permission and consent to perform the study by the dean of St. Mary's College of Tagum Inc.'s graduate school.
Following acceptance, the researcher sent an endorsement letter and the necessary paperwork to the Division Superintendent of the
Tagum City Schools Division, requesting permission to perform the study on the students. The researcher also submitted a letter to
the School Principal of the chosen Public High School requesting approval to perform the study. Finally, with the approval of the
conduct of the study, there is a confidentiality agreement with a gatekeeper was signed.

The researcher will send e-mail or message in the messenger to recruit participants in the study. If you agree to participate in
this research study, the following will occur: The researcher will conduct an orientation with the parents to provide you a copy of
the Assent and Parental Consent, which you must read. During the orientation, the researcher will discuss the purpose of this study
in detail. If you have any questions or need clarification throughout the explanation, the researcher is willing to accommodate and
address your concerns.

The researcher will also keep a recording of the orientation as a documentation to provide evidence of the orientation. It is also
guaranteed that the researcher will strictly adhere to the provisions of the Data Privacy Act throughout the study. The in-depth
interview and focus group discussion will be done by face-to-face or virtual meetings and the interview should not exceed 1-hour.
The IDI will be first conducted and to be follow by the FGD. The participants will be informed by the researchers not to repeat what
was said in the focus group to others and of the processes in place to protect the confidentiality of the study data. Additionally, the
researcher will see to it that any unjustified or unlawful sharing of study data collected during FGD is handled with appropriately.

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To secure the data, the researcher will record the full session for both techniques used on the participants into an audio file,
but only with their consent. Because the participants are vulnerable (minor), their identities should be concealed so that they cannot
be easily recognized by others. It would be appropriate to allow them to wear a face mask, a cap, or any other item that may conceal
their identity. During pursuing the orientation and interview, the researcher will use a device that de-identifies or modifies their
voices if the audio is being recorded. The research participants will be asked regarding their convenient time for interview, and we
shall agree on the date. Following the participants' interests and information, the researcher will create a planned agenda for the
meeting because deviating from it might be more advantageous.

Essentially, data protection is critical because it protects an organization's information against fraudulent actions such as
phishing, hacking, and theft of identity (Research Data and Retention, 2022). Any investigation data, whether hard copy or
electronic, will be stored in this study, and only those with authorization will have access to them. Paper copies should be kept in a
filing cabinet with a lock and a single key. Only encrypted manipulation of digital information should be permitted. Written hard-
copy data should be discarded upon being moved to electronic data storage, and any personally identifiable data, such as names and
addresses, should be removed.

Furthermore, the researcher will uphold students' privacy and implement security measures to protect the privacy of their
information. The study will maintain the utmost levels of privacy, confidentiality, and anonymity about the participants' personal
information. Confidentiality will also be maintained in accordance with the Data Privacy Act of 2012, which reaffirmed that consent
to the collection and processing of personal information pertaining to and about the data subject must be freely given, specified, and
informed. Additionally, records that link certain people to specific pieces of information must not be publicly disclosed.

The researcher will utilize a member to verify credibility during the data collection or interview process to increase the validity
and credibility of qualitative research. To address the issue of member checking, participants will be invited to read and double-
check the transcripts of their interview responses. They will have the opportunity to look through the information they gave about
their experiences, coping techniques, and insights. They will next be asked to sign the participants' certification as proof that they
agree with the responses.

 Voluntary Participation and Alternative Options

Your decision on whether or not to participate in this research study is completely voluntary. It is up to you whether or not you
decide to participate. If you decide to participate, you will be required to sign this informed consent form. You have the right to
withdraw your participation at any time and without providing a reason, even after signing the consent form. The relationship you
have, if any, with the researcher will not be impacted if you decide to withdraw from this study. In the event that you withdraw from
the study before data collection is completed, rest assured that your data will be returned to you or deleted or destroyed in a manner
prescribed by law to prevent further processing, unauthorized access, or disclosure to any other party or the public, or jeopardize
the rights of the participant/respondent.

Furthermore, in order to avoid coercion or undue influence, the principal investigator will allocate sufficient time to explain to
you what the research study is all about and give you adequate time to consider the information before you can make a decision to
participate or not.

 Risks, Benefits, Remuneration, and Reimbursements

There are no known risks in participating in this study, however you should be aware that your experiences during the interview
will be recorded and utilized as research materials for this project. There are no direct advantages to participating in this research
project; nevertheless, your participation will aid in the collection of data for this phenomenological investigation.

It can help to improve the teaching and learning in Physical Education Teacher delivery and enables for the creation of training
programs for teachers to help scaffold the learners utilizing group performance-based evaluation. This can be used by the Department
of Education to increase the effectiveness of group activities. You will also be given a memento of appreciation for your participation
in the study. You will also be recompensed of all the expenses you may have incurred in the conduct of the study.

 Principal Investigator’s Responsibility During Adverse Situations

The researcher will be conducting the entire research process within the duration of the study as specified in the scope and
limitation of the study.

This study will focus on the challenges of group performance task in Physical Education. It will concentrate on the Junior High
School students’ lived experiences in completing a group performance-based task. The study will be administered in May to June,
school Year 2022-2023 in the schools of the Division of Tagum City. Seven (7) of the 14 participants will be subjected to an in-
depth interview (IDI), while the remaining seven (7) will take part in a focus group discussion (FGD).

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This study will also uncover these students' coping mechanisms in relation to the problems they face when performing group
performance-based tasks. In addition, they can draw insights from their actual experiences based on the hurdles in group
performance-based tasks. I will make certain that no crucial stage is neglected since it may undermine the study, such as not
following a specific criterion or failing to stick to standards. For this study, all of the relevant criteria must be met.

In order to avoid the occurrence of any potential type of harm or risk (i.e., psychological, emotional or social) during the
conduct of this research study, I will provide you in advance with information on counseling matters or services or appropriate
support bodies (if necessary) dealing with the issue. But in the event that interaction with you may inadvertently harm you in some
unintended way, I will take responsibility to address the issue.

 Privacy and Confidentiality

Your privacy is of paramount importance, and thus, it is protected by conducting the research in private setting and/or other
space consideration or security measures will be properly observed for online research/survey platforms. Equally, you shall not be
forced to reveal any personal information to the principal investigator that you do not wish to reveal.

Rest assured that the data or information you provide will be treated with complete anonymity and utmost confidentiality by
means of discrete coding. No individual identities will be used in any reports, presentations or publications resulting from the
research study. All research data or information will be kept in locked files at all times (for material copies) or password protected
folder (for electronic copies). Only the principal investigator will have direct access to the files. However, the Research Ethics
Committee and other regulatory bodies will be given direct access to your information and data for purposes of verification and
validation of the procedures and research data.

After the research study is completed, the data collected will be retained for three (3) years and be destroyed immediately
thereafter in a secure manner that would prevent unauthorized access, use or disclosure to any other party or the public or in a
manner prescribed by law.

 Information and Study Results

You may have access to your data. After the analysis of all the data for this research and you wanted to be informed of the
results, you will be provided with a free copy of the results.

 Use of Research Data

The data collected from this research study will be used solely for the attainment of the intended purposes. It may be presented
at any research fora and/or published in journals or used for any other legitimate purposes, which St. Mary’s College of Tagum
considers proper in the interest of education, knowledge, or research.

 Authorship
I am the principal author of this study and my thesis adviser, Dr. Dominic M. Dizon, is the corresponding author for purposes
of paper presentation in a public/scientific forum and publication in a peer-reviewed journal. I also declare that there are no ghost
and gift authors in this study.

 Conflict Of Interest
I declare no conflict of interest.

 Publication
Results of the study may be submitted for publication. The study may be presented in a scientific forum or published in a
journal, but in a manner where your personal identity will not be revealed.

 Contact Information
If you have questions about the study, please feel free to the contact the above-named principal investigator by calling
09658210835 or email him/her at [email protected]. You can also contact the Chairperson of the SMCT
Research Ethics Committee, Dr. Maria Lalaine P. Chieng at [email protected] with any questions about your rights as a research
participant or any related research concerns or contact the Data Protection Officer, Mr. Erwin L. Sabornido at 09123763022 or email
him at [email protected] or [email protected] for concerns regarding your data privacy rights.

Thank you very much!

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APPENDIX C
VALIDATION SHEETS

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APPENDIX D
ETHICS CLEARANCE

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APPENDIX E
PARTICIPANT’S CERTIFICATION

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APPENDIX F
REC ENDORSEMENT FOR FINAL DEFENSE

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APPENDIX G
EDITOR’S CERTIFICATION

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