1

Chapter 1

PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Physical education plays a crucial role in the holistic development of

individuals, encompassing physical, mental and social aspects of well-being.

Physical fitness is the ability of the body to work efficiently to allow a person to be

healthy and perform activities for everyday living (Corbin and Le Masurier 2021).

Physical education has been recognized globally, with educational

institutions and policy makers emphasizing its inclusion in curricula to promote

healthy lifestyles and overall fitness among students. The brain on average can

produce over a thousand new brain cells everyday and high intensity physical

activity for twenty minutes is suggested to have many benefits of neurogenesis

(Jensen and Mc Conchie 2020).

Quality Physical Education can influence social development. Pupils are

afforded the chance to take on leadership roles, collaborate with others, inquire

about policies and procedures and take ownership of their actions. Students from

diverse value system engage in interactions with one another through physical

education. Students learn how to engage and collaborate with others through

consistent, purposeful, entertaining and progressing activities. They will mature

gracefully and become less violent in nature. Many students have shown that
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moderate intensity physical activities have significant health benefits. Physical

activity reduces the risk of cardiovascular disease, diabetes, depression, obesity

while the lack of physical activity increases it (WHO 2019).

As it relates to the K-12 educational systems, the Department of

Education advocates for a competency based curriculum. This means that rather

than focusing on a list of topics that students must learn in order to pass a

subject, the curriculum emphasizes competencies also known as outcomes,

which are what students need to know and be able to perform in a variety of

settings.

As a physical education instructor, the researcher is curious about how

students physical education affects their social development, study habits, and

general well being. The investigator considered this study to be important and

crucial. Undertaking this research is a first step toward the holistic development

of the learner. Additionally, the researcher hopes that this research would be

helpful in developing treatment to improve students academic performance in

physical education.

Literature Background

The K to 12 competencies of the grade six in Physical Education are the

following: (1) Assesses regularly participation in physical activities based on the

Philippines physical activity pyramid. (2) Observes safety precautions. (3)

Executes the different skills involved in the game. (4) Display joy of effort, respect

for others and fair play during participation in physical activities.

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Theories Legal Basis

. Social Learning Theory .Article XV section 19 of the

-People learn from one another,via Philippine Constitution
observation, imitation, and modelling.
People learn through observing others Mandates that the state shall promote
behaviour… Physical Education and encourage
(Bandura, 1977) sports programs, league competitions
and amateur sports including training
.Socio Cultural Theory for international competitions…
-Social interaction precedes
development; consciousness and .Republic Act. No. 5708
cognition are the end product of An act providing for the promotion and
socialization and social behaviour. financing of an integrated physical
(Vygotsky, 1978) education and sports development
program for the schools in the
------------------
.Cognitive Development Theory Philippines…
-The practice of rules, the .Article II, section 5 of the
consciousness of rules and the Philippine Constitution
development of moral values, each of
which is associated with play and Stressed that the state recognize the
games. role of youth in nation building and
(Piaget, 1960) shall develop their physical and social
well being.

Public School of Pres.Carlos P. Garcia District

Physical Education Activities

Physical Education Activities

Wellness Social Growth Learning Competence

Proposed Action Plan

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Sage (2015) said that there1.isTheoretical

Figure a deep-seated and pervasive believe that the
Framework
effects of involvement in physical activities extend beyond the immediate fun and

excitement of the moment. Many people think that engaging in physical activities

play, games and sports in particular provides a context where culturally accepted

personal and social attitudes, values and behaviors can be acquired. They also

think that the lessons learned in this setting can be applied into other aspects of

life. In fact, the well known catchphrase “sports builds character” canonizes this

belief in physical activities as agents of social development, and it is nearly

always cited by community sports leaders, educators and parents in defense of

the enormous time and financial commitments made to structured programs.

In fact, research studies have shown that social emotional knowledge has a

critical role in improving children’s academic performance and lifelong learning

(Zins,2014).

Physical Education is a process of lifelong learning. It is mandatory for all

learners to engage in a physical education programme that promotes health,

intellectual stimulation, moral elevation, social significance cultural enrichment

and environmental awareness.

Human development is significantly impacted by physical education, both as

a profession and as a academic discipline. Physical education has a distinctive

identity as an academic discipline because it is focused on understanding

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individuals, specifically with reference to their ability to move and how to use that

ability in relation to other characteristics of the person as a whole.

Performance metrics have long been a required part of assessments in

physical education. Performance evaluations examine pupils psychomotor

abilities, but they don’t necessarily capture their cognitive understanding. This

gap in the student assessment can be filled with a written exam because it

encourages and provides opportunities for physical activity both within and

outside of the classroom, physical education may have a positive impact on

public health.

Effective education is generally believed to inculcate a sense of enjoyment

for the subject matter, such as: (1)The primary social institution for fostering

physical activity in children adolescents is school based physical education for a

large number of kids. the primary setting for physical activity whether through

programmes or after school events is the school. There is evidence that more

and more kids now view school as their primary source of regular regulated

physical activity since they are unable to play games outside of school due to a

mix of parental concerns about their safety and economic pressures Additionally,

school based physical education and sports programmes give generally

competent responsible instructors a controlled opportunity to promote physical

activities and lifestyle skills and knowledge to all students in a safe and

encouraging atmosphere Regular physical activity has been shown to have

positive effects on physical health Frequent engagement in these kinds of

activities is linked to several psychological and emotional advantages a longer

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and higher quality life, and a lower risk of a number of diseases. Numerous

studies have also demonstrated that, in the industrialized world, inactivity is one

of the main causes of health problems disabilities and a lower standard of living.

There may be a connection between physical activity and conditions including

diabetes, high blood pressure, poor bone health, and obesity that have an impact

on children's physical health.

Adopting a lifestyle that increases physical inactivity has been linked to

obesity, early death, and coronary heart disease. It is also a key risk factor for the

condition. Thus, it should come as no surprise that physical education programs

—among the few avenues to encourage physical activity in all kids—have been

suggested as an affordable means of encouraging the next generation of adults

to lead physically active lives.

The goal of affective development is to provide reasonably consistent

evidence that children's and adolescents' psychological wellbeing can be

positively impacted by frequent activity. Though it's still unclear what the

underlying mechanism is that explains these effects. The data is especially

compelling when it comes to children's self-esteem. Regular exercise has also

been linked to lower levels of stress, anxiety, and depression, according to

reports. All of them provide credence to the idea that well designed and delivered

physical education programs can help young people's mental health.

Cognitive growth is an indication of a long-standing belief that children's

intellectual development can be supported by physical activity and that a healthy

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body leads to a healthy mind. Nonetheless, a growing number of parents are

worried that, though physical education has a role, it shouldn't take priority over

academic success and test scores, which they see to be the true goals of

education.

The concept of social development suggests that physical education

programs have a long-standing favorable impact on youths' prosocial behavior

and social development. Physical education settings are considered an

appealing context because both naturally occurring and contrived social

interactions frequently emerge and because the public nature of participation

makes both socially appropriate and inappropriate behaviors evident (Shefatya,

2015).

According to a "Why Play is important" article, children learn social skills

and emotional maturity via play, and their capacity to engage in constructive peer

and adult interactions is a major factor in their success. Play is essential to kids'

social growth. It enables children to do the following:(1) Practice both verbal and

non-verbal communication skills by negotiating roles, trying to gain access to

ongoing play, and appreciating the feelings of others (Spodek,2016). (2) As they

wait their turn and share resources and experiences, attend to their sentiments.

(3) Engage in role-playing by interacting with others' needs and desires in their

neighborhood, school, and home. (4) By constructively resolving conflicts

regarding space, supplies, or rules, you can learn about other people's

perspectives.
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Academic performance in the context of education refers to the results of

pupils as determined by the day-to-day operations of instruction and learning.

One of the foundations for their production in any topic will be their grades.

Additionally, it serves as a means of informing parents and students on how well

their children are learning the course material. In elementary, a passing grade

also is the criterion for a course’s contributing accumulated credit for graduation

(Polloway,2014).

Payton (2016) reviewed a wide range of international school programmes

and initiatives that aimed to enhance at least one of the competencies. Instead of

concentrating on a specific set of kids who were shown to require more support,

they investigated strategies that were available to all students. Along with

reducing bullying, violence, and substance misuse, it also involves teaching

pupils social skills and coping, stress management, and dispute resolution

techniques. They discovered that some important, comparable teaching methods

—which can be characterized as the most successful approaches—were part of

the projects that showed favorable results.

In the study of Farington (2014) teaching approaches that are likely to

support students to develop and practice strategies for managing social

interactions and build their ability to resolve conflicts such as bullying behavior.

Some specific instructional strategies that can help students develop healthy

relationships include: using visual resources, like DVDs, to start conversations

about healthy relationships and co-constructing social conflict resolution

strategies; using role plays to help students develop and practice conflict
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resolution strategies; and using cooperative learning strategies in a way that

helps students relate to each other.

Hoffman (2016) notes that the social and emotional learning environment

has assisted in raising awareness about the need to attend to the emotional

dimension of schooling and the link between achievement and a positive school

climate. By providing opportunities for kids to hone their social and emotional

skills in authentic environments, educators can also think of them as actively

contributing to their students' feeling of community and belonging at school.

Saracho (2016) content that school success largely depends on children's

ability to interact positively with their peers and adults. The growth of youngsters

depends on play. Children can practice their verbal and nonverbal

communication skills by negotiating roles, attempting to join in on ongoing play,

and understanding other people's feelings.

In addition, Evans (2015) it is concluded that physically competent

children acquire more status and enjoy greater social success that do physically

enact children. The article's conclusion is that physical education could be

utilized as an intervention technique to help children who are physically unable to

keep up with their peers by helping them develop their motor skills.

Erik Erickson in his Psychosocial theory (1963) believes that personality

develops in a series of stages. These phases affect a person's social

experiences for the duration of their life.

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The formation of ego identity is one of this theory's fundamental ideas.

The conscious notion of who we are that we form by social contact is known as

our ego identity. Consequently, fresh experiences and knowledge we pick up

from our regular encounters with other people cause our ego to continually shift.

It also held that actions and behaviors are motivated by a feeling of competence.

The feeling of mastery that results from handling the stage properly is sometimes

called ego strength or ego quality. Should this phase be mishandled, the

individual may grow to feel inadequate.

The social learning theory of Albert Bandura (1977) posits that people

learn from one another, via observation, imitation, and modeling. People pick up

ideas about how to do new behaviors by watching others do them. Later on, this

coded information can be used as a guide for action.

According to this idea, environmental, behavioral, and cognitive factors

constantly interact with one another to explain human behavior. Subsequently,

Bandura defined personality as the result of the interaction of three elements:

behavior, the environment, and an individual's psychological processes, including

language and the capacity to entertain mental images.

Social development theory by Lev Vygotsky (1978) argues that social

interaction precedes development; consciousness and cognition are the end

product of socialization and social behavior. It asserts three major themes

regarding social interaction, the more knowledgeable than others, and the zone

of proximal development. The gap between a student's capacity to complete an

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assignment with adult supervision and/or peer assistance and their capacity to

complete the job on their own is known as the zone of proximal development.

As a result, the roles that teachers and students play change because

teachers should work together to support students' meaning formation. Thus,

learning becomes a shared experience between the instructor and the pupils.

Cognitive Development of Jean Piaget (1980) believes that teaching each

play in which children as they pass through development stages permits them to

interact in unique ways with the environment and social actors in it. As a result,

social development happens as the youngster adopts different social roles.

According to Piaget, play environments play a significant role in teaching children

important social skills. These skills include following rules, being aware of rules,

and developing moral values. All of these skills are linked to play and games in

later developmental stages.

The following Philippine Republic statutes will be used as the legal

justification for the need for this investigation.

The Philippine Constitution's Article II, Section 5 emphasized that the state

should promote the physical and social well-being of adolescents in order to

acknowledge their contribution to nation-building.

In order to support this, the Philippines Constitution's Article XV, Section

19, stipulates that the state must support physical education programs, league

competitions, amateur sports, and training for international competitions in order

to develop a population that is alert and healthy.

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Republic Act. No. 5708, an act that funds and promotes the creation of an

integrated sports and physical education curriculum for Philippine schools.

Section 1. "The Schools Physical Education and Sports Development Act of

1969" is the name that this act will go by. Section 2. The Department of

Education shall implement an integrated physical education and sports

development program in compliance with the following guiding principles in all

Philippine schools: (1) The purpose of physical education is to inculcate in the

next generation of citizens a correct understanding of the significance of mental

and physical growth in tandem with individual and societal activities;(2) A

physical education program's sports and other activities should give kids and

young adults the chance to develop their athletic skills and acquire traits like

grace, coordination, stamina, and strength in addition to a competitive spirit;(3)

All students should receive attention to physical development, social skills, and

self-discipline as part of a comprehensive physical education program, with

special attention paid to kids who possess psychological prowess and physical

aptitude;(4) It takes efficient organizational planning and administration, along

with provisions for sufficient training facilities and ongoing, consistent funding, to

implement an integrated program for sports development in schools.

Finding out the importance of physical education to students' lives and

development, as well as to their teaching competency, social development, and

academic success, can be made easier with the help of the previously mentioned

literature, studies, theories, and legal basis that are pertinent to the study.
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THE PROBLEM

Statement of the Problem

This study aimed to determine the influence of physical education

activities on the social growth, learning habits and wellness of learners in

President Carlos P. Garcia district for the school year 2023-2024. The findings of

this study served as the bases for recommendations and for proposed

enhancement measures.

The specific problems are:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 sex; and

1.3 grade level?

2. What is the respondents’ perception on the Physical Education activities

conducted in school?

3. What is the respondents’ assessment on the learners’ level of social growth?

4. What is the respondents’ perception on the learning habits of learners?

5. What is the perception of the respondents on the learners’ wellness?

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6. Is there a significant association between the learners’ learning habits and

profile?

7. How do physical education activities significantly influence social growth of

learners?

8. How do physical education activities significantly influence learning habits of

learners?

9. How do physical education activities significantly influence learners’ wellness?

10. Is there a significant relationship between the learners’ wellness and learning

habits?

11. What plan of action could be proposed based on the findings of the study?

Null Hypotheses

1. There is no significant association between the learners’ learning habits

and profile.

2. Physical education activities is not a significant predictor of the learners’

social growth.

3. Physical education activities is not a significant predictor of the learners’

learning habits.

4. Physical education activities is not a significant predictor of the learners’

wellness.

5. There is no significant relationship between the learners’ wellness and

learning habits.

Significance of the Study

 15

The finding of this study will be valuable insights to the following groups

and individuals:

Researchers. They will be stimulated to make attempts to expand this

study.

Students. The result of this study will help the students to have self -

awareness. This would be the basis for improvement of their performances so

they can take necessary actions that would develop them, personally, socially

and academically.

Teachers. The study will give insights to teachers who help achieve the

total development and academic performance of their students and to ensure

students success.

School Administrators. The study will encourage the school

management support and sustain the good attitudes and behaviour that help

students hit the academic performance providing the full support and its

implementation.

Future Researchers. The findings of this study will serve as reference in

conducting future related studies.

RESEARCH METHODOLOGY

Design

To achieve the purpose of this study, the researcher used a descriptive

survey method with the aid of a questionnaire tool to determine the level of social

growth, learning habits and wellness of the students towards physical education.
 16

Documentary analysis was also used in gathering the data of the participants’

academic performance.

This study employed a purposive-universal sampling technique as criteria

in choosing the respondents. Purposive in the sense that only ten selected grade

six pupils in every school were considered as participants and universal since all

of them became part of the study.

Environment and Participants

The respondents of the study were the grade six pupils of the twenty two

schools of Pres. Carlos P. Garcia District, school year 2023-2024. Table below is

shown for the distribution of the respondents and Figure 2 is shown for the locale

of the study.

Table A

Distribution of Respondents

Name of Number of Pupils

School Male Female Total
Pres. Carlos P. Garcia CES 3 3 6
Aguining ES 3 3 6
Baud ES 2 3 5
Basiao ES 2 2 4
Bayog ES 2 3 5
Bogo ES 2 2 4
Bonbonon ES 2 3 5
Butan ES 2 2 4
Campamanog ES 2 3 5
Canmangao ES 2 2 4
Gaus ES 2 3 5
Kabangkalan ES 2 2 4
Lapinig ES 2 3 5
 17

Lipata ES 2 3 5
Popoo ES 2 3 5
Saguise ES 2 3 5
San Jose ES 2 2 4
San Vicente ES 2 3 5
Sto. Rosario ES 2 2 4
Tilmobo ES 2 2 4
Tugas ES 2 3 5
Tugnao ES 2 3 5
Villa Millagrosa ES 3 3 6
Total 51 59 110
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Figure 2. Map of Pres. Carlos P. Garcia, Bohol

 19

Research Instrument

The study employed the following questionnaires. (1) A checklist form to

get the data for the profile of the participants; (2) A researcher-made

questionnaire for the level of learning habits and wellness which was formulated

anchored and selected from first to third on physical education competencies; (3)

A questionnaire patterned from the standard tool of Social Skills Growth by

Madrona (2009) under the Department of Education and Sports of State

University of New York.

The questionnaire was on a checklist form wherein the participants were

made to reflect their personal level of perception of the different items included in

each aspect using the corresponding weight equivalent of 4-point scale with the

different description. For level of learning competence:

Scale Interpretation

3.25-4.00 Highly Competent

2.50-3.24 Moderately Competent

1.75-2.49 Competent

1.00-1.74 Not Competent

For Social Growth

Scale Interpretation

3.25-4.00 Highly Competent

2.50-3.24 Moderately Competent

1.75-2.49 Competent
 20

1.00-1.74 Not Competent

The draft of the questionnaire was submitted to the adviser for comments

and suggestions of the revised form were pre-tested to some students for

validation purposes. The final form was reproduced and distributed to all

respondents.

Data Gathering Procedure

A formal letter of request asking permission to proper authorities to allow

the researcher to administer the questionnaire to the twenty two elementary

schools selected Grade Six pupils of Pres. Carlos P. Garcia district.

The researcher personally distributed the questionnaire after the approval

from the school principal. The researcher explained to the participants about the

purpose of the study in order to get the full cooperation and get a valid result.

The responses were tallied and collated in tables for the purpose of analysis and

interpretation and they were statistically treated to test the hypotheses.

Statistical Treatment

In the analysis and interpretation of the data, the percentage was derived

by dividing the response frequency by the number of respondents and then

multiplies the dividend by 100; Thus, the following formulae were used:

f
P¿ x 100
N

Where:
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P= percentage

f= frequency of responses

N= number of cases

The weight equivalent means were computed as follows:

(fxW )
WM=Ʃ
N

Where:

WM = weighted mean

ƩFx = summation of frequency of scale value x

N = Number of cases

Or the sum of products of the responses frequencies by their respected weight

mean divided by the number of cases. The composite mean of all item ratings for

each aspect was derived by adding all weighted means and then dividing the

sum by the number of items thus this formula:

CM =¿
∑ of Weight Means
Number of items

Wherein:

CM = composite mean
 22

WM = weighted mean

N = number of cases

Chi-square test was used to determine the significant relationship of paired

variables.

2
2 (O−E)❑
x =Ʃ
E

2
WHERE: x = Chi-square test

O = the observed frequencies

E =the expected frequencies

Pearson Product Moment Correlation was used to determine the relationship

between the responses of the respondents in regards to the statements of null

hypotheses. This formula below will be used:

n(∑ xy )– (∑ x )(∑ y )
r=
√ [n ( ∑ x )− ( ∑ x ) ¿ ]¿ ¿ ¿
2 2

Formula for the test for the correlation coefficient: t= r

√ n−2
1−r 2

Interpretation of the correlation Values

Range Correlation Values Interpretation

0.91-1.00 Very high Correlation

 23

0.71-0.90 High Correlation

0.41-0.70 Moderate Correlation

0.21-0.40 Very Low Correlation

DEFINITION OF TERMS
To provide consistency of ideas, the following terms are defined as used

in this research:

Learning Habits. Can be described as methods of obtaining information. This is

taking place at the conscious or unconscious level. It helps students organize

their efforts to solve problems, develop skills and acquire knowledge.

Wellness. Is the act of practicing healthy habits on a daily basis to attain better

physical and mental health outcomes, so that instead of just surviving, you're

thriving To understand the significance of wellness, its important to understand

how its linked to health.

Social Growth. Is a development of individuals knowledge and ability in dealing

with other individuals and groups.

Physical Education. One of the subjects offered in Department of Education.

.
 24

REFERENCE LIST

Bailey, R. (2013). Physical education and sports in schools: A review of benefits

and outcomes. Journal of school health, 76(8), 397-401. Retrieved from http
://goo.gljYy4mi.

Bandura, A. (1977). Social learning theory. Cambridge: Harvard University Press.

Durlak, S. (2016). Success in teaching physical education in school. Physical
Education Teaching Forum: Baltimore: Paul H. Brookes.

Hoffman, H. (2016). Emotional learning environment. Journal of physical

education. Johnson Computer Companies.

Holt, N. (2016). Emotional learning environment. Journal of physical

organizational education. Johnson Computer Companies.
The1987 Constitution; The Constitution of the Republic of the Philippines Article
XIV, Section 1 and 2 Retrieved from: https://www.officialgazette.gov.ph

Farington, Q. (2014). Different teaching approaches in teaching physical

education. An Interdisciplinary Journal. Campbridge University Press.

Madrona S. (2009). Social skills development skills. Department of education and

Sports of State University of New York.
Ocampo, D. (2015). Physical education curriculum in the Philippines. A Premier
of the Department of Education pp.11.

Piaget, J. (2010). Cognitive development theory.

Polloway, N. (2016). Programs and initiative In Physical Education. Thompson

Learning Area. Singapore.
Payton, H. (2016). Academic performance in physical education. Campbridge:
 25

University Press:

Sage, H. (2015). Effects on the involvement of physical education activities. NY:

Basic Books.
Saracho, R. (2016). Pysical child development. A Comprehensive approach.p.
12Suez Canal University.

Shefatya, R. (2015). Pro-social behavior of the child. Johnson and Johnson

Consumer Companies. Inc.

Vygotsky, L. (2010). Theories on cultural development. Thompson Learning

Area. Singapore

Zins, S. (2014). Improving Children’s Academic Performance. Little Brown and

Company Ltd.
 26

RESEARCH INSTRUMENT

SURVEY QUESTIONNAIRE

Part I. Profile of Respondents

Name: _______________________________ School: ________________

1.1 Age: ____ 10 years old ____ 11 years old ____ 12 years old
____ 13 years old ____ 14 years old ____ 15 years old

1.2 Sex: ____ Male ____ Female

1.3 Academic Performance in Physical Education: _____

Part II. PUPIL’S LEARNING HABITS IN PHYSICAL EDUCATION

Directions: Please rate the following statements below by putting a check mark
(/) pertaining the level of competence in physical education. Your answer should
best describe on how you feel about each statement. Please do not leave
anything blank. Answer each item honestly.

4- Highly Competent
3- Moderately Competent
2- Competent
1- Not Competent

Learning Habits in Physical Education 4 3 2 1

In participating physical education I can… HC MC C NC
1. Participate actively in physical education activities
2. Prepare for physical education classes
3. attend physical education classes
4.Approach learning new physical skills or exercise
5. Collaborate with classmates during physical education
activities.
6. Manage my time during physical education classes
 27

7. Use strategies to stay motivated and engaged during

physical education classes
8. Interested in physical activities
9. Utilize resources (e.g., textbooks, online) to enhance
understanding of physical education concepts
10. Seek assistance to my instructor/classmate when I
don’t understand a concept in physical education.

Part III. PUPIL’S SOCIAL DEVELOPMENT IN PHYSICAL EDUCATION

Instruction: Please rate the following statements below by putting a check mark
(/) pertaining the pupil’s social development in physical education. Your answer
should best describe on how you feel about each statement. Please do not
leave anything blank. Answer each item honestly.

4- Highly Competent
3- Moderately Competent
2- Competent
1- Not Competent

In participating Social Development through sports I… 4 3 2 1

HC MC C NC
1. Have the desire to always improve my character.
2. Practice proper and acceptable behavior.
3. Usually ask for help to my classmates when I’m in
trouble.
4. Maintained patience when faced with difficult situation;
5. Usually apologize when I recognize I was wrong.
6. Ask for clarification When I don’t clearly understand
some instruction.

7. Listen to the person who is talking without interrupting

until he finishes.
8. Accept them heartily when someone apologizes me and
feel these apologies that are honestly done.
9. Can handle well my winning and losing moments.
10. Can congratulate the winners or team who lose in the
competition.
 28

THANK YOU FOR SHARING YOUR VALUABLE TIME WITH ME BY

RESPONDING SINCERELY IN THESE QUESTIONNAIRES; I APPRECIATE
YOUR COOPERATION

Part IV. PUPIL’S WELLNESS IN PHYSICAL EDUCATION

Instruction: Please rate the following statements below by putting a check mark
(/) pertaining the pupil’s wellness in physical education. Your answer should
best describe on how you feel about each statement. Please do not leave
anything blank. Answer each item honestly.

4- Highly Competent
3- Moderately Competent
2- Competent
1- Not Competent

Wellness in Physical Education 4 3 2 1

HC MC C NC
1. Review the material covered in physical education
classes.
2. Take notes during sessions in physical education
3. Prepare for physical education exams or assessments
4. Approach learning about related to physical education.
5. Manage my time when studying for physical education.
6. Approach group projects or assignments related to
physical education

7. Reflect my learning progress in physical education

8. Joining study groups in physical education
9. Search online for clarification when I don’t understand a
concept in physical education
10. Can congratulate the winners or team who lose in the
competition.
 29

THANK YOU FOR SHARING YOUR VALUABLE TIME WITH ME BY

RESPONDING SINCERELY IN THESE QUESTIONNAIRES; I APPRECIATE
YOUR COOPERATION

Part V. PUPIL’S P.E ACTIVITIES IN PHYSICAL EDUCATION

Instruction: Please rate the following statements below by putting a check mark
(/) pertaining the pupil’s wellness in physical education. Your answer should
best describe on how you feel about each statement. Please do not leave
anything blank. Answer each item honestly.

4- Highly Competent
3- Moderately Competent
2- Competent
1- Not Competent

P.E activities in Physical Education 4 3 2 1

In participating physical education I can… HC MC C NC
1. Analyse the effect of exercise and physical activity
participation on fitness
2. Assume responsibility for achieving fitness
3. Undertake physical activity and physical fitness
assessment
4. Conduct physical activity and physical fitness
assessment of my family and school peers
5. Execute skills involve in the dance.
6. Perform appropriate first aid for injuries and emergency
situations relating to dance activities.

7. Show sportsmanship in playing various games contest

8. Execute skills involved in the sport
9. Perform appropriate first aid related to injuries during
sport activities.
 30

10. Monitor periodically one’s progress towards fitness

goals.

THANK YOU FOR SHARING YOUR VALUABLE TIME WITH ME BY

RESPONDING SINCERELY IN THESE QUESTIONNAIRES; I APPRECIATE
YOUR COOPERATION

THE INFLUENCE OF PHYSICAL EDUCATION ACTIVITIES ON PUPILS

SOCIAL DEVELOPMENT, LEARNING HABITS AND WELLNESS

ANDY MARK M. LINGO

College Advanced Studies

BOHOL ISLAND STATE UNIVERSITY

Candijay Campus, Cogtong, Candijay, Bohol

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MAY 2024