Body

La Salette of Roxas College, Inc.
Magsaysay St., Vira, Roxas, Isabela
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Changes in our educational system today give new roles for the subject teacher
whether his assignment is in MAPEH, English, social sciences, or mathematics. With
technological advances, new techniques and strategies, approaches and methods should
find their way into the school system. These new roles and insights were not gained
through traditional teaching particularly in secondary education. The teacher is the key
figure in school. The success of the school and the students in terms of each educational
progress rests on the active awareness and leadership of the teacher in carrying out its
programs. The teacher then is expected to initiate techniques and strategies that create
meaningful and favourable atmosphere in which educational process is successfully
taking place. He should help set the goals for the school in allotting resources needed to
arrive at the desirable teaching-learning situation. Another responsibility of the teacher is
his role in improving meaningful instruction and learning. He should see what goes on in
the classroom so he could find how students can learn effectively. Towards the
improvement of student’s performance, he has to take part in assisting students to make
plan about the choice of methods, materials and evaluation procedures. Moreover, he has
to relate himself well with students to communicate with them about favourable learning
goals. multifarious approaches and strategies to bring out the best among the students.
Now the 21st century has dawned and innovating the learning strategies and
methods will enable the creating of an interesting and amusing class. Physical Education
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is an academic subject that develops the creativity and life skills of students, and to make
its lessons more applicable to modern learners, educators should tap modern approaches
and strategies. The idea of including Physical Education class in the school is to make the
student healthy and teach them healthy lifestyle. The aim of the study is to highlight the
latest strategies, age appropriate equipment, new curriculum, used in the field of P.E
program for better learning and developing health among young children through
physical activity. The purpose of it is to encourage the teacher to innovate their methods
and strategies to catch the attention of the 21st century learners.
The inquiry into the practice of teaching physical education among teachers in the
seven (7) private and public junior high schools in Roxas, Isabela prompted the
researchers to do a study so that they could obtain information and knowledge about the
teaching career they have chosen to enter.
Objectives of the Study
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The main objective of the study was to know the importance of innovative
approaches and strategies in teaching physical education in the junior high schools.
It has the following specific objectives:
1. To determine the innovative approaches those are frequently used by the teachers
as necessary for strategically teaching P.E.
2. To know the approaches and strategies will going to use that is suitable to the
learners.
3. To encourage students to love and appreciate P.E.
Statement of the Problem
The study was conducted to look into the innovative methods and strategies used
by teachers in the teaching of physical education in the junior high schools at Roxas,
Isabela.
Specifically, it sought to answer the following problems:
1. What is the profile of the teachers relative to the following aspects:
a. Gender
b. Age
c. Educational attainment
d. Civil status
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e. Number of Years in teaching MAPEH
f. Seminars / trainings attended?
2. What are the innovative methods and strategies that are frequently used by the
teachers in teaching physical education?
3. How do the strategies and methods affect student learning advancement?
4. What are the problems encountered by the teachers which affected their teaching
strategies and methods?
5. How important is it to use innovative approaches in teaching physical education?
Hypothesis
On the inquiry: Is there a significant effect of the use of strategies and methods in
student learning advancement?
The answer is: No= There is no significant effect of the use of strategies and methods
in student learning advancement.
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Conceptual Framework
In this framework of reference, the researchers used a paradigm which consisted
of the input-process-output approach as shown in the illustration below.
Paradigm of the Study
INPUT PROCESS OUTPUT
Profile of Teachers
Better knowledge of the
Questionnaire and innovative methods and
Use of innovative methods and
Interviews strategies to effectively
strategies and their effects on
student learning advancement teach physical education
Analysis and to 21st Century learners
interpretation of responses
Problems encountered by the
teachers
Significant effects of the use of

innovative strategies and
methods.
Feedback
Figure 1. Paradigm of the Input – Process – Output
The paradigm of the study consists of the input, process and output of the study.
The input includes the profile of teachers, innovative methods and strategies being used and
their effects on student learning advancement , problems encountered, and significant effects of
the use of innovative strategies and methods.
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The process is the analysis and interpretation of the input variables through the
use of questionnaires and interaction with the respondents.
The input presents the outcome of the study in the form of better knowledge of
the innovative methods and strategies to effectively teach physical education to 21 st
Century learners.
Significance of the Study
Hopefully, the result of this study would be of great help to the following:
To the Teachers. The findings of this study will provide them an advantage with
regards of improving and developing their strategies and innovative approaches in
teaching physical education and integrating it with teaching and learning practices.
To the Students. The findings of this study will give them an opportunity to
acquire quality education because of teachers who are really equipped with knowledge
and skills to integrate innovative approaches and strategies in teaching P.E.
To the Department Head. The findings of this study will provide concrete data
on the importance of innovative approaches and strategies that will provide a better
quality of teaching and learning of students.
To the Future Researchers. The findings of this study will offer them results that
they can use as reference in the future studies which related to his/her studies.
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Scope and Delimitation
The study was focused and limited to the innovative methods and strategies used
in teaching physical education to the junior high school student.
The respondents in this study were the secondary MAPEH teachers of public
schools in the Municipality of Roxas, namely La Salette of Roxas College, Inc., Muñoz
National High School, Monico Rarama National High School, Lanting Region National
High School, Matusalem National High School, Roxas National High School, and Casa
Del Niño Montessori School.
Definition of Terms
For directional points of reference and understanding, the following terms are
defined and qualified:
Innovative Methods. This refers to the use of the modern approaches that are suitable to
the learners.
Innovative Strategies. This refers to the use of modern techniques and strategy that are
suitable to the learners.
Physical Education This refers to a discipline that the researcher wants to focus on .
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Junior High School MAPEH teachers. This refers to the MAPEH teachers, taken as
respondents in the study.
Inductive methods. An inductive approach involves the learners detecting, or noticing,
patterns and working out a 'rule' for themselves before they practice the language.
Deductive Method. A deductive approach involves the learners being given a general rule,
which is then applied to specific language examples and honed through practice
exercises.
Lecture Method. This method refers to the explanation of the topic to the students. The
emphasis is on the presentation of the content. The teacher clarifies the content matter to
the students by using gestures, simple devices, by changing voice, change in position and
facial expressions.
Demonstration Method. A method demonstration is a teaching method used to
communicate an idea with the aid of visuals such as flip charts, posters, power point, etc.
A demonstration is the process of teaching someone how to make or do something in a
step-by-step process.
Integrative Method. An integrated approach allows learners to explore, gather, process,
refine and present information about topics they want to investigate without the
constraints imposed by traditional subject barriers.
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Type Study Method. The type study method aims to study a typical case thoroughly and in
detail so as to make the concepts gathered as basis for comparison in studying similar
case.
Problem Solving Method. A method students are presented with problems which require
them to find either a scientific or technological solution. It is a student-centered strategy
which require students to become active participants in the learning process.
Project Method. The project method is an educational enterprise in which children solve a
practical problem over a period of several days or weeks.
Expository Method. The teacher is completely in charge and guides the lesson. He/she is
also in charge of the discussion and asks questions by calling on students for answers.
Brainstorming. Brainstorming is a large or small group activity that encourages students
to focus on a topic and contribute to the free flow of ideas.
Peer Tutoring. Peer tutoring is a teaching strategy wherein students are paired together to
practice academic skills and master content.
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Field Study. the intensive observation and analysis of a limited set of specifically targeted
sites.
Symposium. Symposium is defined as a teaching technique that serves as an excellent
method for informing the audience, crystallizing their opinion and preparing them for
arriving at decision regarding a particular issue or a topic.
Simulation. A simulation is a form of experiential learning. It is a strategy that fits well
with the principles of Student-Centered and constructivist learning and teaching.
Film Viewing. Teaching with film is a non-traditional teaching strategy when used
effectively; however, film is still being treated as a visual textbook.
Seminar Workshop. The program will include interactive sessions that give participants
opportunities to develop and practice effective teaching strategies and instructional
language as well as micro-teaching demonstrations that provide an opportunity for
individualized feedback.
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Role Playing. is a technique that allows students to explore realistic situations by
interacting with other people in a managed way in order to develop experience and trial
different strategies in a supported environment.
Interview. Interview strategy is a cooperative learning technique that focuses on
developing students' active listening skills, and helps to develop their note-taking skills
and the ability to share information with others.
Group/Individual Reporting. Group work can be an effective method to motivate
students, encourage active learning, and develop key critical-thinking, communication,
and decision-making skills.
Portfolio Making. A teaching portfolio is a coherent set of materials that represents your
teaching practice as related to student learning. Begin your portfolio with a brief
description of your teaching roles and responsibilities and other non-classroom teaching
activities.
Small Grouping. Small-Group Strategies. Collaboration involves more than occasional
cooperative learning activities; it means that students feel connected to their peers and
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that they experience the classroom as a safe, supportive community—not a place of
isolation and certainly not a place where they must compete against one another.
Conceptual Mapping. A concept map is a type of graphic organizer used to help students
organize and represent knowledge of a subject. Concept maps begin with a main idea (or
concept) and then branch out to show how that main idea can be broken down into
specific topics.
Play Teach Play- having a game while discussing.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
The following readings motivated the writers in pursuing their study. Valuable
literature and studies were pursued so that their similarities with the present study could
be identified
Foreign Literature
In recent years, with the infiltration of new ideas and new ideas in physical
education, many new teaching methods have emerged." This enriches the sports teaching
activities, but also become the focus of education workers have been highly concerned.
The implementation of innovative education: idea of education in our country is
relatively backward, content method is relatively old, heavy academic burden on
students, quality education difficult to promote. Adhere to educating people, to reform
and innovation as the driving force, to improve the quality of the core, the overall
implementation of quality education." The sports teaching adhere to the people-centered
education , the implementation of innovative education is to be student-centered, teacher
led, give full play to the initiative of students; means to continue the reform of teaching
contents, methods, improve teaching quality, promote physical and mental health,
improve students physique health; learning ability and innovation ability of students,
education students to learn knowledge and skills, work skills, learn to live, learn to
behave; advocate the innovation of physical education teaching methods, such as
heuristic teaching, inquiry teaching, discussion teaching, help students master the
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learning skills and knowledge, stimulate students' curiosity, cultivate students' interest in
learning, to create a good environment for students' independent thinking, free inquiry,
the innovation of the.
To improve the learning efficiency, and adapt to the curriculum reform needs:
with the increasing social competition, students' academic burden. Children have no night
to learn, and some even appeared the spirit of manic, unhealthy psychological
phenomenon. While most people are aware of the examination oriented education to
bring the child's injury and shortcomings, but also know how to reform, but in fact, it is
difficult to change the fundamental. The starting point of the curriculum reform is the
students, the student’s learning effect, ability training as a measure of curriculum reform.
From the physical education students to the often associated with actual teaching given is
far different, resulting in students of physical education disappointed and lose the
exercise of confidence and enthusiasm. Study of physical education teaching method not
only reveal the physical education curriculum reform problems, resolve confusion in the
hearts of teachers, and promote students like physical education and actively take the
initiative to participate in sports activities to provide help and reference ( Zhang, 2016).
Enhance students' physique, explore the teaching methods, it is well known that
the reasonable teaching method can not only make the teaching effect more effective, but
also enable students to benefit from life. Whether the method of organizing teaching or
guiding students to practice the method will affect the students learning enthusiasm and
initiative, also will affect the students in the future exercise habit forming, the training of
consciousness, can say, the sports teaching method research is the effective way to
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promote adolescent students physical health. As far as the teaching method is concerned,
it is not only a skill but also an art, whether the selection and use of it directly affects the
students' interest in learning and the effect of physical education. Why some teaching
methods are enduring, and some methods, but is as ephemeral, the key is with changes to
improve the progress of the society and education development, students of the physical
education teaching methods constantly updated. To explore a certain stage, a certain
period of time, suitable for certain groups of teaching methods is not easy, it is more
difficult to apply, in the limited classroom teaching, so that students can learn, learn, learn
fine, after class to continue to use the method is worth studying.
The primary purpose of teaching at any level of education is to bring a
fundamental change in the learner (Tebabal&Kahssay, 2015). To facilitate the process of
knowledge transmission, teachers should apply appropriate teaching methods that best
suit specific objectives and level exit outcomes. In the traditional epoch, many teaching
practitioners widely applied teacher-centered methods to impart knowledge to learners
comparative to student-centered methods.
Until today, questions about the effectiveness of teaching methods on student
learning have consistently raised considerable interest in the thematic field of educational
research (Hightower et al., 2015).
Quite remarkably, regular poor academic performance by the majority students is
fundamentally linked to application of ineffective teaching methods by teachers to impact
knowledge to learners (Adunola, 2011).
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Substantial research on the effectiveness of teaching methods indicates that the
quality of teaching is often reflected by the achievements of learners. According to Ayeni
(2015), teaching is a process that involves bringing about desirable changes in learners so
as to achieve specific outcomes.
In order for the method used for teaching to be effective, Adunola (2011)
maintains that teachers need to be conversant with numerous teaching strategies that take
recognition of the magnitude of complexity of the concepts to be covered. Adunola
(2011) indicated that in order to bring desirable changes in students, teaching methods
used by educators should be best for the subject matter.
Furthermore, Bharadwaj& Pal (2011) sustained that teaching methods work
effectively mainly if they suit learners’ needs since every learner interprets and responds
to questions in a unique way (Chang, 2010). As such, alignment of teaching methods
with students’ needs and preferred learning influence students’ academic attainments
(Zeeb, 2004).
Teacher Centered Method
The approach is least practical, more theoretical and memorizing (Teo& Wong,
2000). It does not apply activity based learning to encourage students to learn real life
problems based on applied knowledge.
Since the teacher controls the transmission and sharing of knowledge, the lecturer
may attempt to maximize the delivery of information while minimizing time and effort.
As a result, both interest and understanding of students may get lost.
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To address such shortfalls, Zakaria, Chin &Daud (2015) specified that teaching
should not merely focus on dispensing rules, definitions and procedures for students to
memorize, but should also actively engage students as primary participants.
Student Centered Method
With the advent of the concept of discovery learning, many scholars today widely
adopt more supple student-centered methods to enhance active learning (Greitzer, 2002).
Most teachers today apply the student-centered approach to promote interest,
analytical research, critical thinking and enjoyment among students (Hesson& Shad,
2007).
Researchers and educators are trying to revise their PE curricula and training
programs to meet the six NASPE (National Association of Sport and Physical Education)
standard guidelines: 1) demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities, 2) demonstrates understanding of
movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities, 3) participates regularly in physical activity, 4)
achieves and maintains a health-enhancing level of physical fitness, 5) exhibits
responsible personal and social behaviour that respects self and others in physical activity
settings, and 6) values physical activity for health, enjoyment, challenge, self-expression,
and/ or social interaction.
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SPARK (Sports, Play, and Active Recreation for Kids), a pioneer organization in
United States, has been contributing in the systemic reform of physical education (PE)
since 1989. In addition to the six guidelines of NASPE, SPARK supports Healthy People
Goals (HPG) 2010: a) PE classes make every effort to engage students in moderate to
vigorous physical activity (MVPA) at least 50% of their class time without sacrificing
academic achievement or student enjoyment of PE, b) SPARK focus on positive health
outcomes of students. These include physical fitness and sports skills, c) SPARK
programs include strategies that promote behaviour and environmental change
techniques, and d) SPARK also follows ASAP (As Soon As Possible) activity to avoid the
lengthy instruction in Physical education class (SPARK)3. In India, many organisations
such as LEAPSTART (FITKIDS), EDUSPORTS, KOOH SPORTS, SPORTS MENTOR,
Physical Education Foundation of India (PEFI), Youth Affairs and Sports (YAS), National
Association of Physical Education & Sports Science (NAPESS), and all the physical
educators & health educators are also taking initiatives to develop physical education
programme to meet the standard guidelines. Recently, Sports Authority of India (SAI) in
collaboration Global Trust has launched a new scheme in India called the School Sports
Promotion Foundation (SSPF) in 5 sports discipline viz. Athletics, Football, Volleyball,
Basketball, and Cricket for talent identification in school children. Its main objective is to
provide sports education in children from the grass root level. Sports education includes
basics movement’s skills, locomotion, basic skills of the games, rules and regulations of
the games, nutritional knowledge, team cohesion, etc (indiatoday)
Teaching Strategies New teaching strategies (Ramananda Ningthoujam., et al,
2017) 1 like AS SOON AS POSSIBLE (ASAP) active games were introduced in PE class
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to keep the students active as soon as possible, which is one of the physical educator’s
objectives. In many traditional PE classes, students arrive at the activity area only to
stand or sit and listen to lengthy instructions (SPARK)5. This wastes valuable activity
time and should, therefore, be done sparingly. This section includes a variety of enjoyable
activities to begin activity immediately. ASAP Activities use little or no equipment, are
fun and challenging, and promote health related fitness. They quickly involve all students
in moderateto-vigorous physical activity (MVPA) with few instructions or rules to slow
them down. It reduces wasting of time in giving lengthy instruction in the class.
Playground Expectation cards, Skills cards, Task cards, etc were also used on the
playfield to reduced lengthy instructions. Another strategy used in PE class is 80/20
RULES, which means that the physical education teacher tries to keep the students active
80% of class duration. Music is also used in PE classes to make more fun activities which
interest the students and are also used as start and stop signals. Limited space activities
like BINGO GAMES are introduced which allowed the PE class to run in limited space
since space constraint is one of the most common issues in today`s school environment.
Whether it be inclement weather (rainy day, smog warnings, extreme heat, etc.) or the
usual activity area is unavailable (assembly in the gym, a book fair in the multi-purpose
room, the blacktop is getting re-paved, etc.), every so often, the only choice of space for
PE is a classroom or other small area. To involve the parents` in PE activities HOME –
PLAY games were introduced in PE class which keep the child active at home, and
during vacation. It is a take-home page with interesting facts on 1 side, and fun
challenges on the other. Moderate to Vigorous Physical Activity (MVPA) is also
introduced during the PE classes to keep the students ready for the next challenges. For
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example, Chasing and fleeing skills are used in many of the most popular games played
by children. By changing the locomotor skill, the method of tagging, the task students
perform to re-enter the game after being tagged, and/or the ways in which they may seek
safety, you can create enough tag games to last a lifetime. Chasing and fleeing games are
usually short in duration (5-10 minutes), and use little or no equipment. The games in this
unit provide opportunities for students to develop chasing, fleeing and spatial awareness
skills while promoting healthrelated fitness in enjoyable ways. The activities are designed
to include and challenge all students’ physical skills, while maintaining enjoyable, health-
promoting, moderate-to-vigorous physical activity during class.
Local Literature
Our Happy School (2017), an Online ACADEMIC & Entertainment Magazine
posits that providing knowledge for knowledge’s sake is a principle that had been
abandoned by many educational philosophers. Without concrete and evident benefits to
the society, schools would just be seen as impractical institutions.
Rendering support, assistance, and services to people in the community, especially
the marginalized sector, has become part of many school’s co-curricular and extra-
curricular programs. Today, college students in the Philippines have to take National
Service Training Program (NSTP) subjects, in which two of the options are Literacy
Training Service (LTS) and Civic Welfare Training Service (CWTS) which are both
geared towards helping people in the community. Well established universities, especially
the ‘elite’ ones, also have foundations for outreach projects and provide assistance to poor
public schools in far-flung areas through ‘adopt-a-school’ programs.
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Not only does this undertaking inculcate in the hearts and mind of the students the
values of altruism, sympathy, compassion, and concern for others, it also conveys that
academic institutions are essential part of the society which is there always ready and
willing to extend a helping hand for the welfare of the people.
The Filipino teachers, through the K-12 Program are being assisted in order that
its educational goals are realized. In a Rappler online article by Gracia (2015), teachers
are said to benefit from learning tools that do not require traditional logistics and multiple
materials. For example, the DepEd has launched the Learning Resources Management
and Development System (LRMDS), a portal for online teaching and learning materials
created by teachers and education partners.
Foreign Studies
Turkish physical education curriculum and to investigate the gender differences in
selecting the teaching methods and strategies. The results revealed that Turkish PE
teachers who worked in Primary and Secondary school of Antalya city center used the
command and practice styles the most, and self-check, divergent and guided discovery
styles the least. The trend of using teacher rather than student-centered teaching strategy
was evident in this sample of Turkish PE teachers. The expository teaching strategies
more preferred than constructivist, experiential and mastery learning strategies by
Turkish PE teachers. In addition, this study revealed that significant differences existed in
teacher use of teaching strategies in relation to gender. In the current study, the women
PE teachers viewed the command method as the most beneficial and divergent and
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guided discovery methods as the least beneficial for their students. The men PE teachers
viewed the practice method as the most beneficial and self-check and divergent methods
as the least beneficial for their students. The present findings were similar to those
SirinkanGundogdu( 2011) Jaakkola and Watt (2011), Kulinnaand Cothran (2003). In their
study SirinkanGundogdu they found out that Turkish P.E teacher commonly used
command and practice methods in their lessons.
Jaakkola and Watt (2011) examined what teaching styles Finnish PE teachers
report using and how beneficial they perceive the different styles to be for their students.
Finnish teachers were found to use command and practice styles the most, and the self-
teaching, self-check, and convergent discovery styles the least and they preferred teacher
rather than student-centered teaching strategies.
Similar results were revealed in the study of Kulinna and Cothran (2003) with
American PE teachers. Cothran et al. (2005) showed that the use of different teaching
methods varied across countries; however, the main approach for teachers in all countries
was the use of teacher-centered styles.
The current Turkish physical education curriculum was renewed by the Republic
of Turkey Ministry of National Education for primary school in 2006, for secondary
school in 2010. The new curriculum aims to increase student awareness of their own
learning through exposing them multiple but holistic learning experiences enriched by
various instructional strategies and materials. Students are no longer seen as passive
learners, as it was the case in the former curriculum, which was heavily relied on the
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traditional teacher-centered teaching methods. The new PE curriculum emphasizes the
use of constructivist rather than behaviorist approaches ( 2009).
In the advice to PE teacher part of the new PE curriculum, use and benefits of
student-centered methods like reciprocal, self-check, inclusion, guided discovery and
divergent methods are suggested. In the present study most of the PE teachers (69,7 %)
did not have positive views about new PE curriculum. According to their views new PE
curriculum was not efficient enough. Findings revealed that there was an incongruity
between P.E Teacher views and New P.E curriculum suggestion about teaching methods
and strategies. The reason of this incongruity may be not discussing new PE curriculum
with a wider range of skate holders like students, teachers, inspectors, parents, coaches
and academics in developing process. It is suggested that the outcomes of the application
of new PE curriculum, including teacher and student feedback, and the modifications
made based on the feedback, should be reported and discussed in a big open forum. In
service training activities for PE teachers concerning the new curriculum and new
teaching approaches and methods should be done more frequently.
Previously, the P.E Program has been removed from the school curriculum as
school everywhere strive to improve the academic performance of their students, many
have cut physical education and recess periods to leave more time for sedentary
classroom instruction (Stewart G. et al, 2014).
Over the years, researchers and education have revised their P.E curricula,
equipments and training programs to meet the six NASPE (National Association of Sport
and Physical Education ) guidelines ( Nighoujam R. et. al 2017). The idea of including
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P.E class in the school is to make the student healthy and teach them healthy lifestyle.
The aim of the study is to highlight the latest strategies, age appropriate equipment, new
curriculum, used in the field of P.E program for better learning and developing health
among young children through physical activity. Physical education teachers are stepping
up to the plate to help increase physical activity among children by reinventing the
concept of physical education. They say it is no longer about who is on what team or
winning and losing but how much time children spend being physically active and
learning to enjoy their physical activities. VERB™, a national multicultural campaign
sponsored by the U. S. Department of Health and Human Services’ Centers for Disease
Control and Prevention (CDC), encourages children to become physically active and has
inspired teachers to add unique and new activities like rock climbing, juggling, and yoga
to gain children’s attention.
The approach is so innovative that many are calling it the “New P.E.” We are very
much in favor of seeing physical education classes shift from the competitive sports-
oriented model to a focus on leisure-time physical activities that will help kids develop a
positive attitude toward physical activity for life,” says Dr. Janet Collins, acting director,
Division of Adolescent and School Health at the National Center for Chronic Disease
Prevention and Health Promotion for the CDC. “VERB has reached out to educators and
now we are seeing that the New P.E. is getting more children involved in healthy physical
activity.” New P.E. classes encourage children to get moving inside and outside of the
classroom by giving them creative ideas for new activities. CDC studies have shown that
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participation in all types of physical activity declines as age or grade in school increases,
and the New P.E. gives a hopeful outlook to halting this decline.
Local Studies
The aim of education is to develop an individual holistically. Aquino (2013)
mentions that developing an individual’s cognitive, affective and psychomotor skills
should be the focus of any educational institution.
A teaching method according to Salandanan (2015) is a “procedure that employs a
variety of strategies to access better understanding and effective learning.” In the context
of this study, a teaching approach is specifically defined as the framework used by the
teacher to deliver the activitiesin to the class.
Salandanan (2015) stresses that for learning to be effective; an approach should
incorporate different strategies. “It is a short ranged way applied in education and is
resorted to on a day when the topic to be studied lends best to a planned “tactic””
(Salandanan, 2015). Strategies or teaching strategies in this study are the specificset of
activities that helped carried out the framework used.
For (Enguero 2016), just like any subject, should be pragmatic and flexible. With P.E ,
educators find practical strategies to make Physical education subjects to learners who constantly
look for new and exciting things. “My main concept in teaching is ‘audio-visual’. Even if the
instrument is not available in the school, I still get to show it to students through videos,” he
enthuses.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents a description of the research method used in the study, the
locale of the study, selection and description of the respondents, data gathering
instruments, data gathering procedure and statistical treatment.
Research Design
The researcher used the descriptive survey method in gathering data from
respondents. The respondents were the MAPEH teacher in the junior high schools of
Roxas, Isabela.
According to Good and Scates Quoted by Calmorin, the word “Survey” indicates
the gathering of data as evidence relating to current conditions. This methods is
appropriate for this study because it attempted to, note analyze and interpret data gathered
that will describe the innovative strategies and approaches in teaching physical
education in the Junior High School at Roxas Isabela. It is fact finding kind of research
coupled with sufficient analysis and interpretation which show the real picture of the
Innovative strategies and approaches used in teaching Physical Education in the Junior
High School.
Respondents of the Study
The respondents of this study are the MAPEH teacher in the Junior High School
at Roxas, Isabela.
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Data Gathering Instrument
The following research instruments were used to facilitate the gathering data:
Questionnaire. The questionnaire was primary instrument used in gathering data
of this study. It is a checklist type to facilitate the answering of the questions. The items
in the questionnaire centered on teachers profile, the Innovative strategies and approaches
in teaching physical education ,importance of innovative strategies in teaching physical
education, the effect of using innovative approaches and strategies in the learning
advancement of the student and problems encountered by the teachers which affect their
teaching strategies and approaches.
Unstructured Interview. The unstructured interview was conducted as
supplementary and extending device for questionnaire to confirm the accuracy of the
responses of the respondents
Data Gathering Procedure
Before the floating of the research instrument, a letter requesting permission to
conduct the study was forwarded to school directors and as well as the principals of the
seven junior high schools. After permission was granted the researchers sought the help
of the school administrator to furnish the list of MAPEH teachers in their school. The
same procedure was employed in distributing questionnaire. The researchers wrote a
request letter to each school head to allow them to float a questionnaire and make
schedule for the retrieval of the questionnaire for unaccomplished forms the researchers
27
visited personally the respondents in their homes or school for the purpose of
interviewing them for the validity and accuracy of gathered data.
Statistical Tool
To analyze and interpret the data gathered for the study, the following statistical
tools were employed
1. Frequency. It was used because we will need to determine the percentage.
P=F
N x 100%
Where:
P = Percentage
F = No. of Frequency
N = No. of cases
Example:
P = 20
57 x 100
P = 11.0
2. Weighted mean. it was used because the second problem , which is the preferred
teaching strategies by the respondents, is assigned with points.
28
The formula:
Wm= TF
TWF
Where:
Wm= Weighted Mean
TF= Total Frequency
TWF= Total Weighted Frequency
Example:
Wm= 118
89
Wm= 1.32 (Quite Satisfactory
Data Analysis Procedure
To determine the effect of the innovative methods and strategies in teaching
physical education in the junior high schools, the following categories of the rating scale
were used.
The Rating Scale used is a five –point rating scale was used to recognize the
degree of responses with statistical limits and corresponding descriptive equivalents.
29
Rate Statistical Limit Descriptive Equivalent

5 4.20 - 5.00 Strongly Agree
4 3.40 – 4.19 Agree
3 2.60 – 3.39 Undecided
2 1.80 – 2.59 Disagree
1 1.00 – 1.79 Strongly Agree
Rate Statistical Limit Descriptive Equivalent

5 4.20 - 5.00 Always
4 3.40 – 4.19 Usually
3 2.60 – 3.39 Sometimes
2 1.80 – 2.59 Rarely
1 1.00 – 1.79 Never
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the discussion of result. This includes analysis and
interpretation of data gathered.
1. Personal Information
30
Table 1a. Table of the Gender Respondents

Gender Frequency Percentage
Male 8 44
Female 10 56
It is quite clear that out of the total respondents investigated for this study 56% of
them are female whereas about 44 % are male. This implies that there are more female
teachers teaching P. E rather than males. Female teachers are more capable in handling
P.E subject for they are flexible enough.
Table 1b. Table of the Age of the Respondents

Age Frequency Percentage
19-25 6 33
26- 32 7 39
33- 40 3 17
40 above 2 11
It is seen from the table that 39 % percent of the respondents is in the range of
26-32 years old, 33% im the 19-25 range, 17 % in the 33- 40 range, and 11 % are in the
40 and above range. Highest in frequency is the 26-32 age range, which implies that the
teachers are knowledgeable in teaching P.E.
Table 1c. Table of the Highest Educational Attainment of the Respondents
Highest Educational Attainment Frequency Percentage

College Graduate 16 89
Masteral Graduate 2 11
Table 1c show that 89 % of the respondents finished college and 11% are armed
with an M.A. degree. Majority of the teacher in the junior high schools are fresh graduate
and are not taking up yet their master’s degree, which may imply that their knowledge
31
about teaching strategies and methods are still new, and the way of looking and
understanding any situation in the teaching field is just beginning
Table 1d. Table of the Civil Status of the Respondents
Civil Status Frequency Percentage

Single 10 56
Married 8 44
Table 1d shows that 56% of the respondents are Single and 44% are Married. This
means that MAPEH teachers who are single can focus more easily on their job because
they have teaching as their priority.
Table 1e. Table of Number of Years in Teaching MAPEH

Number of Years in Teaching MAPEH Frequency Percentage
1-5 9 50
6-10 6 33
11 above 3 17
Table 1e shows that 50 % of the respondents have teaching experience ranging
from 1-5 years, 33% ranging from 6-10 years and 17 % have 11 years. This implies that
half of the respondents are new teachers in P.E.
Table 1f. Table of Seminars and Trainings in MAPEH Attended
Levels of Seminars and Trainings in Frequency Percentage

MAPEH Attended
Division 5 28
Regional 1 5
National 9 50
International 3 17
Table 1f shows that 50% of the P.E. teacher respondents have attended seminars
and trainings on a National level, 28% on Division level, 17% on International level, and
32
5% in Regional level. This means that the teachers are all well trained enough to face
their classes and realized the learning competency objectives they have for their lessons.
2. Innovative Methods and Strategies Used
Table 2a Innovative Methods Used in Teaching P.E.
Innovative Methods Weighted Mean Descriptive Rating

1. Inductive methods 3.17 Sometimes
2. Deductive Method 3.17 Sometimes
3.Lecture Method 3.33 Sometimes
4 Demonstration Method 4.44 Always
5. Integrative Method 3.78 Usually
6. Type Study Method 2.00 Rarely
7. Problem Solving Method 2.56 Rarely
8. Project Method 3.33 Sometimes
9. Expository Method 3.11 Sometimes
Grand Mean 3.21 Sometimes
Legend: 1- Never 2- Rarely 3-Sometimes 4-Usually 5- Always
As seen from the table above, Methods 1, 2, 3, 8 and 9 obtain a mean rating
ranging from 2.60-3.39 which has a descriptive rating of “Sometimes”. This means that
some teachers preferred using Inductive, Deductive, Lecture, Project and Expository
Methods often to help students learn more.
Method 4 has a mean rating 4.20- 5.00 which has a descriptive rating of
“Always”. This means that Demonstration Method is used always in classroom where in
students learn through step by step process to enabling them to participate in the
educative process.
33
Method 5 obtains a mean rating ranging from 3.40-4.19 which has a descriptive
rating of “Usually”. This means that the teacher typically use the Integrative Method in
teaching their students, incorporate the topic or lesson to the field and application in real
life situation.
Methods 6 and 7 have both mean rating from 1.80-2.59 which has a descriptive
rating “Rarely”. This means that Integrative Method and Type Study Method are seldom
used in teaching physical education in the junior high school.
The general weighted mean of Table 1a. is 3.12 with a descriptive rating
“Sometimes” which means that these teaching methods and strategies are at times used in
teaching physical education.
Table 2b Innovative Strategies Used in Teaching P.E.
Innovative Strategies Weighted Mean Descriptive Rating

1. Brainstorming 3.39 Sometimes
2. Peer Tutoring 3.22 Sometimes
3. Field Study 2.39 Rarely
4. Symposium 2.39 Rarely
5. Simulation 2.78 Sometimes
6. Film Viewing 3.33 Sometimes
7. Seminar Workshop 2.28 Rarely
8. Role Playing 3.89 Usually
9. Discussion 4.06 Usually
34
10. Interview 3.11 Sometimes

11.Group/Individual Reporting 2.72 Sometimes
12. Portfolio Making 3.22 Sometimes
13.Small Grouping 3.61 Usually
14. Conceptual Mapping 3.00 Sometimes
15. Play Teach Play 4.00 Usually
Grand Mean 3.16 Sometimes
Legend: 1- Never 2- Rarely 3-Sometimes 4-Usually 5- Always
As seen from Table 2b, the Strategies 8, 9, 13, and 14 have obtained a mean rating
ranging from 3.40-4.19 which has the descriptive rating “Usually”. This means that the
teachers frequently use the Role Playing, Discussion, Small Grouping and Play Teach
Play. Teachers regularly use Role playing, Play Teach Play and Small grouping allowing
their students to be more creative. Discussion is more preferred by teacher to ensure that
there is a knowledge they impart to the student.
Strategies 1, 2, 5, 6, 10, 11, 12 and 14 have obtained a mean rating ranging from
2.60-3.39 which has the descriptive rating “Sometimes”. This means that some teachers
prefer using Brainstorming, Peer tutoring, Simulation, Film Viewing, Interview,
Group/Individual Reporting, Portfolio Making and Conceptual Mapping to help students
to simply recall concepts.
Strategies 3, 4 and 7 have obtained a mean rating from 1.80-2.59 which has the
descriptive rating “Rarely”. It means that Field Study, Symposium and Seminar Workshop
are seldom used in the junior high school because some teachers believe these are more
appropriate in college.
The general weighted mean of Table 1B. is 3.16 with the descriptive rating
“Sometimes,” which means that these teaching strategies are at times used in teaching
35
physical education in the junior high school because some of these strategies are more
appropriate in higher year or grade level.
3. Effects of Innovative Strategies and Approaches Used
Table 3. Effects of Use of Innovative Strategies and Approaches in Student Learning

Advancement
Statements Weighte Descriptive

d Mean Rating
1. They more become competitive in class activities. 4.50 Strongly Agree
2. They become more Active in class discussion. 4.28 Strongly Agree
3. They will try new strategies to succeed in their performance. 4.22 Strongly Agree
4. They soon start to feel excited about doing their work. 4.17 Agree
5 They believe that working well with their classmates is important to them. 4.44 Strongly Agree
6. They are confident to do their performance task before they begin. 4.22 Strongly Agree
7. They understand well the class discussion 4.33 Strongly Agree
8. They concentrate fully on their task. 4.28 Strongly Agree
9. They are very proficient in using wide variety application in my classroom. 4.28 Strongly Agree
10. They feel comfortable using technology in classroom set-up. 4.44 Strongly Agree
11. They think they will be able to do their performance because I have modeled it. 4.44 Strongly Agree
12. They feel contented using digital portfolios with my class. 4.06 Agree
13. They usually use projector in presenting their works. 3.72 Agree
14. They think it is useful for them to succeed in their performance task. 4.44 Strongly Agree
15. They more become attentive. 4.44 Strongly Agree
Grand Mean 4.29 Strongly Agree
Legend 1- Strongly Disagree 2- Disagree 3-Undecided 4-Agree 5- Strongly Agree
As shown in Table 3. The statement They more become competitive in class has
the weighted mean of 4.50 with the descriptive rating Strongly agree; followed by They
become more active in class discussion with 4.28, Strongly agree; They will try new
strategies to succeed in their performance with 4.22, Strongly agree; They soon start to
feel excited about doing their work with 4.17, Agree; They believe that working well with
their classmates is important to them with 4.44, Strongly agree; They are confident to do
their performance task before they begin with 4.22, Strongly agree; They understand
36
well the class discussion with 4.33, Strongly agree; and the other statements follow with
less to the least in terms of weighted mean.
The general weighted mean of Table 3 is 4.29 with descriptive rating

“Strongly agree” which means that innovative methods and strategies have an effect onn
student learning advancement.
4. Problems Encountered by Teachers in Using Innovative Methods and Strategies

Table 4. Problems Encountered by Teachers in Using Innovative Methods and Strategies
Statements
Weighted Mean
Descriptive Rating
1. Lack of instructional materials
2.72
Undecided
2. Lack of attention of the student
3.44
Agree
3. Lack of field of interest
3.00
Undecided
4. Limited time
3.39
Undecided
5. Limited resources of books
3.17
Undecided
6. If there is an urgent meeting I can’t use my prepared strategies and methods.
3.17
Undecided
7. I am not familiar to those strategies and methods
1.94
Disagree
8. I often integrate them in my teaching activities.
3.39
Undecided
9. Connection to the internet to surf for new activities
3.11
Undecided
10. Tiredness because of the last class I meet and I have no energy for my next class.
2.22
Undecided
Grand Mean
2.96
37
Undecided
Legend 1- Strongly Disagree 2- Disagree 3-Undecided 4-Agree 5- Strongly Agree
As shown in Table 4, top three statements include Lack of instructional materials
having a weighted mean of 2.72 with a descriptive rating of “Undecided”; followed by
Lack of attention of the student with a weighted mean of 3.44 with a descriptive rating of
“Agree”; and lastly Lack of field of interest with a weighted mean of 3.00 with a
descriptive rating of “Undecided”.
The general weighted mean of Table 4 is 4.96 with a descriptive rating
“Undecided” which means that teachers are unsure of the problems they encounter,
though still some teacher think seldom
5. The Importance of the Use of Innovative Methods and Strategies in Teaching P.E.
The importance of using innovative methods and strategies in teaching P.E. is
important as indicated in high percentages of the respondents saying so. According to
them, these attract student attention and encourage them to learn more; these help them
become more efficient and effective in teaching 21 st century learners; these help them to
cover their topics better and can deliver them effectively, as well as enable them to make
the students show their different skills and talent in learning process.
38
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, so conclusions drawn form the
corresponding recommendations.
The study was undertaken with the objective of determining the effect of using
innovative methods and strategies in the teaching of physical education in the junior high
schools in Roxas, Isabela.
Specifically, it sought to answer the following problems:
1. What is the profile of the teachers relative to the following aspects:
a. Gender
b. Age
c. Educational attainment
d. Civil status
e. Number of Years in teaching MAPEH
f. Seminars / trainings attended?
2. What are the innovative methods and strategies that are frequently used by the
teachers in teaching physical education?
3. How do the strategies and methods affect student learning advancement?
39
4. What are the problems encountered by the teachers which affected their teaching
strategies and methods?
5. How important is it to use innovative approaches in teaching physical education?
Summary of Findings
The data tallied, analysed and interpreted revealed the following:
1. There are 44% male respondents and 56% are female respondents.
2. Majority of the respondents have ages ranging from 26-32 and the least age is
40 above.
3. Majority are college graduates and least of the respondents has a doctorate
degree.
4. 56% of them are single and 44 % of them are married.
5. Majority of them have teaching experience of at least 1-5 years in teaching
MAPEH.
6. 50% of the teachers attended the national trainings and the 5% attended
regional ones.
7. Demonstration method has the highest weighted mean and Type study is the
least method used.
40
8. Discussion is the most preferred strategies that they used and Seminar and
workshop is the least among the strategies
9. Majority of the respondents said that one of the effects of using innovative
strategies is They become more competitive in class activities gaining 4.50
weighted mean with a description of Strongly agree and the least is Presenting
their work using projector gaining 3.72 with a description of Agree.
10. Majority of the respondents said that the main problem of the teacher which
affects their learning strategies and methods is the Lack of student attention
with a weighted mean of 3.44 with a description of Agree and the least of the
problem encountered by the teacher is that the Teacher is not familiar to those
strategies and methods.
11. 56% of the respondent said that strategies and methods is important to attracts
student attention and encourage the student to learn more and 33% said that
with the use of those strategies and methods teachers become more efficient
and effective in teaching 21st century skills.
Summary of Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. Majority of the respondents are female.
2. Majority of the respondents belong to the 26-32 year-old cluster.
41
3. All of them are college graduates.
4. Majority of them have teaching experience of at least 1-5 years.
5. Common among them is their being single.
6. Demonstration method is the best method for them to teach topics and lessons
effectively.
7. Discussion is the commonly preferred innovative strategy,
8. There is a significant effect of the use of innovative strategies and method in
the learning advancement of the students.
9. Problems that they encountered which affect their learning strategies and
methods are unusual.
10. Innovative strategies and methods are important in teaching physical
education.
Recommendations
In the light of the findings and conclusions drawn the following recommendations
are hereby offered.
1. For the Students: Innovative strategies must be sustained and enjoyed
to make them become more efficient and knowledgeable in learning
process.
42
2. For the School heads: They must send their MAPEH teachers to the
different seminars and workshops inclined with physical education to
help them improve their teaching skills.
3. For the Teachers: They must be knowledgeable about the innovative
strategies and methods to grasp the attention of the 21st century
learners and make them interested on the lessons
BIBLIOGRAPHY
A. Books
 Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches
 Principles of Teaching 1
B. Dictionary Materials
 Merriam Webster
Internet Website Materials

 https://www.Innovative Teaching Methods in Physical Education for Better
Learning
 https://www.edutopia.org/new-p-e-curriculum
 http://eprints.brighton.ac.uk/9370/
 http://diwalearningtown.com/qualityteacher/diwa-innovation-spotlight/teaching-
mapeh-in-the-digital-age
 https://education.cu-portland.edu/blog/classroom-resources/3-innovative-
methods-of-teaching-for-high-school-educators/
43
APPENDICES
APPENDIX A
REQUEST LETTER
September 20, 2018
REV. FR. MARCELINO P. MESA, MS Ph D.

School Director
Dear Father:
Greetings in the name of Our Lady of La Salette.
I would like to ask your permission to allow us to conduct a survey among the teachers in your School.
This is in view of our thesis, entitled, “Innovative Methods and Strategies used in teaching physical
education in the Junior High School at Roxas, Isabela”. We are conducting the survey among secondary
public and private schools in Roxas, Isabela. Attached herewith is the survey questionnaire for this study.
Participation in the survey is entirely voluntary and there are no known or anticipated risk to participation
in this study. All information provided will be kept in utmost confidentiality and would be used only for
academic purposes. The name of the respondents and the name of your school will not appear in any thesis
or publication resulting from this study unless agreed to.
If you agree, kindly sign below acknowledging your consent and permission for us to conduct this study /
survey at your prestigious school.
Your approval to conduct this study will be greatly appreciated. Thank you in advance for your interest and
assistance with this research.
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel

Researcher Noted by:
CARLITO F. CAMUS PH.D

Head, Education Dept.
44
SR. CONCEPCION B. ULANDAY, SFIC

College Dean
Approved by:
REV. FR. MARCELINO P. MESA, MS Ph D.
School Director
(Signature over printed Name & Position)
APPENDIX B
REQUEST LETTER
September 20, 2018
MRS. VILMA G. DAYRIT

Secondary School Principal IV
Muñoz National High School
Dear Ma’am:
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel


45

College Dean
Approved by:
MRS. VILMA G. DAYRIT

Secondary School Principal IV
APPENDIX C
REQUEST LETTER
September 20, 2018
HERMINIO C. TOMINES, EdD.

School Principal
Monico Rarama National High School
Dear Sir:
Participation in the survey is entirely voluntary and there are no known or anticipated risks to participation
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel



College Dean
46
Approved by:
HERMINIO C. TOMINES, EdD.

School Principal
APPENDIX D
REQUEST LETTER
September 20, 2018
FLORENDO L. DAYAG
School Principal II
Lanting Region National High School
Dear Sir:
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel


47
College Dean
Approved by:
FLORENDO L. DAYAG
School Principal II
APPENDIX E
REQUEST LETTER
September 20, 2018
MRS. REVILYN B. JOSON

Teacher III
Matusalem National High School
Dear Ma’am:
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel


48
College Dean
Approved by:
MRS. REVILYN B. JOSON

Teacher III
APPENDIX F
REQUEST LETTER
September 20, 2018
DENNIES M. LINTAO
School Principal
Roxas National High School
Dear Sir:
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel


49

College Dean
Approved by:
DENNIES M. LINTAO
School Principal
APPENDIX G
REQUEST LETTER
September 20, 2018
NELSON M. CARANGUIAN
School Principal
Casa Del Niño Montessori School
Dear Sir:
Sincerely
Jayson Ryan E. Lino

Researcher
Exel John L. Miguel


50
College Dean
Approved by:
NELSON M. CARANGUIAN
School Principal
APPENDIX H
Survey Questionnaire
Instruction
This questionnaire has five sections and consists of three printed pages. Please ✓the 1-4
Section and answer the last section, to the most appropriate response when answering the
questions.
Section 1: Personal Information
Name (optional):____________________________________
Gender: _____ Male _____ Female
Age: ____( 19-25) _____ (26-32) _____(33-40) ___(41- above)
Highest Educational Attainment: ___College Graduate ___ M.AGraduate ___Doctoral Graduate
Civil Status: ____ Single ____Married _____Widow
Number of Years in Teaching MAPEH: ____(1-5) ____ (6-10) ____ (11- above)
Highest Seminar and Training in MAPEH attended: ___Division ___ Regional___ Nat’l.___
International
Section 2: Innovative strategies and methods that are used by the teachers in
teaching P.E
1.Never 2.Rarely3.Sometimes 4.Usually 5.Always
Section 2.A
In my class I used these Methods 1 2 3 4 5

1. Inductive methods
2. Deductive Method
3.Lecture Method
4 Demonstration Method
51
5. Integrative Method
6. Type Study Method
7. Problem Solving Method
8. Project Method
9. Expository Method
Section 2.B
In my class I used these Strategies 1 2 3 4 5

1. Brainstorming
2. Peer Tutoring
3. Field Study
4. Symposium
5. Simulation
6. Film Viewing
7. Seminar Workshop
8. Role Playing
9. Discussion
10. Interview
11. Group/Individual Reporting
12. Portfolio Making
13.Small Grouping
14. Conceptual Mapping
15. Play teach Play
Section 3: Effect of using Innovative Strategies and Approaches in student learning

advancement.
1. Strongly Disagree 2. Disagree 3. Undecided 4. Agree5. Strongly Agree
With the use of Innovative strategies and methods 1 2 3 4 5

I observe the effect to my students, generally
1. They more become competitive in class activities.
2. They become more Active in class discussion.
3. They will try new strategies to succeed in their
performance.
4. They soon start to feel excited about doing their
work.
5 They believe that working well with their
classmates is important to them.
6. They are confident to do their performance task
before they begin.
7. They understand well the class discussion.
52
8. They concentrate fully on their task.

9. They are very proficient in using wide variety
application in my classroom.
10. They feel comfortable using technology in
classroom set-up.
11. They think they will be able to do their
performance because I have modelled it.
12. They feel contented using digital portfolios with
my class.
13. They usually use projector in presenting their
works.
14. They think it is useful for them to succeed in their
performance task.
15.They more become attentive.
Section 4: Problems encountered by the teacher which affected their teaching

strategies and Methods.
1. Strongly Disagree 2. Disagree 3. Undecided 4. Agree5. Strongly Agree
In my class these are the commonly problems that 1 2 3 4 5

I encountered such as:
1. Lack of instructional materials
2. Lack of attention of the student
3. Lack of field of interest
4. Limited time
5. Limited resources of books
6. If there is an urgent meeting I can’t use my
prepared strategies and methods.
7. I am not familiar to those strategies and methods
8. I often integrate them in my teaching
activities.
9. Connection to the internet to surf for new activities
10. Tiredness because of the last class I meet and I
have no energy for my next class.
Section 5: How important to use Innovative strategies and methods in teaching P.E.?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
53
APPENDIX I
Memorandum
To: Adviser and Panel Member of Undergraduate Action Research
Date: _________________________________
You are hereby notified informed of the schedule of the oral Defense with particular as
follows:
Research Title: INNOVATIVE STRATEGIES AND METHODS USED IN

TEACHING PHYSICAL EDUCATION IN THE JUNIOR HIGH SCHOOL AT
ROXAS ISABELA S.Y 2018-2019
Researcher: Jayson Ryan E. Lino
Exel John L. Miguel
Date and Time of Presentation:
Venue: La Salette of Roxas College – Roxas Campus
Please indicate your conformation by affixing your signature opposite your name.
Panellist: Signature
REV.FR. MARCELINO P. MESA, MS, Ph.D.

Chairman Evaluation Committee
CARLITO F. CAMUS PH.D.

Research Adviser
Mr. ARNOLD B. TAGANAS, MA. ED

Member
DR. ARDY T. MANIBOG

Statistician
54
APPENDIX J
ACTION RESEARCH DEFENSE
Research Title: INNOVATIVE STRATEGIES AND METHODS USED IN

TEACHING PHYSICAL EDUCATION IN THE JUNIOR HIGH SCHOOL AT
ROXAS ISABELA S.Y 2018-2019
Researcher: Jayson Ryan E. Lino
Exel John L. Miguel
Adviser: Carlito F. Camus Ph.D.
PANEL OF EVALUATORS
(Passed/Failed) Date
Action Taken
REV.FR. MARCELINO P. MESA, MS, Ph.D.

Chairman Evaluation Committee
CARLITO F. CAMUS Ph.D.

Research Adviser
Mr. ARNOLD B. TAGANAS, MA. ED

Member
Dr. ARDY T. MANIBOG

Statistician
CURRICULUM VITAE
55
Personal Background:
Name: Jayson Ryan E. Lino

Place of Birth: Rizal, Roxas, Isabela
Date of Birth: May, 18, 1999
Age: 19
Civil Status: Single
Religion: Assembly of God
Cellphone #:
Father’s Name: Carlos E. Lino
Occupation: None
Mother’s Name: Jeana E. Lino
Occupation: Housekeeping
Educational Background:
Level Name of School Year

Graduated
Elementary: Roxas East Central School 2011

Secondary: Monico Rarama National High School 2015
Tertiary: La Salette of Roxas College Inc.
Degree: Bachelor of Secondary Education (BSEd)
Major in MAPEH
CURRICULUM VITAE
56
Personal Background:
Name: Exel John L. Miguel

Place of Birth: Vira Roxas, Isabela
Date of Birth: February 21, 1999
Age: 19
Civil Status: Single
Religion: Latter Day Saints
Cellphone #: 09288647394
Father’s Name: Emerson S. Miguel
Occupation: None
Mother’s Name: Jhoanna L. Miguel
Occupation: Housekeeping
Educational Background:
Level Name of School Year

Graduated
Elementary: Roxas East Central School 2011

Secondary: Roxas National High School 2015
Tertiary: La Salette of Roxas College Inc.
Degree: Bachelor of Secondary Education (BSEd)
Major in MAPEH
57
Documentation
58

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La Salette of Roxas College, Inc.

Magsaysay St., Vira, Roxas, Isabela

THE PROBLEM AND ITS BACKGROUND

whether his assignment is in MAPEH, English, social sciences, or mathematics. With

meaningful and favourable atmosphere in which educational process is successfully

arrive at the desirable teaching-learning situation. Another responsibility of the teacher is

improvement of student’s performance, he has to take part in assisting students to make

and strategies to catch the attention of the 21st century learners.

teaching career they have chosen to enter.

Objectives of the Study

It has the following specific objectives:

as necessary for strategically teaching P.E.

3. To encourage students to love and appreciate P.E.

Statement of the Problem

Specifically, it sought to answer the following problems:

1. What is the profile of the teachers relative to the following aspects:

e. Number of Years in teaching MAPEH

f. Seminars / trainings attended?

teachers in teaching physical education?

3. How do the strategies and methods affect student learning advancement?

strategies and methods?

5. How important is it to use innovative approaches in teaching physical education?

student learning advancement?

in student learning advancement.

In this framework of reference, the researchers used a paradigm which consisted

of the input-process-output approach as shown in the illustration below.

Paradigm of the Study

INPUT PROCESS OUTPUT

Significant effects of the use of

Figure 1. Paradigm of the Input – Process – Output

the use of innovative strategies and methods.

use of questionnaires and interaction with the respondents.

the innovative methods and strategies to effectively teach physical education to 21 st

Significance of the Study

regards of improving and developing their strategies and innovative approaches in

and skills to integrate innovative approaches and strategies in teaching P.E.

quality of teaching and learning of students.

Scope and Delimitation

in teaching physical education to the junior high school student.

Del Niño Montessori School.

defined and qualified:

suitable to the learners.

respondents in the study.

Inductive methods. An inductive approach involves the learners detecting, or noticing,

Demonstration Method. A method demonstration is a teaching method used to

A demonstration is the process of teaching someone how to make or do something in a

Integrative Method. An integrated approach allows learners to explore, gather, process,

constraints imposed by traditional subject barriers.

them to find either a scientific or technological solution. It is a student-centered strategy

which require students to become active participants in the learning process.

practical problem over a period of several days or weeks.

Brainstorming. Brainstorming is a large or small group activity that encourages students

to focus on a topic and contribute to the free flow of ideas.

practice academic skills and master content.

Symposium. Symposium is defined as a teaching technique that serves as an excellent

arriving at decision regarding a particular issue or a topic.

Simulation. A simulation is a form of experiential learning. It is a strategy that fits well

with the principles of Student-Centered and constructivist learning and teaching.

effectively; however, film is still being treated as a visual textbook.

opportunities to develop and practice effective teaching strategies and instructional

language as well as micro-teaching demonstrations that provide an opportunity for

Role Playing. is a technique that allows students to explore realistic situations by

different strategies in a supported environment.