SPORTS EDUCATION INSTRUCTION AND SELF-EFFICACY

OF SECONDARY SCHOOL STUDENTS OF THE

MUNICIPALITY OF BANAYBANAY
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Individuals who place more importance on physical activity are likely to make

an independent preference to be physically active. The extent to which an individual

places value on physical activity is determined by the evaluation of benefits gained,

the amount of delight received, as well as personal outlooks of competence in ability

while participating. The physical education classroom is an ideal forum for promoting

positive attitudes toward physical activity, for enhancing the enjoyment of being

physically active, and for promoting lifelong activity patterns (Quay & Peters, 2009).

Physical education curriculum can play a significant role in enhancing

student's self-confidence in his/her own abilities, developing optimistic attitudes

toward physical activity, and motivating students to be active for a lifetime.

Educational institutions can meet the needs of students by providing a physical

education learning atmosphere that is enjoyable, somewhat challenging, and

promotes individual skill development, individual success, and lifelong activity.

Therefore, one important area of investigation is to determine how physical

education curricula affect students' enjoyment and achievement in physical activity.

Sport education has been one physical education curriculum that has received much

attention from educational researchers (Darst, Pangrazi, Brusseau, & Erwin, 2014).

Dudley et al. (2010) accentuated that the underlying philosophies in teaching

sport education are attractive because they seek the inclusion of all individuals, while

promoting skill and tactics, knowledge and skill in administrational areas of game

play, and a sense of fair play. Moreover, sport education attempts to provide
students with opportunities to practice life skills, such as leadership, communication,

cooperation, responsibility, goal setting, and respect for others. In sport education,

students take a lead role in organizing the class and the instructor becomes an

advisor; therefore, learning is student directed. Since many physical education

curriculums are designed around sport and games instruction; teaching sport

education has been viewed as a diverse means of providing all students with an

opportunity to have a meaningful sporting experience.

Several investigations have been conducted to determine the impact sport

education has on student involvement, student enthusiasm, and to discover the most

appropriate ways to teach sports education. Most of these investigations have been

conducted in a variety of sports at the secondary levels. However, sport education

has received little research attention on learning outcomes or the impact it has on

engagement for college-age students (Killen, 2007). It is in this premise that the

study was conducted, considering as well that no study was yet conducted covering

sports education in the Municipality of Banaybanay, particularly among the

secondary schools.

Statement of the Problem

The main objective of the study will be to determine the sports education

instruction and self-efficacy of secondary school students of the Municipality of

Banaybanay.

Specifically, it seeks answers to the following queries:

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

1.1 Age
 1.2 Gender

1.3 Length of service

1.4 Marital status

2. What is the level of sports education instruction in terms of:

2.1 Small learning groups

2.2 Student centered learning

2.3 Situated learning

2.4 Peer tutoring

3. What is the level of self-efficacy of secondary school students of the

Municipality of Banaybanay in terms of:

3.1 Enactive mastery experiences

3.2 Vicarious experience

3.3 Verbal persuasion

3.3 Psychological and affective states

4. Is there a significant difference on the sports education instruction and self-

efficacy of secondary school students of the Municipality of Banaybanay when the

respondents are grouped according to age, gender, length of service and marital

status?

5. Is there a significant relationship between sports education instruction and

self-efficacy of secondary school students of the Municipality of Banaybanay?

6. Is there a significant influence by the sports education instruction and self-

efficacy of secondary school students of the Municipality of Banaybanay?

Hypotheses
 The null hypotheses are formulated and will be tested at α 0.05 stated as

follows:

H01: There is no significant difference on the sports education instruction and

self-efficacy of secondary school students of the Municipality of Banaybanay when

the respondents are grouped according to age, gender, length of service and marital

status.

H02: There is no significant relationship between sports education instruction

and self-efficacy of secondary school students of the Municipality of Banaybanay.

H03: There is no significant influence by the sports education instruction and

self-efficacy of secondary school students of the Municipality of Banaybanay.