Content uploaded by Davidsol Mendoza
Author content
All content in this area was uploaded by Davidsol Mendoza on Jul 22, 2024
Content may be subject to copyright.
Available via license: CC BY-SA 4.0
Content may be subject to copyright.
Physical Education and
Sport: Studies and Research
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
DOI: 10.56003/pessr.v3i1.347
Capabilities in Physical Education: A Comparative
Analysis of School Heads’ and Teachers’
Perspectives
Davidsol Mendoza1*, Maryjane Calabia2
1 Batangas State University, Rizal Avenue Ext. Batangas City, 4200, Philippines
2 Padre Garcia Integrated National High School, Pader Garcia, Batangs, 4224, Batangas, Philippines
Submitted : March 08, 2024
Accepted : April 21, 2024
Published : April 29, 2024
Abstract
Background: Effective education delivery relies on PE teachers’ abilities. Research indicates
that students’ school performance significantly depends on the quality of PE teaching.
Objectives: This study focused on assessing instructional capabilities in physical education.
Specifically, it examined how school heads and teachers evaluated teachers’ abilities in
content knowledge, pedagogical skills, communication, and professionalism. Additionally, the
study compared assessments between the two groups.
Methods: The study employed a descriptive research design involving 98 physical education
teachers and 59 school heads from the Division of Batangas City. Data collection utilized a
researcher-made questionnaire and interviews. Statistical analysis involved weighted mean
and independent t-tests for data interpretation.
Results: The assessment revealed valuable insights regarding PE teachers’ instructional
capabilities. Administrators acknowledged strengths in lesson introduction and accurate
content delivery. However, areas for improvement included integrating key elements and
promoting higher-order thinking skills. PE teachers felt confident introducing lessons but
recognized a need to refine performance demonstrations. Administrators praised diverse
teaching methods but suggested creating more challenging experiences. Communication
skills were positive, with room for improvement in grammatical accuracy. PE teachers
expressed dedication to student physical education but identified a need for more decisive
leadership in school-based activities. The findings highlighted specific improvement needs
while emphasizing contrasting perceptions between administrators and PE teachers.
Conclusion: The assessment found that physical education (PE) teachers are capable in
delivering junior high school PE. However, they need familiarity with emerging trends to
enhance instruction. School heads and PE teachers have differing views on instructional
capabilities, attributed to assessment sources: administrators rely on scheduled
observations, while PE instructors use self-assessment and daily teaching experiences.
Keywords: content area knowledge, pedagogical skills, communication skills,
professionalism.
*Correspondence: mendozadavidsol5@gmail.com
Davidsol Mendoza
Batangas State University, Rizal Avenue Ext. Batangas City, 4200, Philippines
© 2024 The Author(s). Open Access. This is an Open Access article distributed under the terms of the Creative Commons
Attribution-ShareAlike 4.0 International License.
Open Access
ORIGINAL RESEARCH
Page 27 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
INTRODUCTION
Physical education (PE) plays a crucial role in promoting physical activity and
health among students. PE should be central in schools' efforts to enhance physical activity
levels, emphasizing the importance of high-quality PE tailored to young people's needs
(Cale, 2023). The decline in health among students underscores the significance of
fostering a culture of health through physical education, encompassing physical, mental,
and moral-spiritual well-being (Boyko et al., 2022; Soga et al., 2022). Introducing modern
fitness technologies in PE programs can significantly improve students' physical condition,
motivation, and interest in physical activities, contributing to a positive attitude towards a
healthy lifestyle (Napalkova & Milkina, 2023). Health-related fitness is defined as the
ability to perform physical activities that are essential for good health and includes
components such as cardiovascular endurance, muscular strength, muscular endurance,
flexibility, and body composition (Corbin et al., 2018). The shift towards a health-related
fitness focus in physical education is supported by various studies. Research indicates that
physical fitness plays a crucial role in maintaining overall health and preventing chronic
diseases (Napalkova & Milkina, 2023). Additionally, engaging in physical activity can help
combat issues like obesity, heart disease, and type 2 diabetes (García-Hermoso, 2023).
Furthermore, physical activity has been linked to improvements in mental health, cognitive
function, and sleep quality (Uskova et al., 2022). By incorporating health-related fitness
components such as cardiorespiratory endurance, muscular strength, flexibility, and body
composition into physical education programs, individuals can enhance their overall well-
being and reduce the risk of various health conditions (Liușnea, 2022). This shift
underscores the importance of promoting physical activity not only for physical health but
also for mental well-being (Zhang et al., 2023).
The Kinder to Grade 12 PE program aims to develop students’ physical well-being
and fitness through movement education. The curriculum is designed to encourage 21st
century learners to broaden their perspective in learning and develop interpersonal and
inter-cultural relations (Department of Education, 2016). The program also intends to
develop students’ skills in accessing, synthesizing, and evaluating information to make
informed decisions and advocate for their own and others’ fitness and health (Department
of Education, 2016.; Classmate.ph, 2022). The K to 12 PE program takes an inclusive
approach that respects the diverse range of learners and their needs, strengths, and abilities.
Page 28 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
The program emphasizes understanding the what, how, and why of movement and focuses
on developing learners’ understanding of how the body responds, adjusts, and adapts to
physical activities. This equips learners to become self-regulated and self-directed, enabling
them to influence their peers, family, community, and society. These are valuable 21st-
century skills that the K to 12 PE curriculum aims to develop (Department of Education,
2016).
In response to the demands of the new curricular framework, the junior high school
physical education program aims to provide meaningful and relevant learning experiences
for children and youth. In the 21st century, there have been significant changes in learning
strategies, requiring students to acquire critical thinking and problem-solving skills, reflect
greater imagination and innovation in their thinking, and develop healthy, active lifestyles.
This poses challenges for physical education teachers, as their responsibilities and roles
have shifted from being knowledge dispensers to being learning facilitators (Department of
Education, 2016; Classmate.ph, 2022).
The goals of the new physical education curriculum are indeed idealistic and
promising, to the point that PE teachers, particularly in the secondary level, may have
difficulty coping with this new educational trend. Many teachers may still resort to
traditional lecture-based instruction, resulting in unremarkable physical education
academic experiences for students due to poor instruction and traditional practices
(Hardman & Routen, 2014). Many students’ express dissatisfaction with the repetitive
nature of physical education (PE) classes, perceiving them as boring and uninteresting due
to the lack of novel activities introduced throughout their academic journey (Leo et al.,
2023).
The instructional approaches of physical education teachers directly affect students’
academic experiences. Positive physical education experiences are the result of careful
planning and effective teaching (Lynch, 2019). The new physical education program
emphasizes the key role played by physical educators, who need to upgrade their
instructional capabilities to develop 21st-century skills among students. Secondary physical
educators or MAPEH teachers in public schools’ face challenges in keeping up with the
latest trends in physical education instruction and demonstrating adequate content
knowledge, pedagogical skills, communication abilities, and professionalism (Reyes et al.,
2023; Dulay, 2022).
Page 29 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
A competent physical educator understands and communicates content effectively,
tailoring instruction to diverse student needs. They exhibit strong communication skills,
utilize modern platforms, and strive for continual professional growth. Effective physical
education requires a thorough understanding of content and the ability to communicate it
using age-appropriate methodologies (OECD, 2013). Learning theories provide the
foundation for selecting instructional strategies and predicting their effectiveness (Khalil
and Elkhider, 2016). High-quality programs are characterized by instruction from certified
teachers, a minimum number of minutes per week, and tangible standards for student
achievement. Professional competence involves not only knowledge but also skills,
attitudes, and motivational variables that contribute to the mastery of teaching and learning
(OECD, 2013).
Content area knowledge is the thorough understanding of the content of curricular
areas. A physical educator should be able to communicate this content material to students
using methodologies that are appropriate for the age and abilities of the learners
(Department of Education, 2016). Pedagogical skills deal with the physical education
teachers’ versatility in using multiple methods for instruction. They must understand
various levels of human development and be able to diversify their lessons to meet the
different needs of learners with various abilities and interests (Backman & Barker, 2020).
Physical education teachers should also display good communication skills and be able to
use modern platforms for communication (Department of Education, 2016). With respect
to professionalism, physical education teachers’ excellence is reflected in their efforts
towards continual improvement in their field.
Undoubtedly, the teachers’ effectiveness serves as one of the essential factors that
contribute to the fulfillment of curricular goals (Dar, 2018). The success of the K to 12
physical education program lies heavily on the instructional capabilities of physical
educators. However, most physical education teachers, especially those from the public
schools, adhere only to the traditional way of teaching physical education. This dilemma
is commonly manifested in the Division of Batangas City, which despite the conscious and
continuous efforts to improve the quality of education, the idea of upgrading teachers’
professional and teaching skills is apparently taken for granted by most MAPEH teachers.
It is unfortunate that some of the public-school physical educators in Batangas City
do not seem fully responsive to the demands and challenges of the new curriculum. This
Page 30 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
poses a negative domino effect in the achievement of the 21st century skills by the students
and the status of K to 12 PE curriculum as a whole. This concern prompted the researcher
to pursue this study on the emerging trends in junior high school physical instruction. The
researcher believes that identifying these new developments in physical education may
urge MAPEH/PE teachers to be more adaptive to the demands of a shifting 21st century
academic landscape. With the appropriate activities in coping with the latest trends in
physical education instruction, the researcher is firm on the belief that this may be an initial
step to elevate the instructional capabilities of physical educators in Batangas City.
This research emphasizes the importance of assessing instructional capabilities in
PE from the perspective of school principals. Principals play a critical role in shaping the
quality of PE programs (Bustami & Putra, 2023; Lipovec et al., 2023). Their evaluations
can influence strategic planning and resource allocation for PE (Brinia et al., 2023).
Additionally, principal assessments provide valuable feedback for teachers, guiding
professional development initiatives and promoting continuous improvement in PE
delivery (Huong, 2020).
Understanding the role of principals in managing educational institutions,
evaluating teachers, and overseeing educational quality (Janse van Vuuren & Van der
Bank, 2023) underscores the significance of their perspective in enhancing PE instruction
and fostering professional growth among PE teachers. This comprehensive approach
aligns with the need for effective school leadership to translate resources into successful
educational outcomes.
Existing research on PE instruction primarily focuses on teacher evaluation and
student outcomes, neglecting the crucial role of school leadership (Leo et al., 2023). While
some studies acknowledge principal involvement in educational assessment (Williams,
2022), there's a scarcity of research exploring the comparative perspectives of school
principals and teachers regarding PE instruction. Studies suggest that principals' beliefs
about PE are shaped by their own experiences (McNamara & Rizzo, 2023). Further,
research highlights the important role of administrators in supporting adapted PE services
and teachers (McNamara & Rizzo, 2023). Therefore, a deeper exploration into the
perceptions of both school principals and teachers regarding instructional capabilities in
PE is warranted. This will enhance understanding and improve PE practices within
educational settings.
Page 31 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
This study delves into the perceptions of both school principals and teachers on PE
instructional practices. It aims to compare their viewpoints to reveal insights into the
congruence of instructional goals, teaching methods, and administrative backing in PE
programs. By adopting a holistic organizational perspective, the research seeks to uncover
the multifaceted factors influencing instructional efficacy in PE, contributing to a deeper
understanding of the dynamics that shape physical education. This study aligns with
previous research highlighting the importance of administrative support and stakeholder
engagement in enhancing PE services (McNamara & Rizzo, 2023; Wendt, 2023).
Additionally, it builds on the importance of teacher training and knowledge dissemination
for fostering academic quality in PE programs (Molano-Tobar et al., 2023).
METHOD
Study Design and Participants
The researcher used the descriptive method of research design in order to identify
the profile of the physical education teachers. In like manner, it was used to determine the
assessment of instructional capabilities of school heads and teachers relative to content
area knowledge, pedagogical skills, communication skills and professionalism.
Furthermore, the comparison on the assessment on instructional capabilities by the two
groups and the difference of assessment on instructional capabilities when grouped
according to profile variables was identified using this method.
The research involved two groups of respondents: junior high physical education
teachers and school heads from 17 public schools in the Division of Batangas City. Out of
157 research participants, 98 were physical education teachers while 59 of them were
school heads of public schools in Batangas City. No sampling technique was done as the
total population of physical education teachers and school heads was used as respondents.
Research Instruments
The study employed a researcher-made questionnaire and interviews as data
gathering instruments to assess instructional capabilities, encompassing content area
knowledge, pedagogical skills, communication skills, and professionalism. The
questionnaire’s development was informed by insights from physical education instruction
materials and underwent content development and validation stages with guidance from
an adviser and a panel of experts. Personally administered by the researcher, the
questionnaire was accompanied by an explanation of the research purpose and assurance
Page 32 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
of respondent confidentiality. Subsequently, the collected questionnaires were tabulated,
interpreted, and analyzed. The scoring of questionnaire responses involved various
statistical measures such as weighted mean and independent t-test. To evaluate-ate the
instructional capabilities of physical education teachers, a measurement scale was
employed, encompassing content area knowledge, pedagogical skills, communication
skills, and professionalism.
Table 1. Verbal Interpretation
Option
Range
Verbal Interpretation
4
3.50-4.00
Very Good
3
2.51-3.49
Good
2
1.50-2.50
Fair
1
1.00-1.49
Poor
Data Analysis
To interpret the data collected, two statistical tools were used. Weighted mean was
used to measure the instructional capabilities of physical education teachers, while
independent t-test was used to determine if there was a significant difference on the
assessments of instructional capabilities by the school heads and physical education
teachers.
RESULTS AND DISCUSSION
Based on the obtained data, the following tables are presented to establish and
present the results relative to the specific objectives posed by the researcher. The tables
provide a clear and structured presentation of the findings.
1. Assessment of Instructional Capabilities. Instructional capabilities are the skills and
knowledge that enable teachers to be successful. They include content area knowledge,
pedagogical skills, communication skills, and professionalism. These competencies are
important for establishing and implementing high-quality physical education.
1.1 Content Area Knowledge
Table 2. Assessment of Instructional Capabilities in terms of Content Area Knowledge
Items
School Heads
Teachers
Weigted
Mean
Verbal
Interpretation
Weigted
Mean
Verbal
Interpretation
1. Base instruction on local or national
physical education standards
3.51%
Very Good
3.50%
Very Good
2. Demonstrate evidence of extensive
knowledge and application of the
important concepts and structure of the
discipline
3.56%
Very Good
3.53%
Very Good
Page 33 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
3. Demonstrate knowledge, skills and
understanding of technology in
presenting learning content of the
subject
3.64%
Very Good
3.55%
Very Good
4. Exhibit knowledge of the content,
central concepts, tools of inquiry, and
appropriate evidence-based instructional
practices
3.56%
Very Good
3.51%
Very Good
5. Integrate key content elements and
facilitates students’ use of higher-level
thinking skills in instruction
3.44%
Good
3.55%
Very Good
6. Link present content with past and
future learning experiences, other
subject areas, and real-world
applications
3.58%
Very Good
3.54%
Very Good
7. Introduce lessons with related
concepts and appropriate motivational
activity
3.66%
Very Good
3.56
Very Good
8. Deliver accurate and current learning
content of the subject taught
3.66%
Very Good
3.51%
Very Good
9. Arrange content and tasks in proper
sequence and with increasing
complexity
3.49%
Good
3.47%
Good
10. Present content and tasks concisely
and clearly while emphasizing key
elements
3.56%
Very Good
3.42%
Good
11. Teach learning content that
promotes the transfer of learning within
physical education units and among
other subject content areas
3.59%
Very Good
2.98%
Good
12. Demonstrate performance concepts
related to skillful movement in a variety
of physical activities
3.59%
Very Good
2.83%
Good
Composite Mean
3.57%
Very Good
3.41%
Good
Legend:VG – Very Good (3.50 - 4.00), G – Good (2.50 - 3.49), F – Fair (1.50 - 2.49), P– Poor (1.00 - 1.49)
School heads and PE teachers both agree that PE teachers are very good in
introducing lessons and delivering accurate content. However, school heads think PE
teachers are only good at integrating key content elements and facilitating higher-level
thinking skills, while PE teachers think they are good at demonstrating performance
concepts. Overall, PE teachers think they are good in content area knowledge, while school
heads think they are very good.
1.2 . Pedagogical Skills
Table 3. Assessment of Instructional Capabilities in terms of Pedagogical Skills
Items
School Heads
Teachers
Weigted
Mean
Verbal
Interpretation
Weigted
Mean
Verbal
Interpretation
1. Maximize the quantity of instructional
time in handling classroom events,
teaching at a steady pace, and
maintaining clear direction in lessons
2.97%
Good
2.97%
Good
Continued Table 2. Assessment of…
Page 34 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
2. Possess a command of various teaching
methods and the knowledge of when and
how to apply each method
3.10%
Good
2.97%
Good
3. Build on knowledge of prerequisites
and misconceptions when designing
instruction and strategies that cause
students’ misunderstanding
2.80%
Good
3.42%
Good
4. Investigate on students’ background,
culture, skills, language proficiency,
interests, and special needs from a variety
of sources for lesson planning
2.90%
Good
2.96%
Good
5. Identify and respond to learners’
individual and group needs, interests and
goals when developing instructional plans
2.98%
Good
3.57%
Very Good
6. Use a variety of instructional strategies
and tools appropriate to the needs of the
learner including individual and group
instruction
2.98%
Good
2.95%
Good
7. Provides opportunities for learners to
use personal experiences as a context for
applying knowledge
2.93%
Good
2.98%
Good
8. Create and utilize learning experiences
that challenge, motivate and actively
involve the learners.
2.71%
Good
2.99%
Good
9. Engage learners in activities that
require use of critical thinking skills
2.98%
Good
2.94%
Good
10. Encourage collaborative learning and
respect among learners through sharing
ideas, asking questions and making
comments
3.00%
Good
2.99%
Good
11. Integrate work, family and
community-related activities into
instruction
3.03%
Good
3.57%
Very Good
12. Effectively integrate current and
appropriate media and technology as tools
for instruction
3.00%
Good
2.98%
Good
Composite Mean
2.95%
Good
3.11%
Good
Legend:VG – Very Good (3.50 - 4.00),G – Good (2.50 - 3.49), F – Fair (1.50 - 2.49), P– Poor (1.00 - 1.49)
School heads and PE teachers both agree that PE teachers are good at possessing a
command of various teaching methods and creating learning experiences that challenge
and motivate students. However, school heads think PE teachers are only good at engaging
learners in activities that require the use of critical thinking skills, while PE teachers think
they are good at investigating students' background, culture, skills, and interests for lesson
planning. Overall, both groups think PE teachers are good in pedagogical skills, but there
is room for improvement.
Continued Table 3. Assessment of…
Page 35 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
1.3 Communication Skills
Table 4. Assessment of Instructional Capabilities in terms of Communication Skills
Items
School Heads
Teachers
Weigted
Mean
Verbal
Interpretation
Weigted
Mean
Verbal
Interpretation
1. Use vivid language and imaginative
analogies and metaphors
3.49%
Good
2.96%
Good
2. Adequately elaborates the relevance of
the subject to students’ interests and lives
3.53%
Very Good
2.98%
Good
3. Make explanations clear in order to
prevent or correct possible students’
misconceptions
3.68%
Very Good
3.58%
Very Good
4. Use language that models accurate
syntax and rich vocabulary
3.51%
Very Good
3.41%
Good
5. Enable students to emulate such
language, making their own more precise
and expressive
3.51%
Very Good
3.45%
Good
6. Use a variety or series of questions or
prompts to challenge students cognitively
and promote meta-cognition
3.54%
Very Good
2.98%
Good
7. Provide clear directions for classroom
activities
3.63%
Very Good
2.99%
Good
8. Articulate thoughts and ideas effectively
using various forms of oral and written
communication
3.54%
Very Good
2.99%
Good
9. Present ideas clearly and persuasively in
a complex discussion
3.61%
Very Good
2.99%
Good
10. Display very good command of
professional vocabulary, allowing gaps to
be readily overcome with indirectness
3.56%
Very Good
3.00%
Good
11. Maintain a high degree of grammatical
accuracy
3.47%
Good
3.40%
Good
12. Express ideas fluently and
spontaneously, almost effortlessly
3.54%
Very Good
3.43%
Good
Composite Mean
3.55%
Very Good
3.18%
Good
Legend:VG – Very Good (3.50 - 4.00), G – Good (2.50 - 3.49), F – Fair (1.50 - 2.49), P– Poor (1.00 - 1.49)
Both school heads and PE teachers agree that PE teachers are very good at making
explanations clear and preventing misconceptions. However, school heads think PE
teachers are only good at maintaining grammatical accuracy, while PE teachers think they
are good at using vivid language and imaginative analogies. Overall, both groups think PE
teachers are good in communication skills, but there is room for improvement.
Page 36 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
1.4 Professionalism
Table 5. Assessment on Instructional Capabilities in terms of Professionalism
Items
School Heads
Teachers
Weigted
Mean
Verbal
Interpretation
Weigted
Mean
Verbal
Interpretation
1. Work collaboratively with colleagues,
parents/guardians and the community to
support students’ learning and well-being
2.97%
Good
3.64%
Very Good
2. Demonstrate behavior that are consistent
with the belief that all students can become
physically educated individuals
3.00%
Good
3.65%
Very Good
3. Participate in activities that enhance
collaboration and lead to professional
growth and development
3.00%
Good
3.03%
Good
4. Demonstrate behaviors that are
consistent with the professional ethics of
highly qualified teachers
3.58%
Very Good
3.57%
Very Good
5. Keep abreast of developments in
education practices and policies in the
trends of physical education at secondary
levels
2.93%
Good
3.57%
Very Good
6. Connect to everyday life and lifelong
learning by modeling concepts of physical
fitness and health
2.97%
Good
3.00%
Good
7. Effective advocate for the physical
education/health teaching profession thru
continued professional growth and
promotion of physical fitness and health
lifestyles within the community
3.58%
Very Good
3.00%
Good
8. Produce exemplary teaching materials,
involve in or contribute to educational
research, and/or contribute articles on
teaching-related topics
2.90%
Good
2.84%
Good
9. Support the professional development of
novice teachers, e.g. serving as a mentor
3.00%
Good
3.59%
Very Good
10. Provide leadership in the design,
implementation and review of school-based
activities for physical education at
secondary level
3.02%
Good
2.87%
Good
11. Take a leading role among colleagues
and stakeholders in promoting a consensus
on and the actualization of the school
vision and mission through own exemplary
practice and sharing of experience
3.02%
Good
3.55%
Very Good
12. Demonstrate accuracy in record
keeping and promptness in meeting
deadlines
2.95%
Good
2.95%
Good
Composite Mean
3.08%
Good
3.27%
Good
Legend:VG – Very Good (3.50 - 4.00),G – Good (2.50 - 3.49), F – Fair (1.50 - 2.49), P– Poor (1.00 - 1.49)
School heads assessed that PE teachers are very good in demonstrating behaviors
consistent with professional ethics and advocating for the physical education profession.
However, they assessed that PE teachers are good in keeping up with developments in
education practices and policies in physical education. In general, school heads assessed
Page 37 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
PE teachers to be good in terms of professionalism. PE teachers assessed themselves to be
very good in demonstrating behaviors consistent with the belief that all students can
become physically educated individuals. However, they assessed themselves to be good in
providing leadership in school-based activities for physical education. In general, PE
teachers assessed themselves to be good in terms of professionalism, suggesting key areas
for improvement.
2. Comparison on the Assessments on Instructional Capabilities by the two groups
Table 6. Comparison on the Assessments on Instructional Capabilities by the two Groups
Variable
tc
p-value
Decision on H0
Interpretation
Content Area Knowledge
2.891
0.004
Reject
Significant
Pedagogical Skills
-3.660
0.000
Reject
Significant
Communication Skills
6.808
0.000
Reject
Significant
Professionalism
-3.661
0.000
Reject
Significant
α=0.05
The findings show that there is a significant difference between the assessments of
school heads and PE teachers on the four components of instructional capabilities: content
area knowledge, pedagogical skills, communication skills, and professionalism. The
computed t-values for these components are 2.891, -3.660, 6.808, and -3.661 respectively,
with p-values ranging from 0.000 to 0.004, which are lower than the 0.05 level of
significance. This led to the rejection of the null hypothesis.
DISCUSSION
Assessment of Instructional Capabilities
In the realm of physical education, instructional capabilities play a pivotal role in
fostering student learning and development. Research indicates that the competencies of
physical education teachers encompass various aspects such as professionalism,
communication skills, and pedagogical expertise (Nurmai, 2020). These competencies are
essential for creating an effective learning environment and promoting student engagement
and physical fitness (Griban et al., 2020). Studies emphasize the significance of teacher
competence, including pedagogic, professional, and social competencies, in enhancing
teacher performance and ultimately impacting student outcomes positively. Therefore, a
comprehensive set of instructional capabilities, ranging from content knowledge to
communication skills, is crucial for physical education teachers to navigate the
complexities of the educational landscape and ensure high-quality teaching practices. A
comprehensive set of instructional capabilities, encompassing content knowledge to
Page 38 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
communication skills, is indispensable for physical education teachers to adeptly navigate
the intricacies of the educational landscape and ensure the delivery of high-quality teaching
practices (Zhu & Tongdecharoen, 2023; Ferraz et al., 2023). These competencies, which
include content area knowledge, pedagogical skills, communication skills, and
professionalism, are vital for the effective implementation of high-quality physical
education (Baumgartner, 2022).
In terms of content area knowledge, school administrators perceive Physical
Education (PE) instructors as proficient in curriculum delivery but suggest enhancements
in integrating higher-level thinking activities (Tsuda et al., 2019). This sentiment is echoed
by the instructors themselves, who also acknowledge the need for bolstering demonstration
skills (Tsuda et al., 2019). Despite positive self-assessments, particularly among new
instructors, both parties recognize areas for growth. This contrasts with previous research
indicating deficiencies in content knowledge among PE instructors (Tsuda et al., 2019).
Administrators commend PE instructors for their adeptness in tailoring instruction to
individual needs and creating engaging learning experiences through real-world
applications (Krahe et al., 2021).
This showcases strong pedagogical skills, a sentiment echoed by the instructors who
emphasize their responsiveness to student diversity and practical learning (Ní Chróinín et
al., 2018; Surprenant & Cabot, 2023). Communication skills are deemed strong overall,
with PE instructors excelling in clarity of explanations (Krahe et al., 2021). However,
administrators note areas for improvement in grammar usage (Khan & Khan, 2017).
Instructors concur and express a desire for more creativity in explanations to enhance
engagement, indicating a current emphasis on clarity over engagement in instructional
practices (Khan & Khan, 2017). Both administrators and PE instructors agree on the
presence of strong professional conduct (Baumgartner, 2022). Administrators applaud
instructors’ ethics and research contributions (Baumgartner, 2022), while instructors
highlight inclusivity and staying current as aspects of professionalism. This underscores a
shared dedication to professional growth and delivering quality physical education.
Comparison by the Two Groups of Respondents
The study compared the evaluation of instructional abilities between school
administrators and Physical Education (PE) instructors using a t-test. Significant
differences were found in assessments related to content knowledge, pedagogical skills,
Page 39 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
communication, and professionalism. Administrators rated PE instructors higher in terms
of content knowledge, indicating confidence in their ability to deliver K to 12 PE programs
(Department of Education, 2019). However, PE instructors assessed themselves as
knowledgeable not only in PE but also in related areas such as Health, Music, and Arts
(DepEd memo no. 20, s. 2017). Regarding pedagogical skills, differences in assessments
were observed (Popkova, 2020). Administrators relied on periodic observations, while
instructors based their assessments on personal reflection (Capes, 2022). Communication
skills assessments also varied. Administrators noted good communication based on
observation (van der Vleuten et al., 2019), whereas instructors attributed their skills to
teaching experiences. Lastly, assessments of professionalism differed. Administrators’
evaluations were observation-based (Corliss & Lee, 2022), while instructors evaluated
themselves based on their own ethical standards (Fong et al., 2020). Overall, these
differences stemmed from varied assessment sources: administrators relied on scheduled
observations (Daing & Mustapha, 2023), while instructors drew from self-assessment and
daily teaching experiences (Poulou et., 2023).
Content area knowledge is paramount for effectively delivering curriculum content,
designing appropriate learning activities, and accurately assessing student understanding
(Tsuda et al., 2019; Ward et al., 2023). Without a solid grasp of PE concepts, teachers may
struggle to engage students and facilitate meaningful learning experiences (Tsuda et al.,
2019). Pedagogical skills, including understanding various teaching methods and adapting
instruction to diverse student needs, are crucial for creating a positive learning environment
and promoting skill development (Brown, 2023; Ward & Kim, 2024). Communication
skills are equally vital, enabling teachers to effectively convey instructions, provide
feedback, and establish rapport with students, ultimately leading to better learning
outcomes (Chavez et al., 2020; Mousena & Raptis, 2020). Lastly, professionalism,
encompassing ethical conduct, continuous professional development, and dedication to
the teaching profession, contributes to teacher credibility and fosters a supportive learning
environment (Surbakti, 2019). Teachers who demonstrate professionalism uphold high
ethical standards, engage in ongoing learning, and strive for excellence in their practice
(Surbakti, 2019). Together, these aspects play a pivotal role in achieving learning objectives
by ensuring accurate content delivery, effective student engagement, and a positive
learning atmosphere.
Page 40 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
The study may be limited by teacher bias, regional focus, and a one-dimensional
approach. It could benefit from mixed methods and exploring interactions between factors
influencing PE instruction. Future research with interviews and longitudinal studies could
provide a more holistic understanding and identify effective teaching strategies.
CONCLUSION
Based from the findings, it was concluded that the physical education teachers are
instructionally capable in the delivery of junior high school physical education. However,
they still need familiarity with the emerging trends in PE instruction to be more effective
in the delivery of instruction in some key areas. Furthermore, the school heads and PE
teachers have different views on instructional capabilities with reference to content area
knowledge, pedagogical skills, communication skills and professionalism.
ACKNOWLEDGMENTS
The researchers would like to thank all of the participants in this study endeavor for
their time and effort. The researchers are appreciative for their time, work, and devotion
to this project. The findings of this study would not have been feasible without their
assistance and cooperation.
CONFLICT OF INTEREST
The authors hereby declares that this research is free from conflicts of interest with
any party.
AUTHOR'S CONTRIBUTION
DM wrote the full work and presented nice and informative research related to
instructional capabilities. While MC served as the adviser and mentor to accomplished the
research paper.
FUNDING/SPONSORSHIP
This research does not receive external funding.
References
Backman, E., & Barker, D. M. (2020). Re-thinking pedagogical content knowledge for
physical education teachers–implications for physical education teacher
education. Physical education and sport pedagogy, 25(5), 451-463.
https://doi.org/10.1080/17408989.2020.1734554
Page 41 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
Baumgartner, M. (2022). Professional competence(s) of physical education teachers:
terms, traditions, modelling and perspectives. German Journal of Exercise and Sport
Research, 52(4), 550–557. https://doi.org/10.1007/s12662-022-00840-z
Boyko, G. L., Kozlova, T. G., & Sharafutdinova, S. (2022). The impact of physical
education on the formation of the health culture of students. Scientific Journal of
National Pedagogical Dragomanov University. Series 15. Scientific and Pedagogical
Problems of Physical Culture (Physical Culture and Sports), 12(158), 16–19.
https://doi.org/10.31392/npu-nc.series15.2022.12(158).02
Brinia, V., Katsionis, C., Gkouma, A., & Vrekousis, I. (2023). Attitudes and perceptions
of school principals about the contribution of evaluation to the efficient operation
of schools both at the administrative and educational levels. Education Sciences,
13(4), 366. https://doi.org/10.3390/educsci13040366
Brown, T. D. (2023). On the periphery of pedagogical practice in health and physical
education (HPE): the importance of self-management skills for physical activity.
Curriculum Studies in Health and Physical Education, 1–16.
https://doi.org/10.1080/25742981.2023.2256304
Bustami, Y., & Putra, E. (2023). An analysis of school principal’s managerial competencies
on accreditation ranking. Jurnal Educatio FKIP UNMA, 9(2), 744–752.
https://doi.org/10.31949/educatio.v9i2.4757
Cale, L. (2023). Physical education: At the centre of physical activity promotion in schools.
International Journal of Environmental Research and Public Health, 20(11), 6033.
https://doi.org/10.3390/ijerph20116033
Chavez, C. A., Olan, C., Carandang, C. A., Fabros, W., Pesimo, J., & Pitao, C. (2020).
Social media usage on effective communication skills of grade 12 Fidelis senior
high students. Unpublished. https://doi.org/10.13140/RG.2.2.11208.65283
Capes, B. (2022). Teacher Perceptions of Obstacles to Physical Education Instruction: A Qualitative
Inquiry (Doctoral dissertation, American College of Education).
Classmate.ph. (2022, March 13). Physical Education (Grade 1 to Grade 10) K to 12
Curriculum Guide. Retrieved from https://classmate.ph/physical-education-
grade-1-to-grade-10-k-to-12-curriculum-guide/
Corbin, C. B., Welk, G. J., Corbin, W. R., & Welk, K. A. (2018). Concepts of fitness and
wellness: A comprehensive lifestyle approach. McGraw-Hill Education.
Corliss, S. B., & Lee, M. W. (2022). Assessment and teaching of professional attitudes and
behaviors. In An Introduction to Medical Teaching (pp. 221–237). Springer
International Publishing.
Daing, C. A., & Mustapha, L. C. (2023). School administrators’ instructional leadership
skills and teachers’ performance and efficacy in senior high schools in the national
capital region, Philippines. International Journal of Educational Policy Research and
Review, 10(1). https://doi.org/10.15739/ijeprr.23.001
Page 42 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
Dar, D. R. A. (2018). Qualities of effective teachers. International Journal of Advanced
Multidisciplinary Scientific Research, 1(10), 82–87.
https://doi.org/10.31426/ijamsr.2018.1.10.1019
DepEd memo no. 20, s. 2017. DepEd Resources. https://depedresources.com/deped-
memo-no-20-s-2017/
Department of Education. (2019). DepEd continues to drive improvements to teaching
quality with new standards for school leaders. Retrieved from
https://www.deped.gov.ph/2020/10/04/deped-continues-to-drive-improvements-
to-teaching-quality-with-new-standards-for-school-leaders/
Department of Education. (2019). K to 12 Curriculum Guide: Physical Education.
Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-
CG.pdf
Dulay, M. Q. (2022). Implementation of Music, Arts, physical education and health
(MAPEH) program and challenges encountered: Basis for a proposed action plan.
International Journal of Multidisciplinary: Applied Business and Education Research, 3(5),
731–736. https://doi.org/10.11594/ijmaber.03.05.01
Ferraz, R., Branquinho, L., Sortwell, A., Teixeira, J.E., Forte, P., & Marinho, D.A. (2023)
Teaching models in physical education: current and future perspectives. Montenegrin
Journal of Sports Science and Medicine, 19(1), 53–60.
https://doi.org/10.26773/mjssm.230307
Fong, W., Kwan, Y. H., Yoon, S., Phang, J. K., Thumboo, J., Leung, Y. Y., & Ng, S. C.
(2020). Assessment of medical professionalism using the Professionalism Mini
Evaluation Exercise (P-MEX) in a multi-ethnic society: a Delphi study. BMC Medical
Education, 20(1). https://doi.org/10.1186/s12909-020-02147-9
García-Hermoso, A. (2023). Health-related fitness during early years, childhood, and
adolescence. In Handbook of Clinical Child Psychology (pp. 763–788). Springer
International Publishing.
Griban, G., Bosenko, A., Asauliuk, I., Topchii, M., Vysochan, L., Zamrozevuch-
Shadrina, S., Orlyk, N., Pilipchuk, P., Skyrda, T., Bloshchynskyi, I., & Shcherbatiuk,
N. (2022). Professional and communicative competence of physical education
instructors in postmodern education. Postmodern Openings, 13(4), 158–186.
https://doi.org/10.18662/po/13.4/512
Hardman, K., & Routen, A. (2014). UNESCO-NWCPEA: World-wide survey of school
physical education; final report. UNESCO.
Janse van Vuuren, J., & van der Bank, F. (2023). The development of a behavioural
competency framework for school principals. SA Journal of Industrial Psychology, 49,
2050. https://doi.org/10.4102/sajip.v49i0.2050
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design
models for effective instruction. Advances in Physiology Education, 40(2), 147-156.
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a
Teacher and Its Role in the Development of the Students' Academic Success. Journal
of Education and Practice, 8(1), 18-21. https://eric.ed.gov/?id=EJ1131770
Page 43 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
Krahe, C., Escamilla-Fajardo, P., & López-Carril, S. (2021). The influence of teacher-
student communication on the importance of Physical Education. Facta Universitatis,
Series: Physical Education and Sport, 635-647.
https://doi.org/10.22190/fupes200916061e
Huong, V. T. M. (2020). Factors affecting instructional leadership in secondary schools to
meet Vietnam’s general education innovation. International Education Studies, 13(2),
48. https://doi.org/10.5539/ies.v13n2p48
Leo, F. M., Flores-Cidoncha, A., Ramírez-Bravo, I., López-Gajardo, M. A., & Pulido, J.
J. (2023). Teaching methodology instruments in physical education: A systematic
review. Measurement in Physical Education and Exercise Science, 27(4), 377–390.
https://doi.org/10.1080/1091367x.2023.2197887
Lipovec, A., Tekavc, J., Cugmas, Z., Vršnik Perše, T., & Legat, D. (2023). Perspectives on
Teacher Education and Development. Univerza v Mariboru, Pedagoška fakulteta.
https://doi.org/10.18690/um.pef.1.2023
Lynch, T., & Lynch, T. (2019). Theories, Models and Approaches: Physical Education
and Wellbeing. Physical Education and Wellbeing: Global and Holistic Approaches to Child
Health, 15-34. https://doi.org/10.1007/978-3-030-22266-6_2
Liusnea, S. (2022). The Relationship between Fitness and Healthy Lifestyle. Balneo and
PRM Research Journal, 13(4), 521-521. https://doi.org/10.12680/balneo.2022.521
McNamara, S. W. T., & Rizzo, T. L. (2023). Principals’ attitudes and intentions toward
supporting adapted physical education. European Physical Education Review, 29(3),
421–437. https://doi.org/10.1177/1356336x231158495
Molano-Tobar, N. J., Torres Quintero, L. M., & Yanza Mera , P. A. . (2023). Formative
research in the accreditation of physical education programs. Retos, 49, 1068–1073.
https://doi.org/10.47197/retos.v49.99431
Mousena, E., & Raptis, N. (2020). Beyond teaching: School climate and communication
in the educational context. Education at the Intersection of Globalization and Technology,
153-170.
Napalkova, T., & Milkina, O. (2023). Features of physical education classes and their
effects on increase of physical workability of female students and the course. Scientific
Journal of National Pedagogical Dragomanov University. Series 15. Scientific and Pedagogical
Problems of Physical Culture (Physical Culture and Sports), 3(162), 300–303.
https://doi.org/10.31392/npu-nc.series15.2023.3k(162).61
Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2018). Pedagogical principles of learning
to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2),
117–133. https://doi.org/10.1080/17408989.2017.1342789
Nurmai, E. (2020, August). The Different Effect of Instructional Approaches of Physical
Education and Students’ Motor Capability on Students’ Physical Fitness. In 1st
Progress in Social Science, Humanities and Education Research Symposium (PSSHERS
2019) (pp. 297-300). Atlantis Press.
OECD. (2013). Teachers for the 21st Century: Using Evaluation to Improve Teaching.
Paris: OECD Publishing.
Page 44 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2023). Teachers and school administrators’
experiences with professional development feedback: The classroom strategies
assessment system implementation. Frontiers in Psychology, 14, 1074278.
https://doi.org/10.3389/fpsyg.2023.1074278
Popkova, E. (2020). The Pedagogic Role of Assessment in Improving Learner
Outcomes. Changing Language Assessment: New Dimensions, New Challenges, 23-52.
Reyes, E. M., Daran, D. N., & Daran, A. M. (2023). Junior high school mapeh teachers’
lived experiences, difficulties and coping mechanism in teaching physical education
in distance learning. International Journal of Research Publications, 126(1).
https://doi.org/10.47119/ijrp1001261620224985
Soga, S., Mikhailenko, V., & Dobrovolsky, V. (2022). The influence of physical education
on the psycho-physical state of students. Scientific Journal of National Pedagogical
Dragomanov University. Series 15. Scientific and Pedagogical Problems of Physical Culture
(Physical Culture and Sports), 12(158), 31–33. https://doi.org/10.31392/npu-
nc.series15.2022.12(158).07
Surbakti, S. (2020). The Relationship of Teacher's Professionalism With Physical
Education Results. International Journal of Science and Research (IJSR), 9(07), 686-688.
https://doi.org/10.21275/SR20702113424
Surprenant, R., & Cabot, I. (2023). A pedagogical strategy applied in physical education
to encourage sustainable physical activity. Journal of Education and Learning, 12(5), 13.
https://doi.org/10.5539/jel.v12n5p13
Tsuda, E., Ward, P., Li, Y., Higginson, K., Cho, K., He, Y., & Su, J. (2019). Content
knowledge acquisition in physical education: Evidence from knowing and
performing by majors and nonmajors. Journal of Teaching in Physical Education, 38(3),
221-232. https://doi.org/10.1123/jtpe.2018-0037
Uskova, S., Prus, N., & Krivenda, V. (2022). Movement activity as a means of increase
indicators of students’ physical fitness. Scientific Journal of National Pedagogical
Dragomanov University. Series 15. Scientific and Pedagogical Problems of Physical
Culture (Physical Culture and Sports), 12(158), 34–36. https://doi.org/10.31392/npu-
nc.series15.2022.12(158).08
van der Vleuten, C., van den Eertwegh, V., & Giroldi, E. (2019). Assessment of
communication skills. Patient Education and Counseling, 102(11), 2110–2113.
https://doi.org/10.1016/j.pec.2019.07.007
Ward, P., & Kim, I. (2024). Unpacking pedagogical content knowledge in physical
education: What we know and do not know. Kinesiology Review (Champaign, Ill.),
13(2), 176–185. https://doi.org/10.1123/kr.2023-0076
Ward, P., Kim, I., Li, W., Ko, B., Iserbyt, P., Sinelnikov, O., & Curtner-Smith, M. (2023).
The role of content knowledge in influencing student physical activity, on-task
behavior, and skill performance. Research Quarterly for Exercise and Sport, 94(2), 322–
330. https://doi.org/10.1080/02701367.2021.1979186
Wendt, J., Scheller, D. A., Flechtner-Mors, M., Meshkovska, B., Luszczynska, A., Lien,
N., Forberger, S., Banik, A., Lobczowska, K., & Steinacker, J. M. (2023). Barriers
and facilitators to the adoption of physical activity policies in elementary schools
Page 45 from 45
Phys. Educ. Sport Stud. Res. 3(1); 26-45 (2024)
from the perspective of principals: An application of the consolidated framework for
implementation research–A cross-sectional study. Frontiers in Public Health, 11,
935292. https://doi.org/10.3389/fpubh.2023.935292
Williams, S. (2022). Physical Education in primary schools: head teachers' beliefs and practices.
Sheffield Hallam University (United Kingdom).
Zhang, T., Liu, H., Lu, Y., & Wang, Q. (2023). The nexus of sports-based development
and education of mental health and physical fitness. International Journal of
Environmental Research and Public Health, 20(4), 3737.
https://doi.org/10.3390/ijerph20043737
Zhu, J., & Tongdecharoen, W. (2023). An instructional model for physical education in
the next era for secondary school. International Journal of Sociologies and Anthropologies
Science Reviews, 3(5), 323–334. https://doi.org/10.60027/ijsasr.2023.3364
