Improving Physical Activity Participation of MAPEH Pupils through Modified Games

This study examined the effect of modified games on the physical activity participation of Grade 5 MAPEH pupils at Mindanao State University–Integrated Laboratory School (MSU-ILS). A classroom-based action research design guided by the Plan–Act–Observe–Reflect (PAOR) framework was employed to address observed low levels of active engagement and confidence in Physical Education (PE). Two hundred Grade 5 pupils participated in a two-week intervention consisting of daily 45-minute PE sessions integrating modified games designed to promote inclusive, developmentally appropriate, and learner-centered physical activities. Data were collected using a researcher-developed Likert-scale questionnaire administered as both pre-test and post-test, measuring three dimensions: Active Engagement in Physical Activities, Confidence in Physical Activity Participation, and Enjoyment and Motivation in Physical Education. Descriptive statistics, including mean and standard deviation, were computed using IBM SPSS Statistics 21 to analyze changes in pupils’ responses. Results revealed observable improvements across all three dimensions following the intervention. Several indicators shifted from High to Very High levels, particularly in persistence, willingness to try new activities, pride in task completion, and enthusiasm toward PE. Qualitative reflections further indicated increased enjoyment, reduced hesitation, and stronger peer collaboration during physical activities. The findings suggest that modified games effectively enhance pupils’ behavioral, cognitive, and affective participation in PE. Overall, the study affirms the value of integrating modified games as a practical and effective strategy for promoting active, confident, and motivated learners in elementary physical education.

active engagement; learner-centered pedagogy; modified games; physical activity participation

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