Project HOPE (Health Optimizing Physical Activities and Exercises) Towards Improving Fitness and Wellness Program Among Senior High School Learners 

Project HOPE (Health Optimizing Physical Activities and Exercises) Towards Improving Fitness and Wellness Program Among Senior High School Learners 

Herminio C. Orpricio Jr

Ifugao State University- Potia Campual fonso Lista, Ifugao, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0242

Received: 17 April 2025; Accepted: 28 April 2025; Published: 29 May 2025

ABSTRACT

This aimed to investigates the impact of Project HOPE (Health Optimizing Physical Activities & Exercises) on enhancing physical fitness among senior high school students. The findings indicate that both the experimental and control groups had strong baseline fitness levels prior to the program, with the experimental group showing slight advantages in cardiovascular endurance, flexibility, and coordination. Strength was identified as an area needing improvement for both groups.​

After the 20-day implementation of Project HOPE, the experimental group exhibited significant enhancements across most fitness components compared to the control group, achieving “Excellent” results in several areas. Although strength improved slightly in both groups, it remained an area requiring further attention. Statistically significant improvements were observed in all fitness components (p<0.001), confirming the program’s effectiveness in enhancing overall physical fitness. The program demonstrated a large effect size, particularly in power (d=2.63), balance (d=2.23), and reaction time (d=2.06), highlighting its substantial impact on improving the fitness levels of senior high school learners.​

These results align with the Department of Education’s (DepEd) curriculum, which emphasizes promoting positive attitudes toward physical activity and providing skills for an active lifestyle. The DepEd’s instructional materials for Health Optimizing Physical Education (H.O.P.E.) are designed to support these objectives. Additionally, the DepEd Learning Portal offers modules such as “Fitness Goals” that guide learners in designing safe and effective fitness plans tailored to their individual fitness levels. These resources collectively support the development of comprehensive fitness and wellness programs aimed at fostering an active and healthy lifestyle among senior high school students.

Keywords: Fitness Level, Intervention program, Health and Skill-Related Fitness, Physical Activities and Exercises, Quasi-Experimental, Senior high School and  Philippines.

INTRODUCTION

Teaching physical education today is a challenging and multifaceted task. Educators are not only focused on fostering students’ academic excellence but also on shaping individuals who exhibit exceptional talent and emotional intelligence across various fields, both locally and internationally.

The primary purpose of education has traditionally been to enhance children’s cognitive abilities by focusing on academic subjects. This objective fosters a learning environment where seated, classroom-based instruction is viewed as effective, appropriate, and rewarded. P

Physical education, however, serves as the sole avenue for all students to gain knowledge about physical movement and engage in physical activity as part of their education. Over time, its role within formal education has evolved from emphasizing hygiene and health to educating students on the diverse types and benefits of physical activity, including sports and exercise. With a broader scope of content, physical education has developed into a comprehensive discipline with varied learning objectives, contributing to the overall growth and development of students (NASPE, 2004).

Physical education promotes healthy lifestyle choices that enhance an individual’s quality of life in the future. Through physical education, individuals gain essential knowledge, skills, and attitudes that contribute to their overall well-being. It offers movement-based educational experiences that not only support general health but also improve academic performance and achievement. According to the Education Commission (2010–2013), physical education activities and sports positively impact both physical fitness and mental health (Helonde et al., 2018).

As outlined in Article XIV, Section 19(1) of the 1987 Philippine Constitution, the state is mandated to promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions. These initiatives aim to foster self-discipline, teamwork, and excellence, contributing to the development of a healthy and alert citizenry.

De Leon (1976) emphasized that the primary goal of physical education is to serve as a platform for instilling moral values and as a training ground for nurturing strong, healthy future leaders.

In recent years, shifts in educational philosophy and curriculum have influenced approaches to physical education and learner development. These changes have also extended to the preparation and training of physical education teachers. From less ideal circumstances in the past, the field has evolved to produce highly skilled professionals capable of effectively teaching physical education at both elementary and secondary levels.

Background of the Study

The evolution of human physical activity has paralleled cultural, emotional, and social development. As societies became more complex and advanced into the modern era, physical activity transitioned into an organized and structured form of education, now recognized as physical education. This recognition as a core element of the school curriculum has underscored the necessity of qualified instructors to lead physical education programs effectively.

Physical activity plays a vital role in promoting a healthy lifestyle, offering numerous benefits for the body. Conversely, physical inactivity contributes to weight gain and is closely linked to obesity. Exercise, a structured form of physical activity, continuously challenges the body and mind with varying levels of intensity and volume. Aerobic activities such as jogging, swimming, and cycling strengthen the heart and lungs, while anaerobic exercises like weightlifting and sprinting focus on short bursts of high-energy output. Activities like swimming, for instance, support physical fitness and overall health.

Research underscores the positive impact of physical activity and exercise in mitigating conditions such as diabetes, hypertension, cardiovascular diseases, and respiratory issues (Pavón et al., 2020). Declining physical activity among adolescents has been linked to lower fitness levels and rising obesity rates (Cooper, 2020).

Among the five dimensions of physical fitness—body composition, cardiovascular fitness, flexibility, muscular strength, and endurance—cardiovascular fitness shows a stronger correlation with weight and adiposity compared to others (Ara et al., 2017). Findings on flexibility and its relation to weight status, however, remain inconsistent (Mak et al., 2020).

During the COVID-19 pandemic, dancing emerged as a recommended home-based physical activity. It reduces sedentary behavior and supports physical and emotional well-being (Rodrigues-Krause et al., 2021). Activities like Zumba and high-impact aerobics have become popular, particularly among teenagers and adult women. High-impact aerobics combines strength training and flexibility exercises, set to fast-paced music, to enhance overall fitness. Zumba, blending dance and exercise, not only improves cardiovascular fitness but also helps reduce body mass and skinfold thickness.

Evidence suggests that increasing physical activity can improve academic performance. Incorporating recess, physical education classes, and other activities into the school day benefits children’s health and learning outcomes (Basch, 2018). Exercise, as a planned and structured form of physical activity, enhances physical fitness by targeting traits like strength, endurance, agility, and coordination. These traits, described by Salvatierra (2019) and Brillantes (2020), equip individuals to perform daily tasks efficiently while maintaining physical and mental stamina.

In line with this, the Department of Education issued Order No. 34, Series 2019, which highlights the importance of monitoring students’ Body Mass Index (BMI) to identify fitness levels. Findings from San Sebastian Integrated School revealed that many senior high school learners were sedentary or obese. To address these concerns, the study introduced Project HOPE (Health Optimizing Physical Activities and Exercises) to improve fitness and wellness among these students.

The project incorporates activities like pandemic-inspired dancing, aerobics, and other exercises to enhance physical fitness and life skills. Using a paired sample t-test, the study evaluates the impact of 20 days of participation in Project HOPE on the learners’ physical fitness. The initiative aims to serve as a wake-up call for students, encouraging them to adopt healthier lifestyles and achieve holistic well-being.

Research Questions

What is the average fitness level of the control and experiment group before the implementation of the Project HOPE  in terms of:

• Health-Related Fitness
• Skill- Related Fitness

What is the average fitness level of the control and experiment group after the implementation of the Project HOPE in terms of:

• Health-Related Fitness
• Skill- Related Fitness

Is there a significant difference in the fitness level of the senior high school learners before  and  after the implementation of the Project HOPE.

What is the effect size of the Project HOPE intervention in improving

fitness level of the Senior High School learners?

Research Hypothesis

There is no significant difference in the fitness level of the senior high

school learners before  and  after the implementation of the Project HOPE.

Significance of the Study

The findings of the study would be beneficial to the following individuals and entities:

School Administrators. The result of this study may encourage the school administrators to help their teachers on how to motivate learners towards increasing fitness level  through the implementation of the Project HOPE.

Teachers. This study will help  teachers to know more better their learners and  develop  confidence in teaching knowing that they will be given capacity building on how to increase and enrich their skills in dealing more with physical and emotional problems of their learners  through faculty development program.

Students. With the school administration and teacher’s effort to increase fitness level, they will be central recipients of the programs, projects and activities of the school on the development of fitness level aside from providing them physical and emotional support to enhance their academic performance.

Parents and the Community. The study results will provide parents and the community the confidence that their children as future citizens will properly acquire the needed competencies and skills from the school and development desirable values needed. Hence stronger support and partnership are established from them.

Future researchers. This can serve as a springboard for prospective researchers to conduct studies that aims to increase fitness level to other variables as well as further testing of the theory to solve the gaps in the literature.

Theoretical Background

Theoretical Framework

This  research study is grounded in the Affective-Reflective Theory (ART) of Physical Inactivity and Exercise by Brand and Ekkekakis (2018). ART is a dual-process framework that explains how automatic and reflective mechanisms influence decisions related to physical inactivity and exercise. According to this theory, stimuli—such as a reminder from a friend or recalling a planned workout—trigger automatic associations and affective appraisals (type-1 process), which may influence the likelihood of future exercise (Rhodes et al., 2009).

The theory posits that exercise-related inputs initiate an automatic affective evaluation, leading to an impulse to act. If sufficient self-control resources are available, this automatic response is followed by a reflective evaluation (type-2 process), which can result in concrete action plans. These two processes constantly interact, guiding individuals toward or away from behavioral change. When emotional and reflective appraisals conflict and self-control resources are limited, the automatic affective process often dominates, resulting in physical inactivity.

ART highlights the importance of understanding the factors that influence exercise behavior and offers insights into addressing the health risks associated with physical inactivity. Despite the well-documented benefits of exercise, many individuals struggle to engage in regular physical activity.

This theory is highly relevant to the study as it aligns with the research focus on students’ aspirations and concerns about fitness. The Affective-Reflective Theory provides a valuable framework for understanding and addressing the motivational and psychological factors influencing physical activity levels, as discussed in the literature (Front Psychol, 2019).

Conceptual Framework

This research study is anchored in the Affective-Reflective Theory (ART) of Physical Inactivity and Exercise by Brand and Ekkekakis (2018). ART is a dual-process framework that explains how automatic and reflective mechanisms influence behavior related to physical inactivity and exercise. The theory suggests that stimuli—such as a friend’s reminder to exercise or recalling a planned workout—trigger automatic associations and affective appraisals, which can shape exercise behavior.

The study employs an Input-Process-Output (I-P-O) conceptual framework to systematically explore the relationship between physical activities and exercises among university students, emphasizing the factors and pathways that influence these relationships.Input Variablesp-The physical fitness activities of learners enrolled in the program. Process Variables-An analysis of the learners’ physical fitness levels through a survey questionnaire. Output Variable-A proposed wellness program designed to enhance the physical fitness levels of learners in physical education classes.

This framework provides a structured approach to understanding and addressing the factors that affect students’ physical fitness and highlights strategies for promoting wellness through targeted interventions.

Figure 1. The Paradigm of the Study

LITERATURE REVIEW

Physical Education (PE) teachers are increasingly concerned with physical fitness levels and the growing statewide standards that require fitness testing, driven by rising obesity rates and perceived physical inactivity among youth (Morrow et al., 2008). Between 2007 and 2010, over 2.5 million Texas students in grades 3 through 12 completed the FITNESSGRAM® physical fitness assessment, which tested aerobic capacity, body composition, muscular strength and endurance, and flexibility (Morrow et al., 2020).

To improve physical education programs, it is important to listen to students and incorporate their feedback into state standards. By doing so, we can better support students in becoming healthy, active adults. If these goals are not met, the troubling trend of increasing obesity rates is likely to continue. Students must understand the importance of physical activity for their health and future well-being. Ongoing monitoring of how both the most and least active students respond to changes in the curriculum, driven by state physical education standards, is essential. As students engage more with a fitness-based curriculum, they will gain a deeper understanding of the benefits of physical activity and how to exercise safely. These changes may help foster an appreciation for healthy, active lifestyles that students will carry into adulthood.

Tulin and Imamoglu (2016) found that hearing-impaired students participating in physical education and sports activities benefit significantly. These activities promote their awareness of the importance of physical fitness and offer opportunities for positive community engagement, including representing their country in Paralympic games, leading to a favorable attitude toward physical education and sports.

Loprinzi et al. (2018) concluded that adolescents who engaged in regular PE classes, participated in school sports, and had longer or more frequent PE sessions had a better understanding of the physical activity needed for good health. They also enjoyed PE more, were more physically active, and performed better in muscular fitness-related tests. This highlights the importance of integrating PE into schools and encouraging participation in school sports.

Li et al. (2016), in the Journal of Teaching in Physical Education, found that students generally held moderately positive attitudes toward PE. These attitudes were positively correlated with their current participation in physical activities and academic achievement in PE, suggesting that attitudes toward PE also influence students’ long-term engagement with physical activity.

Griban et al. (2020) emphasized that the methodical system implemented in physical education processes significantly improves the quality of physical education, helping students develop the health and fitness competencies necessary for professional life and maintaining high physical fitness levels.

Caspersen et al. (2015) define physical activity as “any bodily movement performed by skeletal muscles that results in energy expenditure,” while physical fitness is described as “a combination of traits that are either health- or skill-related” (Caspersen et al., 1985). Ortega et al. (2018) expand on this by defining physical fitness as the body’s ability to perform various physical tasks, such as cardiovascular fitness, muscular strength and endurance, speed, flexibility, and balance.

Physical fitness also plays a crucial role in mental health. Mental health, which refers to how individuals think, act, and feel, can be affected by disorders such as anxiety, depression, or personality disorders, affecting both children and adults (Ortega et al., 2018). Research indicates that physical fitness positively influences self-esteem (Ortega et al., 2018) and overall mental health (Hallal et al., 2016). As a health marker, physical fitness is vital during adolescence, as it offers numerous physical and mental health benefits. These benefits further emphasize the importance of physical fitness testing for health monitoring (Morrow et al., 2020).

Enhancing physical fitness, which includes high-intensity training and moderate-to-vigorous physical activity, should be a key objective in public health initiatives (Ortega et al., 2018). It is essential to recognize that physical fitness encompasses various components such as cardiorespiratory fitness, muscular strength, speed/agility, balance, and flexibility. To achieve overall fitness, it is important to promote and integrate all these aspects into school and health education programs.

Kaur et al. (2020) found that during the initial phase of the lockdown, participants experienced negative perceptions of their situation and lacked motivation to engage in fitness activities. They also showed psychological health concerns and excessive dependence on social media during their free time. However, over time, there was a noticeable improvement in self-perception and motivation to overcome their reliance on gyms and fitness equipment, opting instead to continue exercising at home. Additionally, participants began incorporating music into their workouts. Regular home workouts during the lockdown helped them significantly address psychological and fitness-related issues.

Jacob (2021) observed that students’ physical fitness levels were below state and national norms, accompanied by negative attitudes toward physical education. The decline in physical fitness and the negative perceptions were linked to sedentary lifestyles, lack of interest in physical education activities, limited student involvement in class decisions, an emphasis on skill-based rather than health-focused physical education, and a drop in physical education enrollment. Jacob recommended allowing students to design their own fitness activities, including aquatics, cardiovascular endurance, strength training, calisthenics, and sports, to be included in physical education fitness days. Despite these efforts, there was no significant change in students’ attitudes toward physical fitness, possibly because they already valued physical fitness at the outset.

Andres (2017) emphasized the effectiveness of a physical culture-sport program in enhancing students’ physical activity. The experimental program led to improved health-related outcomes, particularly by increasing students’ weekly activity. The findings highlighted the importance of tailoring physical training to students’ genetic predispositions and individual characteristics. The study also noted that the demand for an individualized approach to fitness is due to variations in students’ physical fitness and personality responses to external stimuli and physical exertion.

Pesce et al. (2021) found that children in the intervention group (IG) showed significant improvements in fitness levels, motor competence, enjoyment, and physical activity compared to those in the control group (CG). Additionally, the children in the IG spent more time actively engaged in tasks, reflecting on them, and wasted less time during physical education compared to the CG. The IG children also reported higher satisfaction with the PE lessons and teaching methods compared to their CG counterparts.

Demetriou and Höner (2021) concluded that various school-based physical activity interventions had positive effects on three target levels. They stressed the need to better understand the mediator effects of psychological factors on physical activity and health and to further investigate the mechanisms behind behavioral changes.

Studies have shown that low physical activity levels in teenagers are linked to low fitness levels (Cooper, 2020). In addition to compulsory education, engaging in at least two hours of sports activities per week is associated with better physical fitness and reduced body fat. VO2max is particularly strongly correlated with BMI and fat mass, as measured by skinfolds, in children (Ara et al., 2017).

Sahu (2020) examined the benefits of physical activity and exercise during the COVID-19 pandemic. With social distancing measures in place, people had fewer opportunities for physical activity, especially those reliant on walking or cycling for transportation, or engaging in leisure activities like jogging, walking, or going to the gym.

De la Torre-Cruz et al. (2019) conducted a study on the link between parental physical activity and adolescents’ physical self-concept. The study found that adolescents’ physical self-concept was positively influenced by parental physical activity and support, which helped encourage continued physical activity and reduce dropout rates among adolescents.

Linda and Banville (2016) highlighted students’ preferences for a broader variety of sports and fitness activities, an increased level of challenge in physical education, and a boost in motivation for participating in activities outside of school. Students generally had a positive or tolerant attitude toward fitness activities due to their known health benefits. They also advocated for incorporating fun and engaging activities that involve active participation.

Keating (2018) emphasized the need for sponsors of nationwide youth fitness test programs, such as the Fitness program, President’s Challenge, and YMCA youth fitness tests, to assess their effectiveness in promoting student health-related fitness, improve accountability, and include written tests on fitness knowledge as part of these programs.

Goldfine and Nahas (2019) studied the impact of classroom health-related fitness instruction on high school students. Their findings showed that students who received health-related fitness education demonstrated significantly more positive attitudes toward physical activity and a better understanding of fitness than those who participated solely in skill-based activities.

The 1999-2002 National Health and Nutrition Examination Survey (NHANES) found that individuals in the normal weight category had better fitness levels than those in the overweight and at-risk categories (Pate et al., 2016).

Luke and Sinclair (2019) proposed a new methodical system in physical education that integrates fitness technologies, aiming to enhance students’ motivational attitudes toward fitness and encourage a healthy lifestyle in higher education. By differentiating and individualizing physical activities, this approach aims to improve physical activity levels, foster interest in exercise, and support lifelong health and fitness.

Body Mass Index (BMI) is commonly used to measure weight status and is especially helpful for assessing obesity in large groups (Phillips, 2020). However, BMI has no specific cutoff for obesity in children; instead, gender-specific growth reference charts are used to assess BMI. Those above the recommended cutoff are typically considered at risk for excessive body fat and related health issues (Phillips, 2020). Studies over the past 30 years have noted an increase in BMI, with children born between 1973 and 1999 showing the highest BMI values since age 8 (Johnson et al., 2021). The number of children with a BMI above the 85th percentile is also growing rapidly (Troiano et al., 2015).

Daniels (2016) pointed out that childhood obesity accelerates the onset of various health problems, including high blood pressure and metabolic disorders like insulin resistance and type II diabetes (Muntner et al., 2014). The American Obesity Treatment Association (2018) found that childhood obesity is closely linked to increasing cases of type 2 diabetes. Studies also show that asthma, another common childhood condition, is rising in parallel with obesity rates (CDC, 2018; Daniels, 2006). Although some studies suggest BMI-related asthma risk factors may be influenced by socioeconomic status and other variables (Rodriguez et al., 2020), excess weight is clearly associated with an increased risk of asthma (Luder et al., 2018).

Obesity can also lead to gastrointestinal issues, including liver disease and gastroesophageal reflux, and can result in skeletal abnormalities (Daniels, 2016). As the effects of obesity-related diseases continue to grow, effective prevention strategies, incorporating both physical activity and proper nutrition, are vital to managing and reducing the risks of obesity (Klein et al., 2019).          Cardiovascular fitness, a critical aspect of physical health, is the ability of the cardiovascular and respiratory systems to supply oxygen during prolonged exercise (Ortega et al., 2018). VO2max is often used to measure cardiovascular fitness (Faulkner, 2020). While genetics play a role in cardiovascular fitness, lifestyle choices, including regular physical activity, significantly impact one’s cardiovascular health (Mori et al., 2019). Overweight individuals typically have lower cardiovascular fitness levels than those of normal weight.

Rowland (2021) studied the effect of fatness on oxygen consumption and treadmill performance in 27 young females. As fatness increased, performance in cardiovascular tests decreased. The Progressive Aerobic Cardiovascular Endurance Run (PACER) and one-mile run are common tests for measuring cardiorespiratory fitness (Morrow et al., 2020). These tests, especially the PACER, are reliable indicators of cardiovascular fitness in children and adolescents (Matsuzaka et al., 2014).

Romero (2012) investigated the effects of dance interventions on physical activity, finding that female participants significantly increased their physical activity levels, while boys showed little change. Dance also boosted the girls’ self-efficacy in physical activity. Byrne et al. (2012) supported these findings, indicating that self-efficacy can predict successful weight loss (McAuley et al., 2019).

Physical fitness offers numerous benefits for both children and adults. Improved cardiovascular health, strengthened bones, and enhanced muscular fitness are just some of the positive effects of physical activity, including cardiovascular and muscular exercises (Ortega et al., 2018). Physical fitness in adolescence is positively associated with long-term bone health (Hallal et al., 2016). Research shows that bone mineral content in young adults is linked to cardiovascular fitness, muscular fitness, and speed/agility (Vincente-Rodriguez et al., 2018).

Chen and Gu (2018) stressed the importance of promoting cardiorespiratory fitness in middle school physical education to help students develop attitudes, knowledge, and behaviors for active living. Keogh et al. (2019) found that dance is an effective way to improve heart health, including cholesterol and triglyceride levels. However, Cluphf et al. (2021) cautioned that the benefits of dance may not persist once the interventions are complete.

Obesity not only poses psychological challenges but also leads to various physical health issues (CDC, 2018). These health concerns have both immediate and long-term effects. With rising childhood obesity rates, children are now facing shorter life expectancies and higher risks of diseases such as cardiovascular and metabolic disorders (Daniels, 2016; Phillips, 2020). Early obesity can lead to heart disease and other complications, emphasizing the need for effective weight management strategies through physical activity and proper nutrition (Klein et al., 2019).

Excess adipose tissue in obese individuals has negative effects on the cardiovascular system, contributing to heart disease (Klein et al., 2019). Childhood obesity can accelerate the onset of cardiovascular disease (American Obesity Treatment Association, 2018). As cardiovascular disease progresses, fatty streaks in arteries can develop into fibrous plaques, which may eventually block blood flow and lead to heart attacks or strokes.

Meredith and Welk (2020) noted that muscular strength and endurance are crucial components of overall physical fitness, as they are as important as muscular flexibility for maintaining physical health. However, overweight and obese individuals typically perform worse in strength tests like push-ups and sit-ups, though these results must be interpreted carefully (Deforche et al., 2018).

Polero et al. (2021) concluded that various forms of exercise—such as aerobic activity, muscle strengthening, flexibility stretching, and balance exercises—are beneficial for improving physical fitness, even during times of confinement, like the COVID-19 lockdown. Although social distancing is necessary, maintaining physical activity is crucial for health and well-being.

In conclusion, the global trend of increasing physical inactivity, particularly due to measures like social distancing, highlights the importance of finding ways to stay active and maintain physical fitness for overall health.

Burkhardt et al. (2021) reviewed fourteen studies covering various dance styles, populations, and settings. Their findings indicated that recreational dance is consistently associated with improvements in cardiovascular fitness and bone health among children and young people. It also has potential benefits in preventing or reducing obesity. While evidence on the positive impact of dance on self-concept, body image, and anxiety is more limited, there are indications that dance can contribute to both physical and psychosocial well-being. However, the authors suggest that further high-quality research is needed to confirm these outcomes.

He et al. (2021) found a significant inverse relationship between aerobic fitness and body weight gain over an 18-month period, with stronger associations observed in boys. Boys with low cardiorespiratory fitness were at greater risk of becoming overweight or remaining overweight compared to their fitter peers.

In another study, the active, dance-based video game Dance Dance Revolution (DDR) was used to encourage children to be more physically active, with positive outcomes in engagement (Maloney et al., 2008). Research also showed that teenagers and young adults who participated in dance reported a greater respect for physical activity (Gardner et al., 2018).

Jones (2018) discussed the process of establishing test reliability and validity, emphasizing how the use of audio tape presentations can standardize and ease test administration.

Some studies highlighted the benefits of dance in reducing falls, improving flexibility, and enhancing gait. Bräuninger (2014) and Guzmán-Garca et al. (2017) found that older adults who participated in social dancing had better flexibility compared to non-dancers. This improvement in flexibility was also observed in children with mild intellectual deficits and individuals with Parkinson’s disease (Batson et al., 2019). Furthermore, dance-based exercise has been shown to improve cardiovascular fitness and endurance, particularly in individuals with intellectual disabilities (Cluphf et al., 2021).

Hui et al. (2019) explored the effects of dance therapy and exercise programs on individuals recovering from cardiac events, demonstrating improvements in overall health and well-being. Dance therapy has also been linked to reduced anxiety and enhanced mental health (Burkhardt and Brennan, 2021).

Dance is a widely enjoyed alternative to traditional fitness activities, combining emotional and physical expression. It requires both psychological and physiological skills. Various dance genres, such as ballet, jazz, modern dance, and partner dances like ballroom and Latin styles, offer different physical challenges and are excellent forms of exercise. Dance, with its sociable and enjoyable nature, provides a refreshing alternative for those who find traditional fitness less appealing (Alpert, 2019).

Malkogeorgos et al. (2021) found that dance not only improves physical fitness but also develops social skills, contributing to better mental health. This accessible form of exercise requires minimal equipment and has broad appeal across all ages. Dance is particularly popular among youth and is recognized for its health benefits, including improved balance and psychological well-being. It is a safe activity, with most injuries being minor, making it a viable option for physicians to recommend for fall prevention and overall health improvement in their patients.

METHODS

Research Design 

This study utilized a quasi-experimental research design. Quasi-experimental research involves manipulating an independent variable without randomly assigning participants to different conditions or order of conditions. Key types of quasi-experimental designs include nonequivalent groups, pretest-posttest, and interrupted time-series designs (Cook & Campbell, 1979). This approach is suitable for evaluating the effectiveness of the Project HOPE (Health Optimizing Physical Activities & Exercises) program in improving fitness and wellness among senior high school students at San Sebastian Integrated School.

Study Site and Participants

The study was conducted at San Sebastian Integrated School in Ramon, Isabela. This educational institution spans a total land area of 10,000 m², providing learning spaces and environments designed to support a diverse range of learners. It is part of the Ramon District’s integrated schools, with an enrollment of 1,051 students for the 2021-2022 school year. The school employs 40 permanent teachers, 2 non-teaching staff members, and 8 personnel funded by the Local School Board (LSB).

San Sebastian Integrated School offers programs from Kindergarten to Grade 12. In the Senior High School Department, the curriculum focuses on the General Academic Strand, with electives such as Beauty Nail Care NCII, Driving NCII, and Accountancy Business Management. The Alternative Learning System for Senior High School was recently approved for the 2021-2022 academic year.

The participants in the study were senior high school students enrolled in the second semester of the 2021-2022 academic year.

Population, Sample Size and Sampling Method

In the 2021-2022 academic year, seventy (70) senior high school students were enrolled at San Sebastian Integrated School. Given the small number of participants, the researcher used a total enumeration sampling technique, including all the senior high school learners as participants in the study. The seventy (70) students were divided into two groups: thirty-five (35) learners made up the control group (no intervention), while the other thirty-five (35) learners formed the experimental group (with intervention). 

Instruments

The main instrument used in the study was an individual scorecard, which was adapted from DepEd Order No. 34, series 2019, the Revised Physical Fitness Test developed by the Department of Education. This scorecard was used to assess the health-related and skill-related fitness levels of the learners across various conditions. The learners’ performance was evaluated and categorized based on their scores, with classifications such as excellent, very good, fair, needs improvement, and poor.

Data Gathering Procedure

At the beginning of the study, the researcher obtained approval from the Superintendent of the Schools Division to conduct the research. Once approved, the researcher presented the study’s purpose to the school head and sought their consent to conduct the physical activity exercises with the target participants. To ensure full participation, the score sheets were physically delivered to each participant. Both groups of participants completed the pre-physical fitness test simultaneously on the same day. Starting the day after the pre-test, the experimental group engaged in a 1-hour physical activity and exercise session each morning from 7:00 to 8:00, Monday through Saturday, for 20 days, while the control group continued their regular classroom activities. 

Data Analysis

The researcher utilized the following statistical tools to analyze and interpret the data collected:

• Mean was used to calculate the average scores of students in both health-related and skill-related fitness tests.
• Standard Deviation was used to assess the variability and homogeneity of

the responses to the tests.

• Paired Samples t-test was used to determine the significant difference

resulting from the implementation of Project HOPE.

• Cohen’s d was used to measure the effect size of the intervention’s

significance, with IBM SPSS software Version 28.

Ethical Considerations  

To ensure ethical compliance in the study, the researcher adhered to all ethical and legal requirements. The parents of the participants were informed and provided with an informed consent form, which included their right to withdraw or discontinue participation at any time without facing pressure or harm. The anonymity of the participants was maintained, ensuring that no one had access to their personal information or any details that could be shared with others.

RESULTS

The purpose of this reserch is assess PROJECT HOPE  (Health Optimizing Physical activities & Exercises) towards improving fitness and wellness program among senior high school learners of San Sebastian Integrated School.

Part 1. Average  Fitness Level of Control and Experiment group before the Implementation of the Project HOPE

Table 1 shows the different test and activities in the revise physical fitness test.

Table 1. Average  Fitness Level of Control and Experiment Group before the Implementation of the Project HOPE

As revealed in Table 1, the average score  of the respondents and their Fitness level before the Implementation of the Project HOPE. The BMI Average were 16.44 for control group and  for experimental group 18.74 resulted to Normal; Cardiovascular Endurance on 3 –minute step test training heart rate were 107.25 for control group and  for experimental group  119.66 resulted to very good and recovery heart rate were 70.05 for control group and  for experimental group 72.91 which  resulted to Good; Strength on Push Up Test with 7.10 for control group and  for experimental group  6.20, fair and Basic Plank with 3.14 for control group and  for experimental group 3.34 resulted to need improvement; and Flexibility on Zipper Test Right reached about 3.45 for control group and  for experimental group 3.66 and Left about 3.19 for control group and  for experimental group 3.31 which both resulted to very good and to Sit and reach with the final score of 58.67 for control group and  for experimental group 59.89 resulted to very good.

In addition, coordination doing the juggling 26.50 for control group and  for experimental group 27.31 resulted to good, Hexagon for agility 8. 03 for control group and  for experimental group 8.60 resulted to excellent, 40m run 5.00 for control group and  for experimental group 5.66 Very good, standing long jump 125.25 for control group and  for experimental group 127.37 resulted to good, for Stork balance stand in left 126.20 for control group and  for experimental group 127.29 and in right 123.30 for control group and  for experimental group 125.51 resulted to very good and lastly the stick drop measured reaction time 9.03 for control group and  for experimental group 8.66 resulted to very good.

Part 2. Average  Fitness Level of Control and Experiment group after the Implementation of the Project HOPE

Table 2 shows the different test and activities in the revise physical fitness test.

Table 2. Average  Fitness Level of Control and Experiment Group after the Implementation of the Project HOPE

As presented in Table 2, the average score  of the respondents and their Fitness level after the Implementation of the Project HOPE. The BMI Average were 17.30 for control group and  for experimental group 20.34 resulted to Normal; Cardiovascular Endurance on 3 –minute step test training heart rate were 108.05 for control group and  for experimental group 125.83 resulted to excellent and recovery heart rate were 71.10 for control group and  for experimental group 81.66 which  resulted to Good; Strength on Push Up Test with 10.35 for control group and  for experimental group 11.63 , fair and Basic Plank with 3.19 for control group and  for experimental group 5.54 resulted to need improvement; and Flexibility on Zipper Test Right reached about 3.58 for control group and  for experimental group 4.40 and Left about 3.40 for control group and  for experimental group 4.29 which both resulted to excellent and to Sit and reach with the final score of 65.80 for control group and  for experimental group 76.74 resulted to excellent.

In the  skill-related fitness, coordination doing the juggling 27.40 for control group and  for experimental group 34.00 resulted to very good, Hexagon for agility 5.60 resulted to excellent, 40m run 8.10 for control group and  for experimental group 4.46 excellent, standing long jump 148.15  for control group and  for experimental group 167.07 resulted to very good for Stork balance stand in left 126.80 for control group and  for experimental group 167.23 and in right 125.10 for control group and  for experimental group 166.341 resulted to both excellent  and lastly the stick drop measured reaction time 8.30 for control group and  for experimental group 5.66 resulted to very good.

Part 3.  Difference Between Pre-test and Posttest after the Implementation of the Project HOPE

Table 3 shows the Paired Sample t-test used to determine whether there was a significant difference in physical fitness test before and after  20 days of implementation of Project HOPE.

Table 3. Significant Difference between Pre-test and Post-test scores  significant group after the Implementation of the Project HOPE

As gleaned in Table 3, the result revealed that there was a statistically significant improvement on the following areas, BMI (t(34)=3.55, p<0.001),  3-minute Step Test: Before (t(34)=2.58, p<0.014), After (t(34)=5.81, p<0.001), Strength: Push Up (t(34)=10.66, p<0.001), Basic Plank (t(34)=6.83, p<0.001), Flexibility: Zipper test Right (t(34)=4.96, p<0.001), left (t(34)=5.84, p<0.001), Sit and Reach (t(34)=9.75, p<0.001), Coordination: juggling (t(34)=9.24, p<0.001), Agility Hexagon (t(34)=11.58, p<0.001, d=1.96), Speed: 40m (t(34)=8.18, p<0.001, d=1.38), Power: Standing long jump (t(34)=15.55, p<0.001, d=2.63), Balance: Stork left (t(34)=11.12, p<0.001, d=1.88), Right (t(34)=13.18, p<0.001, d=2.23), and Reaction Time: Stick drop,(t(34)=12.20, p<0.001, d=2.06).

Part 4. The Effect size of  Project HOPE

Table 4 shows the effect size of  Project HOPE

Table 4. The Effect size of  Project HOPE

As revealed in Table 4 the  effect size to the respondents on the following areas, BMI (t(34)=3.55, p<0.001, d=0.60) with 0.60 effect size,  3-minute Step Test: Before (t(34)=2.58, p<0.014, d=0.44) with 0.44 effect size, After (t(34)=5.81, p<0.001, d=0.98) with 0.98 effect size, Strength: Push Up (t(34)=10.66, p<0.001, d=1.80) with 1.80 effect size, Basic Plank (t(34)=6.83, p<0.001, d=1.15) with 1.15 effect size, Flexibility: Zipper test Right (t(34)=4.96, p<0.001, d=0.84) with 0.84 effect size, left (t(34)=5.84, p<0.001, d=0.99) with .99 effect size, Sit and Reach (t(34)=9.75, p<0.001, d=1.65) with 1.65 effect size, Coordination: juggling (t(34)=9.24, p<0.001, d=1.56) with 1.56 effect size, Agility Hexagon (t(34)=11.58, p<0.001, d=1.96) with 1.96 effect size, Speed: 40m (t(34)=8.18, p<0.001, d=1.38) with 1.38 effect size, Power: Standing long jump (t(34)=15.55, p<0.001, d=2.63) with 2.63 effect size, Balance: Stork left (t(34)=11.12, p<0.001, d=1.88) with 1.88 effect size, Right (t(34)=13.18, p<0.001, d=2.23) with 2.23 effect size, and Reaction Time: Stick drop,(t(34)=12.20, p<0.001, d=2.06) with 2.06 effect size. This implies that Project HOPE has a   large effect size to the participants. Hence, Project HOPE, as an intervention, helped increase the fitness level of the senior high school learners.

DISCUSSION

This study aimed to assess the effect of Project HOPE  (Health Optimizing Physical activities & Exercises) towards improving fitness and wellness program among senior high school learners of San Sebastian Integrated School.

Part I. The baseline fitness levels of senior high school learners, as assessed prior to the implementation of Project HOPE, revealed a generally good level of physical fitness, with some areas requiring improvement. Both the control and experimental groups showed “Normal” BMI averages, aligning with healthy body composition standards. Cardiovascular endurance was notably strong, with the experimental group scoring slightly higher in the 3-minute step test training heart rate, categorized as “Very Good,” and both groups demonstrating “Good” recovery heart rates. Strength emerged as a weaker area, with both groups scoring in the “Fair” range on the push-up test and “Needs Improvement” on the basic plank test, highlighting an opportunity to enhance muscular endurance and core stability. Flexibility results from the Zipper Test and Sit-and-Reach Test were consistently “Very Good,” with the experimental group showing slight advantages.

Skill-related fitness components, including coordination, agility, speed, power, balance, and reaction time, demonstrated promising results. The experimental group marginally outperformed the control group in most categories, achieving “Excellent” results in agility (hexagon test) and “Very Good” in reaction time, speed (40m run), and coordination (juggling). These findings suggest a solid foundation of skill-related fitness among learners.

The results align with Linda and Banville’s (2016) assertion that increased variety, challenge, and motivation in physical education activities are essential for engaging students. While the learners displayed strong initial performance in several areas, the gaps in strength and certain skill-related aspects highlight the potential of targeted interventions like Project HOPE to further develop their fitness levels and meet the evolving needs and preferences of students in physical education.

Part II. After the implementation of Project HOPE, significant improvements were observed in the fitness levels of senior high school learners, particularly in the experimental group. Both the control and experimental groups maintained a “Normal” BMI, with the experimental group showing a higher average, reflecting healthier body composition outcomes. Notably, cardiovascular endurance saw remarkable advancements, with the experimental group achieving “Excellent” results in the 3-minute step test training heart rate and “Good” recovery heart rate, underscoring the effectiveness of Project HOPE in enhancing aerobic capacity. Strength showed progress, with the experimental group outperforming the control group in both the push-up test and basic plank. However, while improvements were evident, the “Fair” and “Needs Improvement” ratings suggest the need for further emphasis on building muscular strength and endurance. Flexibility results were outstanding, with the experimental group achieving “Excellent” scores across the Zipper Test and Sit-and-Reach Test, highlighting enhanced joint mobility and muscle elasticity. Skill-related fitness components also demonstrated substantial gains. The experimental group excelled in coordination (juggling), agility (hexagon test), speed (40m run), and power (standing long jump), achieving “Very Good” to “Excellent” ratings. Balance results in the stork stand test and reaction time (stick drop test) were exceptional, further showcasing the program’s impact on motor skills and neuromuscular coordination.

These findings align with Goldfine and Nahas’s (2019) research, which emphasizes the benefits of structured, health-related fitness instruction in improving cardiorespiratory fitness, body composition, flexibility, strength, and muscular endurance. Project HOPE successfully mirrored these outcomes, demonstrating its potential as a comprehensive intervention to elevate both health- and skill-related fitness levels in senior high school learners.

Part III. The findings from the pre-test and post-test analysis after the implementation of Project HOPE indicate statistically significant improvements across all measured fitness areas. These improvements are evident in both health- and skill-related fitness components, underscoring the program’s effectiveness in elevating the physical fitness levels of senior high school learners. In terms of BMI, a moderate effect size (d=0.60) was observed, reflecting a meaningful improvement in body composition. Cardiovascular endurance showed significant progress, particularly in post-test results (d=0.98), demonstrating enhanced aerobic capacity and recovery efficiency. Strength assessments revealed substantial gains, with large effect sizes for push-ups (d=1.80) and basic plank (d=1.15), highlighting improvements in muscular endurance and core stability. Flexibility improvements were significant across all measures, with the Zipper Test (right, d=0.84; left, d=0.99) and Sit-and-Reach Test (d=1.65) indicating enhanced joint mobility and muscle elasticity. Skill-related fitness components such as coordination (juggling, d=1.56), agility (hexagon, d=1.96), and speed (40m run, d=1.38) exhibited considerable advancements, reflecting improved motor competence and neuromuscular coordination.

The most notable improvements were observed in power (standing long jump, d=2.63), balance (stork test left, d=1.88; right, d=2.23), and reaction time (stick drop, d=2.06), all of which demonstrated very large effect sizes. These results suggest that Project HOPE effectively enhanced explosive strength, stability, and quick decision-making capabilities, which are critical for overall physical performance.

These outcomes align with Pesce et al.’s (2021) findings, which highlight the positive impact of structured physical activity programs on motor competence, enjoyment, and increased engagement in physical activities. The significant gains observed in this study reinforce the value of Project HOPE as a comprehensive intervention that not only improves fitness levels but also potentially fosters a lifelong commitment to physical activity among learners.

Part IV. The effect sizes measured in the implementation of Project HOPE demonstrate its substantial impact on the physical fitness levels of senior high school learners. The program produced moderate to very large effect sizes across a range of health- and skill-related fitness components, signifying meaningful improvements attributable to the intervention.

In the health-related fitness domain, BMI (d=0.60) showed a moderate effect, reflecting noticeable changes in body composition. Cardiovascular endurance improved significantly, with the post-test results (d=0.98) showing a near-large effect, suggesting enhanced aerobic capacity and recovery efficiency. Strength improvements were particularly pronounced, with large effect sizes for push-ups (d=1.80) and basic plank (d=1.15), highlighting considerable gains in upper body and core muscular endurance. Flexibility tests also demonstrated meaningful improvements, with effect sizes of 0.84 for the Zipper Test (right), 0.99 for the Zipper Test (left), and 1.65 for the Sit-and-Reach test, emphasizing enhanced mobility and muscle elasticity. In the skill-related fitness domain, coordination (juggling, d=1.56) and agility (hexagon, d=1.96) showed large to very large effect sizes, indicating better neuromuscular coordination and quicker movement efficiency. Speed (40m run, d=1.38) and power (standing long jump, d=2.63) reflected significant advancements in sprinting and explosive strength, with power showing the largest effect size among all tested areas. Balance improvements, with very large effect sizes for the stork test (left, d=1.88; right, d=2.23), and reaction time (stick drop, d=2.06) further reinforced the comprehensive benefits of the program, enhancing stability and responsiveness.

These findings align with the conclusions of Demetriou and Höner (2021), who observed that school-based physical activity interventions achieve positive effects on various fitness and motor competence domains. Project HOPE’s outcomes demonstrate its effectiveness as an intervention for holistic physical fitness development, equipping learners with improved health and skill-related fitness levels critical for long-term physical activity engagement and overall well-being.

CONCLUSION

Based from the findings of the study, the researcher presented  the following conclusions:

Both groups displayed strong baseline fitness levels before Project HOPE, with the experimental group holding slight advantages in key areas like cardiovascular endurance, flexibility, and coordination. However, strength emerged as a clear area for improvement in both groups, highlighting the potential of Project HOPE to address these gaps and elevate overall fitness levels.

After implementing Project HOPE, the experimental group showed significant improvements in most fitness components compared to the control group. Both groups maintained a “Normal” BMI, but the experimental group excelled in cardiovascular endurance, flexibility, coordination, agility, speed, balance, and reaction time, achieving “Excellent” results in several areas. Strength improved slightly in both groups but remained an area requiring further enhancement. These results highlight the effectiveness of Project HOPE in boosting overall fitness, particularly in the experimental group.

The implementation of Project HOPE led to statistically significant improvements across all fitness components, including BMI, cardiovascular endurance, strength, flexibility, coordination, agility, speed, power, balance, and reaction time (p<0.001). These results demonstrate the program’s effectiveness in enhancing overall physical fitness.

Project HOPE demonstrated a large effect size across all fitness components, with particularly high impacts on power (d=2.63), balance (d=2.23), and reaction time (d=2.06). These results confirm the program’s effectiveness in significantly improving the fitness levels of senior high school learners.

RECOMMENDATIONS

In the light of the aforementioned conclusion, the researcher recommends the following:

• Senior high school learners are encouraged to participate religiously in  the Project HOPE intervention
• Teachers are encouraged to give recognition to those senior high school learners who displayed active participation in the Project HOPE intervention
• Senior high school learners should create a balance between academic and physical activities. However, more attention should be directed to physical activities and exercises that has something to do in the increasing the fitness level to maintain body physique.
• School Administrators and teachers should disseminate clearly the Project HOPE intervention to be undertaken for effective participation of the senior high school learners .
• Similar studies should be conducted by other researchers utilizing other variables not covered in the present that would help increase the fitness level of the learners.

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