Practices of Physical Education Teachers in Teaching Physical Education and Sports: An Analysis

This descriptive-comparative research examined the physical education (PE) teaching programs and practices of State Universities and Colleges in CALABARZON. The evaluation employed five key variables, which were backed by interviews with PE teachers. The results indicated that successful PE programs must align with established standards and guidelines, meet PE goals, foster overall fitness, foster teamwork and cooperation, and have systematic monitoring and evaluation of students. When it comes to leadership, teachers are expected to be masters of activities, well-rounded communicators, and logical in their approach to teaching. They are supposed to encourage the less-active students, make learning fun and acknowledge differences. In terms of overall class procedures, educators need to keep proper records of progress, record attendance effectively, oversee proper activities in case of students with medical excuses and offer differentiated learning experiences. The use of technology in PE, the creation of technology-limited students’ modules, the regular application of warm-up and cool-down activities, and the use of proper assessment rubrics were also highlighted. PE teachers are expected to offer ample space to conduct activities, maintain sufficient lighting and ventilation, frequently check equipment and facilities, demonstrate activities clearly to avoid injuries, keep track of the medical condition of students, and have basic first-aid knowledge to provide a safe and healthy environment. Regarding student behavior, students ought to treat teachers with respect, cooperate to learn new skills, deliver performances, and have fun during PE lessons. The study recommends that the instructional model and action plan developed, particularly Tantang’s Model, be adopted by PE teachers to create effective learning experiences and improve physical education instruction.

Physical Education; Instructional Programs

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