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CHAPTER I
INTRODUCTION
|This are the things that may affect the mastery of 4th year MAPEH students in
of post pubescent males predispose them to outperform females in sports that require
strength, power, and speed. Adult males tend to be taller with longer limbs. The breadth
of their shoulders allows for more muscle on a larger shoulder girdle, the main
contributor to post pubescent males’ advantage in upper-body strength. Adult males have
more overall muscle mass and less body fat than females, even in trained samples. Male
athlete’s average 4% to 12% body fat compared to 12% to 23% in female athletes.
Without question, males and females differ on several physical characteristics that
influence sport performanceunder each mastery area regardless of how they entered the
profession. Moreover, if all MAPEH 4th year students desire to grow in a certain area,
they can examine expected learning and skills in the intermediate and advanced level.
Physical activity taught at school age has the goal of providing many later
participation is different for boys and girls, with the consequent impact on health and on
2
remaining physically active. In physical education classes, students learn what physical
activities to do and how to perform them in order to achieve benefits throughout their
lives .
This maybe the reason why most females are not complete in teaching physical
of the skills in Physical education that may affect their teaching, because of these
problem most girls can`t perform or demonstrate well the Physical skill needed in
There is no doubt that through physical education, students can discover new
skills/abilities, develop their creativity, and also improve their physical, mental emotional
and social health in doing this and they can create something that they never did before.
skills/abilities, creativity and health that lives in the children and the youth. Teachers are
expected to increase the skills/abilities, creativity and health of the students. For these
will be treasured and appreciated in their entire lives. More over power can move the
hearts of everyone. Thereforeimproving their skills and abilities can lead power and
changes that are achievable. This is true to the young generations of today. The future
MAPEH teachers are the prime movers of their goal. To this schools are implementing
physically, emotionally, socially and mentally to provide paths and bridges to new, more
profound understanding of the vital nature of physical education for each and every one.
3
and holistic education. According to the National Association for Sports and Physical
Education (NASPE), there are four main points that must be present for a quality
student and program assessment (NASPE, 2012). NASPE further documents that by
creating a quality education program, lessons help develop physical competence, health-
related fitness, cognitive understanding, and positive attitudes about physical fitness. All
of these qualities are the goals of new PE. One of the key qualities of new physical
motivation (Huitt, 2011). In order for this to be present in the classroom, it is suggested
that teachers explain or show why learning a particular skill is important, create and
maintain curiosity, provide a variety of activities and sensory stimulations, provide for a
game-style environment, set obtainable goals along the way, relate what they are learning
to student needs, and help students on an individual basis as frequently as possible. These
requests are not unobtainable. With proper lesson planning and strong behavior 7
management skills, even the less trained professional has the potential to spark interest
and create the motivation needed for individual student growth. Traditional physical
education in the United States can be looked at in many ways. First, it is strictly sports-
oriented where students achieve the skills to only be able to participate in recreational
team sports, for example, football, soccer, basketball, volleyball, and baseball. This only
allows for students to acquire skills related to these sports. Examples include: kicking,
throwing, catching, striking, and running. These skill sets provide for a limited idea of
physical education. Second, some traditional programs include recreational games like
4
dodgeball, kickball, and tag games. The emphasis in these types of activities is placed
higher on a winner or loser or the ability to eliminate a large group down to the key, more
athletic individuals. The problem with this narrow focus is it does not promote higher
unsuccessful in promoting physically active and fit adults” (p.18). Educational trends
show that the feeling of being successful in all academic areas, including physical
education, will promote intrinsic motivation and therefore push students to become more
knowledgeable about the content and want to achieve more within those content areas.
Over the last decade, educators have created a program that opens up the cognitive and
affective learning domains within the physical education setting. In this paper, it is
referred to as New Physical Education. For example, Seattle Public Schools have taken
on a new role in their physical education program that is shown in the following
mnemonic device: The “New” Physical Education is P-Planned and purposeful; H-Health
L- Lifetime focused rather than just rolling out the ball, game-oriented, teacher directed,
winners and losers, eliminating the less skilled, competitive, too much waiting time, and
only traditionally oriented in sports. 8 A key attribute to the idea of new physical
education programs is the need for assessment. According to Ian Diamond, the Chief
Executive at The Economic and Social Research Group, “assessment is essential to allow
individuals to get the educational support they need to succeed, to see the effectiveness of
different educational methods, and to ensure that education budgets are being spent
5
effectively. Inevitably, assessment also risks marking teachers, learners and institutions
as successes or failures (Mansell, James, & Assessment Reform Group, 2009, p. 2). It
would seem that for many years physical education programs have gone to waste due to
the lack of qualitative and quantitative data about the program, the teachers, and affective
has created two strong documents that will help any school system assess their physical
education program, “School Physical Education Checklist- How does your school rate?”,
and one that evaluates the professionally trained physical educator, “Physical Education
The purpose of this study is to detect the different challenges in teaching Physical
Education and to develop Mastery among the future teachers it will also help for the
future Physical educators and practitioners for the quality of Physical education program.
And it will also promote an understanding on how the future MAPEH teachers face and
surpass the challenges that they in counter in teaching Physical education. It also this
study will serve as one of the basis of school to consider the different challenges that the
MAPEH teachers encountered for the school to be able to address these problem and
conduct activities that are beneficial to the future educators so that it will help students to
This study deals with the plans, actions and tools that the researcher used in order
to conduct a data. As the researcher conduct a survey in order to assess the Mastery in
6
Teaching Physical Education of the respondents, as a researcher we found out that the
respondents have these factor that affect their Mastery in teaching Physical Education .
We give a questionnaire that answers Yes or No and we add all their answers with the 7
questions. According to 30 respondent that answers Yes, we got 114 while 122 answers
No. As we researcher gathers a data, we found out that the Future MAPEH teachers has
The general problem of the study is: Whatare the factors that affect the Mastery of
1.1. sex;
1.2.age;
1.3.height
1.4.weight
terms of:
2.1.learning environment;
3.2. effectiveness;
4.2. usability?
5. Identify which among the variable taken singly or in combination greatly affect the
The result of this study will hopefully give better insight to the academe:
Students. The result of the study will increase the knowledge of the students
about the mastery in teaching physical education in K to 12 curriculum. This will help
School.And also as one of the basis of schools to consider in teaching physical education
in the k to 12 curriculum is to be able to address the problem and the challenges of the
future MAPEH teachers and to conduct an activities so that students will improve their
Practitioners.This study may serve as a guide for future physical educators and
practitioners for the improvement in the quality in teaching physical education and to
develop their skills, improve their abilities and to master their professionalism.
Future Researcher. The result of this study will give additional information and
knowledge about the study that may also use in related studies in the future. It will
This study was limited only to the mastery of 4th year MAPEH students in
teaching physical education in k-12 curriculum. The variables included were: age, sex,
MAPEH subject, course and major, specialization in physical education, seminars and
trainings, experience/s in physical education and problems encountered in; determine the
NOTES IN CHAPTER
Ihttps://www.tandfonline.com/doi/abs/10.1080/07303084.2016.1110482?scroll=top&ne
Access=true&journalCode=ujrd20#.Wts4BbN8FFA.facebook
https://www.google.com.ph/search?q=UNESCO+(2008)&rlz=1C1OKWM_enPH790PH
790&oq=UNESCO+(2008)&aqs=chrome..69i57j69i59j0l4.51398j0j7&sourceid=chrome
&ie=UTF-8
http://prr.hec.gov.pk/Thesis/293S.pdf
http://www.samplequestionnaire.com/physical-education-questionnaire.html
10
Chapter II
Relevant theories
activities, health, wellness and nutrition. The survey reported student self-assessment
with positive gains from the incorporation of these educational blends. The main
assess the needs of the student population, environment, and classroom culture frequently
to ensure that both national standards and individual goals are being satisfied.
(NASPE), there are four main points that must be present for a quality education: the
fitness, cognitive understanding, and positive attitudes about physical fitness. All of these
appropriate knowledge and resources the trend can be reversed. In order to achieve the
goal of a healthy society, innovative methods and theories that endeavor to help all
2010).Before discussing these innovative theories, the review of why there is a need for
Related literature
(Published online: 30 Sep 2016 ). The purpose of this review was to organize the results
of studies conducted during the last 18 years into a body of knowledge concerning the
link between physical education (PE) and academic achievement (AA). Such knowledge
may help in clarifying the role of PE in the schools, whose main focus is on improving
the AA of the children. The term PE is used to denote those classes taught in the
reviewed studies were divided into three categories: the ‘political’, in which a rationale is
determined how physical activity incorporated into the daily routine of academic studies
discussed, as well as the advantages and limitations of the studies. Ideas for future
the research on the professional development of physical education (PE) teachers. The
structured approach (Erich, Hansford and Tennent, 2004) was used for the search and
were summarized and analyzed according to the geographic distribution, study periods,
research method, research design, and participants. Third, a review and analysis of the
findings from these studies were presented according to three themes: impact of PE
article concluded with a discussion of key issues in three themes and the recommendation
Research and Practice in K-12 Online Learning the literature related to online
learning programs for K-12 students dates to the mid-1990s and builds upon a century of
research and practice from K-12 distance education. While K-12 online learning
programs have evolved and grown over the past decade, the amount of published research
on virtual schooling practice and policy is limited. The current literature includes
practitioner reports and experimental and quasi-experimental studies, both published and
unpublished. This paper reviews open access literature in K-12 online learning and
reports on a structured content analysis of the documents. Themes in the literature include
steady growth and a focus on the benefits, challenges, and broad effectiveness of K-12
online learning. In addition, newly developed standards for K-12 online learning are
Related Studies
Sex
In the case of the girls, the teachers of our study consider that, for girls, physical
education is more closely related to their physical image (and demanded by social
influences: beauty, thinness, feminine stereotypes) than to learning motor skills. On the
other hand, the teachers think there is still a masculine approach to physical education
classes, which leads to girls' lower participation in the classes. We think that the demand
for research postulating a negotiation between teachers and students would benefit
participation and learning.
Most of the teachers think that, if boys and girls were separated in physical education
class, the girls would work and participate more. But the teachers also state that this
would entail the loss of many educational nuances, which would no longer be appropriate
or pertinent. The teachers propose some alternatives to improve girls' practice: teaching
contents that are more attractive to them, eliminating or decreasing competitive activities,
and stressing equal opportunities to maintain an active lifestyle. Again, a process of
negotiation should be proposed so that everyone would feel included when practicing
physical education contents. Future research should analyze the inclusion of motivation
to understand the differences in the use of the contents in physical education.
Age
With respect to content, in both elementary and secondary schools, physical activity
is an assumed rather than an intended outcome except in the fitness education model. The
goals of skill development and knowledge growth in physical education presumably are
accomplished through participation in vigorous- or moderate-intensity physical activity.
Data are lacking, however, to support the claim that physical activity offered to further
the attainment of skills and knowledge is of vigorous or moderate intensity and is of
sufficient duration for children to reap health benefits.
BMI in February and March, 2012. At-test showed that children were significantly more
active than their female parents. The correlation between children and their female
parents' BMI revealed a moderately strong relationship. Boys took more steps than girls
during the seven day week, weekdays, and on the weekends. Caucasian children took
more steps during the seven day week, weekdays, and on the weekends than African
American and Hispanic children. Children in the healthy BMI category took more steps
in the seven day week than children in the overweight or obese BMI categories. Children
took significantly more steps on physical education days than on non-physical education
days indicating that children are more active on physical education days than non-
Body height and weight were self-reported by all participants and their body mass
indexes (BMI) were calculated. BMI does not distinguish overweight due to excess fat
mass from overweight due to excess lean mass and does not measure body fat directly.
However, BMI does correlate to direct measures of body fat, such as underwater
for children's and adolescents' age and sex. Based on their BMI values, the participants
15
were assigned to the following categories: (a) underweight, (b) normal weight, and (c)
was based on age- and sex-adjusted cutoff values of BMI for children and adolescents as
comprehensive program that provides training and resources to schools for assessing,
tracking, and recognizing youth fitness. The program promotes fitness testing as one
Fitness Program was developed in partnership with the Cooper Institute; the Centers for
Disease Control and Prevention; the American Alliance for Health, Physical Education,
the activity levels of students in physical education classes depends on the content of the
education classes in which the technical tasks or those carried out individuallyrequire
students to take a leading role, the time in which the students are active and involved in
16
the activity is significantly less in comparison with classes in which the main content
consists of group games and sports. This difference is more pronounced in the third stage
of elementary education and in high school education. However, in all cases the level of
activity of the students in physical education classes is low, at around 50% of class time.
Th is means that in almost half the class time the students remain inactive even when the
content of the session is group games and sports, which lend themselves to simultaneous,
less rigid participation. Comprehensive efforts are needed to increase physical activity
12) Program in this study The Department of Secondary Education, Professional Studies,
completely online. Completion of the master’s degree program does not lead to teacher
education beyond the bachelor’s degree, particularly for teachers and others in the fields
of health and safety education, physical education, and recreation. The physical education
(NASPE).
The MPE program offers three options for students interested in gaining
well as expanded physical activity programming beyond the physical education lessons
within school environments. Students will learn about designing, implementing and
reflects current global trends in promoting physical activity for children, youth, school
staff, and families in communities surrounding school campuses. The Master of Physical
Education degree program gives candidates the flexibility to design a plan of study that
settings. This track may be of interest to students who already have a teacher certificate in
physical education and are interested in pursuing doctoral studies in the future.
The Master of Physical Education with a physical education endorsement (grades K-12)
familiarizes students with the most current trends and issues in school physical education.
Students can focus on numerous topics within elementary physical education, secondary
physical education and adapted physical education. This track may be of interest to
students with a teaching certificate in a different subject matter who are interested in a K-
provide students with the course work and practical experiences necessary to become
certified to teach physical education in the public schools. The program provides
6-12) certification with a Physical Education endorsement (grades K-12) and the Master
Definition of Terms
K to 12.Letter “K” refers to kindergarten and “12” refers to additional two (2) years in a
basic education. It is the additional tears after 4th year in secondary school.
Future MAPEH teachers are the prime movers of their goal.. To this schools are
students: physically, emotionally, socially and mentally to provide paths and bridges to
new, more profound understanding of the vital nature of physical education for each and
every one.
spiritually, and mentally through total body movements in the performance of property
Conceptual Framework
IV-DV Model
Socio-demographic profile
1.1 sex;
1.2.age;
1.3.height
The factors that affect the Mastery of 4th
1.4.weight
year MAPEH students in teaching
Equipment/facilities
Learning resources
20
Based on our findings and result of the questionnaire that we conduct we found out that
future MAPEH students have a problem in Mastery in teaching Physical Education and
also they encounter different challenges in teaching physical education one of this is the
lack of experience, and also the capability of MAPEH students to speak in English
fluently and they have lots of activities that they don’t commonly do or they actually lack
Notes in Chapter II
https://education.asu.edu/academic-programs/physical-education-mpe
790&oq=UNESCO+(2008)&aqs=chrome..69i57j69i59j0l4.51398j0j7&sourceid=chrome
&ie=UTF-8
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3607380/
http://shapefla.org/doc/ResearchImpactandBenefitsofPhysicalEducation.pdf
https://journals.muni.cz/studiasportiva/article/viewFile/7313/7031
22
CHAPTER III
This chapter contains the research design and the methodology use in the conduct of this
study. It incorporated the sampling technique, sources of data, the research subjects,
populations of the study, the instrument utilized to gather data, as well as the statistical
tools employed in processing the data. This chapter is showing how the researcher came
to the necessary data for this study, and how these data were analyzed, interpreted and
Research Design
This study utilize the descriptive – survey in order to achieve the purpose of this
study – which is to determine the mastery of 4th MAPEH students in teaching physical
The research population for this study comprised all the MAPEH 4thyear students at
Bataan Peninsula State University. Thirty three respondents within the school will be
selected specifically the 4th year MAPEH students they were taken by used of Table of
Research Instruments
the indicators such as the respondent’s profile, the mastery of 4th year MAPEH students
The questionnaire had questions that related to the study and this questions were
answered consequently.
1. Choose a certain title. It is a must that we choose a title for our study and defend it
2. Securing permit to conduct the study. The permit to conduct the study was
data. The first draft of the instrument was made in coordination with the adviser
Campus (BPSU-BC) during their vacant time or free time. Here, a clear
explanation of the purpose and objectives of the study was been indicated.
In this part, the researcher will discuss the next step that will undergo after data
collection. Statistical treatment will employ specifically numerical leveling the responses
of the respondents. The presentation is a Descriptive Statistics, it will use the frequency
Chapter 4
This chapter presents the data analysis and interpretation. The data was analyzed
using the Statistical Package for Social Sciences (SPSS) version 21.0. Descriptive and
inferential statistics such as frequencies, tables, percentages and correlation tests were
used in the data analysis and summaries. Relationships between variables were identified
using Pearson’s Correlation and Regression analysis.
The purpose of the study was to determine the factors that affect the mastery of 4th
year MAPEH students in teaching Physical Education in K to 12 curriculums.
determine the socio-demographic profile of the respondents in terms of; sex, age,
height, weight, number of seminars and trainings related to Physical Education
attended from year 2017-2018, and experiences in Physical Education;
identify the level of Mastery in teaching Physical Education in K to 12
curriculums in terms of: learning environment, students and teacher’s assessment,
application and content of physical education, teaching strategies and use of
technology;
describe the level of programs in terms of implementation and effectiveness;
define the materials needed in implementing the programs in terms of availability
and usability;
identify which among the variable taken singly or in combination greatly affect
the mastery in teaching Physical Education.
This chapter is divided into five sections:
Part I shows the level of socio-demographic profile of the respondents in terms of;
sex, age, height, weight, number of seminars and trainings related to Physical
Education attended from year 2017-2018, and experiences in Physical Education
Descriptive
Standard
Sex Frequency Percent Mean Equivalent
Deviation
of Mean
Male 16 53.3%
Total 30 100%
The table shows that frequency of male respondents is 16 or 53.3%. And the
frequency of female respondents is 14 or 46.7%. The table also present that male
respondents are greater than female respondents.
Descriptive
Standard
Age Frequency Percent Mean Equivalent
Deviation
of Mean
19 5 16.7
21 years’
20 11 36.7 20.6000 1.24845
old
21 9 30.0
27
22 2 6.7
23 2 6.7
24 1 3.3
Total 30 100.0
The table present the frequency, percentage, mean, descriptive equivalent of mean
and standard deviation distribution of the respondents as to their age. As depicted by the
table, the age of 20 accumulated the highest frequency or 36.7%, age of 21(30%) attained
the second highest frequency and age 24 accumulated the lowest frequency or 3.3%. In
general, the average age of the respondents is 21 years old and the standard deviation is
1.24845.
Descriptive
Standard
Height(feet) Frequency Percent Mean Equivalent
Deviation
of Mean
5’2 4 13.3
5’3 6 20.0
5’4 1 3.3
5’6 2 6.7
5’7 7 23.3
5’8 2 6.7
28
5’10 2 6.7
5’11 1 3.3
Total 30 100%
As showed by the table, the height of 5’7 gathered the highest frequency or
23.3%, height of 5’3 attained the second highest frequency or 20% and height of 5’4 and
5’11 accumulated the lowest frequency or 6.6%. Overall, the average height of the
respondents is 5’5 feet and standard deviation of .22653.
Cumulative
Weight(kg) Frequency Percent
Percent
50.00 8 26.7 26.7
Descriptive
Number of Standard
Frequency Percent Mean Equivalent
Seminars Deviation
of Mean
0 11 36.7
1 10 33.3
2 6 20.0
1.0667 1 Seminar 1.08066
3 2 6.7
4 1 3.3
Total 30 100.0
As revealed by the table, zero seminar attended obtained the highest frequency or
36.7%, one seminar attended attained the second highest frequency or 33.3% and four
seminars attended accumulated the lowest frequency or 3.3%. Largely, the average
30
number of seminars attended of the respondents is one seminar and standard deviation of
1.08066.
Descriptive Standard
Indicators Mean
Equivalent Deviation
It can be gleaned from the data that, indicator three (3) “I feel very satisfied when
I learn something new” gotten the highest mean and indicator one “The way the lesson is
taught helps me learn how to exercise by myself “attained the second highest mean. In
contrary, indicator four (4) “I feel very satisfied when I learn new skills and games” and
five (5) “I enjoy trying my best to learn a skill” accumulated the lowest mean. Largely,
the average experience in Physical Education is 3.9 “satisfied” and standard deviation of
1.14760.
31
Descriptive Standard
Indicators Mean
Equivalent Deviation
Learning Environment
1. I individualized my teaching so that each of my students
improves emotionally, kinetically and socially. 3.7000 Satisfied 1.17884
Grand Mean
3.81665 Satisfied 1.1004
Grand Mean
3.82668 Satisfied 1.06146
Teaching Strategies
14. I communicated with the students using clear and
concise speech, rhythm, signs-gestures. 3.7000 Satisfied 1.08755
Grand Mean
3.8 Satisfied 1.0186
Use of Technology
18. I used videos for teaching.
3.8667 Satisfied 1.04166
19. I make used of the computer to teach.
3.9000 Satisfied 1.12495
20. I assigned tasks that require students to search for
information on the Internet. 3.8000 Satisfied 1.09545
1.0 – 1.49 Very Dissatisfied/ Statement does not describe you at all
1.50 – 2.49 Dissatisfied/Statement describes you very little
2.50 – 3.49 Average/Statement describes you somewhat
3.50 – 4.49 Satisfied/Statement describes you pretty well
4.50 – 5.0 Very Satisfied/Statement describes you exactly
It can be deduced from table 7, mastery in the use of technology attained the
highest grand mean and mastery in application and content in physical Education
accumulated the second highest grand mean. In contrary, mastery in teaching strategies
gained the lowest grand mean. Generally, the average level of respondents in teaching
Physical Education is 3.82367 “Satisfied”.
Descriptive Standard
Indicators Mean
Equivalent Deviation
Implementation
1. Does this school follow any national, state, or district
physical education standards or guidelines 3.8000 Satisfied 1.03057
Grand Mean
3.83335 Satisfied .98384
Effectiveness
1. Knowledge of the benefits of physical activity.
3.9667 Satisfied .99943
2. Knowledge of the principles of exercise that is frequency,
intensity, and duration. 3.9000 Satisfied .99481
Descriptive Standard
Indicators Mean
Equivalent Deviation
1. Goals, objectives, and expected outcomes for PE. 4.1000 Satisfied .99481
2. A PE curriculum. 4.1667 Satisfied .94989
3. A chart describing the scope and sequence of instruction for
PE. 4.0667 Satisfied 1.08066
As seen on the data, indicator six (6) “Do PE teachers at this school have their
own copy of the curriculum” attained the highest mean, indicator four (4) “Lesson plans
or learning activities for PE” attained the second highest mean. However, indicator three
(3) “A chart describing the scope and sequence of instruction for PE” attained the lowest
mean. Generally, the level of availability of materials needed in implementing the
programs was “satisfied” and standard deviation of .97122.
Descriptive Standard
Indicators Mean
Equivalent Deviation
1. Badminton
4.1333 Satisfied 1.10589
2. Bowling
3.6000 Satisfied 1.61031
3. Gymnastics
3.9000 Satisfied 1.39827
4. Tennis
3.3000 Average 1.39333
5. Baseball
3.5333 Satisfied 1.40770
6. Basketball
3.6000 Satisfied 1.22051
7. Soccer
3.3000 Average 1.53466
8. Volleyball
3.8667 Satisfied 1.38298
Part V identify which among the variable taken singly or in combination greatly
affect the mastery in teaching Physical Education
Range of
Degree of
Correlation
Correlation
Coefficients
Very Strong
0.80 – 1.00
Positive
Moderate
0.40 – 0.59
Positive
Very Weak
0.00 – 0.19
Positive
38
The "R Square" column represents the R2 value (also called the coefficient of
determination), which is the proportion of variance in the dependent variable that can be
explained by the independent variables (technically, it is the proportion of variation
accounted for by the regression model above and beyond the mean model). You can see
from our value of 0.603 and 0.706 that our independent variables explain 60.3%
(Availability) and 70.6% (Availability plus Experience in PE) of the variability of our
dependent variable. The F-ratio in the ANOVA table tests whether the overall regression
model is a good fit for the data. The table shows that the independent variables
statistically significantly predict the dependent variable, F = 42.461, p < .0005 (i.e., the
regression model is a good fit of the data).
Chapter 5
Conclusion
The primary attempt of this study was to determine the Factors that affect the Mastery of
4th year MAPEH students in teaching Physical Education in K to 12 curriculums. The
findings of this study provide a profile of socio- demographic profile of the respondents
in terms of sex, age, height, weight, numbers of seminars and training related to Physical
Education attended from year 2017 – 2018, and experience in Physical Education. This
study, in particular, was divided in five aspects. First, this study provided insightful
information regarding the level of socio- demographic profile of the respondents. Second,
this study presented diagnostic information about the Mastery in Teaching Physical
Education in K to 12 curriculums in terms of: learning environment, students and
teacher’s assessment, application and content of physical education, teaching strategies
and use of technology. Third illustrate the level of programs in terms of implementation
and effectiveness. The fourth one is by describing the materials needed in implementing
the programs in terms of availability and usability. Finally, by identifying which among
the variable taken singly or in combination greatly affect the Mastery in Teaching
Physical Education? The study shows that in terms of sex, age, height, weight and
seminars it is not greatly affect the Mastery of 4th year MAPEH students but in terms of
Experience in PE, Implementation, Effectiveness, Usability and Availability its greatly
affect the Mastery of the students. This study was analyzed using the Statistical Package
for Social Sciences (SPSS) version 21.0. Descriptive and inferential statistics such as
frequencies, tables, percentages and correlation test were used in the data analysis.
Relationships between variables were identified using Pearson’s Correlation and
Regression Analysis. This will help to encourage physical educators to become more
active in the study of standards. Pre-service teachers will be the future agents of standard-
based educational reform in the classroom of the future. They will play a paramount role
in holding K-12 students accountable for content standards and helping students achieve
desired learning outcomes in psychomotor, cognitive, and affective domains. The
successful implementation of teacher standards is related directly to whether pre-service
teachers possessed a broad and deep knowledge base, a repertoire of teaching skills, and
positive dispositions toward teaching and learning. The interlocked relationship between
41
K-12 school and teacher education powerfully demands preparing prospective teachers
according to The National Standards for Beginning Physical Education Teachers.
Recommendation
The importance of knowing the problems that should be address. To accurately determine
the factors greatly affect the Mastery in Teaching Physical Education of 4th year
MAPEH students, up-to-date assessment must be maintained.
2. The quantitative findings of this study suggest that school should focus in the
experience and other needed materials, facilities of the school, school-university
collaboration have greatly affected to the needs of the students. It is recommended that
qualitative studies be further conducted to identify the factors and predictors of Mastery
in Teaching Physical Education, school-university collaboration, and learning outcomes.
Additional qualitative study may yield further information and understanding to
compensate for findings of this and other quantitative studies.
3. The study showed that it is greatly affect the Mastery of teaching of students in terms
of availabilities of materials so that the school university should always have a found that
will support for the needs of the students for them to truly understand the lesson in
Physical Education.