Intents and Actualities of Health Optimizing Physical Education (HOPE) Curriculum Implementation: A Sequential Exploratory

Year 2024, Volume: 7 Issue: 4, 834 - 841, 25.07.2024

Joana Marie Carina M. Gabunilas , Jayson F. Cruz , Salve A. Favila

https://doi.org/10.33438/ijdshs.1473019

Abstract

This study explores the implementation of the Health Optimizing Physical Education (HOPE) curriculum in senior high schools in Pasay City, Philippines. Utilizing an exploratory sequential mixed-method design, the research first employed validated questionnaires to quantitatively assess the implementation of HOPE 1, 2, 3, and 4. Subsequently, Focus Group Discussions (FGDs) with teachers provided qualitative insights into the challenges and experiences during the curriculum's initial three years. The study involved 428 private school students, 412 public school students, 27 private school teachers, and 38 public school teachers. Quantitative findings indicated a moderate to limited extent of curriculum implementation, with significant differences between public and private schools for HOPE 1 and 2, but not for HOPE 3 and 4. Qualitative data highlighted challenges related to curriculum content, facilities, equipment, and teacher training. Recommendations include targeted workshops, Learning Action Cell sessions, collaboration with community resources, and initiatives like the Family Activity Challenge. These interventions aim to enhance the curriculum's effectiveness, promoting physical activity and health literacy among students.

Keywords

Curriculum Implementation, Health Optimizing Physical Education Curriculum, Physical Education

References

• Ampang, A.D. (2023). Pedagogical Approaches and Challenges among Teachers in the Implementation of the K-12 Curriculum in the Division of Maguindanao I. Randwick International of Education and Linguistics Science Journal, 4(2):443-450. [CrossRef]
• Aquino, J.M.D. (2023). Assessing the Role of Recreational Activities in Physical Education Participation of College Students in One State University in Laguna Philippines. International Journal of Multidisciplinary Studies, 1(2):190-204. [CrossRef]
• Awuonda, K.W., Jung, K., & Lee, J. (2023). Teachers’ Perceptions of Competency-Based Curriculum Implementation, and Government Support: A Mixed Methods Study on Grade 1-5 Teachers in Homabay County, Kenya. Journal of Education and Practice. [CrossRef]
• Bharathiraja, S.J. & A Sadhesh, A. (2018). Aerobic exercise for enhancing physical fitness and healthy life being. International Journal of Physical Education, Sports and Health, 3(1):652-654.
• Bezeau, D., Turcotte, S., Desbiens, J.F., Spallanzani, C., Roy, M., Vandercleyen, F., et al., (2023). Physical education teachers’ assessment practices in health education. Physical Education and Sport Pedagogy, 1-13. [CrossRef]
• Calamlam, J.M., Roy T, D., Palmeiry, A.DC., & Santos, V.J.D (2016). Mentoring Practices In Pnu Partner Schools: Towards Policy Creation In Capacity Building Of Cooperating Teachers For Effective Mentoring. Indonesian Journal of Educational Revıew, 3(1), 85- 101. [CrossRef]
• Cronin, L., Greenfield, R., & Maher, A. (2023). A Qualitative Investigation of Teachers’ Experiences of Life Skills Development in Physical Education. Qualitative Research in Sport, Exercise and Health, 1-16. [CrossRef]
• Department of Education. (2019). SHS Core Curriculum Guide: Physical Education and Health. [PDF document]. [PubMed]
• Egan, C.A., Collin A. Webster, C.A., Gregory L. Stewart, G.L., R. Glenn Weaver, R.G., Laura B. Russ, L.B., Ali Brian, A., et al., (2019). Case study of a health optimizing physical education-based comprehensive school physical activity program. Evaluation and Program Planning, 72, 106–117. [CrossRef]
• Esmilla, J.F. (2023). Issues and challenges among physical education teachers on students’ development. International Journal of Research Publications, 125(1). [CrossRef]
• Favila, S. A., Erfe, J. P., Pimentel, M. M., Naval, D. J., & Rabina, M. G. (2019). UGNAYAN: A proposed knowledge sharing model for Senior High School Work Immersion program. The Normal Lights, 13(2). [CrossRef]
• Friday, P.J., Beemer, L.R., Martindale, D., Wassmann, A.,Eisman, A.B.; Templin, T.; Zernicke, R.F.; Malinoff, L., Schwartz, A., Ajibewa, T.A., et al. (2023). A Novel Policy Alignment and Enhancement Process to Improve Sustainment of School-Based Physical Activity Programming. International Journal of Environmental Research and Public Health, 20(3):1791-1791. [CrossRef]
• Kela, G., & Zulu, A. (2023). Availability and Conditions of Sports Equipment and Learners’ Participation Levels in Sports in Primary Schools in Katima Mulilo, Namibia. International Journal of Education, Learning and Development, 11(3):1-11. [CrossRef]
• Lobo, J. (2022). Do Our Folk Dances Still Thrive? Personal Experience and Interest of Students Towards Philippine Traditional Dances as Basis on Strengthening the Love for Culture and the Arts. American Journal of Arts and Human Science, 1(1):27-33. [CrossRef]
• Lugtu, R.B. (2023). School learning action cell (slac) practices on teachers’ professionalism and school performance; basis for developing school improvement plan. International Journal of Research Publications, 124(1). [CrossRef]
• Musodza, B.R., Mpeta, M., Runhare, T., & Cishe, E.N. (2020). A Test of Significance of Process on Effectiveness of Teacher Evaluation in Kwekwe Schools of Zimbabwe. Journal of Educational and Social Research, 10(5):153-153. [CrossRef]
• Mathew, J. (2023). Promoting health enhancing physical activity. International Journal of Physiology, Exercise Physiology and Education, 5(2):01-04. [CrossRef]
• Panganiban, T.D.C. (2019). Quality assessment of physical education program of state universities in the Philippines. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 5(2), 166-174. [CrossRef]
• Pharr, J.R., Nancy L. Lough, N.L., & Terencio, M.A. (2019). Health and Sociodemographic Differences between Individual and Team Sport Participants. Sports, 7(6):150. [CrossRef]
• Rudhumbu, N., & Du Plessis, EC. (2021). Factors influencing curriculum implementation in accredited private universities in Botswana. Journal of Applied Research in Higher Education, 13(4):1062-1084. [CrossRef]
• Solihin, S., Sukino, S., & Mukti, A. (2023). Analysis of Teacher Ability in Learning Implementation Plan (RPP) in MIN 2, MTsN, and Man Kubu Raya 2013 Curriculum. Arfannur, 4(1):19-30. [CrossRef]
• Sulistyawati, S., & Guntur, G. (2019). Sports education learning program evaluation in senior high school. Psychology, Evaluation, and Technology in Educational Research, 2(1), 22-33. [CrossRef]
• Whittle, R. J., Telford, A., & Benson, A. C. (2019). Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement. Australian Journal of Teacher Education, 44(6). [CrossRef]
• Wijaya, L.H., & Sholeh, M. (2021). Evaluation of 2013 Curriculum Implementation in Economic Learning Class XI in Madrasah Aliyah Dakwah Islamiyah Putra Nurul Hakim Kediri West Lombok. Estudios Demográficos y Urbanos, 2(1):93-103. [CrossRef]