Physical education programs delivery: barriers and impacts

Abstract

This study examined the physical education programs delivery and the barriers and its impact to the education of the student in terms of imparting knowledge to the students when there are barriers being arises and its impact to discussion. On the other hand, gives opportunities to teachers on how they are going to get through these problems being arises most especially during discussion, on how to be independent, task-oriented, and acknowledge their feelings and perspective of each individual. A question being ask to physical education teachers to establish the barriers to their program delivery. In addition, the barriers perceived by teachers to impact on students‘ participation in school-based physical education and physical activity were examined. The barriers to the provision of physical education were found to be largely institutional, although two-thirds of respondents recognized their own difficulties in engaging students when teaching as potential obstacles to student participation. Students were also perceived to be influenced by their own and their peers‘ low levels of interest when choosing to participate. An awareness of these barriers has implications for physical education teaching, curriculum design, teacher training and adolescent participation in the school environment. The selection of the respondents of the study will use a random sample of School PE teachers of Division of Davao del Norte with a School PE teachers, which can be broken down into seven School PE Teachers and seven PE Teachers for Qualitative data (IDI). In the quantitative phase, a set of survey questionnaires will be used to gather data from the participants—the extent of the Implementation Questionnaire. The tool will be a researcher-made questionnaire based on the Coaching Styles of selected High School PE teachers of Davao Del Norte. In the qualitative phase, an interview guide questionnaire will be used. Focus group discussions will be conducted to determine themes and patterns or participants' experiences and insights. The researchers conclude that the barriers and impact of program delivery in physical education from the Division of Davao del Norte is high, as seen by the findings of this study, and that barriers and impact of program delivery of PE is highly noticeable. Moreover, thirteen essential themes emerged when PE teachers from different school of Tagum City were asked about their lived experiences about the barriers and impact of program delivery in pe. They are the Rewards or points as motivations, Adjustments on Program Delivery, Different emotions in delivering PE, Putting extra efforts to the subject, Facilitator and Demonstrator on Delivering the lessons, Meet the needs of the students, Variety of Instructions and Strategies, Having best Outcome on Quizzes and best Output during Performances, Efficient and Effective Roles of Strategies in Delivering PE, Challenges from Delivering the Lessons, Lack of Access of Equipment, Spaces and Ground for Teaching, and Avoiding Barriers in Delivering PE Programs. These essential themes give us their lived experiences about barriers and impact of program delivery in PE. As exemplified by the results of this study, the researchers highly recommend that schools hold enhancement programs, trainings and seminars on teacher barriers and impact in developing further their program delivery and knowledge in handling diverse students. Intervention programs for teachers who have difficulty implementing discipline to their students are also recommended.