Master of Arts in Physical Education
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Item Active learning in the physical education classes of tertiary schools in Baguio City and La Trinidad, Benguet(2001-03) Panayon, Vilma L.Physical education activities were not only programmed for those who are inclined to sports but also the young and old, male and female. Executive order No. 44 section 19(1), Article XIV of the 1987 Constitution states that "the state shall promote physical education and encourage sports programs, league competitions and amateur sports including training for international competition, to foster self-discipline, teamwork and excellence for the development of a healthy citizenry. To improve the teaching and learning process, of physical education classes, a particular goal, plan ground rules and time management should be followed so that one does not find himself unable to maximize time, hence, able to accomplish activities set for the day. Since active learning in physical education lies on the capability of the teacher, a factor that affects active learning, there is a need to motivate learners to actively perform. A synthesis on what they learn shall serve to motivate the enhancement of their psychomotor skills, thus maintaining a more relaxed body. It is also one way to help them become more skillful than mere speculators, help them finish the subject and have a sense of fulfillment. Active learning in this study does not connote hundred percent mastery of activities. In the field of physical education, it is not the number of skills executed that matters most particularly how skills are properly executed. Teachers need to value achievement, expect students to learn and try as hard as he or she can arrange things needed in the physical education classes. These learning motivators are translated into high proportion of appropriate learning time for all the students. Finally, active learning in this study does not only mean eagerness and liveliness of students in performing an activity, but their cooperation in the classroom activities. It maybe noted that it is not only how they respond lively to a particular lesson but their contribution and participation in the realization of learning are those that count most. The main aim of this study was to find out the extent of active learning in the physical education classes in Baguio City and La Trinidad, Benguet. It answered the following research problems: 1. What is the extent of active learning in the physical education classes (P.E. 1,2,3,4) of the tertiary schools in Baguio City and La Trinidad Benguet? 2. To what extent do identified factors contribute to the extent of active learning in the physical education classes? 3. What are the problems and degree of seriousness of these problems encountered by the students and faculty members in physical education classes? The descriptive-evaluative research method was used to measure the extent of active learning in the physical education classes. Extent of active learning in the physical education classes were computed using frequency and percentages and average weighted mean. The data gathering was in the form of observation. Likewise, interviews were conducted to determine student participation and validate those items in the observation This thesis presents the extent of active learning in the physical education classes, factors that contribute to the extent of active learning and the problems and degrees of seriousness encountered by students and faculty members in physical education classes. The following were the major findings: 1. Active learning in the physical education classes was rated often. 2. The identified factors always contribute to the extent of active learning in the physical education classes. These factors include the teacher, motivators, teaching approaches, and student participation. 3. Finally, the problems and degree of seriousness of these problems encountered by the students and faculty members were rated not serious. It is concluded that : 1. There is active learning in the physical education Classes in the tertiary schools of Baguio City and La Trinidad, Benguet. 2. There are identified factors that contribute to the extent of active learning. 3. Problems encountered by the students and faculty members in the learning and teaching process are not serious. The researcher recommends the following : 1. Active learning or student participation in the physical education classes should be given more emphasis because it is through this that students can explore knowledge by understanding how these concepts can be put into reality. 2. These identified factors should not be ignored by those in the teaching field, as well as students for these help in the development of being an effective learner and facilitator. 3. Teachers should be more enthusiastic in the teaching process to arouse student participation. 4. Teachers should relate the activities on academic orientation. 5. School administrators should provide sufficient equipment and facilities inasmuch as these have effects on student participation. 6. Educators should look into the educational contributions of the activities for the students to realize their significance and intensify them by encouragement as well as provide them enough information that they need to know. 7. Educators should set goals and plan ahead of time in order to maximize time and look into possibilities that classroom activities get done in less time. 8. Faculty members should encourage cooperative learning among students. 9. A teacher in physical education classes should be a major or a minor in this field. 10. A replication of the study to be made to include other fields of specialization.Item An assessment on the coaching skills and strategies in volleyball in the public schools in the City of Baguio(2003-05) Oppod, Walter B.There is a very close relationship between teaching, coaching, and learning. A coach's position is to understand the process involved in these areas and to elicit high levels of skill and game performance from players, Principles of teaching and learning must be applied if players' time and talents are to be effectively utilized. Coaches are responsible for players' learning and performance; therefore, they must establish good teaching/learning situations and make careful plans for their "lessons." Players must have practice time to refine their skills and must receive feedback on their performances. The proof of the effectiveness of both players' and coaches' work is found in the contest. This is where all the hard work pays off. Jones ( 1988) explained further that being a good coach requires more than possessing a cap, a whistle, and a clipboard. It is not enough to have played well, though this is very helpful. It is not good enough to have a commanding physical presence, though this may be helpful too. Being a good coach requires skill, knowledge, the ability to organize, and the talents of a great teacher. Wells (1988) also discussed that coaches as teachers have to be knowledgeable about learning principles. Many veteran coaches have relied on the trial and error method, but could have been more effective sooner if they have known earlier what they know now. There is not one best method of teaching-methods. It should be based on what. As being taught, by whom, to whom, under what conditions, and for what purpose. Whatever the coach wants the players to learn it must be planned. Skill development, behavior modification, and cognitive development must be a part of the master plan, if they are to be used. Players' performances tell something about the effectiveness of teaching method; however, it should be remembered that learning and performance are not the same. Learning has taken place if actions are changed on a more or less permanent basis, but levels of performance may vary from game to game after a skill is learned. Coaches will need to consider many things in planning practices, but all the mechanical details considered will be useless unless basic understanding about practice and learning theory are also involved in the planning. They must know about suitable length and frequency of practice periods, about appropriate practice conditions, and about the appropriate condition of the players if their precious minutes or hours are to be most productive. Rivera (1991) also underscored the coach as a dedicated leader. He discussed that a coach should try to explore all means of doing his job better and to grow through the process of self-education. He must learn that the privilege of building better citizens through sports bring a personal satisfaction, far greater than the minor inconveniences he encounters while performing his most important job. Within this context, the researcher conducted a study on coaching skills and strategies in volleyball in Public Schools in the City of Baguio, to assess the basic coaching skills, strategies/techniques, facilities/equipment, and problems met in coaching. These factors might shed light in addressing issues and concerns in the field of coaching volleyball in the public schools in the City of Baguio. The major purpose of this study was to assess the coaching skills and strategies in volleyball practiced by coaches in the public schools in the City of Baguio. Specifically, this investigation sought to answer the following questions: 1. What is the frequency in the implementation of the coaching skills, strategies and methods? 1.1. How does the frequency in the implementation of the coaching skills, strategies and methods considering the variables of gender, age, number of years in coaching and school level differ? 2. What is the level of adequacy of the facilities and equipment? 2.1. How does the level of adequacy of the facilities and equipment as perceived by the respondents considering the variables of gender, age, number of years in coaching and school level differ? 3. What are the degrees of seriousness of the problems encountered by the coaches in coaching student in the field of volleyball? 3.1. How do the degrees of seriousness of the problems encountered by the coaches in the field of volleyball considering the variables of gender, age, number of years in coaching and school level differ? The researcher was guided by the following hypotheses: 1. The frequency of the implementation in the coaching skills, strategies, and methods in volleyball as practice by coaches are "sometimes" implemented. 1.1. There are significant differences on the frequency in the implementation of the coaching skills, strategies, and methods as practiced by coaches considering the variables of gender, age, number of years in coaching and school level . 2. The facilities and equipment in volleyball are "moderately" adequate. 2.1. There are significant differences on the level of adequacy of facilities and equipment in volleyball perceived by the respondents considering the variables of gender, age, number of years in coaching and school level. 3. The problems encountered by coaches in volleyball in the public schools are "quite" serious. 3.1. There are significant differences on the degrees of seriousness of the problems encountered by coaches in the field of volleyball considering the variables of gender, age, number of years in coaching and school level . This study employed the descriptive-evaluative method of research. The research tool in gathering the needed data ere the checklist questionnaire on the coaching skills and strategies in volleyball in terms of the basic skills in teaching, strategies, and method; facilities/equipment in teaching; and problems met in coaching. The descriptive statistical tools used in analyzing the data gathered were the frequency counts, percentage and ranking. The researcher made use of the averages or means to interpret the data gathered from the coaches' checklists. To test the null hypotheses, the "One-Way-Analysis of Variance" was utilized. The Frequency in the Implementation of the Skills, Strategies and Methods in Voile ball in Public Schools in Baguio City as Perceived by the Respondents The coaching skills, strategies, and methods are "often" implemented as perceived by the coach respondents in volleyball in the public schools in the City of Baguio. The Frequency in the Implementation of the Skills, Strategies and Methods in Volleyball in Public Schools in Baguio City as Perceived by the Respondents According to Certain Variables The variables of gender, age, years in coaching, and school level did not affect the perceived frequency of coaching skills, strategies and methods in volleyball. The Level of adequacy of facilities/equipment in volleyball in the public schools in the city of Baguio as Perceived by the respondents according to certain variables The facilities and equipment are "moderately adequate" as perceived by the coach-respondents in volleyball in the public schools in the City of Baguio. The Level of Adequacy of Facilities/Equipment in Volleyball in the Public Schools in the City of Baguio as Perceived by the Respondents According to Certain Variables The variables of gender, years in coaching, and school level did not affect the perceived level of adequacy of facilities and equipment in volleyball. While the variable of age affect the perceived level of adequacy of facilities and equipment in volleyball. The Degree of Seriousness of the Problems Encountered by Coaches in the Field of Volleyball in the Public Schools in Baguio City as Perceived by the Respondents The degree of the seriousness of the problems encountered by coaches are "quite serious" as perceived by the coach-respondents in volleyball in the public schools in the City of Baguio. The Degree of Seriousness of the Problems Encountered by Coaches in the Field of Volleyball in the public Schools in Baguio city as Perceived by the Respondents According to Certain Variables The variables of gender, age, years in coaching and schoo2_ level did not affect the perceived degree of seriousness of the problems encountered by coaches in the field of volleyball in the public schools in the City of Baguio. On the basis of important deductions drawn from this study and these findings, the following are the conclusions: 1. The coaching skills, strategies, and methods are "often" implemented as perceived by the coach-respondents in volleyball in the public schools in the City of Baguio. Hence, it is expected that these coaches in the field of volleyball will somehow pay more attention to the application of coaching skills, strategies, and methods in volleyball. 2. The variables of gender, age, years in coaching, and school level did not affect the perceived frequency of coaching skills, strategies and methods in volleyball. These moderator variables do not influence coaching skills, strategies and methods in volleyball. 3. The facilities and equipment are "moderately adequate" as perceived by the coach-respondents in volleyball in the public schools in the City of Baguio. Hence, facilities and equipment are not sufficient. 4. The variables of gender, years in coaching, and school level did not affect the perceived level of adequacy of facilities and equipment in volleyball, while the variable of age affects the perceived level of adequacy of facilities and equipment in volleyball. Age does influence the coaches' perception of the adequacy of facilities and equipment in volleyball. 5. The degree of the seriousness of the problems encountered by coaches are "quite serious" as perceived by the coach-respondents in volleyball in the public schools in the City of Baguio. Thus, it is noted that coaches in volleyball encounter serious problems with regard to the facilities and equipment. 6. The variables of gender, age, years in coaching and school level did not affect the perceived degree of seriousness of the problems encountered by coaches in the field of volleyball in the public schools in the City of Baguio. These moderator variables do not influence the problems encountered by coaches. The following are recommended: 1. With regard to the facilities and equipment in volleyball, the playing area, instructional materials, equipment and supplies are considered "moderately adequate" by the respondents. According to Gumuwang (1989) sports development is a long process which requires complete facilities among other requirements. Moreover, French and Lesthen, (1983) stated that suitable facilities and equipment are essential. Therefore, administrators should consider providing sufficient facilities and equipment in volleyball. 2. Facilities and equipment have been identified as the top problem by the coach-respondents. It is believed that all other problems identified can be best solved by the financial support from Government and Private administrators; resourcefulness by means of converting basketball court to multipurpose court for volleyball and other sports; networking with PVF (Philippine Volleyball Federation) and other sports organizations; and linkages with the different colleges and universities. 3. It is further recommended that attendance to seminars and training workshops such as local, national, and international shall be given to volleyball coaches for the improvement of their coaching skills and strategies. 4. Other researchers may conduct a similar study on a regional or national level to further provide information that are necessary in improving the coaching skills and strategies in volleyball.Item The Training program of short distance runners in the public secondary schools in Baguio City(1999-04) Mendoza, Maria Glena C.This study was conducted to evaluate the training program of short distance runners in the public secondary schools in Baguio City. Specifically, it sought to answer the extent and differences of use of following training preparations, conditioning, pre-competition, competition, post competition, the extent of adequacy of the facilities and equipment used by athletes and their coaches/ trainors in their training, degree of seriousness of problems/ difficulties that are encountered by athletes and their coaches/ trainors in their training. The descriptive method was used with the questionnaire as the instrument in gathering data of the study. The statistical tools used were percentage and weighted mean. This study has the following findings: 1. The extent in performing the activities in the four season training reflect the following: a. These were often performed by the athletes and coaches/trainors under the conditioning preparation. b. These were seldom done by the respondents under the pre-competition training. c. These were often performed by the respondents under the competition training. d. These were seldom performed by the athletes under the post-competition training. e. These were sometimes used by the coaches/trainors under the post-competition training. 2. The facilities used by the respondents were found to be inadequate. The equipment used by the respondents were found to be slightly adequate. 3. The problems/difficulties encountered by the respondents were considered moderately serious. From the results, the following conclusions have been drawn: 1. The extent in performing activities by athletes and coaches/trainors vary dependent on the type of season training. 2. Maximum usage of facilities and equipment have not been considered by athletes and coaches/trainors. 3. Problems are rated differently by the two groups of respondents. Based on the foregoing findings, the following recommendations are forwarded: 1. As a whole, the activities under the conditioning, pre-competition, and competition should be done frequently to improve and maintain the skills of the runners. 2. Athletes should engage in other sports activities that fit their own biological cycle. 3. Purchase of necessary training equipment and constructing facilities for short distance events should be given priority by school administrators and thus be included in the school budget. 4. The coaches should likewise consider the abilities of the athletes to perform physical tasks in order to meet the pressures of training. 5. School administration should also consider the financial needs of the athletes as well as their coaches/trainors. They should be given additional incentives/salary especially during training and competition. 6. Coaches and trainors should be encouraged to attend in-service training to improve their coaching and training skills. 7. Coaches should expose athletes to more competitions. 8. Coaches should prepare a five-year development plan for the athletes to include the following: a. Athletes development; b. Coaches development; c. Facilities and equipment development. 9. Administrators, sports coordinators and specialists review and assess the training program prepared by the coaches/trainors. 10. There should be an assessment of the performance of the athletes.Item Learning competencies in physical education in the three school levels, Baguio City(2001-12) Ignacio, Teresita D.Physical education aims to develop the individual physically, mentally, socially and emotionally through properly selected physical activities. Thus, it aims for the total development of an individual that implies the supplementary and complementary function of physical education in the attainment of the national educational goals. Nevertheless, the objectives of physical education may only be realized through a continuous and comprehensive physical education curriculum in the elementary, secondary and tertiary levels. Hence, fragmented learning experiences end the chance of the pupils/students to refine the fundamental motor skills they learned in the elementary level and develop a fairly proficient level of performance in the more complex skills of sports, dance, gymnastics and other physical education activities. Moreover, successful experiences in physical activities are just as important as successful experiences in mental activity. Thus, variety of activities should also be considered when planning the learning competencies in physical education in the three school levels. Likewise, teachers must help students engage in constructive efforts to improve their knowledge and skills in the different physical education activities. With this, teachers should plan the teaching methodologies they will use according to the desired objectives. Their presentation of the lesson may promote or hinder learning among students. Furthermore, school administrators should give consideration to Homo of the problems claimed by the advocates 01 the subject Lo have affected the non-attainment of the learning competencies in physical education. The main aim of this study was to find out the extent of attainment of the learning competencies in physical education in the three school levels in Baguio City. It answered the following research problems: 1. What is the extent of attainment of the learning competencies in physical education and how do the perceptions of the teachers in the three school levels differ? 2. What is the extent of effectiveness of the teaching methodologies used in physical education and how do the perceptions of the teachers in the three school levels differ? 3. What is the degree of seriousness of the problems encountered in physical education and how do the perceptions of the teachers in the three school levels differ? The descriptive-survey method was used to determine the extent of attainment of the learning competencies, the extent of effectiveness of the teaching methodologies, and the degree of seriousness of the problems encountered in physical education in the three school levels. The respondents of the study were the physical education teachers in the public and private elementary and secondary schools and the physical education teachers in the private tertiary schools. The primary tool used in the data gathering was the questionnaire method. Secondary sources were printed materials, like books, unpublished materials, Internet and other printed sources related to the study. These were used to support, strengthen or negate the findings of the study. Weighted mean was the statistical tool used to analyze and describe and interpret the data gathered. Analysis of Variance (ANOVA) was used to test the hypotheses of the study. This thesis presents the extent of attainment of the learning competencies, extent of effectiveness of the teaching methodologies, and degree of seriousness of the problems encountered in the attainment of the learni.ng c:mpetencies in physical education in the three school levels. The following were the major findings: 1. The learning competencies in physical education in the secondary level were attained while moderately attained in the elementary and tertiary levels. Moreover, there were significant differences CI the extent of attainment of the learning competencies between or among the three school levels and within each learning competency; like for example, posture was attained in the three school levels while laro ng lahi was moderately attained in the elementary level, barely attained in the secondary level, and not attained in the tertiary level. 2. The identified teaching methodologies in physical education were effective in the three school levels. Findings showed that there were significant differences on the extent of effectiveness of the methodologies between or among the three school levels and within each teaching methodology. Lecture-demonstration method, demonstration method and part-whole method were effective in the elementary level while very effective in the secondary and tertiary levels. On the other hand, discovery method and whole-part method were moderately effective in the elementary and tertiary levels while effective in the secondary level. 3. The problems encountered in physical education in the elementary and tertiary levels were moderately serious while slightly serious in the secondary level. There were significant differences on the degree of seriousness of the problems encountered in physical education between or among the three school levels and within each problem; like for example, the identified problems under the administrative factor were noted as serious in the elementary and tertiary levels while moderately serious in the secondary level. It was also noted that inadequacy of equipment and facilities in physical education were rated very serious in the elementary and tertiary levels while serious in the secondary level. It is concluded that: 1. The extent_ of attainment of the learning competencies in physical education in the three school levels vary; hence, the extent of attainment W the learning competencies in physical education were dependent. on the level of education inasmuch as there were specific learning competencies in physical education in the elementary, secondary and tertiary levels. 2. The physical education teachers in the three school levels used varied teaching methodologies; thus, the physical education teachers in the three school levels adopted a teaching methodology according to its effectiveness. 3. Problems in physical education were inevitable. Problems encountered in physical education affected the extent of attainment of the learning competencies in physical education in the three school levels. The researcher recommends the following: 1. The different school levels should offer varied physical education activities in order to attain the learning-competencies in physical education. Likewise, the physical education curriculum-makers, school administrators and physical education teachers should see to it that the learning competencies in physical education which are attained in the three school levels like, posture are continuously taught while the least taught learning competencies in physical education like, laro ng lahi should be strengthened. 2. The physical education teachers in the three school levels should use varied teaching methodologies. Physical education teachers should continue using the teaching methodologies found to be effective and very effective in teaching physical education like, lecture-demonstration method, demonstration method and part-whole method; likewise, physical education teachers should strengthen those methodologies found to be least effective in teaching physical education like discovery method and whole-part method. 3. School administrators should give attention to the problems claimed by the advocates of physical education to have affected the non-attainment of the learning competencies of physical education like the problems on administrative factor most especially the inadequacy of equipment and facilities in physical education. Teachers must also use their initiative and resourcefulness to minimize the problems in physical education. 4. Other recommendations as offshoots of the findings are as follows: a. Physical educators should continuously update their knowledge in the different physical education learning competencies by attending in-service trainings and seminar-workshops related to physical education and subscribe to books/magazines in physical education. b. A study on the extent of attainment of the specific or particular learning competency in physical education be made to help physical education curriculum-makers, school administrators, and physical educators improve the physical education program in the three school levels.Item The extent of implementation of the physical fitness program of the Philippine Military Academy(2004-05) Aswigue, James BaybayThe ultimate goal of the physical fitness program is total fitness of the individual person. The concept of fitness in the field of physical education, has implications for physical, social, and moral well-being. To sum up, physical fitness through movement is best conceived of as being that part of the educational process which aims to enhance and harmonize the physical, social, moral, and intellectual aspects of a growing individual chiefly through professionally selected and directed physical fitness activities. The physical fitness program of the Philippine Military Academy was premised on the “mission” of the Department of Physical Education that is “to equip the cadets with the basic knowledge and skills in sports, the required physical and motor fitness, and the inherent values necessary for a future officer in the Armed Forces of the Philippines. This means that the mission of the department of physical education is geared towards contributing to the Academy’s efforts to totally educating and developing the cades as future officers through a comprehensive systematic and progressive physical fitness program. Cognizant of the fact that the military training leadership demands a year round physical fitness and readiness, the physical fitness program that cadets maintain a high degree of fitness aside from acquiring basic skills in sports and developing effective values and the improvement of physical fitness in the country especially in the Philippine Military Academy depends so much on the quality of the program, facilities, instructors, equipment and support from administration. The success of any physical fitness program solely rests on the intelligence, concern, commitment, sincerity, and honest service of the teaching staff and administration. Thus, the proper management and implementation of the program is very important for the success of the Philippine Military Academy mission. This study was conducted to find out the extent of implementation of the Physical Fitness Program of the Philippine Military Academy. Specifically, it sought to identify the level of effectiveness of the extent of implementation of the Physical Fitness Program along its components in terms of physical training, physical fitness test and endurance run, the level of attainment of the physical fitness program objectives, the level of adequacy of material resources in terms of facilities, equipment, and other supplies used in the physical fitness program, the level of effectiveness of the physical fitness program along components' values and benefits, and the problems encountered in the implementation of the physical fitness program. From the analysis of data gathered, the significant findings of the study are the following: 1. The faculty and cadets perceived that the extent of implementation of the physical fitness program is effective. 2. The faculty and cadets perceived that the extent of implementation of physical fitness program objectives are attained. 3. The faculty perceived that facilities used in the implementation of the physical fitness program are inadequate, while perceived as adequate on the part of the cadets. Equipment and supplies were adequate as perceived by the faculty and cadets. 4. The physical fitness program along components' values is effective as perceived by the faculty and cadets. Among the cadets, they perceived that moral and social values are very effective, while the faculty perceived the social values as very effective. 5. The problems encountered in the implementation of the program were perceived as very serious by the faculty while the cadets perceived it as serious. The leading problems encountered by the cadets are non-concerned attitude of physical education instructors to personal and other problems presented by the cadets, non availability of some physical education instructors when their services are badly needed and personal health condition. 6. The physical fitness program of the Philippine Military Academy is moderately implemented. Based on the findings of the study, the following conclusions are drawn: 1. The physical fitness program of the Philippine Military Academy is perceived as effective. Both faculty of the Department of Physical Education and cadet respondents recognize the program's effectiveness along physical training, physical fitness test and endurance run. 2. The physical fitness program is able to serve its purposes evident in the attainment of its objectives. 3. Inadequacy of a number of material resources in terms of facilities, equipment and other supplies exists to a certain extent. 4. The physical fitness program along physical benefits, moral and social values perceived as effective by the respondents facilitate the learning of physical education. 5. Problems encountered by the respondents in the implementation of the physical fitness program were perceived differently but do not seem to affect its implementation. 6. The physical fitness program of the Philippine Military Academy continues to be implemented. Based on the findings and conclusions, the following recommendations are offered: 1. The cadets should be aware of the Physical Fitness Program of the Department of Physical Education in the Philippine Military Academy. 2. There should be an orientation to be conducted by the instructors regarding the objectives of the extent of the implementation of the Physical Fitness Program among cadets on the first day of classes. 3. That the PMA should identify the needs of the cadets in material resources in terms of facilities like physical education books, properly lighted classrooms, bowling alley with proper lighting and standard lanes. Equipment and other supplies needed for operation should be purchased on time to enhance the implementation of the physical fitness program. 4. There must be a consultation between the instructors of the Department of Physical Education and the Cadet Armed Forces of the Philippines towards the implementation of the total development concept of PMA like the DPE mission that is to equip the cadets with the basic knowledge and skills in sports and the required physical and motor fitness. The Physical Education instructors/personnel should interpret the standards of the physical fitness test uniformly. 5. There must be an evaluation among the cadets on benefits and values derived in the implementation of the physical fitness program. Physical development of the cadets should be given more emphasis to equal the moral and social development, given to them by means of inculcating the values in their everyday lives because it promotes flexibility, alertness, timing, perseverance, agility, speed, motor skills. Strengthens the legs and ankles, develops the chest. It also improves the balance and strengthens breathing in order that the body becomes light. 6. There should be frequent interaction between DPE faculty and cadets to inform the DPE faculty to make themselves available when their services are needed by the cadets especially in the implementation of the physical fitness. This will help attain a high level of effectiveness of the program. 7. The DPE faculty of the PNIA should make a review regarding the needs and problems of the cadets in the implementation of the Physical Fitness Program in the PIMA for a successful program. 8. Further research on this topic should be conducted with the first year cadets as respondents, both male and female, in order that the extent of implementation of the physical fitness program of PMA. cadets will be better appraised.Item Women with excessive fat problem in Baguio City: A case analysis(2003-03) Floresca, Jocelyn AlbertoFor the past years, it has been an issue for women how to look great and thin. Professionals in the field of health and fitness have been drawing parallels between having excessive fat and diseases, wherein, it has been proven that becoming overweight may lead to complications of diseases. In this society today, most of the ones affected by social pressure to fit the stereotype of the thin are women. It is interesting to note that while the "ideal" body size has become leaner, the average woman in today's society has become heavier. Today there is added pressure. It is no longer enough to be thin, one has to be physically fit. An ideal that is promoted hand-in-hand with the idea that people can control situation means that anyone willing to make an effort can be both slim and athletic. This case analysis provided a concrete analysis of women with excessive fat problem and determined the appropriate fitness-training program that will specifically meet their needs. The following specific problems were investigated: 1. What are the factors considered by the respondents that contributed to their excessive fat problem? 2. What are the measures undertaken by respondents to solve their conditions? 3. What are the problems encountered by the respondents during the conduct of fat loss programs to solve their conditions? 4. What design of fitness-training program is appropriate for the respondents? 5. What type of dietary requirement will be appropriate for the respondents? The following are the major findings of the study that were undertaken: 1. The respondents considered food, lifestyle and genes as the factors that contributed to their excessive fat problem. 2. The measures undertaken by the respondents to address their problem are fitness programs in the form of jogging, aerobic workout, weight training and dieting by skipping meals and avoiding foods that they think could solve their conditions. 3. One of the common reasons stated by the professional respondents resulting to their failure to continue their fat loss programs, is their hectic schedule. On the other hand, the students lack of initiative and serious effort to perform exercises and strict observance of their diet led to their condition. Another problem encountered by some of the respondents is their inability to perform exercises because of their health and physical condition. 4. The design of the fitness- training program was based on their medical condition regardless of their social stratification. It was also designed to be gradual and simple. The respondents would be able to do the exercises by themselves anytime of the day. 5. The type of dietary requirement that is appropriate for the respondents is energy-restricted diet, wherein the meal pattern has high protein, moderate carbohydrate and low fat. This is to balance the energy intake and the energy expenditure of the respondents. Based on the study the following are the conclusions: 1. Regardless of the social stratification the respondents belong to they have the same reasons they considered to be the major cause of their excessive fat problem. 2. All the respondents have undertaken exercise and diet as their means to loss fat, the most popular and not to mention the cheapest way of losing fat. 3. The respondents from the professional group considered their hectic schedule as the main reason for their failure to continue their fat loss programs, while the students do not have the proper motivation to loss fat because of the misinformation on their condition. Also, the abnormalities in their health are highly considered. 4. The respondents medical condition in terms of their blood lipid profile, weight category, fitness level and musculoskeletal and orthopedic function were the bases in designing the fitness training program 5. The dietary requirement designed for the respondents is in moderation, thus, drastically reducing the fat content of each food group. These recommendations are forwarded: 1. Women who have weight problem should be aware of their food intake by choosing appropriate food groups before eating, have proper time management in order for them to avail of proper weight loss programs. 2. Women who have excessive fat problem must always be aware of their health by undergoing series of medical check-ups, fitness-training program that would help them totally eliminate their excessive fat in a safe, healthy manner and observe strictly proper diet. 3. Physical educators, health workers and fitness enthusiasts must first asses their fitness-training program so that it is directed towards the improvement of the conditions of women with excessive fat problem and not cause any injury on the said individuals. They must also work hand in hand by disseminating proper information regarding weight management, cooperate with one another in developing safe and effective weight loss programs that would make individuals healthy and productive in their work and be model citizens in the community. 4. To future researchers they could undertake a similar study to further enhance the knowledge regarding women with excessive fat problem. In addition, the study on women who are underweight is also recommended, to find out what caused their condition and what particular activities are recommended for them. 5. Researchers could also undertake a study on men with excessive fat problem.Item Fitness training program for basketball and volleyball athletes(2000-05) Cabanilla, Joel SarmuyanThis study was conducted to evaluate the fitness training program in basketball and volleyball of Saint Louis University and University of Baguio Athletes. Specifically, it sought to find out the question on the fitness levels of athletes, the level of effectiveness of the activities in their fitness training program, the intensity, frequency and duration of training program and the level effectiveness; of the activities incorporated in the training program based on off-, pre- and in-season of training to gain peak performance. This thesis entitled, Fitness Training Program in Basketball and Volleyball of Saint Louis University and University of Baguio Athletes sought to assess the fitness levels of the athletes based on agility, endurance, flexibility, power speed and strength tests. It sought to answer the level of effectiveness of the activities in the fitness training program in basketball and volleyball in terms of aerobic, circuit, cross, isokinetic, isometric, isotonic and plyometric training. It also sought to answer the intensity, frequency and duration of the training program. Further, it sought to answer the level of effectiveness of the activities incorporated in their training program in terms of off, pre, and in-season of training to gain peak performance. The experimental and descriptive methods of research were used. The standard fitness tests to measure the fitness levels of the athletes were utilized and the questionnaire was supplemented by an observation and interviews. Percentages, weighted mean, rank and t-test were used as statistical tools. From the data gathered, the findings are hereby presented. 1. Based on the results of the experiments regarding the fitness level of the athletes when tested and grouped according to experimental and control group towards gaining peak performance in basketball vary significantly in agility and strength tests while in volleyball, there was a significant difference in the flexibility test. 2. The level of effectiveness of all the activities of the fitness training program in basketball of SLU and UB were considered as very effective while the activities in volleyball, circuit training was rated as effective to gain peak performance. 3. It was found out that SLU and UB athletes have different intensity and duration of training program in basketball and volleyball to gain peak 'performance in terms of aerobic, circuit, cross, isokinetic, isometric, isotonic and plyometric training. However, SLU and UB athletes have the same frequency and training but not in volleyball. 4. The level of effectiveness of all the existing activities incorporated in the training program in basketball during off season were considered very effective while during in-season, 2-1-2 zone defense was rated effective and the others very effective. Further, in volleyball, all the activities during pre and in season of training were interpreted as very effective but during off-season circuit training, weight training, plyometric training and set-up plays were rated effective the others very effective. From the results, the following conclusions have been drawn. 1. The fitness levels of the athlete have been proven beneficial towards gaining peak performance in basketball and volleyball of Saint Louis University and University of Baguio. 2. The activities of the fitness training program have been proven very effective to gain peak performance. 3. The more intensive, the longer, and more frequent, the fitness training program, the greater the effects to gain peak performance. 4. The existing activities incorporated in the training program vary depending on the type of training season. To further improve the fitness training program the following are recommended. 1. For better quality of training program, determining the fitness levels of the athletes by the use of the standard fitness tests for the athletes are very important. 2. Athletes should engage in fitness training activities in order to maintain and develop high level of physical fitness as a supplement to gain peak performance. 3. Procurement of fitness facilities, materials and equipment should be given priority by the school administration and must be included in the school budget. 4. Athletes should be exposed to more competitions. 5. There should be a physical fitness specialist whose main function is to monitor the fitness level of athletes. 6. The physical fitness activities that are incorporated in the training program should be increased in terms of intensity, frequency, and duration of training. 7. A replication of this study with more respondents and sports involved shall be made.Item The Implementation of PEHM curriculum in the public secondary schools of Baguio City(2001-04) Danilo Lonogan Cong-oFor the first time, three important experiences in life are combined into one scholastic activity in PEHM: Physical Education, Health, and Music; for one alone, life will not be very fulfilling. The three experiences must go together to be fully edifying. It is impossible to enjoy the message of music without health; and health will not be achieved without its proper cultivation in physical education. Thus, the teaching of PEHM in secondary schools hopes to develop in the youth a sound educational experience to make them cope with life's challenges. In this regard, the researcher had come up with this research to evaluate the implementation of PEHM curriculum in the public secondary schools of Baguio City which is the focus of the study. This study was conducted to evaluate the implementation of PEHM curriculum in the public secondary schools of Baguio City. Specifically, it sought to answer the following questions: 1. What is the degree of attainment of the objectives in the implementation of PEHM curriculum in the public secondary schools of Baguio city as perceived by the PEHM teachers and students and how do the objectives in the implementation differ in relation to the degree of attainment. 2. What is the degree of activities undertaken in the implementation of. PEHM curriculum in the public secondary schools of Baguio City as perceived by the PEHM teachers and students and how do these activities undertaken differ in relation to the degree of implementation? 3. What is the degree of adequacy of facilities and equipment in the implementation of PEHM curriculum in the public secondary schools of Baguio City as perceived by the PEHM teachers and students and how do the facilities and equipment differ in relation to the degree of adequacy? 4. What is the degree of effectiveness of methods and techniques of instruction in the implementation of PEHM curriculum in the public secondary schools of Baguio City as perceived by the PEHM teachers and students and how do the methods and techniques of instruction differ in relation to the degree of effectiveness? 5. What is the degree of seriousness of the problems in the implementation of PEHM curriculum in the public secondary schools of Baguio City as perceived by the PERM teachers and students and how do the problems differ in relation to the degree of seriousness? Descriptive survey was used with the questionnaire as the main instrument in gathering the data. The questionnaire was supplemented with interviews and some pertinent papers related to the study. The data were statistically treated using the general weighted average and t-test comparing the means of two populations. The objectives in the implementation of PEHM curriculum in the public secondary schools in Baguio City were moderately attained; the activities undertaken were moderately implemented; facilities were least adequate while equipment were considered least adequate by the teachers but moderately adequate according to the students; the different methods and techniques on instruction were perceived moderately effective by the PEHM teachers and selected students from the public secondary schools in Baguio City; different problems on the implementation of PEHM curriculum were both considered by teachers and selected students as moderately serious. Based on the findings of the study, the researcher concluded that the objectives in the teaching of PEHM based on the degree of attainment are fairly achieved; the different activities involved in the teaching of the course are temperately fulfilled; school facilities are least sufficient to certain aspects and equipment are average sufficient; the methods and techniques of instruction in teaching PEHM are fairly functioning based on the degree of effectiveness; problems in the implementation of PEHM curriculum exist and encountered by the PEHM teachers and selected students as fairly sober. With regard to the findings of the undertaking, it is recommended that curriculum makers, administrators, head teachers, and PEHM teachers should know and understand the different objectives of the PEHM curriculum and have proper dissemination of these objectives to students for full attainment; appropriate and important activities in PEHM should be provided to students to achieve full implementation of the curriculum; School administrators should provide facilities and acquire equipment of the school to have adequate materials in PEHM; use of various effective methods and techniques of instruction should be utilized by PEHM teachers to motivate the interests of the students; problems encountered in the implementation of PEHM curriculum should be minimized and given solution to attain full realization of the program; school administrators should provide opportunities to PEHM teachers to enhance their knowledge by sending them to seminars, training and workshops; further researches related to the study conducted should be made to evaluate the significance of the findings and for the improvement of the implementation of PEHM curriculum.Item Effect of American fitness swimming program on the physical fitness level and personality adjustment(2005-09) Acob, Candelario O.It was the major purpose of this study to determine the effect of a swimming program on the physical fitness level and personality adjustment level of selected male college students of the University of Baguio. This study made use of the Two-Group-Pre-Test Post-Test Experimental Design. The Control Group, composed of 30 students, was treated with the regular swimming program. The Experimental Group, composed of 30 students, was treated with the American Fitness Swimming Program. Significant differences in the physical fitness levels of the control group and experimental group in the pre-test and post-test were determined by means of the t-test. Physical fitness levels were determined by the Physical Fitness Test (PFT). Personality adjustment levels were determined by the California Test of Personality (CTP). From the analysis of data gathered, the significant findings of the study are: 1. The physical fitness level of the control group in the pre-test is good. The post-test physical fitness level is very good. On the part of the experimental group, the pre-test physical fitness level is good. The post-test level is excellent. 2. The null hypothesis that there are no significant differences in the pre-test and post-test physical fitness levels of the control group and experimental group is rejected. 3. The personality adjustment level of the control group in the pre-test is low. The post-test personality adjustment level is moderate. On the part of the experimental group, the pre-test personality adjustment level is low. In the post-test, the personality adjustment level is high. 4. The null hypothesis that there are no significant differences in the pre-test and post-test personality adjustment levels of the control group and experimental group is rejected. 5. The experimental group, treated with the American Fitness Swimming Program, registered bigger mean gains and greater extent of improvement, both in physical fitness level and in personality adjustment level. 6. The American Fitness Swimming Program enhances physical fitness and personality adjustment to a greater extent than the regular swimming program. The findings elicit the following conclusions: 1. Both the control group and the experimental group improved in physical fitness level as a result of the swimming program. Therefore, swimming as a fitness program improves the level of physical fitness, specifically along areas of skill-related fitness. 2. Since there are significant differences in fitness levels between the pre-test and post-test; and since there are significant differences between the fitness levels of the control group and the experimental group in the post-test, the treatment variable significantly affected the physical fitness level of the subjects. 3. The control group and the experimental group improved in level of personality adjustment as a result of the swimming program. Therefore, swimming is effective in the development of personality adjustment among students. 4. Since there are significant differences in personality adjustment levels between the pre-test and post-test; and since there are significant differences in the post-test level of personality adjustment between the control group and the experimental group, the treatment variable significantly affected the personality adjustment level of the subjects. 5. Swimming as a physical education program improves the level of physical fitness and personality adjustment level in general. Specifically, however, the experimental group swimming program effected greater extent of improvement in physical fitness and personality adjustment level of the experimental group compared to the control group. 6. The American Fitness Swimming Program enhances physical fitness level and personality adjustment level to a greater extent compared to the regular swimming program. In light of the findings and conclusions arrived at, the following recommendations are posited: 1. The physical fitness level of the students should be further improved or maintained at level of excellent. This can be done by encouraging the students to participate in regular fitness exercises, such as swimming. 2. The personality adjustment level of the students should be further improved or maintained at very high level. This can be done by implementing a regular program of fitness exercises, such as swimming. 3. Since the American Fitness Swimming Program was found to be more effective in enhancing physical fitness level and personality adjustment level, this program should be adopted or implemented as a regular component of the physical education program. 4. Other fitness programs maybe explored as part of a varied, regular program of physical fitness. 5. The Physical Fitness Test (PFT) should be administered regularly to monitor the physical fitness level of the students. 6. Follow-up studies maybe conducted, focusing on the effect of other programs such as golf, racquet games, martial arts, running, walking, basketball, volleyball, etc. on individuals' physical fitness levels and personality adjustment levels.