1

THE INCLUSION OF SPORTS TO THE LEARNERS

WITH EXCEPTIONALITIES IN TABUNOC

CENTRAL SCHOOL

A Thesis

Presented to the Faculty of

Talisay City College

City of Talisay

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Secondary Education

Major in Music, Arts, Physical Education and Health

By:

Labajo, Neomie B.

Lagat, Liezel D.

Patrimonio, Jhasic

Rubica, Anamae B.

Sacares, Mary Jane J.

March 2018
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APPROVAL SHEET

This Thesis entitled “THE INCLUSION OF SPORTS TO THE

LEARNERS WITH EXCEPTIONALITIES IN TABUNOC CENTRAL SCHOOL”
prepared and submitted by, Neomie B. Labajo, Liezel D. Lagat, Jhasic Patrimonio, Ana
Mae B. Rubica, and Mary Jane J. Sacares in partial fulfillment for the degree of
BACHELOR OF SECONDARY EDUCATION MAJOR IN MUSIC, ARTS,
PHYSICAL EDUCATION AND HEALTH has been examined and is recommended for
acceptance and approval for Oral Defense.
THESIS ADVISORY COMMITTEE

DR. HELMER B. MONTEJO, Ed. D.

Chairman
MR. JOSELITO BACOLCOL MS. HELEN BACALSO
Member Member
DR. RODOLFO G. GIER,Ph. D.
Adviser

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with the grade of PASSED.

DR. HELMER B. MONTEJO, Ed. D. Chairman

DR. RODOLFO G. GIER,Ph. D. MR. JOSELITO BACOLCOL
Adviser Member
MS. HELEN BACALSO
Member
Accepted and Approved in Partial Fulfillment of the Requirements for the Degree
Bachelor of Secondary Education Major in Music, Arts, Physical Education and Health.
Oral Examination: PASSED
October 5, 2017
DR. HELMER B. MONTEJO, Ed. D.
Administrative Asst.- Research & Field Study
TABLE OF CONTENTS
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Title Page 1

Approval Sheet 2

Table of Contents 3

Acknowledgment 5

Dedication 6

Abstract 7

CHAPTER I The Problem and its Scope

Rationale of the study 8

Theoretical Background 11

Conceptual Framework 12

THE PROBLEM

Statement of the Problem 13

Significance of the Study 14

RESEARCH DESIGN

Methodology 16

Research locale 16

Research Instrument 16

Data Gathering 17

Statistical Tool 17

Definition of Terms 18

CHAPTER II
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Presentation, Analysis, and Interpretation of data 21

CHAPTER III

Summary, Findings, Conclusions and Recommendations 28

Program ______________________________________________________33

BIBLIOGRAPHY 39

APPENDICES

Appendix A, Letter to the Superintendent 41

Letter to the Principal 42

Appendix B, Questionnaire 43

Appendix C, CurriculumVitae 45
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ACKNOWLEDGMENT

This project would not been possible without the support of many people. The

researchers extend the deepest of their gratitude for accomplishing this research study as

part of the requirements in the field of endeavor to the following persons.

Dr. Rodolfo G. Gier, professor of the course Research in MAPEH IV M20 for his

guidance and supervision with the study of the researchers is going on and for the

encouragement to finish the proposal.

Furthermore, thanks to our parents for the financial support and numerous friends

who endured this long process with us always offering undying love and support.

To our panelist Mr. Helmer Montejo, Mr. Joselito Bacolcol and Ms. Helen

Bacalso thank you for the detailed and constructive comments and suggestion for the

enrichment of our study.

And most of all we are hearty offering this study to our God Almighty who gives

strength and mindful of positive thoughts that we might be able to pursue this study as

part of our success and a better future—immeasurable thanks to you!

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DEDICATION

This study is dedicated to the learners with exceptionalities, through this study

Learners with exceptionalities will be motivated and will develop their potential in any

sports they are interested in. They will gain values and believe in themselves that they

can be one of many people who excel in a particular sport. To the Teachers, they will be

guided to consider the situation of learners with exceptionalities. They will take the risk

of including them in any sport activities inside the school. To the School Administrators,

this study will help the school administrators to create a special sport program or adapted

program nest suited for the learners with exceptionalities. This will help enlighten the

minds of the parents when it comes to the situation of learners with special needs. They

will be guided in every decision to make. This will change the perspective of the

community to the learners with exceptionalities understand and consider them rather than

judgment. This study will give additional input and ideas to Department of Education

with regards to the situation of the learners with exceptionalities. To the future

researchers, this study will make them knowledgeable enough about the situation of the

learners with exceptionalities. They will fully understand better and will inform the

public that learners with exceptionalities cam do better that they have expected.
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ABSTRACT

Title: THE INCLUSION OF SPORTS TO THE LEARNERS

WITH EXCEPTIONALITIES INTABUNOC
CENTRAL SCHOOL

Authors: NEOMIE B. LABAJO

LIEZEL D. LAGAT
JHASIC PATRIMONIO
ANA MAE B. RUBICA
MARY JANE J. SACARES

Degree: Bachelor of Secondary Education Major in Music, Arts, Physical

Education and Health

School: Talisay City College

Adviser: DR. RODOLFO G. GIER, Ph. D.

Date: October 5, 2017

Pages:

CONTENT ANALYSES

Objectives and Scope

The study aimed to determine the type of disability, capability and characteristics

of the learners with exceptionalities in Tabunoc Central School . Student-related factors

that might affect their learning process or achievement were also considered. Aside from

the teacher’s professional preparation and innovative practices, the attitude of the

students toward sport involvement and the common problems encountered were also

examined.
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Findings showed that the number one reason of the students uninvolvement into

sports its because of bullying.

It was also found out that badminton got the highest percentage of the extent of

interest of learners with exceptionalities in a particular sport. Furthermore, this study will

help enrichment their mind that they can be someone who is capable to excel in things

they really are interested in. The result of this study has been used as basis for adapted

sports intervention for both teachers and students.

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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Sport is all means of physical activity. It refers to a range of physical

activities in which adults, young and also the persons with disabilities may participate.

The purpose of this is to develop specific knowledge, skills and understanding to promote

physical competence of every individual including the learners with exceptionalities.

We know that learners with exceptionalities are all too often denied the

chance to participate and with it, the respect that comes with inclusion. To provide

learners with exceptionalities an equal opportunity to participate alongside their peers in

school athletics and clubs. Creating and providing supportive change in quality of life for

them in communities should be a concern for all those charged with education and social

well being.

Disabled people have the same right as everyone else to be active,

wherever and however they wish to take part. Section 12, Chapter 2 of R.A. 7277, Access

to Quality Education, the state shall ensure that disabled persons are provided with

adequate access to quality education and ample opportunities to develop their skills. It

shall take appropriate steps to make such education accessible to all disabled persons. It

shall be unlawful for any learning institution to deny a disabled person admission to any

course it offers by reason of handicap or disability.

Care and protection of Disabled Children (C.A. 3203)- the rights of every

child in the Philippines to live in an environment conducive to his physical, moral and
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intellectual development and the duty of the government to promote the full growth of

every child.

The World Health Organization defines disability as the “consequences of

impairment in terms of functional performance and activity by the individual”. (Ward and

Fitcher- Janzen, 2000). Disability may refer exclusively to activity limitation, attributed

to interaction between personal and environmental factors. (De Swartz, 2007).

(Oyiborhoro, 2005) made distinction between the word “disability” and “handicaps”

which explains the definition of disability: that is “Disability refers to a physical,

physiological, mental or sensory abnormality, whereas handicaps refers to the

consequences caused by the disability. A handicap is the extent and degree to which a

disability impedes, limits, or restricts an individual’s participation in certain activities or

facts for which a normal body function is needed. Disability therefore results in activity

limitation or participation restrictions as a result of the presence of a physical or

physiological dysfunction that on individual may present.

Sport for person with disabilities is not a new concept, but its full potential

as a powerful, low-cost means to foster greater inclusion and well-being for persons with

disabilities is only beginning to be realized.

Sport work to improve the inclusion and well-being of person with

disabilities in two ways – by changing what community think and feel about persons with

disabilities and by changing what person s with disabilities think and feel about

themselves – the second empowers persons with disabilities so that they may recognize

their own potential and advocate for changes in society to enable – them fully to realize
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it. The community impact and individual impact of sport help reduce the isolation of

persons with disabilities and integrate them fully into community life.

Sport changes the person with disability in an equal profound way. For some

it marks their first experience of human agency- that is, it enables them to make choices

and take risks on their own. For others, the gradual acquisition of skills and

accomplishments builds the self- confidence needed to take on other life challenges such

as pursuing education or empowerment. Sport also provides opportunities for persons

with disabilities to develop social skills, forge friendships outside their families, exercise

responsibility, and take on leadership roles. Through sport, persons with disabilities learn

vital social interaction skills, develop independence, and become empowered to lead and

make things happen.

In a discussion on values of sports for the Disabled, Miller, Timme, Burns

& Ragsdale (2002) reported that sports participation helps develop a healthy self-

concept, builds confidence and improves overall quality of life. In view of this, it can be

concluded that sport is an excellent avenue for learners with exceptionalities to gain

valuable social interactions with family, peers, and age mates. This research aims to

understand the inclusion of learners with exceptionalities with regard to sports.

Moreover, the inclusion of sports to the learners with exceptionalities will be

a great tool in order for them to gain self-esteem, as well as enables them to develop their

potential in the chosen sport. Through this, learners with exceptionalities will be aware of

their choices in life. Their idea of being unable to do anything will be subjected to be able
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to do anything they want. They will develop their social skills and can attain good

friendship outside their home.

Theoretical Background

The researchers have adapted the two theories that are the basis for the

understanding of the concepts of integration and inclusion. These are Henri Tajfel’s

(1978) Social Identity Theory and Alport’s (1954) Contact Theory.

The Social Identity Theory explains how people categorize themselves

and others based on the group they belong to (e.g. social class, race, ability,etc.). This

categorization led to the fact that people started to divide the world into “them” (out-

group) and “us” (in-group). Social Identity Theory acknowledges the tendencies of the

in-group to marginalize the out-group (Fiske and Taylor,1991). Individuals without

disabilities tend to categorize or stereotype individuals with disabilities as one group

(William,1994).

The Contact Theory argues that under appropriate conditions, contacts

between different groups will reduce prejudice and marginalization. This theory supports

the idea that participation in sport and the production of sport can provide important

arenas for contacts and promotes inclusion, providing that contacts are positive

(Saari,2011).

Consequently, inclusion only arises when an atmosphere is created

wherein athletes with disabilities are encouraged to participate in all layers of the sport

association, creating a group identity instead of the “us” versus “them” divide.
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Conceptual Framework

INPUT PROCESS OUTPUT

-Profile -Survey - Badminton Training

Age - Gathering of Data Program
Gender - Analyzing the Data
Grade Level
-Interpretation
Exceptionality
-Common Problems
-Extent of Interest
Basketball
Volleyball
Badminton
Table Tennis
Aquatics
Track and Field
Football
Chess

Figure 1
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THE PROBLEM

Statement of the Problem

The main problem of this study is the uninvolvement of the learners with

exceptionalities in any sport.

The study ought to answer the following sub-problems about The Inclusion of

Sports to the Learners with Exceptionalities in Tabunoc Central School. Specifically, it

seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Grade Level; and

1.4 Exceptionality?

2. What are the common problems encountered by learners with exceptionalities

with regards to sport.

3. What is the extent of interest of learners with exceptionalities when it comes to

the following sports:

3.1 Basketball; 3.5 Aquatics;

3.2 Volleyball; 3.6 Track and Field;

3.3 Badminton; 3.7 Football; and

3.4 Table Tennis; 3.8 Chess?

4. Based on the findings, what program can be proposed?

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Significance of the Study

The result of this study is beneficial to the following:

Learners with Exceptionalities. Through this study, learners with exceptionalities will

be motivated and will develop their potential in any sports they are interested in. They

will gain self-confidence and will believe in themselves that they can be one of many

people who are able to excel in a particular sport.

Teachers. With this study, the teachers will be guided to consider the situation of

learners with exceptionalities and will encourage them to participate in any sport they are

interested in. Teachers will take risks of including them in any sports activities inside the

school.

School Administrators. This study will help the school administrators to create a special

sports program specifically for the learners with exceptionalities. Through this, the said

learners would not feel being outcast inside the school setting.

Parents. This study will enlighten the minds of the parents when it comes to the situation

of the learners with exceptionalities. It will help them to understand and consider their

situation. Parents will be guided on what decision to make with regards to their children.

Community. This study will change the perspective of the community to the learners

with exceptionalities. This will understand and consider their situation rather than making

unfair judgments to them.

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Department of Education. This study will give additional input and ideas to DepEd with

regards to the situation of the learners with exceptionalities. This can help them create a

special program necessary for the learners with exceptionalities.

The Researchers. This study will make the researchers knowledgeable enough about the

situation of the learners with exceptionalities. It can also help the researchers understand

better on them and will inform the public that learners with exceptionalities can do better

than they have expected.

Future Researchers. This study will give an extra knowledge to the future researchers in

terms of the learners with exceptionalities. It will help them to create another input

intended for the learners with exceptionalities.

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RESEARCH DESIGN

Methodology

This study utilized the Universal Sampling Method of Research.

The researchers choose to study the entire population because the size of the

population that has the particular set of characteristics that we are interest in is

typically very small.

Research Respondents

The respondents of the study were the learners with exceptionalities

learners with exceptionalities in Tabunoc Central School. There were 119 learners with

exceptionalities, 63 of them were male and 56 were female.

Research Locale

This study was conducted Tabunoc Central School located at Sangi,

Tabunoc, Talisay City, Cebu.

Figure 2
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Research Environment

The study was conducted in Tabunoc Central School regarding on the

Inclusion of Sports to the Learners with Exceptionalities. The principal of the selected

schools allowed the researchers to conduct a study to their learners. The researchers

chose the environment for the study for the reason of its accessibility. Thus, researchers

aimed to know some factors about the learners with exceptionalities.

Data Gathering

The questionnaire is the major tool being used by the researchers in the

study. Three sets of questionnaire is being distributed to the respondents. The first part of

the questionnaire is to determine the learner’s profile. The second part is to identify the

common problems encountered by learners with exceptionalities with regards to sports.

And the third part is to identify the extent of interest of the learners with exceptionalities

in a particular sport. Statistical Tool

Statistical Tool

The Frequency and Percentage were used to measure the general response of

the respondents whether they agree to a given statement or not.

The formula in computing the percentage is as follows:

P= F x100% Where: P= Percentage of interest and expectation

N F= The number of frequency of the respondent answer

N= The number of respondent

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Definition of Terms

Sport Inclusion- Inclusion must become a priority within all sports, physical activity,

recreation, fitness and play environments.

Learners with Exceptionalities- A child who has an exceptionality has some area of

functioning in which he/she significantly different from an established norm.

Sport- Sport is being defined as an activity involving physical exertion and skill in

which an individual or team competes against another or others for entertainment.

Handicap- The term handicap is being defined as a condition that markedly restricts a

person’s ability to function physically, mentally or socially.

Disability- Disability is being defined as a physical or mental condition that limits a

person’s movements, senses, or activities.

Auditory Impairment- There are three types of auditory impairments; each is a separate

special education category:

Deafness- It means a hearing impairment that is so severe that the child is impaired in

understanding speech.

Hearing Impairment- It means an impairment in hearing, that affects a child's

educational performance but that is not included under the definition of deafness.

Deaf-blindness- It means a combination of hearing and visual impairments which causes

such severe communication and other developmental and educational needs that they
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cannot be accommodated in special education programs solely for children with deafness

or children with blindness.

Cerebral Palsy- It is considered a neurological disorder caused by a non-progressive

brain injury or malformation that occurs while the child’s brain is under development.

Cerebral Palsy primarily affects body movement and muscle coordination. 

Intellectual Disability- It is a disability characterized by significant limitations in

both intellectual functioning and in adaptive behavior, which covers many everyday

social and practical skills. This disability originates before the age of 18.

Autism- It is a mental condition, present from early childhood, characterized by

difficulty in communicating and forming relationships with other people and in using

language and abstract concepts.

Multiple Disability- According to the Individuals with Disabilities Education Act’s

(IDEA), multiple disabilities refers to “concomitant [simultaneous] impairments (such as

intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the

combination of which causes such severe educational needs that they cannot be

accommodated in a special education program solely for one of the impairments.

Learning Disability- It is a condition giving rise to difficulties in acquiring knowledge

and skills to the level expected of those of the same age, especially when not associated

with a physical handicap.

Visual Impairment- It is a reduction in vision – usually associated with age – that

cannot be corrected by prescription glasses, contact lenses, medicine or even surgery.

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CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analysis and interprets the data of the study regarding the

inclusion of sports to the learners with exceptionalities in Tabunoc Central School

The data for this study were taken from 119 learners with exceptionalities in

Tabunoc Central School.

PROFILE OF THE RESPONDENTS

The student’s responses regarding to their profile are presented, analysis and

interpreted in this section.

TABLE 1

Profile of Respondents in Terms of Age

Age Frequency Percentage

6-10 31 26.05%
11-15 43 36.13%
16-20 24 20.17%
21-25 16 13.45%
26-30 3 2.52%
31-35 2 1.68%
Total 119 100%

The data on table 1 shows the age of the respondents. Out of the 119 learners

with exceptionalities, 31 were 6-10 years old, 43 were 11-15 years old, 24 were 16-20

years old, 16 were 21-25 years old, 3 were 26-30 years old, and 2 were 31-35 years old.
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The finding implies that learners with exceptionalities vary in ages. The reason

was not all of them were able to progress easily in terms of academic performances,

That’s why there were some who were already in higher age but still belong to the

elementary level.

TABLE 2

GENDER FREQUENCY PERCENTAGE

MALE 63 52.94%

FEMALE 56 47.06%

TOTAL 119 100%

Profile of Frequency and Percentage in Terms of Gender

The data on Table 2 shows the gender profile of the learners with

exceptionalities. Out of the 119 learners with exceptionalities, 63 or 52.94% were male

and 56 or 47.06% were female. There were more boy learners with exceptionalities

compared to girls.

The finding implies that males are more prone to exceptionalities compared to

females. According to the study of IDEA, boys are twice as likely to be diagnosed as

having special educational needs as girls , this include issues including behavior
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problems, emotional and social difficulties and speech, communication and language

needs.

TABLE 3

Profile of Frequency and Percentage in Terms of Grade Level

GRADE FREQUENCY PERCENTAGE

1 5 4.20%

2 5 4.20%

3 9 7.56%

4 10 8.40%

5 15 12.60%

6 6 5.04%

NON-GRADED 69 57.98%

TOTAL 119 100%

As gleaned on Table 3, 5 or 4.20% were in Grade 1, 5 or 4.20% were in Grade

2, 9 or 7.56% were in Grade 3, 10 or 8.40% were in Grade 4, 15 or 12.60% were in Grade

5, 6 or 5.04% were in Grade 6 while 69 or 57.98% were non-graded.

The finding implies that majority of the learners with exceptionalities were non-

graded which was due to non-compliance of the requirements in order to be upgraded to

the next grade level. This provides the evidence that it is not easy for the learners with

exceptionalities to progress immediately to the next grade level because of their situation.

Teachers therefore must work hard for them to learn effectively.

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TABLE 4

Profiles of frequency and percentage in terms of Exceptionality

EXCEPTIONALITIY FREQUENCY PERCENTAGE

AUDITORY 38 31.93 %

IMPAIREMENT
CEREBRAL PALSY 3 2.52 %
INTELLECTUAL 47 39.5 %

DISABILITIY
AUTISM 25 21.0 %
MULTIPLE DISABILITIY 1 0.84 %
LEARNING DISABILITIY 2 1.68 %
VISUAL IMPAIRMENT 3 2.52 %
TOTAL 119 100%

The data on Table 4 shows the exceptionality profile of the learners with

exceptionalities. Out of the 119 learners with exceptionalities, 38 or 31.93% were having

auditory impairment, 3 or 2.52% were having Cerebral palsy, 47 or 39.5% were having

intellectual disability, 25 or 21.0% were having autism, 1 or 0.84% was having multiple

disability, 2 or 1.68% were having learning disability and 3 or 2.52% were having visual

impairment.

Majority of the student respondents were the learners having intellectual

disabilities. This seemed to indicate that learners with intellectual disabilities

encompasses a larger population in Tabunoc Central School.

TABLE 5

Profile of Frequency in Terms of common problems Encountered

COMMON PROBLEMS ENCOUNTERES FREQUENCY

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1. Lack of Confidence in engaging sports 84

2. Lack of supervision from parents. 9
3. Lack of program specialized for learners

with exceptionalities. 9
4. There are no specific organizations that

will support. 8
5. Bullying. 103
6. Isolation. 73
7. Discrimination. 82

8. School related challenge. 1

As gleaned on Table 5, there were 84 learners with exceptionalities who were

lack of confidence in engaging sport, 9 were lack of supervision from parents, similarly,

9 were having problems in lack of program specialized for learners with exceptionalities,

8 were having problems in specific organization that will support the learners with

exceptionalities, 103 were having problems of bullying, 73 were isolated, 82 were having

problems of discrimination, and only 1 having problems in school related challenge.

Majority of the learners with exceptionalities were having problems of being

bullied. Most of them were afraid to join in any sport because of bullying that’s why they

don’t have enough confidence to join in any particular sport.

This finding implies that our society did not accept the learners with

exceptionalities. They seemed to look down this group of people that’s why it made the

learners with exceptionalities to less believe in themselves upon engaging in any

particular sport.
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TABLE 6

Profile of Frequency in terms of Extent of interest in any Adapted Sport.

ADAPTED SPORTS FREQUENCY

BASKETBALL 26
VOLLEYBALL 8
BADMINTON 45
TABLE TENNIS 15
AQUATICS 2
TRACT AND FIELD 23
CHESS 7

Table 6 presents the extent of interest of the learners with exceptionalities in any

Adapted Sport. As shown, there were 26 learners with exceptionalities who chose

basketball as the sport they were interested to play in, 8 were interested to play

basketball, 45 were interested to play badminton, 15 were interested to play table tennis,

only 2 were interested to involve themselves in aquatics, 23 were interested to be

engaged in track and field and 7 were interested to play chess.

Most of the learners with exceptionalities were interested to play badminton for the

reason that the game is not merely difficult. This implies that badminton is a light sport in
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which they found it easy to play. They love to play badminton because it does not require

much effort.

CHAPTER 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, the conclusions, drawn, and

recommendations.

The respondents of this study were 119 learners with exceptionalities. The

exceptional learners aged 11-15 years old got the highest frequency of the population.

These were 63 males and 56 female respondents who completed the prepared

questionnaires.

A majority of the survey centered on the profile of the exceptional learner’s age,

gender, grade level, exceptionality, common problems encountered, and extent of interest

in any sports.

Part III. What is the extent of interest of learners with exceptionalities in a particular

sport?

Summary of the Findings

Insofar as the specific problems of this study were concerned, the relevant and

significant findings of this study are as follows:

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1. As to the age of the exceptional learners, there were more who aged 11-15 years

old. All the learners vary in their age. Apparently, this corresponds to their grade

level.

2. There were more male exceptional learners compared to females.

3. Majority of the learners with exceptionalities were non-graded because of their

performance in school.

4. Learners with intellectual disability were found abundant compared to other kind

of impairment.

5. The reason of bullying got the highest percentage of the common problems

encountered by the learners with exceptionalities. Because of this biggest reason,

they don’t have enough confidence to join in any sports.

6. Badminton got the highest percentage of the extent of interest of learners with

exceptionalities in a particular sport. They chose this sport due to the lightness of

the game.

Conclusion

Based on the findings of the study, it can be inferred that as a whole the

problem of bullying definitely affects their willingness to join in any particular sport.

They were afraid and hesitant to join in any sports because they don’t want to be

bullied. Moreover, it would be a great challenge for them because they need to be

protected fully in anything they wanted to do. As to the extent of interest of learners

with exceptionalities in a particular sport, majority chose badminton to the extent of

the lightness of the game.

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Learners with exceptionalities should be included in any particular sport for the

reason of it will boost their self-confidence and will enhance their skills an a

particular sport they like most.

Recommendations

In the light of the findings and conclusion made in this study, the researchers

proposed the following recommendations to notify the public that learners with

exceptionalities has the right to join in any sport they are interested in.

Primary Recommendations

1. Learners with exceptionalities should be encouraged to join in a particular sport

for the development of their confidence.

2. That the identified problems encountered by the learners with exceptionalities be

noticed by the public.

3. That the learners with exceptionalities be given the chance to participate in any

sports activities based on their extent of interest.

Secondary Recommendations

1. The study should be expanded to the teachers and school administrators so that

the learners with exceptionalities will be guided to participate in any sport

activities.
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2. That study should be expanded to the public so that the problems of bullying will

be lessen which was the biggest reason why learners with exceptionalities were

afraid to join in any sport activities.

PROGRAM
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Badminton Training Program

Rationale

Badminton is a racquet sport played by either two opposing players

(singles) or two opposing pairs (doubles) that take positions on opposite halves of a

rectangular court divided by a net.

Of all the racket sports Badminton is the fastest, involving fleet of foot,

lightening reflexes, tremendous body balance, excellent reach, quick recovery time and

boundless stamina to excel.

There are no rest intervals between prolonged rallies, meaning a player

needs to be in supreme fitness to withstand the physical strain, otherwise he is liable to

lose long rallies due to fatigue.

General Objectives

Our program emphasizes physical training elements, and includes the following:
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 running activities, shadow badminton, correct footwork, skipping, badminton

drills

 badminton strokes and skill development including playing matches/games

Activities:

Badminton Strength & Power Training

The goal of this program is not only to improve your performance, but also

to help you meet and withstand the demands of badminton. This means that not only will

you become stronger and more explosive but your body will also function better, move

better and be more resistant to injury.

Badminton Movement Training

The movement sessions in this program are designed to not only improve

your speed on the court but also the quality of your footwork. Becoming more powerful

while developing efficiency will ensure you are able to play at the highest intensity while

conserving energy and preventing injuries.

Badminton Fitness & Conditioning

All the skills and tactics in the world will be of no use if an athlete does not

have the endurance to support them. Badminton creates an interesting challenge from a

conditioning perspective. The individual rallies are 7 – 15 second bursts of high intensity

efforts. This requires a well developed Anaerobic A-Lactic System. However, the time

between rallies is insufficient to completely restore the energy expended. Over the course

of a few rallies a deficit builds up and fatigue sets in. However it is possible to minimize

the decrease in performance through the development of the Anaerobic Lactic and
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Aerobic energy systems. With all energy systems working together to support the

production and recovery of energy it is possible to perform at a high speeds and intensity

over the course of an entire match.

In the early stages of the program the primary focus will be on building

your aerobic base. This will develop a tolerance for higher training volumes and the

capacity to recover from high intensity efforts. As you progress through the program the

emphasis will move toward higher intensity. Moving beyond your anaerobic threshold,

where the aerobic system becomes insufficient in meeting energy demands is where

performance improvements will become more noticeable. To do this we will utilize

interval training of increasingly higher intensity.

Ultimately, the goal of this program is to transfer improvements in fitness

to the sport of badminton. With this in mind as you move through the program the

conditioning methods will move from a more general nature, utilizing equipment like the

stationary bike, to shuttle runs on the courts, to actual sport specific movement like

footwork patterns.

Objectives Activity People Involve Budget Breakdown

 To assess Strength Training Learners with Venue

individual exceptionalities
(back exercises, (₱ 1,000)
strengths and
chest exercises,
weaknesses
legs and glutes,
of the fitness.
shoulder and arm)
 34

 To develop Running Activities Learners with Bottled Water

cardiovascula exceptionalities
(₱1,200)
r and

respiratory

endurance.

 To acquire Footwork Activities Learners with

the proper ( V-front, Side-step, Exceptionalities

footwork of V-back)

the game.
 To enhance Skipping using a Learners with Skipping Rope

muscular skipping rope Exceptionalities (₱345)

strength and

endurance.
 To acquire Shadow Badminton, Learners with Badminton Rackets

the basic Wall Rally Drill, Exceptionalities (₱995)

drills in Multiple Shuttles-

badminton. Overhead Strokes,

Net Play, Half

court-Singles, King

of the Court, 2 vs. 1

 35

 To acquire Forehand Learners with

the basic (Overhead, Exceptionalities

strokes in Underarm)

badminton. Backhand

(Overhead,

Underarm)

 To apply Net Singles Learners with Badminton Net and

the basic  Learners Exceptionalities Shuttlecocks

skills and work in pairs 4 Nets (₱1,596)

drills in on half court Shuttlecocks(₱250)

badminton. playing net

rallies  Snacks

starting with (₱1,500)

backhand low  Certificates

serve. (₱595)

 After the

serve the

court is

restricted to

front court

area only

( low service
 36

line)

 Game is

scored.

Length

depends on

number of

pupils.
BIBLIOGRAPHY

BOOKS

Adelaida C. Gines, Priscila B. Dizon et.al, (1998) Educational Psychology

Alicia Hernandez- Kahayon, Ma. Rita Terese Villacarlos – Berlon (2009) Psychology

Towards a New Millenium

Peniston L.C (1998) Developing Recreation in Persons with Learning Disabilities

Hawkins A. Look (2006) Levels of Engagement and Barriers to Physical Activity in a

Population of Adults with Learning Disability

Burton N (2016) How can we Develop People with Learning Disabilities Engage more in

Meaningful Activities

O’hare P. Black M. Tobin J (2010) What People Want: Physical Activities for People

with Learning Disabilities

INTERNET SOURCES

Students with Disabilities

 37

Retrieved from https://blog.ed.gov/2013/01/we- must- provide-equal-opportunity-in-

sports-to-students-with-disabilities/

Rights of Learners with Disability

Retrieved from

https://www.humanrights.gov.au/sites/default/files/document/publication/AHRC rights

Ed DisabilityHPE Yr7 8.pdt

Inclusion of Learners with Exceptionalities

Retrieved from https://www.specialeducationguide.com/pre-k-12/inclusion

Boys are Twice as Likely to be Diagnosed with Special Needs as Girls

Retrieved from http://www.dailymail.co.uk/health/article-2743449/Boys-twice-likely-

diagnosed-special-needs-girls-new-figures-reveal.html#ixzz4v11C2l5Z

Badminton Training Program

Retrieved from https://www.manchester.edu/docs/default-source/academics/by-

major/exercise-science-and-athletic-trainng/apebadminton.pdf?sfvrsn=2
 38

APPENDICES
 39

Appendix A

Republic of the Philippines

City of Talisay

TALISAY CITY COLLEGE

Poblacion, Talisay City, Cebu

LEAH P. NOVERAS
Schools Division
Superintendent

Dear Mrs.Noveras:

Good Day!

The undersigned, 4th year MAPEH major student would like to conduct a survey at Tabunoc
Central School, catering the selected learners with exceptionalities. We are doing this as a
requirement for our subject MAPEH M20 (Research in MAPEH) this study is entitled “THE
INCLUSION OF SPORTS TO THE LEARNERS WITH EXCEPTIONALITIES IN
TABUNOC CENTRAL SCHOOL”.

We are hoping that you will allow us to recruit some students of your school. If approval is
granted, student participants will complete the survey in a classroom or other quiet setting on the
school site on 19th of September 2017 during vacant time, lunch time, or a little time from the
class hours. The survey process will take no longer than 10 minutes. The survey result will be
 40

pooled for the thesis project and individual results of this study will remain absolutely
confidential and anonymous. No costs will be incurred by either the school or the respondent.

Your approval to conduct the study will be greatly appreciated. Thank you and we are hoping for
your favorable response.

Very Truly Yours,

LIEZEL D. LAGAT
Research Leader

Noted by:

HELMER B. MONTEJO, Ed.D. RODOLFO G. GIER, Ph.D.

Administrative Assistant in Research Research Professor

Recommending Approval:

DELETAH D.G. POLINAR, Ed.D. RICHEL N. BACALTOS, Ed.D.

Dean, Education Department TCC President
 41

Republic of the Philippines

City of Talisay

TALISAY CITY COLLEGE

Poblacion, Talisay City, Cebu

MR. ERWIN CAPARIDA

Principal
Tabunoc Central School
Tabunoc, Talisay City, Cebu

Dear Mr. Caparida:

Good Day!

The undersigned, 4th year MAPEH major student would like to conduct a survey at Tabunoc
Central School, catering the selected learners with exceptionalities. We are doing this as a
requirement for our subject MAPEH M20 (Research in MAPEH) this study is entitled “THE
INCLUSION OF SPORTS TO THE LEARNERS WITH EXCEPTIONALITIES IN
TABUNOC CENTRAL SCHOOL”.

We are hoping that you will allow us to recruit some students of your school. If approval is
granted, student participants will complete the survey in a classroom or other quiet setting on the
school site on 19th of September 2017 during vacant time, lunch time, or a little time from the
class hours. The survey process will take no longer than 10 minutes. The survey result will be
pooled for the thesis project and individual results of this study will remain absolutely
confidential and anonymous. No costs will be incurred by either the school or the respondent.
 42

Your approval to conduct the study will be greatly appreciated. Thank you and we are hoping for
your favorable response.

Very Truly Yours,

LIEZEL D. LAGAT
Research Leader

Noted by:

HELMER B. MONTEJO, Ed.D. RODOLFO G. GIER, Ph.D.

Administrative Assistant in Research Research Professor

Recommending Approval:

DELETAH D.G. POLINAR, Ed.D. RICHEL N. BACALTOS, Ed.D.

Dean, Education Department TCC President
 43

Appendix B

Questionnaire

I. Learner’s Profile Grade 3

Grade 4
1.1 Age:
Grade 5
7-10 yrs old

Grade 6
11-15 yrs old

16-20 yrs old

Others, pls. specify

1.2 Gender:

Male

Female
1.4 Exceptionality:

1.3 Grade Level: Physical Disability

Grade 1
Auditory Impairment
Grade 2
 44

Cerebral Palsy 3. Lack of program specialized

for learners with exceptionalities.
Mental Retardation
4. There are no specific
Autism organization that will support.

5. Bullying.
Other, pls. specify:
6. Isolation.

7. Discrimination.

8. School related challenge.

III. The extent of interest of

learners with exceptionalities in a
particular sports.

Type of adapted sport for

learners with Exceptionalities.

II. Problems encountered by the learners with Adapted Sports

exceptionalities.

Direction: Please check the

1. Basketball
number of your chosen answer.

2. Volleyball
Problems Encountered

3. Badminton
1.Lack of confidence in engaging
sports.
4. Table Tennis
2. Lack of supervision from
parents.

5. Aquatics
 45

7. Football

6. Track and field

8. Chess

Appendix C

Curriculum Vitae

PERSONAL INFORMATION

Name: Lagat, Liezel D.

Age: 21 years old

Date of Birth: Jan 21, 1996

Place of Birth: Silongon Tudela, Mis. Occ

Citizenship: Filipino

Status: Single

Address: Poblacion, Talisay City, Cebu

Contact #: 09101625646

Email Add: lliezeldignos@yahoo.com

EDUCATIONAL BACKGOUND

Present Level Secondary Level

School: Talisay City College School: Tudela Nat’l Comprehensive HS

 46

Address: Poblacion, Talisay City, Cebu Address: Basirang, Tudela, Mis. Occ

Course/ Major: BSED-MAPEH Year Graduated: 2012

Primary Level

School: Silongon Elementary School

Address: Silongon, Tudela, Mis.Occ

Year Graduated: 2008

PERSONAL INFORMATION

Name: Patrimonio, Jhasic

Age: 19 years old

Date of Birth: Feb 2, 1998

Place of Birth: Vallehermoso, Negros Oriental

Citizenship: Filipino

Status: Single

Address: Dumlog, Talisay City, Cebu

Contact #: 09224891696

Email Add: Jhasicpatrimonio2@gmail.com

EDUCATIONAL BACKGOUND

Present Level Secondary Level

School: Talisay City College School: Talisay City National HS

Address: Poblacion, Talisay City, Cebu Address: Poblacion, Talisay,City,Cebu

Course/ Major: BSED-MAPEH Year Graduated: 2014

 47

Primary Level

School: Macapso Elementary School

Address: Macapso, Vallehermoso, NegrosOriental

Year Graduated: 2009

PERSONAL INFORMATION

Name: Rubica, Anamae B.

Age: 19 years old

Date of Birth: October 28, 1997

Place of Birth: Cebu City Medical Center

Citizenship: Filipino

Status: Single

Address: Minglanilla, Cebu

Contact #: 09073326874

Email Add: anamaerubica@yahoo.com

EDUCATIONAL BACKGOUND

Present Level Secondary Level

School: Talisay City College School: Cantabaco National HS

Address: Poblacion, Talisay City Cebu Address: Cantabaco, Toledo City

Course/ Major: BSED-MAPEH Year Graduated:2014

 48

Primary Level

School: Camp 8 Elementary School

Address:Camp 8 Toledo City

Year Graduated:2010

PERSONAL INFORMATION

Name: Labajo, Neomie B.

Age: 19 years old

Date of Birth: June 23, 1997

Place of Birth: Tabunok, Talisay City, Cebu

Citizenship: Filipino

Status: Single

Address: Crossing, Nonoc, Tabunok, Talisay City, Cebu

Contact #: 09434507645

Email Add: neomielabajo@yahoo.com

EDUCATIONAL BACKGOUND

Present Level Secondary Level

School: Talisay City College School: Cansojong Tech. Voc. HS

Address: Poblacion, Tailisay City, Cebu Address: Cansojong, Talisay City, Cebu

Course/ Major: BSED-MAPEH Year Graduated: 2014

 49

Primary Level

School: Tabunok Central School

Address: Sangi, Tabunok, Talisay City, Cebu

Year Graduated: 2010

PERSONAL INFORMATION

Name: Sacares, Mary Jane J.

Age: 26 years old

Date of Birth: September 15, 1990

Place of Birth: Manipis, Talisay City, Cebu

Citizenship: Filipino

Status: Single

Address: Manipis, Talisay City, Cebu

Contact #: 09062765838

Email Add: sacaresmj@yahoo.com

EDUCATIONAL BACKGOUND

Present Level Secondary Level

School: Talisay City College School: Camp7 National HS

Address: Poblacion, Talisay City, Cebu Address: Camp7 Mingalanilla, Cebu

Course/ Major: BSED-MAPEH Year Graduated: 2007

 50

Primary Level

School: Camp 7 Elementary School

Address: Camp 7, Minglanilla, Cebu

Year Graduated: 2003