NON-PE GRADUATE TEACHING PERFORMANCE IN TEACHING PE CLASSES: AN

ASSESSMENT

Rezza Jade D. Ragsag

Thesis Outline Submitted to the Department of Bachelor of Physical Education, Institute

of Sports, Physical Education and Recreation,
University of Southern Mindanao, Kabacan, Cotabato in Partial
Fulfilment of the Requirements for the Degree of

BACHELOR OF PHYSICAL EDUCATION

MAY 2020

Name Rezza Jade D. Ragsag

 Major BpEd-SPE
Degree Sought
Specialization
Thesis Title
NON-PE GRADUATE TEACHING PERFORMANCE IN TEACHING PE

CLASSES: AN ASSESSMENT

APPROVED BY THE GUIDANCE COMMITTEE

______________________________
Adviser Statistician
(optional)

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Date Date

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Department Research Coordinator Department Chairperson

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College Research Coordinator Dean

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Study No: ________________

Recorded by: _____________

RECORDED:

EDWARD A. BARLAAN, Ph.D.

Director for Research and Development

_________________
Date
Index No: __________
Recorded by: __________
 The thesis attached hereto, entitled “NON-PE GRADUATE TEACHING PERFORMANCE IN
TEACHING PE CLASSES: AN ASSESSMENT” prepared and submitted by Rezza Jade D. Ragsag in
partial fulfillment of the requirements for the degree of BACHELOR OF PHYSICAL EDUCATION is hereby
accepted.

_________________________
Adviser
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Date

Accepted as partial fulfillment of the requirements for the degree BACHELOR OF <<<<<<<<<insert

course>>>>>>>>>>>>

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College Research Coordinator
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TABLE OF CONTENTS
 Page

INTRODUCTION N

REVIEW OF LITERATURE N

METHODOLOGY N

Topic 1 N

Topic 2 N

Topic 3 N

Topic 4 N

Topic N N

LITERATURE CITED N

APPENDICES N

INTRODUCTION

Physical Education is a course related to the physique of the human body and i s

commonly highlighted as a significant contributor to help young people achieve their

daily volume of physical activity (Biddle et al., 1998; Corbin and Pangrazi, 1998). 

Regular physical activity participation throughout childhood provides immediate health

benefits, by positively affecting body composition and musculo-skeletal development

(Malina and Bouchard, 1991), and reducing the presence of coronary heart disease risk

factors (Gutin et al., 1994). According to Fairclough and Stratton (2005) school physical

education provides a context for regular and structured physical activity participation.

Additionally, physical education is the education of the whole personality. Through

physical education course, students are thought how to use their bodies in the most
effective and efficient way, how to move properly, to be happy and ethical individuals

and to exhibit positive mental and emotional development. For this reason, physical

education and sports courses have an important place in the education system (Kaya et

al., 2015).

As a concept, physical education is expressed as a set of physical activities aiming

to raise individuals as bodily, spiritually and physically developing individuals that enable

them to develop in a balanced way without compromising the integrity of the organism

(Açak, 2006). Furthermore, to provide personality training through physical education

and to benefit the society through leisure and play activities (Açak, 2005,As

http://hes.ccsenet.org Higher Education Studies Vol. 8, No. 4; 2018 24 cited in:

Karademir et al., 2010).

The most important element is the physical education and sports teachers in the

educational institutions. Physical education and sports teachers are the individuals who

are responsible for ensuring instructional cohesion, conducting sportive activities and

minimizing the problems encountered in sports environment (Yüzüak, 2006). Therefore,

teacher’s should have a number of qualifications instead of just acting as teachers

carrying out the teaching activities (Ünlü, 2008).

Teaching in the physical education (PE) domain is by its nature a multidimensional

and complex task (Graham, 2008), with PE teachers consciously endeavoring to

accomplish a variety of goals. Previous research examining teaching quality in the PE

context has highlighted how PE teachers set measurable and well-defined goals, and

systematically attempt to design and deliver a lesson plan aimed at achieving these

goals (Gallahue & Cleland-Donnelly, 2007).

There are many difficulties in teaching physical education, some cases, if a teacher

will be assigned to teach this subject and although he/she underwent general education
in college but given the fact that this is not really his/her focused field he/she might skip

topics or won’t be able to deliver to students what should be delivered. Interpretation of

dances and also in terms of sports is a very crucial job of a PE teacher as they transfer

skills to students. Some students learn through virtual and adapt or imitate what they

see so aside from just knowing the movements or skills, they must know how to perform

as some students typically reproduce the information or skills that the PE teacher

delivers or demonstrates to them and is based on memory recall (Mosston & Ashworth,

2002). Many PE teachers say that their ability to teach dance is limited and that they are
uncertain about their own competence in dance and consequently in their own ability to

actually teach the subject (Lundvall and Meckbach (2008) and devote little time to

dancing because they cannot dance themselves and as a consequence are

pedagogically limited in their teaching (Gibbs et al., 2016). In terms of sports also, many

non-PE graduate teachers who teaches PE struggle teaching skills because it was not

the specific field they graduated from or it was not that focused during college. June

(2009), stressed the importance of subject knowledge and high quality teaching. It went

on to say that “Having a teacher with specific subject knowledge was often a matter of

chance, although the effective primary schools knew this and took steps to minimize the

risk of its absence.”

If teachers and trainee teachers feel confident in teaching physical education then

the pupils they teach will have a better experience and so are likely to develop a more

positive approach to physical activity in general. Garrett and Wrench (2007) and Morgan

and Bourke (2008) also support the idea that personal experience is a key feature

relating to teachers‟ perceptions of their ability to teach physical education.

The Bachelor of Elementary Education (BEED) is a four-year degree program

designed to prepare students to become primary school teachers. Therefore, they teach

general subjects including PE and their quality of teaching PE is different from those
who specialized PE subject during college. Some BEED teachers who were assigned to

teach PE often experience difficulties as PE has many components. It has a big impact

on students if their teacher will teach them his/her specific field of expertise and

according to Bourke and Morgan (2008) the experiences of teachers are important

components affecting the teaching and learning process.

Most Schools from Kidapawan City specifically in Elementary level hires teachers

that are BeEd or Non-PE graduates which simply means that they still underwent
Physical Education knowledges during college because the BeEd graduates studied

general education and the Non-PE has PE subjects and experiences also and although

this is not their focused field they are still given the task to teach Physical Education

subject. With regards to these, I want to study their experiences regarding their quality

of teaching and how they cope with the difficulties of being a PE teacher.

Objectives of the Study

Generally, the study aims to assess the teaching performance level on non-PE

graduate in teaching PE classes.

Specifically, the study aims to:

1. determine the socio-demographic profile, in terms of:

- age

- sex

- educational attainment
 - length in service

- bachelor's course

2. determine the teaching performance level of non-PE graduates in teaching PE,

in terms of:

- instructional skills

- guidance skills

- management skills

- interpersonal skills

- leadership skills

3. determine the significant difference between:

- teaching performance level and length in service

- teaching performance level and bachelor's course

REVIEW OF RELATED LITERATURE

School Physical Education is an academic course that is mandatory for most

adolescents (Fairclough, 2012). The National Association of Sport and Physical

Education, or NASPE,also added that one of the national standards for K-12 Physical

Education requires that individuals recognize the value of physical activity for health,

enjoyment, challenge, self-expression and social interaction (American Alliance for

Physical Education, Recreation & Dance, 2013). To reach QPE goals, UNESCO

recommends policy actions to improve learning environments regarding adequate

infrastructure, teacher education (Claro,2016).

According to Lubis (2019) Physical education as part of the curriculum in schools

plays a vital role for teaching the student about the importance of physical fitness and

overall wellness. The students are known for their active lifestyle, and the job of the

physical education teacher is to guide them on how to maintain their good health

plus the opportunity to be exposed in different physical and sport activities that

will improve their stamina and general well-being. He also emphasized that this
means that the role of Physical Education teacher is very important in maintaining the

physical health of the students and with these they must equip an excellent curriculum

in Physical Education to perform their task effectively and they are really the single

most important profession for the development of the future because of all the youth

they will mold in their hands, there is an even greater responsibility to make sure that

the institutions that produce them are the best of the best. Also, the availability of

teachers exclusively focused on PE, is expected to directly influence the amount of time

that students participate in PE. In addition to increasing overall exposure to PE lesson

time, the availability of qualified PE instructors is associated with increased student

knowledge of physical fitness and activity levels during class (Bevans et al., 2010).

“Out-of-field” teaching - teaching a subject without specific training in that subject

- has for many years been a taboo practice that all teachers know of, many have

experienced, but few have spoken up about due to its ubiquity (Hobbs, 2015). She also

added that the teachers can be concerned about the negative impact their teaching

might have on student learning, such as lower achievement scores. They have also

shown concern that they are unable to demonstrate content is relevant to everyday life.

Teachers that are often specialise into one or two subject areas, there is a real
emphasis on the subject matter knowledge of the teacher - which is why, the

claim goes, that if you want to teach history, you should first learn a lot about

history, and if you want to teach mathematics, then you should get a degree in

mathematics (Heggart, 2016). Bart (2010) also added that  a room full of bright

students is the stuff dreams are made of. Unless, of course, you’re teaching a course

that’s outside of your area of expertise.

According to Sambe (2015) the number of instructors who are teaching

outside of their field is considerable. Budget cuts seem to be one reason for the high

number of unqualified teachers in some school systems. Poor school management

and other challenges in the education system are also to blame. The issue of

careless assignment of teachers is not new, but in the past two decades it has come

to be seen as one of the major hindrances to quality education. To one degree or

another no school is spared, from private to public, from religious to secular schools,

from rural to urban schools: Teachers assigned to teach lessons in which they are not

experts is a universal problem. She also cited what (Archer, 1999) said that they lack

the necessary background knowledge that is required to teach effectively and

according to (Pillay, Goddard & Wilss, 2005) which was also supported by Sambe

emphasized that this means that they have to do extra research and work to be

prepared for the class, adding stress to their already busy schedules, which can

contribute to the problem of teacher burnout due to work overload.

Several studies have illustrated that out-of-field teaching also affects teachers’

self-esteem, sense of identity, and overall wellbeing. Moreover, increased stress

among faculty places extra pressure on school administrators who then have to

provide additional support to these teachers (Hobbs, 2012). She added that this
trickles down to students in the end—those who are the recipients of the lessons

being taught. Furthermore, she cited what (Ingersoll, 2001) said that qualified

teachers are certainly one of the major influences on the growth of students.

The research instruement was adapted from Catalos, L. and Caralos, G. (2017)

entitled "Teaching Performance of Selected Public Secondary School Teachers in Tanay,

Rizal".

METHODOLOGY

Research Design

The researcher will use descriptive survey research design. Descriptive research

is usually defined as a type of quantitative research, though qualitative research can

also be used for descriptive purposes. The research design should be carefully

developed to ensure that the results are valid and reliable. Survey research allows you

to gather large volumes of data that can be analyzed for frequencies, averages and

patterns (McCombes, 2020). Zurmuelen (1981) also added that descriptive survey

attempts to establish the range and distribution of some social characteristics, such as

education or training,occupation, and location, and to discover how these characteristics

may be related to certain behavior patterns or attitudes.

Respondents of the Study

The participants of this study are elementary students with non- PE gaduate
teachers from Kidapawan City, North Cotabato. There will be (80) students who shall

partake in this study.

Sampling Procedure

Purposive Sampling are Nonprobability Sampling Techniques that a

researcher uses to choose a sample of subjects/units from a population.

Although, Nonprobability sampling has a lot of limitations due to the subjective

nature in choosing the sample and thus it is not good representative of the population,

but it is useful especially when randomization is impossible like when the population is

very large. It can be useful when the researcher

has limited resources, time and workforce. It can also be used when the research

does not aim to generate results that will be used to create generalizations

pertaining to the entire population.

Purposive Sampling are Nonprobability Sampling Techniques that a

researcher uses to choose a sample of subjects/units from a population.

Although, Nonprobability sampling has a lot of limitations due to the subjective

nature in choosing the sample and thus it is not good representative of the population,

but it is useful especially when randomization is impossible like when the population is

very large. It can be useful when the researcher has limited resources, time and

workforce. It can also be used when the research does not aim to generate results

that will be used to create generalizations pertaining to the entire

population.Purposive Sampling are Nonprobability Sampling Techniques that a

researcher uses to choose a sample of subjects/units from a population.

Although, Nonprobability sampling has a lot of limitations due to the subjective

nature in choosing the sample and thus it is not good representative of the population,

but it is useful especially when randomization is impossible like when the population is
very large. It can be useful when the researcher has limited resources, time and

workforce. It can also be used when the research does not aim to generate results

that will be used to create generalizations pertaining to the entire population.

The researcher will use the Purposive Sampling, it is a Nonprobability Sampling

Technique that a researcher uses to choose a sample of subjects/units from a

population. It useful especially when randomization is impossible like when the

population is very large. It can be useful when the researcher has limited resources,

time and workforce. It can also be used when the research does not aim to generate
results that will be used to create generalizations pertaining to the entire population

(Etikan, 2016).

Research Instrument

In this study, survey questionnaires will be utilized to gather information.

Data Gathering Procedure

As a first step in using the survey research method the students were to decide

on what aspect of art they wanted to study, and next to choose the population each was

interested in and to define it. Researchers then will create a survey or questionnaire and

distribute it to respondents who give answers. Generally, it is used to obtain quick

information directly from the primary source and also conducting rigorous quantitative

and qualitative research (Zurmuelen, 1981).

Part I shows description of the respondents profile wherein personal variables such as

age, sex, highest educational attainment, length of service and bachelor’s degree

course are included. Part II, on the other hand, focused on discussion about the main

problem of the study. This portion includes variables such instructional skills, guidance
skills, management skills, interpersonal skills, and leadership skills. These variables

were considered as these are believed to have a direct bearing on the problem

investigated. To quantify the responses of the subjects, Likert-type of questionnaire-

checklist was prepared where respondents can freely choose their responses. Based on

the following scale:

Scale Range Verbal
Interpretatio
n
5 4.50-5.00 Outstanding
4 3.50-4.49 Very
Satisfactory
3 2.50-3.49 Satisfactory
2 1.50-2.49 Fair
1 1.00-1.49 Poor

After which, is the analyzing of the data by making a tally of the number of responses in

each choice offered for each question. If they elected to use any open-ended questions,

categories were to be set up to cover the answers,and tabulations were to be carried

out within these.

LITERATURE CITED

Bart, M. (2010).Effective Teaching Strategies.Teaching Outside Your Area of Expertise.

Doi: https://www.facultyfocus.com/articles/effective-teaching-strategies/teaching-
outside-your-area-of-expertise/

Bevans,K. et al. (2010). Physical Education Resources, Class Management, and

Student Physical Activity Levels: A Structure-Process-Outcome Approach to
Evaluating Physical Education Effectiveness.   80(12): 573–580.
doi: 10.1111/j.1746-1561.2010.00544.x

Biddle, S., Sallis, J.F. &Cavill,N. (1998). Young and active People and Health-Enhancing
Physical activity – Evidence and Implications. Health Education Authority.
Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling. Doi:
10.11648/j.ajtas.20160501.11

Flairclough, s &Stratton, G. (2005). Physical Education makes you fit and healthy.
Physical Education’s contribution to young people’s physical activity levels.
Health Education Research,Vol. (20),14-23.

Gutten, B., Islam, S., Manos T., Cucuzzo N., Smith C., & Stachura, M. E. (1994).
Relation of body fat and maximal aerobic capacity to risk factors for
atherosclerosis and diabetes in black and white seven-to-eleven years old
children. Journal of Pediatrics,Vol.(125), 847-852.

Heggart, K. (2016). How Important is Subject Matter Knowledge for a Teacher? Doi:
https://www.edutopia.org/discussion/how-important-subject-matter-knowledge-
teacher

Hobbs, L. (2012). Teaching-out-of-field:Factors shaping identities of secondary science

and mathematics. Teaching Science: The Journal of the Australian Science
Teachers Association,58(1),21-29.

Hobbs, L. (2015). Too many teachers teaching outside their area of expertise. Doi:
https://theconversation.com/too-many-teachers-teaching-outside-their-area-of-
expertise-39688

Lubis,F. (2019). The Bachelor of Physical Education Program in Higher Education

Institutions towards the Development of an Enhanced Curriculum. PEOPLE:
International Journal of Social Sciences, 4(3), 1306-1318. DOI-
https://dx.doi.org/10.20319/pijss.2019.43.13061318

Malina, R. M. & Bouchard,C. (1991). Growth, Maturity and Physical Activity. Human
Kinetics Champaign,IL.

McCombes, S.(2020). Descriptive Research. Doi:

https://scribbr.com/research/methodology/descriptive-

Mourgan, P. & Bourke, S. (2005). Non-Specialist teachers’ confidence to teach PE: the
nature and influence of personal school experiences in PE, Physical Education
and Sports Pedagogy. 13-1, 1-29, . Retrieved 2008, from
tandfonline.com/doi/pdf/10.1080/17408980701345550

Sambe, M. (2015). Out-of-field Teaching – Consequences of Teachers Teaching out of

their Field of Study. Doi: tapmagonline.com/tap/out-of-field-teaching-by-mariam-sambe

Welman & Kruger(1999). International Journal of Qualitative Methods 3 (1) April, 2004

Zurmuehlen, M. (1981). Descriptive Survey. Marilyn Zurmuehlin Working Papers in Art

Education 1 (1981): 54-63. Doi: 0.17077/2326-7070.1025
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