CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

In the recent years, there has been an increase in interest in the promotion of

physical activity in schools and Physical Education. It is widely understood that schools

are the main institution in charge of encouraging young people to be active, and that

school physical education has a crucial role to play in this regard. Kirui and Too (2012)

reaffirm the enormous advantages of Physical Education. In addition to the

aforementioned advantages, there are also improvements in educations, encouragement

of fairness, respect for others and value of unity in diversity.

In the Philippines, one of the course subjects offered to college students was

the Physical Activity Towards Health and Fitness (PATHFIT 1) that focus on health and

fitness in which fitness entails some form of physical activity that stimulates the body’s

systems and keeps those systems functioning properly. Contrarily, health involves all of

the body’s systems and can only be attained by leading a healthy lifestyle. In addition,

PATHFIT 1 which deals with exercise and physical activity can enhance your health and

lower your risk of contracting a number of diseases, including type 2 diabetes, cancer,

and cardiovascular disease. Exercise and physical activity can improve your health both
now and in the future. Most importantly, regular exercise can raise your standard of

living according to StudeerSnel. Et. al (2022)

PATHFIT 1 aims to provide knowledge on health and fitness activities with

different focus. Part 1 explains the legal justifications for its inclusion in the curriculum

which also introduces the idea of Physical Education and of fitness and its connection to

wellness development and concludes with a fitness testing. Part II focuses on movement

enhancement that calls for an awareness of both specific movement patterns and basic

scientific movement. Additionally included are nutrition and health education. Part III

deals with Exercises programs that begins with Warm-Up and Cool down exercises and

the Last part includes Aerobic Exercises which ranges from low to high intensity and are

accompanied by music and put the student’s stamina, strength, and flexibility to the test.

With these varieties of skills, one will be more knowledgeable as to how continued

fitness be achieved throughout one’s lifetime (smu.edu.ph).

According to Lorca (2022), the main goal of the PATHFIT I is to let our

students move more, move better, and move with a purpose. With this regard, the

implementation of PATHFIT 1 to tertiary colleges was then focusing not just on the

learning how to move but to know the essence of movement itself. This course under was

under the provision of the Commission on Higher Education in realigning Physical

education due to k-12 curriculum avoiding the duplication of Physical education

offerings of the Senior High School and Tertiary Physical Education program.

In summary, the overview of this program is a study, application and appreciation

of the art and science of human movement which are all part of physical education.
Although mobility is both innate and crucial to a person’s growth and development,

physical education has the responsibility of providing instructional activities that not only

encourage skill development and competence but also plays a crucial role in the academic

process.

Regarding the changes in the courses offered in tertiary levels, the degree to

which teachers are prepared will be measured on how they teach PATHFIT 1 that can

have an impact on how they approach the subject in the classroom. In order to ensure that

teaching and learning remain enjoyable and rewarding amidst the quick shift to

PATHFIT 1 course, this transformation phase has resulted in the reformation of teaching

in the classroom (Halili & Sulaiman, 2018) supported by the study of Pavlova et al.,

(2017) that to ensure and boost student participation in PE activities, PE education needs

to be performed with more dedication.

According to Maizura (2012), “Readiness is an important aspect in determining

the success and failure in implementing changes in the curriculum.”. A successful student

teaching experience is the cornerstone of pre-service teacher preparation, according to

Kiuri and Ahmed (2012). As envisioned, one of the main challenges of effective

curriculum instruction in Physical Education in Tertiary schools is the nature of

supervision of teaching during class approach. In addition, there will be discrepancies

between promises and realities in schools about the adaptation of innovation or even

current curriculum like PATHFIT 1 if teachers’ preparation is not done correctly, that’s

why preparedness must be apply in handling Physical Education in Tertiary schools,

Kiuri and Ahmed (2012).

 Due to the rapid shift to PATHFIT 1 specifically in the Tertiary schools in North

Cotabato, the institutions new curriculum management has become crucial tool for

improving the school’s standards but according to Boonsem (2019), the key concern will

be the teaching strategy and readiness of teachers handling service physical education

subject that should meet learners preference, interests, passions and aspirations. The

purpose of this study is to know the opportunities, drawbacks and suggestions in the

implementation of PATHFIT I to tertiary colleges within Kabacan to create teachers

reference and guide in teaching PATHFIT courses. According to Chaoensupmanee

(2019), the national criteria for physical education now include two crucial elements: the

promotion of health-related physical fitness through PATHFIT 1 and the establishment

and maintenance of an active lifestyle. One of the crucial components of the learning and

teaching processes is physical education which is the significant determinants on teachers

that need to be addressed which may serve as a roadmap for knowing the challenges of

Physical Educators in handling PATHFIT 1 in order to increase the caliber of future

physical educators for the improvement of the quality of physical education through their

teaching approach.

In addition, findings may also serve as a platform for the tertiary schools to

initiate discussions the important factors that must be addressed in order to know the

difficulties faced by physical educators in handling PATHFIT 1 and serve as a roadmap

for future physical educators in order to increase the caliber of physical education

teaching techniques. The findings may also serve as a platform for tertiary schools to

initiate discussions about potential causal variables and how the school may address these

problems that will be of help to their teaching performance.

Statement of the Problem

The research study aims to know the opportunities, drawbacks and suggestions in

the implementation of PATHFIT I to tertiary schools.

Specifically, it aims to answer the following questions:

1. What are the favorable experiences of tertiary physical education teachers in

teaching PATH-Fit 1?

2. What are the challenges and problems that the tertiary physical education teachers

are facing as they teach PATH-Fit 1?

3. What feasible suggestions and recommendations do these teachers have to better

implement PATH-Fit 1 in tertiary schools?

Significance of the Study

This study will be beneficial to the Administrators, Tertiary School Physical

Education Teachers and other researchers to determine the level of readiness and

teachers’ perception on the implementation of PATHFIT 1 and its opportunities, and

suggestions that may provide reference and guide in teaching PATHFIT.

School Administrators. This study will provide them hint and interventions to

improve their teachers to become effective and efficient in terms of teaching PATHFIT 1

and other related courses.

 Tertiary School Physical Education Teachers. This study will give them guide and

access on how to improve their teaching techniques or methods, materials and skills in

teaching PATHFIT 1 and related courses.

Researchers. The researchers in the near future will make use of the result of my

study. This study will serve as their basis and comparison to their future study.

Scope and Delimitation of the Study

The focus of this study is to assess the implementation of PATHFIT 1 among

teachers handling the subject for S.Y 2022-2023 and know the opportunities, drawbacks

and suggestions in the implementation of PATHFIT I to tertiary schools in North

Cotabato through Focus Group Discussion.

Definition of Terms

Terms here are conceptually and operationally defines for better

understanding of the readers.

Drawbacks. Refers to a feature that renders something less acceptable or

disadvantage in handling PATHFIT 1.

Opportunities. This refers to a chance for progress or advancement as Physical

educators.
 PATHFIT 1. This is an acronym for Physical Activities Towards Health and

Fitness. In accordance with RA 5708, which requires an additional three topics of

physical education in college, this is course focuses on the Movement Competency

training that covers the fundamentals of movement as a foundation of knowledge.

Suggestions. Refers to a compiled ideas or plan put forward for consideration for

an effective teaching strategy in handling PATHFIT 1.

Tertiary Schools. Refers to an institution that offers PATHFIT 1 courses at the

educational level above secondary school within Kabacan, North Cotabato

 CHAPTER II

METHODOLOGY

Selection of the Respondents

The respondents of this study are the Physical Education Teachers in the selected

tertiary schools within Province of North Cotabato handling PATHFIT 1.

Data Gathering Procedure

With the questionnaires ready, the researcher will ask permission and approval

from the Deans of each Physical Education department for approval on conducting the

research. After, the researcher will invite the chosen teachers to participate the Focus

Group Discussion. After recording, the transcribed experiences will be keep confidential.

Data Analysis

Data analysis and interpretation will be done using Narrative Analysis.

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