Physical Activities In Physical Schools

CHAPTER 1

The Problem and Its Background

Introduction “Progress in physical education may well depend upon the creative development of new models.” (Jewett, 1979)

Instructional management is the event and procedure involved in the decision to initiate a specific activity for an individual student. Thus, in higher education, there remains a need to develop this instructional management model, which proposes alternative sets of relationships and interrelationships among personal meanings and learning, components and subcomponents, concepts and criteria as well as intuition and inference. Moreover, these models will help emphasize the importance of facilitation, sensitivity, support, care, regard, and success within the process of facilitation

23: “Policies, Standards and Guidelines for Bachelor of Physical Education major in School P.E. (BPE-SPE) and major in Sports and Wellness Management (BPE-SWM) Programs.”

Undoubtedly, the abovementioned memorandum directs the physical educators to elevate the standards of the teaching of Physical Education by providing maximum physical activity time within the class period, teach skills and activities that transfer into physical activity outside of physical education class, motivate individuals to be physically active and take the role of physical activity director for the school.

These physical education programs are further enhanced by accrediting agencies in higher education institutions which continually upgrade their educational quality and service through self-evaluation and the judgment of peers.

In response to the requirements set by accrediting agencies, higher education institutions particularly those offering Bachelor in Secondary Education major in Physical Education / Bachelor in Physical Education, strive to use excellence in quality education. The idea of instructional management model has emerged to serve as framework to ensure, in order to guide in the decision making activities particularly in planning the programs in physical

In the context of education and of this study, the entity which may be as simple as a text or as complex as an organization may be a response to some or all of the key questions to progress learning from motivation to recognition as set out in the analysis.

As seen in Figure 1, the research paradigm vividly depicts the various phases and components of the study. Specifically, it shows common figures such as boxes and arrows. The first box contains the Memorandum Orders issued by the Commission on Higher Education (CHED) and standards set by the various recognized accrediting agencies as regards Physical Education program. These agencies includes Philippine Accrediting Association of the Schools, Colleges and Universities (PAASCU), Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), and the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP). It is then followed by another box which contains the best practices in line with curriculum, instruction and facilities in the same area. Lastly, the last box encompasses the model for instructional management to be developed by the researcher as an output of the