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All Journal Physical Education and Sports: Studies and Research Physical Education and Sports: Studies and Research
Mendoza, Davidsol
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Education

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First Aid Skills of Pre-Service Physical Education Teachers at Batangas State University Mendoza, Davidsol; Junior, Mauricio Atienza; Maralit, Kyla Marie Torino; Odello, Chino Randel
Physical Education and Sports: Studies and Research Vol. 2 No. 2 (2023): Physical Education and Sports: Studies and Research
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/pessr.v2i2.208

Abstract

Background: The researchers believe acquiring knowledge and first aid skills can improve the instruction of Physical Education. Thus, no matter how proactive a teacher can be, there will be possibilities that an unnecessary situation may occur because it is movement education. Objectives: The study aimed to determine the first aid skills of pre-service physical education teachers at Batangas State University. Specifically, the study determined the respondents' extent of manifestation of competencies in providing first aid skill components as assessed by the instructors and students, along with cardiopulmonary resuscitation, management of bleeding, and fracture. The study also compares the responses of the two groups of respondents. The issues and challenges in developing first aid skills were also ascertained to propose training activities to intensify students' skills and competencies. Methods: This study used descriptive research and a researcher-made questionnaire to gather data from 186 participants, including 159 physical education students and 27 teachers from Batangas State University during the 2021-2022 academic year. Results: The study found that students had moderate competency in applying CPR, recognizing victim situations, and performing two rescue breaths correctly. Similarly, students had moderate competency in managing bleeding and identifying fracture types. However, the two groups of respondents had no significant difference in competency. The biggest challenge identified by students was the need for more training and workshops related to first aid, while linguistic barriers and inconsistent training were less significant challenges. Conclusion: The findings show that Bachelor of Physical Education students greatly manifest first aid skills in CPR, managing bleeding, and treating fractures but need improvements in specific competencies. There was no significant difference in the assessment between the two groups of respondents. However, attendance to training and workshops was the primary issue and challenge in developing the first aid skills of BPEd students.
Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives Mendoza, Davidsol; Calabia, Maryjane
Physical Education and Sports: Studies and Research Vol. 3 No. 1 (2024): Physical Education and Sports: Studies and Research
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/pessr.v3i1.347

Abstract

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.
Capabilities in Physical Education: A Comparative Analysis of School Heads’ and Teachers’ Perspectives Mendoza, Davidsol; Calabia, Maryjane
Physical Education and Sports: Studies and Research Vol. 3 No. 1 (2024): Physical Education and Sports: Studies and Research
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/pessr.v3i1.347

Abstract

Background: Effective education delivery relies on PE teachers’ abilities. Research indicates that students’ school performance significantly depends on the quality of PE teaching. Objectives: This study focused on assessing instructional capabilities in physical education. Specifically, it examined how school heads and teachers evaluated teachers’ abilities in content knowledge, pedagogical skills, communication, and professionalism. Additionally, the study compared assessments between the two groups. Methods: The study employed a descriptive research design involving 98 physical education teachers and 59 school heads from the Division of Batangas City. Data collection utilized a researcher-made questionnaire and interviews. Statistical analysis involved weighted mean and independent t-tests for data interpretation. Results: The assessment revealed valuable insights regarding PE teachers’ instructional capabilities. Administrators acknowledged strengths in lesson introduction and accurate content delivery. However, areas for improvement included integrating key elements and promoting higher-order thinking skills. PE teachers felt confident introducing lessons but recognized a need to refine performance demonstrations. Administrators praised diverse teaching methods but suggested creating more challenging experiences. Communication skills were positive, with room for improvement in grammatical accuracy. PE teachers expressed dedication to student physical education but identified a need for more decisive leadership in school-based activities. The findings highlighted specific improvement needs while emphasizing contrasting perceptions between administrators and PE teachers. Conclusion: The assessment found that physical education (PE) teachers are capable in delivering junior high school PE. However, they need familiarity with emerging trends to enhance instruction. School heads and PE teachers have differing views on instructional capabilities, attributed to assessment sources: administrators rely on scheduled observations, while PE instructors use self-assessment and daily teaching experiences.
Co-Authors Calabia, Maryjane Junior, Mauricio Atienza Maralit, Kyla Marie Torino Odello, Chino Randel