The high school students are full of energy at this point in time of their developmental stage a normal human beings and as such they engage in various activities. In the subject of Physical Education (P.E.) these students manifest their individual attitude towards participation in Physical Education activities. This study is interested looking closely into this situation and would like to determine the effect of the factors of attitude and teachers’ qualification towards students’ participation in Physical Education activities at Basilan National High School. Recent research has shown that degenerative diseases begin in early childhood.
As Kaercher (1981) wrote, “There’s increasing evidence in youngsters of high cholesterol in the blood, high blood pressure, obesity and other conditions that are associated with heart disease, stroke and other disorders” (p. 20). Bucher (1982) stated that medical specialists blame deaths due to heart disease, cancer, and stroke largely on “changes in lifestyle characterized by factors over which doctors have little or no control” (p.13). Research suggests that regular physical activity, begun in childhood, may help prevent degenerative diseases. According to Hanson (1974), “The necessity of physical activity for a growing child is well-documented in terms of growth and fitness needs.
Physical activity increases muscle tone, improves respiration and circulation, benefits digestion, aids in controlling obesity, promotes rehabilitation after illness and surgery, and stimulates proper growth and development Physical benefits alone could be sufficient reason for supporting physical education programs.” (p. 2). And Reiff (1977, p. 26) reported that high school students involved in an eight-week program of physical activity showed gains in fitness. The above-cited researches on physical education and its importance is taken into consideration in this study on the factors affecting students’ participation in physical education activities of Basilan National High School.
Statement of the Problem
This study attempted to determine the attitude and teachers qualification as factors affecting the students’ participation in physical education activities at Basilan National High School;
Specifically, it tried to answer the following questions:
1. What is the attitude of the students towards participation in physical education at Basilan National High School in terms of:
1.4 socio-economic status
2. Do the factors of attitude and teachers qualification affect the students’ participation in physical education activities at Basilan National High School?
3. Is there a significant difference in the effect of the factors of attitude and teachers qualification in the students’ participation in physical education activities in terms of: 3.1 gender
Significance of the Study
The results of this study provide additional information for the benefit of the following:
School administrators – the data in this study will be subject to further study and consideration and could serve as basis for the construction of approaches and programs to enhance students’ participation the school’s physical education activities.
Physical Education Teachers – they will be able to access data gathered in this study for their guide in the preparation of effective teaching methods which could motivate the students to actively participate in the physical education activities in school.
Students – they will gain additional knowledge from the findings in this study and will serve as eye opener for them towards better participation in the physical education activities programmed by the school.
Scope and Delimitation of the Study
This study is concentrated in the identification of the factors which affect the students participation in physical education activities at Basilan National High School. The data to be gathered from the students in Basilan National High School are from first year to fourth year enrolled for school year 2010 2011. The physical activities are part of the prescribed activities in the physical education school curriculum.
Under this chapter the following are presented and discussed: Related Literature, Theoretical Framework, Conceptual Framework, Research Hypothesis, and Definition of Terms.
Physical education is a type of class in which elementary, middle, and high school students are usually required to participate. It emphasizes exercise, and sometimes health and nutrition. This class, sometimes known as PE or gym class, usually takes place in a large gymnasium, but it can also take place outdoors. While there are a number of advantages to physical education, like most things, there are also a few disadvantages. Exercise is typically the main goal of physical education. Sometimes, a physical education teacher may instruct his student to perform drills or exercises. Other times, students may play games and sports. Basketball and dodge ball, for example, are two popular PE games. Larger schools may also have an indoor swimming pool that students can use during their gym class.
While many of these drills, exercises, and sports can be played indoors, sometimes a PE class should be held outdoors. Football, baseball, and golf, for instance, are typically outside sports. Weather permitting, some schools may even offer skiing or snowshoeing. Online physical fitness classes may seem unusual, but with technological advances comes innovation. A few schools now allow their students to fulfill physical education requirements on their own time. This can be done by letting a student choose an activity to participate in. She can then keep track of how much exercise she has done. A teacher, coach, or parent is usually required to vouch for the student.
Physical fitness in school, however, is not just about motivating students to become more active. It also helps younger students develop their psychomotor skills. Some elementary schools may also combine physical education classes with health classes, educating students about healthy choices and nutrition as well. Traditional classes where students play sports also help them learn to work as a team. (www.wisegeek.com/what-is-physical-education.htm) Clearly, physical education requirements can boost overall physical activity levels in children. The authors suggest that school-based activity be considered an important component in meeting the guidelines for physical activity in adolescents. Myers, Strikmiller, et. al. (1996). Physical and sedentary activity in school children grades 5-8; the Bogalusa Heart Study. Medicine Science in Sports and Exercise, vol. 28, pp. 852-859. Physical activity enhances a person’s life both socially and psychologically.
Studies have shown that physical activity may modify anxiety and depression (Sachs 1982, p. 44). Layman (1972, p. 5) gave evidence that poor physical condition predisposes individuals to poor mental health. Hanson (1974, p. 2) stated that “physical activity contributes to the general feeling of well-being. It is an avenue for expression of anger, aggression and happiness a means for discovery of self as well as a social facilitator.” Moreover, according to Espenschade (1960), “The status of the elementary school child with his peers is dependent to a great extent on his motor skills and his behavior in game situations” (p.3). Clarke (1982, p. 10) added to these statements, suggesting that the child’s realization of personal and social effectiveness relies heavily on guidance within the physical education experience. Research shows a positive relationship between physical activity and academic achievement. In one study, begun in 1951 in an elementary school in Vanves, France, the school day was divided so that four hours were devoted to academics and one to two hours to physical education, art, music, and supervised study (Bailey 1976).
By 1960, not only were health, fitness, discipline, and enthusiasm superior in the experimental program, but academic performance also surpassed controlled classes. Similar experiments in Belgium and Japan produced comparable results (Carlson 1982, p. 68), illustrating the importance of physical education to a successful academic program. The importance of wise use of leisure time was supported as early as 1918 in the Seven Cardinal Principles of Secondary Education (National Education Association). Children need recreational skills and a positive attitude toward exercise to enhance their use of leisure. Indeed, “Research indicates that motor skills learned in physical education classes may be the stimulus for increased activity during leisure time (Seefeldt 1977, p. 3). Gilliam and others demonstrated that physical education programs involving vigorous activities encourage participants to use leisure time more actively (p. 3).
Thus, physical education can play a major role in promoting an active, healthy lifestyle. The importance of wise use of leisure time was supported as early as 1918 in the Seven Cardinal Principles of Secondary Education (National Education Association). Children need recreational skills and a positive attitude toward exercise to enhance their use of leisure. Indeed, “Research indicates that motor skills learned in physical education classes may be the stimulus for increased activity during leisure time (Seefeldt 1977, p. 3). Gilliam and others demonstrated that physical education programs involving vigorous activities encourage participants to use leisure time more actively (p. 3). Thus, physical education can play a major role in promoting an active, healthy lifestyle.
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