A CASE STUDY ANALYSIS:

Input to Curriculum Innovation of Physical Education in one

Academic Institution
Mariane A. Gonzales, Liezel B. Sabino, Mary Kristel G. Valdez, Precy I. Guerra

College of Education, Arts and Sciences, Lyceum of the Philippines University, Batangas
City, Philippines

This case study explores the Physical Education (PE) program at Lyceum of the
Philippines University (LPU) – Batangas, examining its strengths, weaknesses, and potential
for improvement. It aims to provide a comprehensive understanding of the program’s current
state and offer actionable recommendations for its continuous development.

I. Case Analysis

The study, conducted by a group of MAPEH majors, aimed to assess the

alignment of the PE program with the university's vision, mission, goals, and
objectives. It sought to identify areas for continuous improvement, ultimately
contributing to the program's effectiveness and its ability to meet the needs of
diverse learners. The research employed a descriptive-evaluative approach using a
questionnaire adapted from the National Association for Sports and Physical
Education (NASPE) standards. This method allowed the researchers to gather data
on the program's various aspects, including curriculum, faculty, instruction, and
facilities.

The study found that the PE program at LPU-Batangas strongly adheres to

the university's vision, mission, goals, and objectives. This suggests a strong
foundation for the program and its alignment with the overall educational goals of
the university. The study further revealed that the program effectively implements
curriculum standards, demonstrates strong faculty and instruction, and provides
adequate facilities. However, the study also identified areas for improvement,
particularly in the areas of facilities and communication.
II. Background of the Case

Physical education (PE) supports cognitive, social, and emotional growth in

addition to physical health. However, there can be a wide range in the efficacy and
quality of physical education programs among educational institutions. In the past,
physical education has frequently been limited to a supporting position in the
classroom, focusing mostly on sports skills and physical fitness.

However, modern views on physical education have expanded to include a

comprehensive strategy that encourages healthy lives, meaningful social
relationships, and lifetime physical activity. Even while PE is acknowledged to be
important, many obstacles still stand in the way of its successful application.
Reduced instructional time, a shortage of trained teachers, out-of-date curricula, a
lack of funding, and unfavorable stereotypes are some of these issues.

Curriculum innovation is crucial to addressing these issues and

guaranteeing physical education's ongoing relevance. A carefully thought-out
physical education program should use technology, be inclusive and accessible,
encourage physical activity throughout life, promote critical thinking and
problem-solving abilities, and reflect current best practices. PE programs can
become more successful, engaging, and relevant to the requirements of students in
the twenty-first century by adopting curriculum innovation. By analyzing the
unique setting of a single academic institution, this study seeks to add to the
continuing conversation concerning innovative PE curricula. The researchers
intend to use this information to guide future attempts to build and implement
curricula by identifying the current PE program's strong and weak points.

III. Key Factors

Reform and Innovation Proposals

Innovative practices in physical education and sports are essential for Asia’s
academic institutions. To achieve this, institutions can adopt the following
proposals:
  Emphasize student-centered learning: Focus on students’ needs,
interests, and abilities to promote lifelong learning and physical activity.
 Diversify teaching methods: Incorporate various teaching models, such
as flexible forms of training, training structure diversification, and audio-
visual teaching.

 Update curriculum content: Shift from traditional sports technology-

centered approaches to more inclusive and diverse methods.

Key Areas for Improvement

Identify areas that require improvement, including:

 Outdated curriculum content: Revise and update teaching materials to

reflect modern physical education principles.

 Ineffective evaluation mechanisms: Develop more comprehensive

assessment systems that consider individual differences.

 Limited teacher training: Provide teachers with ongoing professional

development opportunities to enhance their teaching skills.

Implementation Path
To successfully implement curriculum innovation in physical education:

 Establish clear goals and objectives: Align with institutional missions and
priorities.

 Foster collaborations: Encourage partnerships among stakeholders,

including teachers, students, and community members.

 Monitor and evaluate progress: Regularly assess and refine the innovation
process.
IV. Methodology in Teaching
The study revealed that the PE program at LPU-Batangas employs a variety
of teaching methodologies, demonstrating a commitment to providing a dynamic
and engaging learning experience for students. These methodologies include:

 Differentiated Instruction: The curriculum is differentiated to meet the

needs of various programs, such as Marine Transportation and
Engineering, Criminology, and BEED/BSED. This ensures that students
receive instruction tailored to their specific needs and interests, promoting
a more inclusive and effective learning environment.

 Student-Centered Learning: The program emphasizes student

engagement and active participation in physical activities. This approach
fosters a sense of ownership and responsibility among students,
encouraging them to take an active role in their learning and development.

 Assessment-Driven Instruction: The faculty regularly assess student

performance to guide instruction and ensure learning outcomes. This
approach promotes continuous improvement, allowing the faculty to adapt
their teaching strategies based on student progress and needs.

 Technology Integration: The program utilizes technology to enhance

teaching and learning experiences. This demonstrates a commitment to
staying current with educational trends and leveraging technological tools
to improve student engagement and access to information.

V. Reflection on Methodology Choice

This reflection examines the process of inputting new ideas and approaches
into the physical education (PE) curriculum at a specific academic institution. It
explores the various sources of input, the challenges encountered, and the
potential impact on student learning and overall program effectiveness.
 Sources of Input
 Student Feedback: Gathering student feedback through surveys, focus
groups, and informal discussions is crucial. Understanding students’
interests, needs, and perceived limitations in the current curriculum is vital
for identifying areas for improvement.

 Teacher Expertise: PE teachers possess valuable insights into student

capabilities, program strengths and weaknesses, and emerging trends in the
field. Their input is essential for developing relevant and engaging
curriculum content.

 Research and Best Practices: Staying abreast of current research in PE

pedagogy, instructional strategies, and assessment methods is essential.
Incorporating evidence-based practices ensures that the curriculum aligns
with contemporary knowledge and best practices.

Physical Education (PE) is both a discipline and a profession. As a

curricular discipline, it promotes an understanding of the centrality of movement
in daily life, in all its forms---from meeting functional requirements, providing
opportunities for social interaction, analyzing the influence of contexts to one’s
well-being, to acknowledging physical activity and sports participation as
significant cultural and health practices .Physical education represents our best
opportunity to provide all children with physical activity experiences that promote
physical activity now and for a lifetime. Physical Education Program through
quality, research-based instruction that will surely help

VI. Recommendations

Based on the study's findings, the following recommendations are proposed

to further enhance the PE program at LPU-Batangas:
1. Enhance Communication
Implement a system for regular consultation with parents and students to
ensure clear understanding of the university's goals and the PE program's
objectives. This will foster a sense of shared responsibility and promote a
more collaborative approach to student learning and development.

2. Improve Facilities
Invest in specialized facilities, such as climbing walls and separate
locker rooms, to enhance the PE program's offerings. This will provide
students with access to a wider range of physical activities, promoting a more
diverse and engaging learning experience.

3. Strengthen Classroom Management

Intensify classroom orientation and strictly implement behavior
management plans to ensure a safe and supportive learning environment. This
will foster a positive and productive learning environment, allowing students
to focus on their physical development and well-being.

4. Develop Differentiated Instruction

Provide faculty with training and resources to develop differentiated
instruction and assessment strategies that cater to diverse learning needs. This
will ensure that all students receive instruction tailored to their unique abilities
and learning styles, promoting equity and inclusivity in the PE program.

5. Expand Scope of Future Research

Conduct further research to explore other aspects of the PE program,
including student satisfaction, program impact on student health, and the
integration of technology in teaching. This will provide a more comprehensive
understanding of the program's effectiveness and identify areas for further
improvement.