Professional Documents
Culture Documents
Chapter 1-5
Chapter 1-5
Chapter 1-5
Introduction
relieving depression, and increasing life satisfaction. In addition, there is evidence that
defined as “the aggregate or global capacity of the individual to act purposefully, to think
Physical activity has many benefits on the mind and body. Physical activity is
known for increasing heart rate and the blood flow throughout the body, which gives the
brain more blood to create energy and work more efficiently. When the brain works
three core skills: working memory (most basic and fundamental concepts required for
flexibility (thinking skills) (Dalziell, Boyle, & Mutrie, 2015). Executive function has been
lack of motivation, focus, and behavioral issues in school. Physical activity is often
lacking in the school day, and studies have shown that increasing the amount of activity
can improve many aspects of a person’s well-being. The curriculum and schedules in
schools are often full of academics, and there is little time for activity, but it is important
that teachers understand the variety of ways it can be integrated for academic success.
Desai, Kurpad, Chomitz, and Thomas (2015) state that aerobic exercise and
activity positively support mental health, influence health behaviors, and is associated
with academic achievement. A child’s cognitive performance in school has the potential
to be enhanced through the integration of physical activity and exercise into the school
day, with or without adding in programs. There are several ways that educators can get
the students moving with mathematics problems, taking brain breaks, providing after
Syväoja et al. (2013) evaluated the relationship between physical activity and
vigorous physical activity (MVPA) levels. The researchers identified the following
Finnish baseball”. The researchers further explored the relationship between self-
reported screen time (watching television, playing video games, using the internet, etc.)
physical fitness and/or activity levels. The study investigated 277 students, average age
of 12.2 years, from a public school district in Finland. Academic achievement was
measured through grade point averages collected from the school district.
education programs are being cut more than ever to make room for more core
academic time. This trend continues even though the current evidence shows physical
activity through physical education programs. Increasing time in physical activity could
help address a serious health concern for children, which is the increasing incidence of
activity, physical education can have beneficial affects on both academic learning and
physical activity patterns of students (Ploughman, 2008). Therefore, when the brain is
activated during physical activity, existing brain cells are rejuvenated and new ones are
There has also been growing interest in the benefits of physical activity for
mental health and a strong evidence base shows that regular activity and improved
fitness increases psychological well-being (Biddle & Mutrie, 2008). Exercise can help
people feel better about themselves and their lives, reduce anxiety and improve mood.
Evidence is also building to show that physical activity is associated with substantially
impairment and dementia (Fox & Mutrie; Hamer & Chida, 2008).
in select aspects of cognitive function in older adults are becoming increasingly well
established (Vanhees et al. 2008). The nation that higher levels of activity or fitness may
to educators. Not only could it benefit children and adolescents, it could improve the
school’s added value for academic achievement. For physical educators and sports
curriculum.
Theoretical Framework
teachers to utilize physical education to improve student achievement. Along with the
theory of multiple intelligences. The other six multiple intelligences are verbal-linguistic,
to perform, physical educators now are facing situations where they have less time for
2011). Humphries et al. (2011) emphasized that classroom teachers and physical
education teachers need to collaborate to ensure students receive the needed time for
however, Kagan (2008) concluded that teachers need to understand all of Gardner’s
(2008) multiple intelligences because this will better prepare students to be successful.
applying movement of body parts and the movement of the body to help students learn.
Humphries et al. (2011) added that physical education class is important to students
cognitive benefits when applied to students during physical education class. Pica
argued that from birth to around the age of eight, every person uses the bodily-
using their senses. Ozdemir, Guneysu, and Tekkaya (2008) stated students have
several different abilities, thus allowing them to learn by different techniques. Douglas,
Burton, and Reese-Durham (2008) suggested that students have several types of
abilities that could enhance their capacity to learn and cause them to respond
intelligences takes this into account. The theory of multiple intelligences has become “a
viable approach for exploring teaching styles, individualizing teaching and learning,
2008, p. 74). McMahon, Rose, and Parks (2009) added that educators are constantly
looking for ways to improve their teaching strategies and finding different ways for
students to learn. Gardner’s multiple intelligence theory’s greatest strength lies within its
framework (Ozdemir et al., 2008). The framework allows teachers to examine and
explore different teaching techniques and helps teachers find ways to structure teaching
and learning experiences for all students (Ozdemir et al., 2008). McMahon et al. (2009)
and Ozdemir et al. (2008) emphasized that Gardner’s theory of multiple intelligences
gives understanding to the cognitive abilities of students. Ozdemir et al. further stated
that Gardner’s theory can be used to meet three objectives: (a) match teaching styles to
students’ learning abilities, (b) help students to extend their 17 learning capabilities by
developing all their possible intelligences, and (c) observe the diversity of all students.
physical activity, students can enhance their learning capabilities (Gardner, 2008).
active during the school day. For example, when students become interactive during
physical education class, the blood flow throughout the body is increased and more
oxygenated blood reaches the brain. Berg (2010) stated that through moderate exercise
a neurotrophic factor in the brain is increased and causes more neurons, which
transmits
achievement is the main goal in education. By tapping into these different intelligences,
students?
To the School. The results of this study support several strategies that schools can use
advantage of new funding opportunities to expand their programs and improve the
To the Teachers. This study will make the teachers more responsible to teach skills that
students will participate in physical activity outside of the physical education class and
To the Future Researchers. This study can be a basis for other researchers as future
references. It will also give them idea on what is the level of involvement in physical
To the Students. They will benefit from this study because they are the ultimate
Definition of terms
For a better and clearer understanding of this study, the following terms are
operationally defined:
Physical Activity. Changing the position or parts of the body, or the location of the
whole body that increases energy expenditure above a resting level (Holt et. al., 2013).
Physical activity can be repetitive, structured and plan movement (fitness class or
school).
Chapter 2
This chapter presents the review of related literature and studies, both local and
foreign, which provide a background and a frame of references upon which the
Batista and colleagues (2016) found that students with the highest number of
achievement. Since practices and or games can last about two hours, students are
students see physical activity done in the classroom, on breaks, before and after school,
students will associate physical activity as a way of life, instead of just in Physical
Education class. In order for this transfer of learning to be successful, all staff must be
willing to encourage physical activity in the classroom and perform physical activity
themselves. After school sports participation is another way for students to be physically
active, which can further increase their academic performance. Hillman (2008) stated
that a rapidly growing body of work suggests that time spent engaged in physical
activity is related not only to a healthier body but also to a healthier mind.
Basch (2010) conducted a comprehensive review of how adolescents health and
health disparities influence academic performance and learning. The author's report
draws on empirical evidence suggesting that education reform will be ineffective unless
adolescent’s health is made a priority. Basch concludes that schools may be the only
place where health inequities can be addressed and that, if adolescent’s basic health
needs are not met, they will struggle to learn regardless of the effectiveness of the
that only seven studies had included socioeconomic status as a variable, despite its
school day and beyond. In addition to a general shifting of time in school away from
physical education to allow for more time on academic subjects, some students are
stated that yet little evidence supports the notion that more time allocated to subject
matter will translate into better test scores. Indeed, 11 of 14 correlational studies of
physical activity during the school day demonstrate a positive relationship to academic
performance.
activity, physical education can have beneficial affects on both academic learning and
physical activity patterns of students (Ploughman, 2008). Therefore, when the brain is
activated during physical activity, existing brain cells are rejuvenated and new ones are
referrals have been found to decrease with increased physical activity levels, while
enjoyment and intrinsic motivation have been found to increase along with increased
physical activity levels among students. Physical activity has academic benefits as well.
The California Department of Education looked at students’ health fitness scores on the
math and language arts. They found that fit kids “scored twice as well on academic tests
as those that were unfit.” The second year the CDE controlled for upper and lower
income brackets and while upper-income fit students scored higher than lower income
students overall, the premise still held true. Students who were more fit performed
better academically. Secondary students who play sports are more likely to become
active teens who, in turn, are more likely to be active adults. And being active, according
to the World Health Organization, is one of the most important ways to prevent heart
researchers from eight countries and from various academic disciplines, physical
activity was also found to boost brain power and academic performance, among other
benefits. The consensus statement, which was published in the British Journal of Sports
Medicine, lists the reasons why physical activity is beneficial for children and
adolescents aged 6-18. Building their cognitive functioning: Just one session of
moderate physical activity instantly boosts kids’ brain function, cognition and academic
performance. Time away from lessons in favour of physical activity doesn’t come at the
cost of good grades. Nurturing their engagement, motivation and psychological well-
peers, parents and teachers. A caring environment that supports autonomy enhances
kids’ motivation, their behaviour relating to physical activity and their general well-being.
Regular and organized physical activity training promotes life skills (interpersonal, self-
designs yielding the highest effect sizes. The strongest relationships were found
and types of research design all mediated the relationship among physical activity,
fitness, and academic performance. With regard to physical activity interventions, which
were carried out both within and beyond the school day, those involving small groups of
peers (around 10 youth of a similar age) were associated with the greatest gains in
academic performance.
According to Fraser and Robinson (2012) the cognitive domain deals with
“reasoning, judging, and problem solving”. Fraser and Robinson described this domain
as the “socio-emotional component”. The last of Bloom’s domains is psychomotor
Clemes, Matchett, and Wane (2008) indicate that accelerometer data over a 54
short period of time has been shown to upwardly skew data, thus hindering the
opportunity for association detection. This study was unique in that the researchers
activity and further revealed the self-reported levels of physical activity to be a more
levels of screen time were found to decrease levels of academic achievement, yet
association with academic achievement. The researchers found evidence from this
study of the effects of physical activity on academic achievement; however, they also
elucidated the need for additional research incorporating more diverse methods of
Donnelly et al. (2009) implemented the Physical Activity Across the Curriculum
(PAAC) program over three years among elementary students in northeast Kansas. The
minutes of MVPA each week. The researchers selected 90 minutes as the target
amount in that students were receiving 60 minutes of physical education and the
combined amount (150 minutes) met Healthy People 2010 physical activity
students and 10 served as the control with 713 students. Teachers in PAAC schools
received training on how to implement the PAAC within their subject and were
amounts of the treatment. The Wechsler Individual Achievement Test-2nd edition was
implemented to measure student academic achievement at the baseline and after three
years.
Advocating for Physical Education the American Heart Association has indicated
the recent and continuing decline in physical education classes in school in the United
States (US). Therefore, students are not receiving as much physical activity throughout
their day. Burrows and colleagues (2014) concluded that students who dedicated more
than four hours per week to scheduled physical activity were more likely to fall into the
San-Yeob and Wi- Young (2012) found that students who attended more than
three physical education classes per week had improved school performance. Schools
education classes, thus decreasing their physical activity. Since movement achieves
physical activity, students engaged in physical education may also increase their
academic performance by improving their memory, which helps increase their grades in
core subjects. Physical Educators can use scientific evidence to promote their subject
advocate for their subject area by integrating core subjects within physical education
class.
Comprehensive School Physical Activity Program Although the purpose of
should not be the only time in the day that students are physically active (SPARK,
2017). National Association for Sport and Physical Education (NASPE) released a
position statement advising that all P-12 schools implement a CSPAP, which not only
increases physical activity time, but also positively affects student’s academic
Käll, Nilsson & Lindén (2014) concluded that students who completed the
physical activity integrated math problems had improved response time, the intervention
group had higher proportions of students that achieved the national goals in three
subjects compared to the three reference schools. CSPAP programs may also be an
effective way to encourage engagement in physical activity. Students are more likely to
keep pursuing physical activity if the activity is performed in more than one place; this is
called transfer of learning. When students see physical activity done in the classroom,
on breaks, before and after school, students will associate physical activity as a way of
life, instead of just in Physical Education class. In order for this transfer of learning to be
successful, all staff must be willing to encourage physical activity in the classroom and
perform physical activity themselves. After school sport participation is another way for
students to be physically active, which can further increase their academic performance.
academic learning time, post engagement effects include better attention increased on-
students housed in a classroom with stand-sit desks where the child could stand at
his/her discretion and in classrooms containing traditional furniture showed that the
former children were highly likely to stand, thus expending significantly more energy
than those who were seated. More important, teachers can offer physical activity breaks
a lesson.
Voss and colleagues (2011) used a task to vary cognitive control requirements
and found that higher-fit children outperformed their lower-fit counterparts and that such
differences became more pronounced during task conditions requiring the upregulation
of control. Further, several differences emerged across various brain regions that
together make up the network associated with cognitive control. These findings suggest
that higher-fit children are more efficient in the allocation of resources in support of
According to Grieco et al. (2009) excessive time on task, in-attention to task, off-
task behavior, and delinquency are important considerations in the learning environment
behaviors are observable and of concern to teachers as they detract from the learning
regarding the effects of short physical activity breaks on these behaviors. Indeed,
physical activity into the classroom setting may be distracting to students. Yet in one
study it was sedentary students who demonstrated a decrease in time on task, while
active students returned to the same level of on-task behavior after an active learning
task.
brain volume, and aspects of cognition and memory. Specifically, assigned 9- to 10-
scores on a maximal oxygen uptake (VO 2max) test, which is considered the gold-
relational memory. They further observed that higher-fit children exhibited increased
inhibitory control and response resolution and that higher basal ganglia volume was
related to better task performance. These findings indicate that the dorsal striatum is
involved in these aspects of higher-order cognition and that fitness may influence
cognitive control during preadolescent development. It should be noted that both studies
described above were correlational in nature, leaving open the possibility that other
factors related to fitness and/or the maturation of subcortical structures may account for
before and after a 9-month physical activity intervention compared with a wait-list
control group. They observed better performance following the physical activity
intervention during task conditions that required the upregulation of working memory
relative to the task condition requiring lesser amounts of working memory. Further,
reflecting cognitive and motor preparation, was observed at posttest over frontal scalp
sites in the physical activity intervention group. No differences in performance or brain
activation were noted for the wait-list control group. These findings suggest an increase
program is particularly beneficial for tasks that require the use of working memory.
Barros and colleagues (2009) examined data from the Early Childhood
who had at least 15 minutes of recess were more likely to exhibit appropriate behavior
all schools in Texas to conduct annual fitness testing using the Fitness gram among
students in grades 3-12. In a special issue of Research Quarterly for Exercise and
Sport (2010), multiple articles describe the current state of physical fitness among
children in Texas; confirm the associations among school performance levels, academic
achievement, and physical fitness and demonstrate the ability of qualified physical
education teachers to administer physical fitness tests (Welk et al., 2010; Zhu et al.,
2010). Also using data from Texas schools, Van Dusen and colleagues (2011) found that
a steady decline in fitness by developmental stage, this study found that cardiovascular
fitness did decrease but not significantly. Aerobic fitness, then, may be important to
Reed et al. (2010) conducted a study with group of students with integrated
physical activities such as running, hopping, walking into the core languages arts, math
and social studies curricula to a group did not have integrated physical activity. Results
better on the fluid intelligence than participants in a control group. The authors
The level of physical activity has shown an effect on the academic success rate
tennis, carrying light loads and cycling at a regular pace, and strengthening exercises
can include push-ups, weight lifting, sit-up, and weight training. Vigorous exercises will
raise heart rate higher than strengthening exercise. So demonstrated that higher levels
of physical activity result in a higher correlation of academic success than lower levels
of physical activity. Vigorous activities increase brain and memory functions and can
METHODOLOGY
This chapter presents and discusses the method of research instrument, and the
procedures used in this study, the sources of data, sampling design and also the
Research Design
To attain the objectives of the study, the researcher uses the descriptive-
correlational design. Jackson (2008) says that is in the descriptive method the
distributed and answer the researcher will retrieve the questionnaires and collected the
data.
Research Locale
This study will conduct in Malapatan National High School, Poblacion Malapatan,
Sarangani of Soccsksargen (Region XII). The school has 27 instructional rooms and 0
non-instructional rooms, which are all powered by a grid. With 1,723, class size is
The respondents of this study are the Grade 11 students of Malapatan National
High School (HUMSS). There were 3 section of HUMSS composed of 129 students.
Research Instrument
Questionnaires is the principal instrument that will use in gathering data on the
questionnaire should be filled up with the following details: Name (optional) and the next
part are the question proper that must be answered, it answers the Level of Involvement
The researcher will request the school administration to allow her conduct the
study. Upon granting of the permission, the questionnaire will distribute to the students
who will first oriented on the significance of the study. The questions will explain to them
by the researcher, after which, they will ask to answer individually. The questionnaires
were collected right after they were accomplished and submitted to the researcher`s
Statistical Treatment
.
Chapter 4
This chapter presents analysis and interprets the data gathered in this study. The
Senior High School students of Malapatan National High School during the Academic
gather the necessary data for this study. The data gathered hereby presented, analyzed
students?
Grade 11 HUMSS students, the indicator that got the highest mean of 3.84 is that the
respondents participate five hours in a week in physical activities which means that they
are highly involved in it. Aside from the said indicator, the other indicator that got a
description of highly involved is that they participate in sports or physical activities with
Aside from the above mentioned indicators, the indicator that got a mean of 2.80
is that they encourage out of school youth to join in physical activities which means they
are involved.
sports for leadership management (2.06), train youth in physical activities (1.98), hold
in region sports competition (1.96), want to involved in sports to support the physical
activities through local clubs (1.88) and, participate in sports as an ambassador and
students of Malapatan National High School is moderately involved with a mean of 2.36.
There are many factors that greatly affect a student’s involvement in physical
activities such as their willingness to participate and their background on the physical
activity they are doing. These factors vary greatly on each other and that is why, this
study was made. The level of involvement of Grade 11 HUMSS students in physical
activities is moderately involved which means that they moderately agree that they do
such activities.
The results is neither nor not beyond expectations, but it shall be recommended
that teachers should implement more, teach more, and encourage more their students
to keep on involving themselves in physical activities as it helps, not just their physical,
but also their social skills. It is also recommended that the teacher reach out the school,
to make programs and intervention that helps enhance the students involvement and
recommendations based upon the result of the gathered data pertaining to this study.
Grade 11 HUMSS students of Malapatan National High School during the Academic
Year 2018-2019. To know the result, the researcher conducted a checklist and
Specifically in this chapter, the researcher sought to determine the answers to the
following questions:
students?
Weighted Mean, Frequency count, Percentage and Ranking were the statistical
Summary of Findings
physical activities of Grade 11 HUMSS students, the indicator that got the highest
mean of 3.84 is that the respondents participate five hours in a week in physical
Conclusions:
In the light of the findings accumulated, the following conclusions were drawn.
1. Most of the students are not that too much into physical activities.
2. Physical Activities are only done for recreation or during programs in the school.
Recommendations:
recommended that:
1.