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Document Code: DCAVRKMI-F-URPF
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City Document Title: Undergraduate Research Proposal Form
An Autonomous University Page No.: Page 1 of 59
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: August 2017
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
UNDERGRADUATE RESEARCH PROPOSAL FORM
I. Research Title: Level of Implementation of Health and Safety Guidelines in

Physical Education Classes in the Selected Secondary
Schools in Lucena City
II. Name of Researcher : Kim Patrick E. Soriano

Degree :
Specialization MAPEH
Researcher’s Contact Details : 09473155617
Name of Research Adviser : Dexter S. Villamin
III. Research Proposal
1. Abstract of the proposal
Safety and health guidelines in physical education can increase its resistance or
robustness and lower risk of accidents. Safety and health guidelines includes the
practices of the policies, strategies, procedures, and activities implemented or followed
by the school staffs, teachers, and the students. It is the important element that will
approve an effective management of safety and health guidelines in school. This
research study wants to investigate the level of safety and health guidelines of
physical education in the three selected secondary schools in Lucena City. 5-point
Likert scale questionnaire will be used to conduct survey to 30 physical education
teachers as respondents for evaluating the guidelines in their respective school. Mean
statistical formula will be used in analyzing and interpreting the results. The result of
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the study will help to predict the safety and health performance of physical education
and to identify possible recommendations and improvements.
Keywords: Physical Education, Safety and Health Guidelines, Safety Performance

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2. Background
a. Rationale of the Research
Physical Education is a course or subject responsible for enhancing the physical,
health, and mental as well as spiritual aspects of students in school. It is part of the
school curriculum in order for students to develop their skills and ability in terms of
sports, behavior and physical training by performing physical activities. With regards to
the activities performed, the schools should take consideration of the safety and health
of every student. PE however, is similar to other core subjects in that it is mandated to
follow assessment and evaluation procedures, which Morgan and Hansen (2008)
acknowledge as an opportunity to improve and progress.
Safety and health of students is an important consideration in Physical
Education. Unexpected injuries and accidents are present in every working environment
such as schools. Safe and supportive environments will protect the students and
teachers from injury. Physical education safety, however, is the responsibility of the
entire community. Young people come to school with attitudes about safety and health
that they have learned at home and in the community. Every safety conscious action
taken by parents and community members sends a message to young people and
makes it easier to implement physical education safety guidelines at school.
Safe practice should be an integral part of all aspects of physical education and
sports, at all ages and levels of ability. Accidents do happen, as the nature of physical
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activities leads to a greater potential risk, and these accidents can highlight the
importance of safe practice. Adopting good procedures can mean the difference
between a minor and a severe injury, and can reduce the likelihood of such incidents
occurring at all. Teachers, lecturers or coaches therefore have a duty of care for those
under their responsibility to ensure that all planning and implementation includes
recognition of safety as a main element. An example of this was recently highlighted in
the form of complaints regarding younger children playing rugby. Writing in the British
Medical Journal, neurosurgeon Michael Carter argued that the encouraged aggressive
nature of rugby has led to many youngsters being injured needlessly. As Carter notes,
the sport requires full contact collision with extreme force in order to acquire and
maintain possession of the ball, which exposes players to the risk of serious physical
injury (2015). Additionally, organization-related principles should be taken into
account, such as clear learning outcomes and lesson structure, ensuring students are
matched in terms of size and ability (considering the vastly differing physical statures
of growing children), use of regular and approved practice, a suitable level of
progression, on-going safety checks, and awareness of offsite facilities.
As communities in the United States consider how to safely re-open K-12
school buildings and in-person services, CDC offers updated considerations for
mitigation strategies that K-12 school administrators can use to help protect students,
teachers, and staff and slow the spread of COVID-19. These updated Considerations
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for Schools are intended to aid school administrators as they consider how to protect
the health, safety, and wellbeing of students, teachers, staff, their families, and
communities:
Schools should determine, in collaboration with state and local health officials to the
extent possible, whether and how to implement each of these considerations while
adjusting to meet the unique needs and circumstances of the local community.
Implementation should be guided by what is feasible, practical, acceptable, and
tailored to the needs of each community. It is also critically important to develop
strategies that can be revised and adapted depending on the level of viral
transmission in the school and throughout the community and done with close
communication with state and/or local public health authorities and recognizing the
differences between school districts, including urban, suburban, and rural districts.
These considerations are meant to supplement—not replace—any Federal, state,
local, territorial, or tribal health and safety laws, rules, and regulations with which
schools must comply (e.g., Individuals with Disabilities Education Actexternal icon).
School-based health facilities may refer to CDC’s Guidance for U.S. Healthcare
Facilities and may find it helpful to reference the Ten Ways Healthcare Systems Can
Operate Effectively During the COVID-19 Pandemic.

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b. Purpose of the Research
The study aims to identify the levels of implementation of the selected Secondary
Schools from public and private that have Safety and Health Guidelines in Physical
Education.
Specifically, the study seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of the following:
1.1 Age
1.2 Gender
1.3 Length of Service
2. What is the existing components of levels of implementation of safety and health
guidelines in the selected secondary schools in terms of:
2.1 Effectiveness
2.2 Performance
2.3 Planning
3. What is the level of implementation of safety and health guidelines in the selected
schools in terms of:
3.1 Responsibilities
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3.2 Requirements
3.3 Achievements
c. Theoretical Framework
The ABC theory of safety
A - Attitudes
A person’s behavior is arguably one of the greatest determinants in
workplace/school’s safety, especially as individuals interact amid a host of varying
safety issues. The human behavior thus plays a huge role to a task performed by a
person. The task can have a negative and a positive impact on connected to the person
doing the specified task.
Your work attitude not only affects how well you do your job, but it also affects how safe
you are when doing it. Positive people usually perform better in the working
environment because they maintain an open mind and consider the outcome of their
behavior. Negative people, on the other hand, complain about everything, including
having to practice safety. The person with the negative work attitude is less likely to care
about the quality of the job she is doing or how she does it. A negative work attitude can
lead to unsafe work habits and accidents.
B – Behavior
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Behavior in the workplace such as school is all about emotions such as
aggression, happiness, or depression. Negative workplace behavior, such as school
bullying, is an important work‐related psychosocial hazard with the potential to
contribute to students and teacher’s ill health. Two major health issues can be noted;
poor mental and cardiovascular health.
C – Conditions
The condition to follow or consequences are what happen after the behavior –
reward or punishment. Past conditions become influencers to future behavior. Most
people do not want to suffer the "consequences" of their behavior. When people
understand and believe in the potential conditions, behavior starts to change. The
motivating conditions are different for people. The impact an injury has on them
personally or their family is important. For others, losing their job, or having a
consequence directly impact their social life is more important and can lead to behavior
change. The point is, we are all motivated differently. So understanding the motivations
for safety in our people becomes important for long-term behavior change.
During the project the following condition are followed:
• Conceptual, design, construction, commission, modification and decommissioning
phase.
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Typical hazards to identify should risk minimize
• Mechanical, electrical, structural, chemical, physical, and biological hazards (stresses)
Domino Theory of Safety
The Heinrich Domino Theory is based on the sequence of events that leads to an
incident.
 The potential injury only occurs as a result of an injury (Final Domino)
 An accident only happens as result of personal or mechanical hazard
 Hazards only occur as result of people faults
 Faults of people are inherited, born bred and educated.
 Thus by removal of an optical domino caused the effect not to happen. This is
done by training the staff and to make them aware of danger in the workplace.
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Franks Bird’s theory
Frank Bird Accident Triangle show the relationship between numbers of
accidents with different outcomes. Research shows that this relationship forms a
triangle, with the most serious outcomes being the least numerous at the top and those
with proportionally higher numbers but less serious results forming the base.
The important message of the accident triangle is that serious outcome accidents tend
to happened rarely and randomly. They are notoriously difficult to predict. Near
misses/incidents, on the other hand, happen far more frequently. Many near misses will
be minor events of little or no consequences; if they happen again there would be no
serous outcome. Some near misses will have the potential for very serious injury. These
near misses should be thoroughly investigated and preventive measures put in place to
avoid the recurrence.

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The 4 S’s
Reeves and Stein (1999) provide us with a positive way of conceptualizing a physical
education setting in which students should feel comfortable and confident in their
participation. These 4 S’s are “safe,” “success,” “satisfying,” and “skill appropriate.”
By safe, the authors refer to the conduct of activity in which the student is
protected from danger. A significant portion of this chapter deals with all issues of
physical safety. They would also like to add the notion of psychological or emotional
safety as part of this first S. Students should feel they will be free from embarrassment
or ridicule in their pursuit of physical activity.
By success, this means that students are able to attain a level of proficiency at a
level that is appropriate for them.
By satisfying, this means that children find their participation in physical activity
challenging and motivating. They need to have feelings of a sense of accomplishment.
Good teachers adapt the curriculum, task, and/or environment so that all students can
experience this satisfaction.

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By skill appropriate, this means that the instructional context is designed after a
variety of individual characteristics such as developmental status, fitness and skill
levels, body size, and age have been considered.
d. Literature Survey
Occupational Safety and Health
The designation Health and Safety, or Occupational Health and Safety (OHS)
has been used to identify a scientiﬁc and professional area that is dedicated to the
analysis of the working conditions, its impact in workers’ health and/or well-being, to
propose solutions (Saari, 1995) to reduce occupational hazards and risk factors and
measure its effectiveness. Professionals working in this domain can be very diversiﬁed
in terms of education, and there is a large number of professionals carrying out tasks
under different titles (Hale, 1995b; Hale et al., 2005; Garrigou and Peissel, 2008),
including professionals such as physicians, engineers, psychologists, nurses, chemists
and many others.
Safety of Covid
Principals and teachers must ensure that all Physical Education and Sport is conducted
safely by following the specific requirements outlined in this policy for:
sports activities
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the environments that they are undertaken in, and
the associated equipment.
All teachers conducting Physical Education and Sport must have first aid training.
All items of equipment — such as basketball rings and soccer goals, are safe, regularly
inspected, repaired and maintained in accordance with the Workplace Inspections
Policy and Procedure.
COVID-19 is mostly spread by respiratory droplets released when people talk, cough, or
sneeze. It may be possible that a person can get COVID-19 by touching a surface or
object that has the virus on it and then touching their own eyes, nose, or mouth.
Therefore, personal prevention practices (such as handwashing, staying home when
sick) and environmental cleaning and disinfection are important principles that are
discussed below. Fortunately, there are a number of actions school administrators can
take to help lower the risk of COVID-19 exposure and spread during school sessions
and activities.
In order to reach the goal of reopening schools as safely and as quickly as possible for
in-person learning, and help schools remain open, it is important to adopt and diligently
implement actions to slow the spread of COVID-19 inside the school and out in the
community. This means that students, families, teachers, school staff, and all
community members take actions to protect themselves and others where they live,
work, learn, and play.

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Reopening of school is critical during the COVID-19 pandemic, when many children and
families are experiencing additional economic hardships, social isolation, and other
stressors. Schools are a critical component of communities and have tremendous
impact on the health, well-being, growth, and development of students and families.
Education is a fundamental determinant of health because it cultivates life skills,
knowledge and reasoning, social-emotional awareness and control, and community
engagement, which serve people over the course of a lifetime. Schools themselves also
function as tools and resources for public health intervention by addressing core needs
such as nutrition, access to health and social support services, and engagement and
support of families and the community as a whole.
Safety and Health Guidelines
According to Health and Safety Authority and Kilkenny Education Center, there
are moral, legal and ethical reasons for managing safety, health and welfare at work.
Hazards and risks are present in schools, just as in any other workplace. However,
schools are a unique environment as the workplace is shared with students, to whom a
high duty of care is owed because of their vulnerability. School accidents and incidents
cause pain and suffering to the individual and his/her family. They affect people’s ability
to work and their enjoyment of life outside work. Many accidents and cases of
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occupational illhealth at work are due to a failure to manage safety, health and welfare
properly.
A proactive safety, health and welfare management system promotes a safer working
environment and results in the avoidance of accidents and incidents. In addition to
reducing costs, an effective safety, health and welfare management system ensures
that:
• good safety, health and welfare arrangements are in place for staff, students and
anyone affected by the work activities of the school;
• teachers and other staff are confident that well planned safety, health and welfare
systems are in place when carrying out their responsibilities;
• resources are not wasted; financial priorities can be related to careful risk
assessments;
• staff absences due to injuries or occupational ill health are reduced;
• the number of accidents and associated costs are reduced;
• morale is improved in the school for students, staff and parents/guardians;
• the number and cost of compensation claims are reduced.
Social distancing and minimizing exposure
Social distancing (also called physical distancing) means keeping space between
yourself and other people outside of your home. Social distancing is a critical tool in
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decreasing the spread of COVID-19. In this planning scenario, schools should create as
much space between people as possible during the day, recognizing that it is not always
feasible to have 6 feet of social distancing during primary instructional time in the
classroom. Schools are encouraged to continue to use playground facilities for students
in their care and use strategies to limit possible exposures. Students of all ages need to
move their bodies and stay physically active. Getting outside for fresh air and movement
is important to support physical and mental health on a daily basis.
Intent of the Physical Education Safety Guidelines:
According to PEI Department of Education and Early Childhood Development
(2010), the primary responsibility for the care and safety of students rests with the
school board and its employees. An important aspect in fulfilling this role is to recognize
that there is an element of risk in all physical activity and to take action accordingly. To
this end, foreseeable risks have been identified and analyzed. These guidelines include
procedures that help minimize, to the greatest extent possible, the risk of a preventable
accident or injury. A guideline alone does not eliminate risk regardless of how well it is
written or how effectively it is implemented. Safety awareness, practiced by the teacher,
based on up-to-date information, common sense observation, action, and foresight, is
the key to safe programming. The intent of the Curricular Safety Guidelines is to focus
the teacher’s attention on safe instructional practices for each class activity in order to
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minimize the inherent element of risk. By implementing safe instructional practices, such
as use of logical teaching progressions, as well as inclusion of age-appropriate activities
in program preparations, planning and daily teaching, the educator will guard against
foreseeable risks. It is hoped that through this implementation process, this document
will assist educators in fulfilling their obligation to provide the safest possible
environment in which all students, regardless of physical, mental, emotional abilities/
challenges or cultural background, can be physically active.
Safety and Health in Physical Education
Physical Education places students in a variety of high-risk settings where
injuries may occur. Indeed, 70% of boys’ and 65% of girls’ accidents in schools occur in
Physical Education and sport related programs. It is important then, that children’s
school experiences in physical activity are conducted in a safe and supportive
environment. Schools and teachers that create safe and supportive environments will
not only protect students from injury, but will encourage their lifelong participation in
regular activity. Physical education safety, however, is the responsibility of the entire
community. Young people come to school with attitudes about safety that they have
learned at home and in the community. Every safety conscious action taken by parents
and community members sends a message to young people and makes it easier to
implement physical education safety guidelines at school. Nonetheless, we have a
responsibility to ensure a safe environment. Moreover, we are liable if we do not.

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Physical education represents the only time and place for every child to learn
knowledge and skills related to physical activity and to be physically active during the
school day. It also is currently the only time and place for all children to engage in
vigorous- or moderate-intensity physical activity safely because of the structured and
specialist-supervised instructional environment. It is expected that children will use the
skills and knowledge learned in physical education in other physical activity
opportunities in school, such as active recess, active transportation, and intramural
sports. For these reasons, physical education programming has been identified as the
foundation on which multicomponent or coordinated approaches incorporating other
physical activity opportunities can be designed and promoted.
“Students will meet the aim of the physical education program and lead an active,
healthy lifestyle if they have developed a desire to participate continually in physical
activity and experience programs that address the prescribed outcomes. This can only
be achieved in activity rooms where students are emotionally and physically safe, the
climate is positive and a variety of skill-building experiences are provided that are
socially, emotionally, intellectually and physically developmentally appropriate.”
School Safety
School safety requires a broad-based effort by the entire community, including
educators, students, parents, law enforcement agencies, businesses, and faith-based

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organizations, among others. By adopting a comprehensive approach to addressing
school safety focusing on prevention, intervention, and response, schools can increase
the safety and security of students.
You may think being a physical education teacher is a piece of cake. It's all fun
and games, right? Wrong! Whenever there are physical activities involving students,
there are also huge liabilities and causes for concern. You can't just throw out some
sports equipment and let them have at it. Students need clear expectations, especially
since P.E. classes are fundamentally less structured than traditional classroom settings.
This is exactly why, as a P.E. teacher, you need to have clear safety rules and
procedures. First, let's discuss some safety rules you should have in your classroom.
Remember, rules are understood regulations directing behavior during an activity. You
should have clear and specific rules for each unit you teach. The following are some
general rules to have for your P.E. classroom. In order to reduce the risk of accidents
during physical education lessons or extracurricular activities, head teachers are asked
to ensure that all members of staff are aware of the following guidelines that are
intended to minimize hazards during physical education activities. The aim is not to
restrict the scope of the physical education program in any way, but there is a degree of
responsibility, which all teachers should recognize when supervising physical education
activities.
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The primary responsibility for the care and safety of students rests with the
school board and its employees. An important aspect in fulfilling this role is to recognize
that there is an element of risk in all physical activity and to take action accordingly. To
this end, the safety guidelines writing team and the Active Healthy Living Consultants in
Nova Scotia have identified and analyzed reasonable foreseeable risks and have
continued to assess and develop these guidelines that include procedures that help
minimize, to the greatest extent possible, the risk of a preventable accident or injury in
physical education classes and extracurricular activities. While it is understood that a
guideline alone does not eliminate risk regardless of how well it is written or how
effectively it is implemented, school boards are expected to be held responsible for the
implementation of these guidelines. It is highly recommended that physical education
specialists are placed in physical education teaching positions. In support of this
specialization, only teachers with the appropriate certifications and or equivalent
experiences are able to lead activities that are specialized. Safety awareness, practiced
by the physical education teacher, based on up-to-date information, common-sense
observation, action, and foresight, is the key to safe programming. The intent of the
Physical Education Safety Guidelines is to focus the teacher’s attention on safe
instructional practices for each class activity in order to minimize the inherent element of
risk. By implementing safe instructional practices, such as the use of logical teaching
progressions, and the inclusion of age-appropriate activities in program preparations,

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planning, and daily teaching, the physical educator will guard against foreseeable risks.
It is hoped that through this implementation process, this study will assist educators in
fulfilling their obligation to provide the safest possible environment in which all students,
regardless of physical, mental, emotional abilities/challenges, or cultural background,
can be physically active.
Safety of children and adolescents during school sports activities is the key issue
in methodology of Physical Education (PE). For this reason, safety should be the
subject of ay concern while planning PE activities .Apart from basic safety rules and
regulations observed in the school at PE, each physical activity (PA) has its own set of
safety rules, with which all students should familiarize themselves. Notwithstanding the
rules, education and care, which more often than not minimize the occurrence of safety
hazards, injuries, incurred during PE classes, are hard to be avoided. In the opinion of
some sports instructors, misadventures are inevitable while performing physical
activities as they are inherent part of movement, therefore anyone who is physically
active should be aware of such risk. Some examples are: adequate safety control
during classes of PE should be particularly addressed to secondary school students,
physically and mentally handicapped. Interestingly, the number of the physically
handicapped is continuously growing, especially in the highly developed countries as
well as in many developing countries including Philippines. To illustrate this, the
percentage of the overweight and the obese marked with a relatively low level of
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physical fitness (PF) is on the increase all over the world. Thus, at present such people
are more frequently regarded as physically disabled or handicapped. In view of this fact,
PE teachers are expected to be not only knowledgeable about their subject, but also
display the proper sensitivity towards their students’ size and body weight. Negative
expectations towards obese students, expressed by teachers, may undermine or
neutralize the effectiveness of actions, aimed at reducing overweight and obesity of
children and young people.
Traumas and injuries incurred as a result of accidents make children unhealthy,
that consequently hinders their development. Government administration must provide
huge financial means for post accidental treatment. As a result, the issues of traumatism
also pertain to the child’s motor development, which is closely related to the individual
pace of learning and permanent acquisition of new motor skills (as a component of
motor fitness).
Students need clear expectations for how to treat the sporting equipment. If you
fail to set up rules for the equipment, students may fool around or tease each other in
various ways during P.E. class.
Safe practice should be an integral part of all aspects of physical education and
sports, at all ages and levels of ability. Accidents do happen, as the nature of physical
activities leads to a greater potential risk, and these accidents can highlight the
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importance of safe practice. Adopting good procedures can mean the difference
between a minor and a severe injury, and can reduce the likelihood of such incidents
occurring at all. Teachers, lecturers or coaches therefore have a duty of care for those
under their responsibility to ensure that all planning and implementation includes
recognition of safety as a main element.
An example of this was recently highlighted in the form of complaints regarding
younger children playing rugby. Writing in the British Medical Journal, neurosurgeon
Michael Carter argued that the encouraged aggressive nature of rugby has led to many
youngsters being injured needlessly. As Carter notes, the sport requires full contact
collision with extreme force in order to acquire and maintain possession of the ball,
which exposes players to the risk of serious physical injury (2015).
An activity is deemed as safe where the associated risks are judged to be
acceptably low. The identification of these risks should come through good teaching and
analysis and management of a situation. Although the over-riding responsibility for
health and safety is placed on the employer (local authority, governors or trustees),
schools have a duty to apply the policies and guidance within the learning environment
and ensure that all young people are aware of safe practice. The Association for
Physical Education (AFPE) offers an updated handbook detailing the latest changes to
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legislation with specific case studies, which educators will find useful in applying safe
practice in their own lessons.
Whatever the nature of the practical lessons, it is generally accepted that some
kind of risk assessment noting the main risks and relevant control measures required
should be included on the scheme of work or lesson notes. The more intricate the
potential risks, the more detailed the risk assessment should be. With this in mind,
educators should take into consideration the relevant safe teaching principles before
and during any physical class activity. These could include people-related principles
such as group-management skills; ensuring students wear suitable clothing, managing
any support staff, and involving the pupils in safety procedures. It is important to be
aware of the environment the activity will take place in; allowing sufficient space for the
activity, having fire safety provision, checking all equipment, and establishing
procedures for injury, evacuation or any critical incidents. Additionally, organization-
related principles should be taken into account, such as clear learning outcomes and
lesson structure, ensuring students are matched in terms of size and ability (considering
the vastly differing physical statures of growing children), use of regular and approved
practice, a suitable level of progression, on-going safety checks, and awareness of
offsite facilities.
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Principals and teachers must ensure that all Physical Education and Sport is
conducted safely by following the specific requirements outlined in this policy for:
 Sports activities
 The environments that they are undertaken in, and
 The associated equipment.
 All teachers conducting Physical Education and Sport must have first aid
training.
 All items of equipment — such as basketball rings and soccer goals, are
safe, regularly inspected, repaired and maintained in accordance with the
Workplace Inspections Policy and Procedure.
The principal is responsible for ensuring playground supervision is adequate during
school hours. This may be delegated to other staff including responsible volunteers
(refer to specific school board policy regarding hours of supervision). Staff should be
aware that if they miss an assigned supervision, they are potentially liable due to
negligent behavior. If an accident or injury occurs when they should have been on
supervision, they may be held responsible in the courts.
These guidelines have also been developed to assist school authorities in their
formulation of site-specific safety guidelines for physical activity in different schools.
Implementation of safety guidelines should in all cases is preceded by a close review of

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these guidelines and appropriate modification on the part of each school authority in
order to meet the specific requirements and circumstances of their respective school
program. The recommendations put forth here should be considered within the overall
context of the school authority’s responsibilities for providing a safe, clean and healthy
physical environment for students. Well-planned physical activity programs reduce the
frequency and severity of injuries. By implementing safe instructional practices, such as
use of sequential teaching progressions, as well as the inclusion of developmentally
appropriate activities in program preparations, planning and daily teaching, the teacher
guards against foreseeable risks. A guideline alone does not eliminate risk regardless of
how well it is written or how effectively it is implemented. Safety awareness, based on
up-to-date information, common sense observation, the teacher’s ability to maintain a
safe learning environment, action and foresight are keys to safe programming.
At all times teachers and instructors must comply with the policies relating to the
physical activities conducted as specified by the board/authority for which they are
employed. By anticipating safety problems and actively addressing them, schools
increase their ability to avoid or respond to a crisis. Clearly articulated rules and
policies, established through community involvement and implemented fairly, will
provide a solid foundation for a comprehensive approach to school safety. A
comprehensive approach to school safety involves meeting challenges on several
fronts. Administrative support is essential to provide the necessary resources for

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violence prevention efforts. Careful planning and vigilant monitoring are required to
ensure the safety of the school facility. Schoolwide education and training about safety
prepare students to take careful action to avoid injuring themselves. Involvement of
parents and other concerned community members provides essential resources and
support. In the course of these activities, teachers and school leaders will face important
legal questions that affect many lives. These questions center on issues involving
privacy and school records, discipline and due process (including zero tolerance
policies), search and seizure, dress codes, security measures and school resource
officers, and general liability issues. In other words, even while developing school
policies and meeting legal requirements, schools, parents, teachers, and communities
will reap what they sow. Policies set the tone of school administration and shape the
culture of each classroom, school, and school district. Accordingly, while it is important
to focus on the legal implications and issues of school safety efforts, this must be
balanced by a strong sense of fairness and concern for the dignity and integrity of every
member of the school community. Ultimately, a more secure school will grow from the
sense of safety, integrity, fairness, justice, and cooperative effort exhibited by school
principals, teachers, and others in positions of leadership. Allowing youth to learn the
rules to repair a safe and secure vision for their school and creating healing, restoration,
and peace, will build their sense of values, personal integrity, and accountability to the
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larger community. Involving students in the planning and policy development process
presents a unique and wonderful teaching moment.
To ensure they are not exposing students to unreasonable risk of injury, and themselves
to legal liability for negligence, teachers should be able to respond positively to the
following questions. If teachers can say that they are taking the following precautions,
they will be providing the standard of care owed to their students to protect them from
unreasonable risk of injury, and accordingly, it is unlikely they will be found negligent for
failing to provide reasonable care.
Teachers are responsible for assisting students in achieving the general and
specific outcomes identified in the program of studies. Some of the specific outcomes
focus on student responsibility in relation to safety and personal challenge. As these
outcomes are achieved, they will assist in creating a safe learning environment. School
authorities and teachers are ultimately responsible for ensuring the environment is safe.
The safety guidelines for physical activity in secondary schools have been created for
use in the regular physical education program and Daily Physical Activity within schools,
in which most students participate. The guidelines provided may not be specific enough
to meet the needs of specialized athletic programs that are offered in an academy
setting. Students in academy settings may be participating in higher caliber, more
intense forms of activities. It should be considered the duty of the teachers and
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administrators of physical activities in the academy setting to seek out and implement
guidelines that are suited to the abilities of the students and that will appropriately
minimize the risk of injury to a level acceptable to the students and their
parents/guardians.
Plan and prepare
Emergency operations plans: review, update, and implement EOPs
The most important actions for school administrators to take before reopening in-person
services and facilities are planning and preparing. To best prepare, schools should
expect that students, teachers, or staff may contract symptoms consistent with COVID-
19, and schools must know what to do when this happens. Regardless of the number of
cases in a community, every school should have a plan in place to protect staff,
children, and their families from the spread of COVID-19 and a response plan in place
for if/when a student, teacher, or staff member tests positive for COVID-19. This plan
should be developed in collaboration with state and local public health departments;
school nurses, parents, caregivers, and guardians; student leaders; community
members; and other relevant partners. Schools should prioritize EOP components that
address infectious disease outbreaks and their consequences.

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e. Significance of the Research
The study, Level of Implementation of Safety and Health Guidelines on Selected
Secondary Schools in Lucena City can provide basis for the effective formulation of
health and safety policies in different secondary schools. This will provide the
opportunity for physical education teachers and students in the selected secondary
schools (School A, School B, School C) to identify their specific respective roles in
health and safety issues in physical education.
The study will also benefit the researcher for it will give him/her a greater
understanding and knowledge of providing Safety and Health Programs in school. The
researcher will also know more about the Safety and Health standards and apply it in
different situations.
Finally, the study will benefit the future researchers who would conduct study
related to safety and health, this may serve as reference of their own studies.
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f. Definition of Terms
The following terms along with a description are applicable in the research study
about the identification of the level of Safety and Health Guidelines in Physical
Education in Selected Secondary Schools in Lucena City.
5-point Likert Scale is used to allow the respondents to express how much they agree
or disagree with a particular statement.
Accident is an unplanned or uncontrolled event that typically results in damage or
injuries during physical activities.
Evaluation is a process of verifying and assessing if the safety and health program is
effectively implemented as intended.
Hazards is a potential source of harm. Substances, events, or circumstances can
constitute hazards when their nature would allow them, even just theoretically, to
cause damage to health, life, property, or any other interest of value.
Health is the general condition of the body and state of the mind that influence the
efficiency and effectivity of students learning physical education.

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Injury is an act that damages or hurt an individual due to unsafe physical activities,
improper training and conditioning and the environment where the activities are
performed.
Major Injury is any injury that could potentially lead to death, prolonged disability or
permanently diminished quality of life due to accident from activities performed in
physical education.
Minor injuries can be painful, but they don't threaten life, mobility or long-term survival.
Physical Education is a subject taught in school to enhance and develop the physical
fitness, health, and mental state of students.
Safety is the condition of being safe from hurt, injury, or loss upon the activity of
Physical Education.
Safety and Health Checklist is a tool used for evaluating rules and regulations
to comply with safety and Health.
Safety and Health Guidelines consist of policies, regulations and implementations to
prevent injuries and accidents.
Secondary School is an institution responsible for implementing proper and quality
education to high school students as well as the consideration for their safety and
health.
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g. Scope and Limitation of the Study
This study focuses on the identification and evaluation of the level of Safety and
Health Guidelines on Physical Education in selected secondary schools in Lucena City.
The researcher will analyze the existing Safety and Health Guidelines of the selected
secondary schools. The data collection will involve 3 different high schools namely
school A, B, and C. Physical Education Teachers and Heads will mainly be the
respondents. The research will cover the safety and health procedures and policies that
are appropriate to the hazards and risks of the physical education’s work activities. Also,
it will include the statistics of the accidents, major and minor injuries that occurred
during physical education for better evaluation.
The study will be done through the utilization of questionnaires and checklist that
will serve as a reference in evaluating the Safety and Health guidelines of Secondary
Schools in Physical Education and to recommend for possible improvements.
Due to the current COVID-19 pandemic, the researcher will use the internet and
social media platforms mostly in gathering information and making surveys.

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h. Statement of Desired Outcomes
This study desires to find and evaluate the level of implementation of safety and
health guidelines in secondary schools. Also, to distinguish the risks and hazards
present within the environment where the physical education takes place and
preventing such problems with safety tools and procedures.
3. Description of method or approach
This chapter presents and discuss the procedures that the researchers will follow in
conducting the study. It also describe the research design, respondents, data gathering
and procedure, research locale, assumptions, data analysis, and research paradigm.
a. Research Design
The researcher will employ the descriptive type of research in conducting the
study. This will help to assess the safety and health guidelines of the 3 selected
secondary schools in Lucena City and identify the factors that needs improvement.
Descriptive research is a purposive type of data gathering, analyzing, classifying and

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tabulating data about prevailing conditions, practices, beliefs, processes, trends, and
cause-effect relationship and accurate interpretation of data with or without aid of
statistical treatment.
The researcher will seek the necessary data and information through
unstructured interview and survey dealing mostly with the safety and health through the
use of checklist. A Safety and Health checklist for physical education will be used to
evaluate and asses the level of implementation of safety and health guidelines of the
selected schools.
The checklist will help in determining the different hazards present in the school
environment in terms of the physical activities performed, facilities and equipment used,
emergency action plan, and other safety and health protocols. The checklist will contain
questions and the respondents will circle their answer from numbers 1-5 which stands
for 1-Strongly Not Implemented, 2-Not Implemented, 3-Neutral, 4-Implemented, and 5-
Highly Implemented. 5-point Likert Scale will be used in order to evaluate the survey
checklist.
An observation will also be conducted in the school’s environment where the
physical activities are performed in order to gain additional information and analyze the
safety condition of the environment.

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In order to conduct the data gathering for the research study, the researcher will
ask for permission to the selected secondary schools in Lucena City, namely, School A,
School B, and School C. The researcher will create a permission letter addressed to the
school principal and physical education teachers, then send it through email for this is
convenient and to avoid close contact. The letter will contain the permission for having
surveys and interviews with the respondents.
The researcher will prepare interview, survey, and checklist to gather both primary
and secondary data necessary for the study from the company. The researcher will
gather and read literatures relevant to the study. The researcher will consult the
research adviser for further corrections and approval of the created checklist. After the
checklist is approved, the researcher will conduct the survey through email and voice
chat.
After the survey, the researcher will analyze the gathered data. The researcher will
use the 5-point Likert Scale to evaluate the survey. The data will be interpreted and the
recommend further improvements that are necessary.
b. Respondents/Units of analysis/Subjects of the Study
The respondents of the study will be 30 physical education teachers each from
the 3 selected secondary schools (school A, B, C) in Lucena City. Each of the school
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will include 10 respondents. The teachers will be the respondents for they mostly know
and experience the existing safety and health guidelines in physical education. They will
also be the source of additional information such as statistics of injuries or accidents
that occurred. The respondents will be interviewed and asked questions about the
current condition of the school’s environment and physical education’s safety and health
guidelines.
c. Sampling Design and Procedures
Sampling is a method that will allow the researcher to infer information about a
population based on results from a subset of the population, without having to
investigate every individual.
In this study, the researcher will use convenience sampling which is a non-
probability sampling in selecting the number of respondents to be used in the research.
Convenience sampling is where the participant are selected based on availability.
Based from the information gathered by the researcher, the selected secondary schools
in Lucena City has a finite number of teachers as the respondents therefore this type of
random sampling is convenient. The researcher will only focus on surveying Physical
Education Teachers in the selected secondary schools and not include other subject
teachers.
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Based from the information collected from the selected secondary schools,
School A has 30 Physical Education Teachers, School B has 15 and School C has 10
Physical Education Teachers. In order to have equal number of respondents, the
researcher will use total of 30 respondents for each school. School A, B, and C will
include 10 respondents each.
d. Research Locale/Study Site
The study will be conducted in three different secondary schools located in
Lucena City. School A is a public school and is selected for it has many students from 1 st
year to 4th year high school. It is one of the largest contingent national high schools in
the Philippines, both by size and population, with more than 11,000 enrollees from
Grade 7 to Grade 12. School B is a non-secretarian private school established in 1947
which aimed to give the needy yet deserving student to access higher education. It has
satellite campuses around Quezon Province. School C is also a private school founded
in 1884 which aims to empower communities of learners and advocates of person in
poverty situations.
e. Hypothesis
The researcher determined the following hypothesis in conducting the study:

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Ho: The level of implementation of safety and health guidelines in the selected
secondary schools is strictly followed and has a positive effect in the performance of
physical education.
H1: The level of implementation of safety and health guidelines in the selected
secondary schools is not properly followed.
f. Data Analysis Plan
After the response is collected, the researcher will use the statistical formula of
mean to know and interpret the most frequent responses. The average score for each
item will be compared to the range of 5-point likert scale.
Statistical formula to be used:
Formula
Mean – This will be used to average the total
responses for each items in each respective
category. This will help to know the most Where: ∑x = summation of

frequent responses.
the responses per itemmultiplied by equivalent
value of scale
n = total number of responses

Standard Deviation (SD) - A summary
measure of the differences of each
observation from the mean. If the differences

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themselves were added up, the positive would x = x1 (summation of the responses per
exactly balance the negative and so their sum itemmultiplied by equivalent value of scale)
would be zero = x2 (summation of the responses per
itemmultiplied by squared equivalent value of
scale)

Variance – The sum of the squares of the
differences (or deviations) from the mean
x = x1 (summation of the responses per
itemmultiplied by equivalent value of scale)
= x2 (summation of the responses per
itemmultiplied by squared equivalent value of
scale)

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g. Research Paradigm/Conceptual Framework
Figure 1. Conceptual Framework

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Figure 1 shows the conceptual framework of the study. The input of the starting
point of the study will focus on the Safety and Health Guidelines of the selected
secondary schools in Lucena City. The safety and health guidelines of each school will
be evaluated and assessed with the used of survey questionnaire to be responded by
PE Teachers.
The survey for safety and health guidelines will include items related to the
effectiveness, performance, planning, responsibilities, and requirements of safety and
health when it comes to physical education.
The method will be the evaluation and assessment of the guidelines with the use
of safety and health checklist and the 5-point Likert Scale. Likert Scale is also referred
to as satisfaction scale that ranges from extreme attitude to another. This method will
help to uncover degrees of opinion that could make a real difference in understanding
the feedback you’re getting.
At the end of the evaluation the researcher will pinpoint the areas that needs
improvement. This will help to identify and compare the guidelines and come up with the
conclusion and possible recommendations.

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IV. Research Governance and Ethics
Please describe how you will ensure The data that will be gathered from this study
that the activity will be carried out to is confidential and with the permission of the
the highest standards of ethics and heads of the schools that will be used. Also,
research integrity. the survey questionnaire to be used are
based primarily on existing and standard
safety and health questionnaire.
Please describe how potential ethical Being safe and healthy is the main priority in
health and safety issues arising as every situation where an individual is
part of this research have been involved. Safety and health guidelines in
considered and how they will be school is very essential for it prevents the
addressed. occurrence of accidents and hazards present
in the environment. In terms of physical
activities that students performed, the safety
and health policies will allow both teachers to
be cautious and careful in doing their tasks.
Will the proposed research involve The proposed research will focused on
research on animals, human human participants.
participants, human tissue or
patient/participant data?
Has the proposed research been The proposed research will be reviewed by
reviewed by the research ethics the research ethics committee of the
committee of the institution? institution.
V. Expected Outputs and Deliverables
The expected result of the study is to make improvements in the provision of safety
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and health guidelines and protocols in physical education. For the secondary schools
without the safety and health guidelines, the researcher will help to create a policy in
which it can help the school to improve the safety of their organization.
VI. Target Beneficiaries of Research Results
Target Beneficiaries Total

1. Secondary Students
2. Physical Education Teachers
3. Selected Secondary School
VII. Dissemination Plan
Activities Strategy
1. Conducting Survey Ask permission from the head and PE
Teachers to conduct the survey
2. Gather additional information Read books and references from library
and internet
3. Evaluation and assessment Use various research tools for evaluating
and assessing
VIII. Activities
Activities Months
1 2 3 4 5 6 7 8 9 10 11 12
Conducting survey and
assesment
Recommending possible
improvements and
creating safety guidelines
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References
Alberta Centre for Injury Control & Research School of Public Health, University
of Alberta. (2014). Safety Guidelines for Physical Activity in Alberta Schools.
https://open.alberta.ca/dataset/5697e803-f123-411f-abba-
90cc0b183182/resource/b3056c47-08f0-40ee-877b-a8c018c3a6e/download/
2014-sg-pa-final-2014.pdf
Auburn University. (2015). Safety in Physical Education.
https://webhome.auburn.edu/brocksj/4360hastietext/brock02_final.pdf
Department of Education and Early Childhood Development of Prince Edward Island.
(2010). Physical Education Curricular Intramural Interschool: Safety
Guidelines. https://www.gov.pe.ca/photos/original/eecd__phyeduguid.pdf
Education Authority. (2015). Health and Safety. https://www.eani.org.uk/school-
management/health-safety
National Institute for Occupational Safety and Health (NIOSH). (2013). Safety
Checklist Program for Schools.https://www.cdc.gov/niosh/docs/2004-
101/chap3.html
Ontario Physical and Health Education Association (Ophea). (2014). Safety Guidelines
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For Physical Education in New Brunswick. https://www2.gnb.ca/content/dam/gnb/
Departments/ed/pdf/K12/curric/Health-PhysicalEducation/SafetyGuidelines
ElementaryMiddleCurricular.pdf
Podstawski, R. ( 2015, October 9). Problems of Safety and Risk in Physical
Education. https://researchgate.net/publication/282670482_
Problems_of_safety_and_risk_and_physical_education
Physical Education Safety Guidelines . (2015, October).
https://ssrce.ca/wp-content/uploads/2017/12/PESafety-Oct2015-010.pdf
Prince Edward Island. (2010). Physical Education Curricular Intramural Interschool.
http://www.gov.pe.ca/photos/original/eecd_phyeduguid.pdf
. State of Victoria Education and Training. (2019). Physical and Sport Education –
Safety.https://www2.education.vic.gov.au/pal/physical-and-sport-education-
safety/policy
The Institute for Work & Health. (2016). Workplace health and safety survey.
https://www.iwh.on.ca/sites/iwh/files/iwh/tools/ohs_vulnerability_measure_
questionnaire_2016.pdf
The Vermont Department of Education. (2005). School Safety Review Checklist.
https://files.eric.ed.gov/fulltext/ED486548.pdf
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IX. Curriculum Vitae
KIM PATRICK E. SORIANO
Ibabang Iyam, Lucena City

09473155617
kevinskh17@gmail.com
PERSONAL INFORMATION
NICKNAME: Kim RELIGION: Christian
AGE: 21 GENDER: Male
BIRTHDATE: September 2, 1998 CIVIL STATUS: Single
HEIGHT: 5’9 BIRTHPLACE: Lucena
NATIONALITY: Filipino WEIGHT: 180 lbs.
MOTHER: Julieta Soriano FATHER: Benjamin Soriano

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EDUCATIONAL BACKGROUND
Tertiary Education
Manuel S. Enverga University Foundation Emilio Aguinaldo College
Site, Lucena City Paco, Manila, Metro Manila
Bachelor in Music Arts PE and Health Bachelor in Music Arts PE and Health
April 2019 to 2020 June 2015 to March 2019
Secondary Education
Quezon National High School
M. L. Tagarao Street, Lucena, 4301 Quezon
June 2012 to April 2015
Primary Education
West I Elementary School
Old Manila S Rd, Lucena, 4301 Quezon
June 2006 to April 2012

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ACHIEVEMENTS
 91st National Collegiate Athletic Association

3rd overall team ranking
Finalist
Rizal Memorial Swimming Pool
September 2015
 92nd National Collegiate Athletic Association

5th overall team ranking
Finalist
September 2016
 Inter-School Water Polo

4th placer
SEMINARS AND OTHER EVENTS ATTENDED
 Up Again After Stroke : Stroke Prevention and Stroke Rehabilitation
Manile Medical Center, 850 United Nations Ave, Paco, Manila, Metro
Manila, October 24 2018
 “While You Were Sleeping : Forum on Sleep Apnea And Snoring”
Manile Medical Center, 850 United Nations Ave, Paco, Manila, Metro
Manila, October 25 2018
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Research Instrument
Dear Respondents,
I, Kim Patrick E. Soriano, an education student, is currently conducting a
research study about the Level of implementation of safety and health guidelines of
physical education in school. In order to complete the study, the researcher would like to
ask for your time to participate. The study requires Physical Education Teachers who
are mostly involve and experience relevant to the research. I would greatly appreciate
your time for participating in this study.
The following information will be collected and rest assured that it will be
confidential. The researcher will help and guide the respondent in answering the items.
Part I. Demographic Profile
Directions: For the following items, put a check mark () inside the parenthesis for
your respective answer.
Age: ( ) 20 – 29 years old Gender: ( ) Male
( ) 30 – 39 years old ( ) Female
( ) 40 – 49 years old
( ) 50 – 59 years old
( ) 60 years old and above

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Length of Service: ( ) Less than 1 year ( ) 7 -9 years
( ) 1 – 3 years ( ) 10 years and above
( ) 4 – 6 years
Part II. Existing Components of Levels of Implementation of Safety and Health
Guidelines
LEVEL OF IMPLEMENTATION OF SAFETY AND HEALTH GUIDELINES OF

PHYSICAL EDUCATION IN SECONDARY SCHOOLS
NOTE: Listed below are statements about the implementation of safety and health in terms of Physical
Education in school. For each one, put a check () mark on the cell corresponding to your answer.
SURVEY SCALE: 1 - Strongly Not Implemented 2 – Not Implemented 3 - Neutral 4 - Implemented

5 – Highly Implemented
SURVEY SCALE
STRONGLY
NO. QUESTIONS NOT
NOT
IMPLEM HIGHLY
IMPLEMENTE NEUTRAL
IMPLEMENTE ENTED IMPLMENTED
D
D
EFFECTIVENESS
Physical Education department has
1 health and safety policy
Safe procedures have been developed
for all activities performed in the PE,
where a risk of injury or illness to
students were identified
Safe procedures were developed when
changes occur in the school premises
Safe procedures are reviewed on a
regular basis
The school ensure that all students and
teachers know and understand the
safety and health procedures
Safety signs (including regulatory,
hazard, emergency information and fire
signs) meet relevant standards and
codes
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Teachers and students opinions about

workplace safety are valued
Teachers have access to information

which helps raise their awareness of
safety issues and solutions
All the staffs including teachers,
principals, and utilities are aware of the
safety and health policies
The safety and health policy identifies
the roles and responsibilities of the staffs
The safety and health policy is updated
regularly
The safety policy is signed and dated by
the principal and board of directors
Students understand how to follow safety
procedures
Students are informed of the importance
of contributing to their own safety
PERFORMANCE
All teachers and members of school staff
keep their workplace clean and tidy
Teachers visually inspect their
classrooms for hazards each day before
class
All new staff, student teachers, and
substitute teachers, and pupils are made
aware of the department's safe working
arrangements
Regular inspection are made of halls,
floors, gyms and equipment prior to use
The school budget make adequate health
and safety provision for:
Training
Personal Protective Equipment
Safety signs and notices
PLANNING
The school have a structured approach
for identifying physical education
hazards
PE teachers and top management plans
in place to assist in achieving objectives
and targets
Plans, objectives and targets are
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reviewed and if necessary amended to

address changes to physical education
activities
Audits and reviews of safety systems are

carried out by the teacher or school's
authorized person.
There is a provision of information on the
results of audits to teachers and heads
There are procedures for teachers to
make reports of hazards, incidents,
illnesses and injuries occurred
Teachers routinely make reports of the
hazards, incidents, illnesses and injuries
that occurred
Teachers are encouraged and supported
to report hazards, incidents and near
misses in their class
All reports of school hazards, incidents,
illnesses and injuries acted upon
Hazard and incident reports are
reviewed to identify trends and take
appropriate action
All serious injury, serious illness and
dangerous incidents are reported to the
appropriate authorities as required by
law
Part III. Level of Implementation of Safety and Health Guidelines in the selected
secondary schools
NOTE: Listed below are statements about the implementation of safety and health in terms of Physical
Education in school. For each one, put a check () mark on the cell corresponding to your answer.
SURVEY SCALE: 1 - Strongly Not Implemented 2 – Not Implemented 3 - Neutral 4 - Implemented

5 – Highly Implemented
SURVEY SCALE
STRONGLY
NO. QUESTIONS NOT
NOT
IMPLEM HIGHLY
IMPLEMENTE NEUTRAL
IMPLEMENTE ENTED IMPLMENTED
D
D
RESPONSIBILITIES
The school's top management know their
work health and safety duties
The physical education teacher's attend
forms of training to further develop their
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understanding of how to manage class

safety
Teachers know and understand their own
and the school’s top management duties
for managing safety in class as wells as
the school grounds.
Physical Education Teachers with safety-
related responsibilities have enough time
to complete their safety-related tasks,
outside of any operational tasks they are
also employed to do
The school has access to up-to-date
information about how to manage PE
class' safety
The school’s top management lead by
example when it comes to health and
safety
The teachers and school’s top
management monitor the safety
performance in physical education class
The school’s top management talk to
teachers when making decisions about
matters in the school workplace which
could impact the health and safety of
them and their students
There are mechanisms for school to
communicate relevant safety and injury
information to all PE teachers
The school has a process for consulting
students about health and safety matters
Students and Teachers know about the
consultation process
The consultation process is used
effectively to discuss safety issues
REQUIREMENTS (RISK MANAGEMENT, INTERNAL AND EXTERNAL PREMISES, FIRST-AIDS)
There are sufficient resources available
for managing safety in physical
education
Safety features are a pre-requisite for
purchasing new equipment for Physical
Education Class
The facilities and equipment in the
physical education conform, as a
minimum, to relevant legislation,
standards and codes
Risk assessments are conducted for all
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physical education activities with

uncontrolled hazards
Risk assessments have been carried out
for the use of equipment, and
undertaking activities such as
gymnastics, and outdoor pursuits
Risk assessments form part of the safe
working arrangements
The school has emergency
preparedness and response
There is a system in place for the
reporting of any hazards noted e.g.
missing tiles, uneven surfaces, etc.
Adequate lights are provided in the
physical education classes
There is a procedure in place for the
replacement of missing light bulbs, light
switches, etc.
Roofing area are not vulnerable to
damage in high winds where physical
education classes takes place
School building cracks were assessed to
ensure structure stability and safety
during physical education classes
Fixed electrical installations have been
tested by a competent electrician within
the last five years
All defective electrical equipment
labelled and removed from use
Teachers and other authorized staffs
regularly update a record of all portable
electrical equipment held in the school
The school has a written fire evacuation
policy
Teachers and all members of staff are
aware of their duties and responsibilities
in a fire evacuation
Regular fire evacuation drills were
carried out
The school heating system in physical
education classes were regularly
serviced?
Fresh drinking water supplies are located
in the school and marked accordingly
PE activity grounds have no uneven
paving slabs, walkways, potholes, etc.
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External lighting to the premises are

adequate, especially where the school is
used after hours
The teacher always check the premises
where physical education takes place
prior to use
Playing and sports equipment are always
in good condition
Areas for PE activities are in good
condition without any trip hazards
If areas are bad, procedures are in place
to cordon the area off pending remedial
action
There is a planned program of inspection
for equipment used
There are adequate storage
arrangements for equipment
There is a sufficient number of safety
mats for placing under equipment
The mats are non-slip type
Mats are stored safely

Floor exercise tumbling mats have no
holes, has uniform thickness and in good
condition
Halls and gyms are free of dangerous
projections where running and ball
games are played
There are adequate first aid
arrangements in place
Members of staff are aware of safe lifting
and carrying procedures
There is a no-smoking policy in the
school
Teachers and members of staff
encouraged to adopt a good
housekeeping policy
There are signs/notices showing
assembly points, routes for escape, fire
doors, etc.
All fire-fighting equipment are checked
annually
Teachers and members of staff received
training in how to use fire-fighting
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equipment
Risk assessment have been completed
to determine the number of first-aiders
and or appointed persons that the school
requires
PE teachers know who the first-aid
personnel are for the school and how to
contact them
First-aid boxes only contain the Health
and Safety Executive (HSE)
recommended contents
An authorized personnel is delegated the
task of checking and refilling the first-aid
boxes as required
There is a written procedure for the
administration of prescribed and non-
prescribed drugs
Free of “stored” furniture, boxes,
equipment along perimeter walls and
corners
SPORTS AND PHYSICAL ACTIVITIES
Badminton
Badminton rackets are useable and free
from broken strings
Badminton net are free of exposed wires,
tears, holes, and no sharp edges
Hooks, pulleys and ratchet of badminton
posts are in good condition
Ball
All balls are properly inflated
Backboards in good condition
Cable and attachment from backboard to
wall secure
Rims attached and straight
Velcro strips on walls behind backboards
in good condition to hold mats
Winch condition not located directly
below a wall-mounted backboard
Foam at base of backboard attached
Wall padding securely attached
Condition of pulleys and cables
Mini-trampoline are in good condition
Take-off boards for long jump is free from
splinters
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Floor protection pads used for long

jumps are in good condition
Volleyball net are free of exposed
wires along top and wires along poles
and free of tears and holes
Hooks, pulls and ratchet of volleyball
posts are in good condition
Parallel Bars/Uneven Parallel Bars/High Bar
Floor hooks are in good condition
No kinks or knots in steel cables
No exposed frayed cables
Loops in cables are checked for wear
Height-adjustment mechanism is in good
condition
Steel rail is straight
Pool Equipment
Reaching assists in working order
Lane ropes in working order
Life jackets in good condition
Spinal board in good condition
Ring buoy in good condition
Starting blocks are secure when in place
Bench tops and supports free from
cracks and splinters
Bolts and screws secure
Storage Room
Floor clean and walking area clear of
equipment
Equipment stored on designated
shelves
Volleyball/badminton poles secure to
prevent injuries from tripping and falling
from poles

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Document Code: DCAVRKMI-F-URPF

MANUEL S. ENVERGA UNIVERSITY FOUNDATION

UNDERGRADUATE RESEARCH PROPOSAL FORM

I. Research Title: Level of Implementation of Health and Safety Guidelines in

II. Name of Researcher : Kim Patrick E. Soriano

III. Research Proposal

1. Abstract of the proposal

practices of the policies, strategies, procedures, and activities implemented or followed

approve an effective management of safety and health guidelines in school. This

Likert scale questionnaire will be used to conduct survey to 30 physical education

and to identify possible recommendations and improvements.

Keywords: Physical Education, Safety and Health Guidelines, Safety Performance

a. Rationale of the Research

Physical Education is a course or subject responsible for enhancing the physical,

of every student. PE however, is similar to other core subjects in that it is mandated to

acknowledge as an opportunity to improve and progress.

Safety and health of students is an important consideration in Physical

makes it easier to implement physical education safety guidelines at school.

recognition of safety as a main element. An example of this was recently highlighted in

injury (2015). Additionally, organization-related principles should be taken into

of growing children), use of regular and approved practice, a suitable level of

progression, on-going safety checks, and awareness of offsite facilities.

As communities in the United States consider how to safely re-open K-12

Implementation should be guided by what is feasible, practical, acceptable, and

tailored to the needs of each community. It is also critically important to develop

These considerations are meant to supplement—not replace—any Federal, state,

Operate Effectively During the COVID-19 Pandemic.

b. Purpose of the Research

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of the following:

1.3 Length of Service

2. What is the existing components of levels of implementation of safety and health

guidelines in the selected secondary schools in terms of:

schools in terms of:

The ABC theory of safety

A person’s behavior is arguably one of the greatest determinants in

workplace/school’s safety, especially as individuals interact amid a host of varying

doing the specified task.

lead to unsafe work habits and accidents.

Behavior in the workplace such as school is all about emotions such as

aggression, happiness, or depression. Negative workplace behavior, such as school

bullying, is an important work‐related psychosocial hazard with the potential to

poor mental and cardiovascular health.

reward or punishment. Past conditions become influencers to future behavior. Most

During the project the following condition are followed:

• Conceptual, design, construction, commission, modification and decommissioning

Typical hazards to identify should risk minimize

• Mechanical, electrical, structural, chemical, physical, and biological hazards (stresses)

Domino Theory of Safety

 The potential injury only occurs as a result of an injury (Final Domino)

 An accident only happens as result of personal or mechanical hazard

 Hazards only occur as result of people faults

 Faults of people are inherited, born bred and educated.

Franks Bird’s theory

Frank Bird Accident Triangle show the relationship between numbers of

be minor events of little or no consequences; if they happen again there would be no

avoid the recurrence.