One of the major goals of Physical education in the Philippines is to hone students to become

physical literate and competent movers. Physical education is implemented as a part of the process in

Education, where students can acquire knowledge, personality, skill, health, and physical fitness.

Physically active is beneficial to the students to reduce the risk of communicable and non-communicable

diseases. According to the Centers for Disease Control and Prevention (CDC, 2011), participation in

Physical Education (PE) is decreasing risk of acquisition of diseases. Therefore, the learning

competencies of curriculum in Physical education is mainly focusing on Health-Related Fitness in

manipulation in various movement forms (Sports, Dance and Recreation). Moreover, the direction of

these learning competencies in physical education program is through implementing physical education

instructional models, Physical Educators traditionally often used of Direct Instructions (DI), wherein

Direct Instructions is a teacher centered approach in which the instructor determines most of the content

of the lesson and how students are involved in participation (Mendez et al., 2010). It has been suggested

that Direct Instruction is appropriate strategy in skill development (Ayers et al., 2004). Also, Direct

Instruction model requires the teacher to have a high level of expertise to have control over the

progression of the lesson including assessment, practice time, and task. As noted, this approach works

well with skill development.

However, In the month of March 2020, Philippines is strictly implemented a total lockdown and

adopt unprecedented strong measures in restricting individual mobility and promoting social distancing

in order to interrupt the SARS-CoV-2 virus transmission and to contain the consequent spreading of

COVID-19 which has evolved from epidemic to pandemic. COVID – 19 pandemic has restricted

physical activity in people of all ages (Shadihi et al., 2020), and the imposed rules of social distancing

reduced the possibility to participate in formal organized and structured activites (Sekulic et al., 2020),

In addition, the COVID – 19 caused as the most significant in Education systems, as a result of school

closure, and implemented new set up of education which is the distance learning to endure Education.

Today, distance learning is constantly evolving and integrate communication tools such as e-

learning and videoconferences but majority of people in the Philippines cannot afford to buy gadgets for

e-learning due to prioritizing essential needs for able to survive in the crisis of pandemic. Therefore, the

Department of Education implemented modular learning and telecommunication set up to provide

opportunities in enduring the education of the marginalized people. Moreover, in Physical Education

Curriculum highlighted and evaluated the essential competencies that needs the learners to continuance

participation of physical activity and fitness to live physically active and to reduce the risk of acquisition
of the virus. On the other hand, majority of Physical educators used Personalized Systems of Instruction

in teaching Health-Related fitness. Personalized Systems of Instruction (PSI) is one of the instructional

models in Physical education by Metzler 2005, it was originally designed by Dr. Fred Keller in early

1960s to replace traditional lecturing and incorporate an independent mastery learning approach to

learning skills. PSI has characterized by self-pacing, mastery learning, emphasis on written word for

learning, and teacher as motivator. PSI has been used throughout the educational domain with

tremendous success particularly in Volleyball, Golf, Basketball, Tennis and Racquetball (Metzler et al.,

1994; Colquitt et al., 2011), yet has not proven to be as effective in HRF.

Therefore, the primary purpose of this study is to determine the effect of Personalized Systems of

Instruction on teaching Health-Related Fitness during distance learning.