PHYSICAL EDUCATORS’ INSTRUCTIONAL

PROCESS IN THE UTILIZATION OF THE LEARNING

MANAGEMENT SYSTEM (LMS)

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Issue: 1
Pages: 129-151
Document ID: 2022PEMJ302
DOI: 10.5281/zenodo.7212507
Manuscript Submitted: 2022-10-06
Manuscript Accepted: 2022-10-16
Psych Educ, 2022, 5(1): 129-151, Document ID: 2022PEMJ302, doi: 10.5281/zenodo.7212507, ISSN 2822-4353
Research Article

Physical Educators’ Instructional Process in the Utilization of the

Learning Management System (LMS)
Genevieve P. Pantollano*
For affiliations and correspondence, see the last page.

Abstract
The utilization of the Learning Management System (LMS) is undoubtedly unconventional and
eccentric in teaching Physical Education and is new and raw to physical educators. However,
physical educators depict instructional process in the utilization of LMS in teaching Physical
Education in the new normal of education. The study described the physical educators’ instructional
process in the utilization of the Learning Management System (LMS). It was participated by five
physical educators from the four universities in Cebu, Philippines and was able to achieve data
saturation. The study utilized a qualitative descriptive design and employed the convenience and
purposive sampling technique. A semi-structured interview was utilized to gather data from the
informants. Anchored to Lichtman’s 3Cs analysis and guided by different philosophies, data were
analyzed and presented into four themes with three subthemes categorized by learn, unlearn, relearn
of the physical educators. Results yielded that the learning, unlearning, and relearning in the
utilization of Learning Management System (LMS) in teaching Physical Education supports the
totality of the instructional process or efficacy of the learner’s spectrum through the aspects of
classroom management system, performance assessment, instructional activities, and online learning.

Keywords: Instructional Process, Learning, Unlearn, Relearn, Learning Management System

Introduction contaminated individuals, creating medications,

The COVID-19 outbreak caused a massive impact in
almost all sectors of society particularly in the field of
education. UNICEF (2020) emphasized that
COVID-19 was not only a health emergency, but also
a learning emergency. The World Bank Group (2020)
added that this pandemic was a crisis simulation for
education systems around the globe where it was
facing a new predicament. As the World Health
Organization (2020) of taking some safety precautions
such as social distancing, self-isolation, and proper
hygiene, most governments chose to close for now the
educational institutions trying to diminish the spread
of COVID-19 (UNESCO, 2020). A billion of learners
were affected who were forced to stay at home
following the mandates of the Inter-Agency Task
Force (IATF) Resolution No. 37 helping the efforts of
decreasing the spread of COVID-19. As per UNESCO
(2020) reports, more than 1.5 billion learners in around
165 nations were persuaded by the lockdown of
schools and campuses. Among this number was more
than 28 million Filipino students across scholarly
levels who needed to remain at home and agree with
the Philippine government's quarantine measures
(UNESCO, 2020). With this, educational sectors were
challenged to explore options for remote learning and
use of educational resources to continue learning even
at home. As of now, the focal point of States and the
World bodies like the World Health Organization
(WHO) was on controlling and alleviating the effect of
this pandemic by recognizing, testing, treating
immunizations and treatment conventions. In any case,
notwithstanding such endeavors to overcome this
pandemic, we were not extremely sure what course the
pandemic would require in the coming days (Kumar &
Rajasekharan Nayar, 2021).
The WHO additionally communicated its concern over
the pandemic's emotional well-being and psycho-
social outcomes (World Health Organization, 2020). It
affected not just the educators but also the learners.
But UNICEF underscored the significant role that
education played in molding learners’ prospects,
particularly in the midst of the COVID-19 pandemic.
School terminations swayed not just learners,
educators, and families (Bao, Xue; Qu, Hang; Zhang,
Ruixiong; Hogan, Tiffany P., 2020) but also brought
extensive repercussions on the economy and society
(UNESCO, 2020). In Philippines, there were already
487, 690 coronavirus confirmed cases with 9, 405
mortality rates as of January 10, 2021 as reported in
the statistics of the Department of Health (2021). As
the Philippine's Department of Education (DepEd)
Secretary, Leonor Briones jested, "Education should
proceed even in the midst of emergency whether it
could be a cataclysm, calamity, crisis, isolate, or even
war." (Department of Education, 2020). The
Philippines' Commission on Higher Education
(CHEd), then again, encouraged HEIs to proceed the
"organization of accessible adaptable learning and
other elective methods of conveyance in lieu of nearby
learning" (Commission on Higher Education, 2020).
These declarations planned to support the duration of

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learning.
In light of school terminations, UNESCO (2020)
suggested the utilization of distance learning projects
and open instructive applications and stages that
schools and instructors could use to arrive at students
distantly and limit the disturbance of training. As the
fourth goal of the Sustainable Development of
"ensuring inclusive and equitable quality education
and promote lifelong learning opportunities for all”
(United Nations Development Programme, 2021). A
while after the underlying reaction in March 2020,
CHEd Chairperson, Prospero De Vera qualified the
possi bilit y of adapta ble learning as "more
incorporating than web-based learning." De Vera
clarified that while web-based learning requires web
access, adaptable or distance learning did not really
need network. All things being equal, it "centered
around the plan and conveyance of projects, courses,
and learning intercessions that address the students'
special necessities as far as speed, spot, cycle, and
results of learning" (Parrocha, 2020). Additionally,
DepEd set a distance learning approach that used three
techniques: (1) conveyance of printed modules to
learners, (2) admittance to DepEd Commons, an online
education platform DepEd created to help alternative
methods of learning, and (3) conveyance of exercises
or self-learning modules by means of radio and TV.
The particular rules on the usage of distance learning,
in any case, were as yet under survey (Magsambol,
2020).
Distance learning was a method of giving learning
occasions to each student, whatever their conditions
might be. This implied that distance learning might
stretch out admittance to schooling through dispersion
and economies of scale (Guri-Rosenblit, 2005; Owusu-
Agyeman and Amoakohene, 2020). In the hour of
COVID-19, distance learning turned into a need for
students and teachers everywhere on the world (Ali,
2020). Thereby, online learning had become a basic
life saver for instruction, as establishments try to limit
the potential for network transmission (Murphy, 2020).
Online learning might be regarding coordinated,
continuous talks and time sensitive results appraisals,
or nonconcurrent, postponed time exercises, as pre-
recorded video talks and time-free evaluations (Oztok
et al., 2013 cited in Joaquin, et. al., 2020). An
innovation that lay under the umbrella of online
learning made it conceivable to proceed with the
instructional process during the lockdown (Zwain,
2019). This innovation was alluded to as the Learning
Management System (LMS). Learning Management
System (LMS) was characterized by Alias and
Genevieve P. Pantollano
Zainuddin (2005), as an online innovation created to
improve the instructional process through its
appropriate arrangement, application, and assessment
in instructive organizations. Utilizing Learning
Management System (LMS) in the instructional
process encouraged online learning as it gave
instructive material without the limitation of time or
spot, (Ain et al., 2016), empowering learners and
educators to collaborate through the web and
encourages sharing obviously related data and assets
(Al-Busaidi and Al-Shihi, 2010; Lonn et al., 2011).
This showed that the utilization of this innovation
during the COVID-19 pandemic was the need of great
importance to keep the instructional process continue.
The instructional process in the utilization of the
Learning Management System (LMS) was essential
for the physical educators to enhance and ameliorate
their teaching pedagogies in an online classroom. It
was important so educators could sort out the most
ideal approaches to instruct; they additionally realized
how to resolve students' issues suitably (Hidalgo, Hall,
and Jacobs, 1995 cited in Son & Nghi, 2019). Jolly in
Tomlinson (2012 cited in Son & Nghi, 2019) accepted
that an effective material should be founded on an
exhaustive comprehension of the learners’ needs. This
implied that physical educators must used compelling
materials that would encompass learners’ needs and
that included the utilization of the Learning
Management System (LMS) that was suitable for the
new classroom set-up that the classes had.
Understanding the instructional process in the
utilization the Learning Management System (LMS)
would help the physical educators value the
importance of the Learning Managements System
(LMS) in teaching Physical education.
Physical education and the practice of regular exercise
should be promot ed which might limit the
development of issues that straightforwardly influence
individuals' behavior during isolation in the pandemic
period (Jiménez, et. al, 2020). In fact, one of the goals
of Sustainable Development was good health and well-
being of individuals which was to "ensure healthy
lives and promote well-being for all at all ages"
(Global Sports, 2020). The UN recognized “sport” as a
crucial advocate and facilitator of Sustainable
Development Goals. The plan 2030 for practical turn
of events and SDGs highest point of the UN was
shown sport as a fundamental giver in each SDG
(Global Sports, 2018 cited in Dai & Menhas, 2020).
Through empowering healthy environments through
community inclusion, reorientation of wellbeing
administrations, and public arrangements were the
principal accentuation to advance wellbeing and
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prosperity (Global Sports, 2020; Edington, et. al,
2015). As recommended by the World Health
Organization (2020), it’s very important for people of
all ages and abilities to be as active as possible,
especially during this time of pandemic to strengthen
the immune system of a person. In this sense, the
physical educator was named the expert who could
give direction and checking, so the act of actual
exercise was done accurately and safely (Goossens, et.
al., 2019; Lisón, et. al., 2019 cited in Silva-Filho, et.
al., 2020).
Consequently, it became a challenge to all educators
especially to physical educators that really necessitated
face-to-face class especially in assessing students’
performance. As stated by Patricia Suppe, leader of the
California Association for Health, Physical Education,
Recreation and Dance "P.E. was quite possibly the
most challenging subject to educate on the web.
Instructors are buckling down". "But absurdly, learners
needed P.E. presently like never before, for actual
wellbeing as well as emotional wellness" (EdSource,
2020).
As indicated by Karalis (2020), what merits
considering after getting back to normality, were the
suggestions that emerged for the following day, that
was, the thing that changes should be made, the degree
of the circumstance and to characterize the essential
components of instruction and learning in conventional
schooling frameworks and associations in the midst of
instructive interruptions. In times like this pandemic, it
was important that physical educators must alter to
new approaches in teaching from the traditional and
demoded way of teaching (Yanling, 2016). Physical
educators experienced challenges especially during
this pandemic wherein they needed to utilize Learning
Management System (LMS) in teaching physical
education. Somewhat, there were lots of factors that
physical educators must consider during this time of
pandemic. The fact that learners learned regardless of
whether they were isolated from their teachers by
space and additionally time (Edge and Loegering,
2000). The question now was how to provide and
deliver quality education amidst exceptional times,
like the COVID-19 pandemic (Tria, 2020). How did
physical educators utilize the learning management
system (Zainuddin, 2005) in teaching physical
education ensuring a quality education (Sustainable
Development Goals, 2015)?
Teaching physical education using the Learning
Management System (LMS) was new to all educators
especially to physical educators. It was for this reason
that this study would be directed to describe the
Genevieve P. Pantollano
instructional process of the physical educators in the
utilization of the Learning Management System
(LMS).
Theoretical and Conceptual Framework
This study was anchored on the Classical Conditioning
Theory of Ivan Pavlov. Classical conditioning was a
type of learning that created a massive impact on the
school of thought in psych ol ogy known as
behaviorism. Classical conditioning was a learning
cycle that happened through relationship between an
environmental stimulus and a naturally occurring
stimulus (Wolpe & Plaud, 1997). Classical
conditioning included putting an impartial/ neutral
sign before a naturally occurring reflex. In Pavlov's
classic investigation with dogs, the impartial sign was
the sound of a tone and the normally happening reflex
was salivating in response to food. By linking the
neutral stimulus with the environmental stimulus
(food), the sound of the tone alone could produce the
salivation reaction. (Windholz, 1995). Classical
conditioning involved forming an association between
two stimuli resulting in a learned r esponse
(Rouleau et al., 2016).
For a clearer grasp on Pavlov’s theory, classical
conditioning was a type of learning whereby a
conditioned stimulus (CS) became associated with an
inconsequential unconditioned stimulus (US) in order
to create a social reaction known as a conditioned
response (CR). The conditioned response was the
learned response to the previously neutral stimulus.
The unconditioned stimulus was usually a biologically
significant stimulus such as food or pain that elicits an
unconditioned response (UR) from the start. The
conditioned stimulus was typically neutral and
delivered no specific reaction from the start, but after
conditioning it evoked the conditioned response.
Pavlov’s Classical Conditioning theory was relevant to
the study because it related to how a person learn,
unlearn, and relearn. Learning included getting and
altering information, aptitudes, systems, convictions,
mentalities, and practices (Schunk, 2012). In Pavlov’s
experiment, the dog learned by associating the ring of
the bell as food causing its salivation. This was known
as acquisition, where a response was established and
strengthened. Akin to that, utilization of the Learning
Management System (LMS) in teaching physical
education was new to physical educators thus we could
not assume that physical educators already had the
knowledge and skills on how to use a certain LMS.
With this, educational sector such as DepEd conducted
webinars for educators to be oriented on how to teach
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using Learning Management System (LMS), (DepEd

Professional Development LMS). Educators could
learn new information and skills that they could apply
for their class with the utilization of LMS. As
mentioned by Schunk, people learn when they became
capable of accomplishing something differently
(2011).

Conversely, unlearning happened during the

experiment of Pavlov with his dog when he tried to
ring the bell for many times without the food causing
the behavior’s dog to weaken gradually or vanish. This
was known as extinction, when an association
disappeared (Verywell Mind, 2019). On a similar note,
physical educators were also able to unlearn obsolete,
deceitful, and futile information in the utilization of
LMS in teaching physical education. As learning
might not keep going forever on the grounds that
unlearning happens (Schunk, 2011). Faculty presented
a variety of challenges in the utilization of LMS in
teaching (Raj, 2011 cited in Watsons, n.d.). Thus, it
was important that physical educators unlearned those
ineffective information or practices that he/ she shared
and applied to minimize conflicts and challenges in the
class.
Figure 1. Schematic Diagram and Theoretical-
In relation to the aforementioned, relearning occurred
Conceptual Framework of the Study
during Pavlov’s experiment when his dog stopped
responding to the sound of the bell. When this
Objectives of the Study
situation as I mentioned above was the unlearning of
the dog, this could be implied with the relearning of
Teaching physical education in this time of pandemic
the dog that the sound of the bell did not associate with
was a new challenge for most physical educators
food anymore. Pratt and Barnett (2000 cited in
especially in utilizing new method of teaching which
Bedford, 2014) proposed that relearning was a
was through online learning with the use of the
versatile cycle where new information structures
Learning Management System (LMS). The main
supplanted the obsolete ones and in which schedules
purpose of this qualitative study was to describe the
were changed. When a person unlearned something,
instructional process of the physical educators in the
there was a new learning that occurred during the
utilization of the Learning Management System
process. The utilization of Learning Management
(LMS).
System (LMS) in educational environment facilitated
the communication between students and teachers and
raised new challenges as well (Jamal & Shanaah, Methodology
2011). Educators experienced challenges in the
utilization of Learning Management System (LMS)
which they used as their new learning of not doing the Research Design
same mistakes again. This was when relearning
happened. To describe the learning process in the utilization of
the Learning Management System (LMS) in teaching
How physical educators learn, unlearn, relearn in the physical education, the researcher adopted the
utilization of Learning Management System (LMS) in Qualitative Descriptive design. As indicated by
teaching physical education was an important concern Sandelowski, qualitative descriptive research: ought to
that should be given into consideration. In this way, be viewed as a categorical, instead of non-categorical,
physical educators would be given the chance to
express what they were facing especially during this
time of pandemic.

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elective for request; was less interpretive than an
'interpretive description” since it did not necessitate
the researcher to move as a long way from or into the
information; and did not need an applied or
exceptionally theoretical delivering of the information,
contrasted with other qualitative designs. It was an
approach that was exceptionally valuable when
researchers needed to know, concerning, who were
included, what was included, and where did things
occur (Lambert C. and Lambert V., 2012). This would
help the researcher gather narrative accounts of
participants through in-depth interviews. Through this
approach, instructional process of the physical
educators in the utilization of the Learning
Management System (LMS) will be described.
Research Informants
The study employed a minimum of five (5) secondary
and/ or tertiary physical educators as key informants.
However, the maximum number of key informants
should be determined using the principle of data
saturation. This alluded forthright in information
assortment where the researcher was in instructed
conviction that no new data was being found,
consequently, a sign of repetition to the reactions made
by the sources. This implied that further data
collection should yield similar results and thus, might
provide signal to cease the data collection. This could
be resolved through validating the belief of data
saturation with one (1) or two (2) more informants
after the last informant being considered the point of
saturation.
Majority of the informants were teaching in the
secondary level who were handling Physical Education
classes. Majority of the informants were female with
an average age of 23 years old. Majority of the key
informants was single with one who was married with
one child. The average number of years in service as
Physical Education teacher of the informants was two
years. All the key informants were bachelor’s degree
holder in a Physical Education related program. Two
of the informants were unit earners in a Physical
Education master’s degree program. The learning
platforms used by the informants were Googl e
Classroom, Google Meet, Zoom, Messenger, Phoenix
Aralinks, MS Teams, and Schoology. One of the
informants utilized Google Classroom and Google
Meet as their virtual classroom because this was the
official Learning Management System (LMS) of the
school. The two of the informants used Phoenix
Aralinks and MS Teams. The other two informants
utilized Schoology as it was the official learning
platform in their school. Though the informants
Genevieve P. Pantollano
utilized various official learning platforms in their
school, all of them also employed Zoom and
Messenger in their class for a more convenient
communication with their students.
To ensure key informants’ qualifications and adequate
sample size would be determined, the researcher
utilized the Convenience and Purposive Sampling
Technique in selecting key informants. They were
selected using these criteria: (a) must be a full-time
faculty, teaching for at least 1 year; (b) currently
teaching Physical Education courses in the identified
research locale in the Academic Year 2020-2021; and
(c) should be willing to participate in the study that
will be conducted.
Research Environment
The researcher administered the study in the private
and public schools in Cebu, Philippines specifically in
Cebu City, Mandaue City and Lapu-Lapu City. It was
a composite of the secondary and tertiary level
schools. These schools were chosen because the
researcher wanted to describe the instructional process
of the physical educators in the utilization of the
Learning Management System (LMS) of the schools.
Additionally, these schools were currently utilizing
various Learning Management System (LMS) in
teaching physical education which could give various
experiences of the physical educators.
Research Instrument
In qualitative studies, the researcher was the main
instrument. The interviewer/researcher employed a
semi- structured interview and was guided by a set of
questions as the interview schedule which was
reviewed and validated by the researcher’s adviser and
some panel members. A semi-structured interview was
a type of interview where the the interviewer posed a
couple of foreordained questions while the rest of the
questions were not arranged or planned. The
researcher employed the probing strategies in the
interview. Probing was a form of questioning that
encouraged the informants to extend their verbal
answers during the interview. Posing inquiries
triggered and interrelated a person’s earlier
information with new data and helped them in
remaking information (Penick et al., 1996 cited in
Bülent et. al., 2016). The researcher also utilized
Google Meet and Messenger in interviewing the
informants as well as a recording tool to record the
interview.
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Data Gathering Procedure
Prior to the gathering of data, the researcher went
through cycles that were vital in conducting research
and were required during thesis writing course. The
researcher underwent a research design hearing in
front of the research experts which would help for the
betterment of the study. The panel’s suggestions and
recommendations were taken into considerations by
the researcher and would be bases for the revisions of
the paper. After the revisions, the panel rechecked the
paper and then signed the compliance checklist of the
researcher and the researcher then proceeded in
complying the requirements of the Research Ethics
Committee (REC). The study was evaluated by the
university ethics review board to assure that ethical
standards are being observed in the study. The
approval of the board was a go signal for the
researcher to start conducting the study. A transmittal
letter with the manuscript was e-mailed to the school
heads to ask permission for the researcher to conduct
the study. Upon the approval of the school heads,
informed consent was given to the qualified
participants to formally invite them to take part in the
study. The participants were in contact by the
researcher personally through online platforms and
were given assurance of confidentiality and feedback
of the study. The researcher oriented the participants
on the process of the study and the researcher’s
convenient time was the bases in scheduling the date
of the interview. Data was collected through online
platforms such as messenger and Gmail. Recorder was
also used in transcribing the answers of the
respondents.
Data Analysis
This study utilized the content analysis which helped
the researcher with large amounts of textual data, as
content analysis was useful for determining how words
and word patterns were used in context. Researchers in
content qualitative analysis were free to develop the
category instead of the theme; either they were willing
to provide the category on the basis of the manifest
content analysis or use the category development as
the cornerstone for theme development (Bengtsson,
2016; Vaismoradi et al., 2016). The researcher utilized
text transcription and anchored the study to
Lichtman’s 3 Cs analysis.
Rigors of the Study
Qualitative study focused in understanding a research
query as a humanistic or idealistic approach. It was
into clarification and revelation of new data and
trustworthiness was viewed as one of the adequate
ways in assessing qualitative results. This was possible
Genevieve P. Pantollano
through discussing trustworthiness or rigor of the
study. Without rigor, research was worthless, became
fiction, and lost its utility (Morse et al., 2002). To
guarantee trustworthiness, the four criteria set by Guba
and Lincoln (1989) would be utilized in the study. The
four criteria were Credibility, Dependability,
Confirmability, and Transferability.
Ethical Considerations
It was imperative that ethical issues should be
addressed and considered within the course of the
research process. This research would adhere to the
ethical principles set by the university.
The researcher herself would explain and gave the
informed consent to each participant before the
conduct of the interview. The conduct of the interview
would be done during the free periods of the
participants in order not to hamper their works. The
interview would last twenty (20) to thirty (30) minutes.
Data would be transcribed in its verbatim form and
would be coded according to its content analysis. Also,
it would be reported in English language in which a
dialect spoken and understood by the participants.
Finally, the data would be deleted after the conduct of
the study.
Results
This section solely presented the data obtained from
the interviews conducted and narratives of the study
which highlighted the learn, unlearn, relearn in the
utilization of Learning Management System (LMS) in
teaching Physical Education. The following were the
information gathered from the key informants:
The following presented the themes derived from the
collective responses of the study informants after
Lichtman’s (3) Cs: Coding, Categorizing, and
Concepts Method was employed:
Theme 1: Classroom Management System. It was
customary to generate comparable responses from the
informants, specifically when it was about classroom
management system since this aspect was one of the
most significant aptitudes that an educator must
possess and be proficient in. It was significant in light
of the fact that it directly gave an impact to both the
learners and educators’ capacity to learn. It gave an
impact to an educator's capacity to be powerful and
really enjoy teaching and helped learners to motivate
learning even in this time of pandemic. The informants
generally viewed their encounters as a motion to
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intervene in the underlying phenomenon. The
informants’ responses were being classified by the
researcher as Unlearn, Learn, and Relearn when
creating the themes.
Unlearn (Classroom Discipline)
For the PE teachers, unlearning aspects of classroom
management system include classroom discipline.
Discipline characterized as the act of teaching others to
comply with rules or standards by utilizing discipline
to address undesirable practices. In a classroom, a
teacher utilized discipline to guarantee routine was
sustained, school rules were implemented, and the
learners were in a secured learning environment.
Without discipline, learning could not be refined. On
the off chance that learners continually disturbed the
teachers, the others in class were influenced. In the
event that a learner did not observe the guidelines and
did not finish classwork or schoolwork, that learner
was passing up significant learning possibilities. The
objective of discipline was to guarantee every learner
got the most from their education. This was expressed
by Informant 1:
As a consequence, the physical educator informants
resorted to allowing relative freedom and relative
flexibility in the classroom management. Freedom and
flexibility were given by the educators to the learners.
It was the point at which the educator gave a few or
full opportunity to the leaners to select the time (when)
as to when they would work on the tasks assigned to
them by their teachers. For the teachers, they just
allowed flexible submission deadlines. This was
espoused by Informant 1:
“Kanang akong buhaton kay i-by group nalang jud
siya dili siya ingon na kanang individually kay dili ko
kay daghan kaayo ko ug buhatonon and then dili siya
ma check or ma carry nga kanang assess ang
performance gani sa students kay tungod sa time
limited. Maong dili nalang jud ko mohatag og activity
individually kay maglisod man kog check. Dapat dili
ta mag expect nga maka pass sila on time kay for
example mag set kog deadline kay naa mn jud
mohangyo nga students na kanang ma late kog pass
kay wala koy load an niya hinay kaayu ug internet
connection so ingon ana daghan jud kayong factors.”

“Kuan pud di sad ta kaingon nila nga ayaw mo sigeg (What I do is I assign them by group that I don’t give
saba hah, dili mo mag sigeg lihok.”(You really can’t activities individually because I will struggle in
tell your students not to talk or move around.) checking their outputs and I cannot check and manage
to assess their performance because of time constraint.
The same dealings with Informant 4 also, as she That is why I don’t give individual activities because I
shared:“I will always set classroom rules and then will have a hard time on checking it. We should not
classroom management grabi jud kaayog pangasaba
expect that they could submit on time even if I will set
sa mga bata if naay mag sigeg lakaw lakaw around
a deadline because there are really learners who
the classroom. Maybe that part nga akong i-unlearn
asked for an extension of the deadline saying they’d be
since we are having online man.”(I will always set
late in submitting their outputs due to no data for
classroom rules and then classroom management like I
internet or slow internet connection. So, those are
really call the attention of those learners who keep on
some of the factors.)
roaming around the classroom. Maybe that’s the part
that I need to unlearn as we are having an online The informant highly emphasized that it was important
learning now.) to simplify and modify activities in class as well as
submissions of outputs especially in an online learning
In this regard, teachers in the virtual set-up could not as it varied significantly compared to teaching in PE in
impose direct disciplinary actions towards the learners. a traditional way. In this way, it was important that PE
Good classroom management was difficult to teachers chose strategies that would best help the
implement due to circumstances that did not permit learners understood the lesson and helped build
them to practice the traditional way of disciplining relationship with learners. This result supported the
students. Thus, it was important that physical study of iNACOL (2010) which stated that it had
educators must alter to new approaches in teaching gotten important to distinguish best practices in online
from the traditional and demoded way of teaching teaching method for content conveyance and
(Yanling, 2016) and to not stick on the conventional association with learners.
classroom discipline that could not be attained in an
online class setting. Aside from allowing flexible deadlines, physical
educators also gave the learners freedom to work on
Learn (Freedom and Flexibility) the tasks assigned to them at their own pace and time.

Genevieve P. Pantollano
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This was articulated by Informant 2: “They will create
their own call-in in terms of our time dira sila
magbuhat sa ilang activities. They can really have
their own time as a group ug kanus-a sila mag meet.”
(They will create their own call-in in terms of our time,
and it’s that time where they will do the activities
assigned to them. They can really have their own time
as a group as to when they will meet.)
The informant shared that they provided flexible
learning in class which allowed the learners to work on
their tasks on their preferrable time. This highly
affirmed to the result of the study of Orfanou et
al.,(2015) which stated that non-concurrent schooling
or distance learning encouraged instructors and
students to beat constraints of ordinary showing, for
example, existence, and it likewise permitted a
customized learning with respect to the student.
Learners were able to study and learn at their own
convenient time as well teachers would be able to give
tasks at any time.
Similarly, physical educators also provided the
learners a flexible access to lessons in class. As
mentioned by Informant 2: “We are using Aralinks for
assessments like that and also for monitoring the
modules. So that the students are guided and can
follow what particular modules we are going to do on
that particular week, in case they will be absent for the
online discussion.”
This statement by the informant revealed that physical
educators utilized Learning Management System
(LMS) in teaching their class. This helped them assess
and monitor the learners as well as used as a guide for
the learners about the lessons in class. This verbatim
agreed to the study of Orfanou et. al (2015) that an
ever-increasing number of instructors used Learning
Management System (LMS) to upgrade their showing
techniques especially during this time of pandemic
where online learning was mainstream. This implied
that Learning Management System (LMS) imparted a
substantial support to physical educators in providing
an effective and efficient teaching-learning process.
It was also supported by Informant 3 in which
according to him: “So, all they need to do is to open
and to browse anything for them to know what is the
specific topics during that specific week. Because there
are times the students cannot attend my class because
of the internet issues so what I did is that I created a
video a dance tutorial video for them to catch up
Genevieve P. Pantollano
because if they won’t able to attend that meeting for
example, I’m teaching figures from 1-5 and they were
absent on the next synchronous class I no longer teach
the figure 1-5 that step by step because it’s done, I
would let them go to YouTube to watch the video
tutorial so that they could catch up our lessons. I can
really give it to them the content what I really want
them to learn because it’s already one click for us.”
The informant shared the convenience and easy-access
of the learners to the lessons they had in class. The fact
that there were some learners who sometimes could
not attend the class regularly due to some
circumstances such as slow internet connectivity at
their homes. This statement agreed to what Guri-
Rosenblit (2005) had found out that taken accordingly,
distance learning connected with learners any place
they lived or wished to examine in which this
adaptability gave learners more opportunity to
effectively take an interest in learning.
Learn (Class Preparation and Incentives)
Apart from flexibility and freedom as the learned
encounters of the physical educators in the utilization
of Learning Management System (LMS) in an online
learning, Informant 4 expressed that class preparation
and giving of incentives to the learners was also one of
the important aspects she learned in an online learning.
Class preparation was important for educators to check
whether the learners were already prepared for the
class. This included checking of the internet
connectivity of both the learners and the teacher. In
addition, giving and providing incentives to the
learners was also significant as it stimulated the
learners to follow the classroom rules set by the
teacher.
Informant 4 exclaimed that: “So, every time I have my
class, I gave them 5 or 10 minutes to check if stable na
ba nga if good to go or not or the connection wont be
disturbed because of the connection. Me, myself, and I
have given additional points to those students who
open their cameras during the virtual synchronous
because when we had the parent orientation. Before
the class/classes we really emphasized it to the parents
for the students to have mic phone and camera every
time, we have the virtual contact.”
The informant shared that preparation before a class
started was extremely important especially in an online
learning. The informant emphasized that the readiness
of both learners and teachers was necessary to hamper
or minimize any disturbance during the class. Aside
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from preparing prior to a class, the informant also
stressed the importance of giving incentives to learners
even in an online setting as it stimulated the learners to
obey any classroom rules set in the class. This
demonstrated the practice of the physical educators in
managing the classroom as well as the learners. This
was validated by the study of Botagariyev et. al (2016)
which stated that PE educators working inside the
framework sufficiently arrange hypothetical and
reasonable exercises of learners.
Relearn (Feedbacks and Monitoring)
To reinforce freedom and flexibility, physical
educators needed to adapt to measures on feedbacks
and monitoring. This helped the learners improve their
performance in class as well as help them know how
they were doing in class and be aware of the tasks they
needed to do.
Informant 1 stated that: “Nagcreate jud kog lain lain
nga group chat for each section para if naa silay mga
questions or clarifications adto ra nila ipangutana kay
para kung mangutana sila didto maka answer ko ang
uban nilang classmate makatubag ra pod kay dili man
jud ko ka control sa internet.”
(I really created different group chats for each section
so that if they have some questions or clarifications,
they’ll just ask through it and when I give answer to a
specific question, everyone can just read it and some
of their classmates might just be able to answer it
because I really don’t have control over the internet.)
The informant affirmed that employing group chats
greatly facilitated the learners. The utilization of
Learning Management System (LMS) was given
significance as it assisted in the communication
between the learners and the educators regarding
queries related to the instruction which could be done
anytime. This supported the study of Ain et al., (2016)
which stated that utilizing Learning Management
System (LMS) in the learning cycle encouraged e-
learning as it gave an instructive material without the
limitation of time or spot.
This was also supplemented by Informant 2 when he
said: “I really come up with the use of an LMS of
course and I created a group chat with them that they
will create their own call-in terms of our time that’s
the time they will do the activities and they themselves
must be seen on the meeting and perform the activity.”
The informant shared that Learning Management
Genevieve P. Pantollano
System (LMS) was a substantial help for educators
when teaching especially in an online setting. It
allowed the learners to interact and enabled a flexible
learning where learners could decide as to when were
they were going to work on their activities. This was
validated by the study of Ain et al. (2016) which stated
that utilizing Learning Management System (LMS) in
the learning cycle encouraged e-learning as it gave an
instructive material without the limitation of time or
spot. Additionally, the informant emphasized that
utilizing Learning Management System (LMS)
allowed the learners to work collaboratively. This
statement agreed to the study of Lonn et al., (2011)
that utilizing Learning Management System (LMS)
empowered the learners and educators to collaborate
through the web and encouraged sharing obviously
related data and assets.
Informant 4 also exclaimed that: “In our school like
every end of the month we MAPEH teachers will
always have learning area meeting actually so that’s
the time that we will be sharing our experiences sa
amoang klase and also share pod sa amoang teachers
nga kani mas effective ni nga strategy kung sa online
kana kanang mag share mi og mga ideas mag
brainstorm me mag feedback mi sa amoang mga
activities so that is how we use the opportunity in our
school.”
(In our school like every end of the month, we MAPEH
teachers will always have learning area meeting
actually so that’s the time that we will be sharing our
experiences about our class and also share effective
strategy we used in the online learning. We also share
some ideas like we do brainstorm and feedback of the
activities so that is how we use the opportunity in our
school.)
The informant shared how important that educators
should have feedbacks regarding their class and
brainstorm for ideas that would actually help them in
developing more interactive and efficient activities for
the learners. The collaboration of the educators could
help create new ways on how to teach Physical
Education effectively in an online setting. This
statement agreed to what El Nagdi and Roehrig (2020)
had found out that as a component of the change cycle,
educators grew new or developing ways of life
because of the collaboration between their own insight
and the new encouraging circumstance or setting they
were set in.
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Theme 2: Performance Assessment. Performance
assessment was an essential part of instruction, as it
decided and determined if the objectives of education
were being met. Performance assessment influenced
choices about grades, situation, progression, and
educational necessities of the learners.
Unlearn (Traditional Assessment)
Performance-based assessment was the most
appropriate method when assessing the learners in a
Physical Education class. However, it became a
challenge for physical educators to assess the
performance of the learners in an online learning as
well as to conduct the traditional assessment to the
learners in an online class. This led the physical
educators to explore some ways on how they would be
able to assess the performance of the learners even in
an online setting which resulted to unlearning the
traditional way of assessing the learners’ performance.
This was articulated by Informant 1 as she said:
“Kanang akong buhaton kay i-by group nalang jud
siya dili siya ingon na kanang individually kay dili ko
kay daghan kaayo kog buhatonon and then dili siya
ma check or ma carry nga kanang assess ang
performance gani sa students kay tungod sa time
limited. Kuan dili man ko mag written assessment
akong mga exams is performance. Wala nako anang
mga written kay hasol siya sa part sa student og hasol
pud siya sa part sa teacher.”
(What I do is that instead of giving activities to
students individually, I assigned them tasks which are
done by group. It is because I really won’t be able to
check their outputs individually because I also have
lots of other things to do and I really cannot assess
their performance individually because of time
constraints. I also do not give them written
assessment, just a performance assessment because I
find it a hassle for both the learners and the teacher.)
The informant expressed that giving collaborative
tasks to the learners was preferrable rather than
assigning individual tasks as it was more convenient
and timelier for the learners and educators in an online
learning. Additionally, the informant shared that
modification of the usual assessment was important
and that the teacher should be able to choose tasks
which was suitable for the learners and the class
setting. This supported the study of iNACOL (2010)
which stated that online educators should be inventive
in giving exercises and tasks that were applicable to
the learners, and ought to be willing and ready to
change those tasks when vital.
Genevieve P. Pantollano
Learn (Video-Based Assessment)
Video-Based Assessment was when an educator
utilized visual accounts as a proof to assess learners’
performance. This was the prevailing method of
assessing the performance of the learners when
teaching Physical Education. Majority of the physical
educators was using this method of assessing the
learners and this was attested by Informant 1 when she
said:
“Mostly is videos jud siya. Through videos kay lisod
man gud sya i-check if magvirtual gyud mi or
magsynchronous mi. Dili ka ka-check individually kay
nay mu ana nga hala miss wala koy internet
connection, dili ko makaapil. So, mas convenient siya
if i-send nalang sa ilaha through video nya sila nalay
magrecord sa ilahang kaugalingon nya kung kanus-a
ilahang available time nga mabuhat, magset nalang ka
ug deadline.”
(Most of the tasks for my students are video tasks. It is
video because it is difficult for me to assess their
performance if we’ll just be having it in a virtual class
or synchronous class. You cannot check them
individually because some students would say that they
cannot join the synchronous class due to problem of
internet connection. So, it is convenient if they will just
be sending videos of themselves, and they will just be
the one to record themselves then submit it during
their available time. You just have to set a deadline.)
The informant shared that most of the assessments that
were conducted in class when teaching Physical
education in an online setting were video tasks. This
gave convenience and allowed learners to perform the
tasks on the preferrable time they had. Along with that,
video assessments were more adequate when assessing
the skills of the learning in an online learning. This
was assented by the study of Hew et al., (2020) that
numerous teachers had needed to ad lib fast internet
learning arrangements.
This was supported by Informant 2 as he stated
that: “So, in terms of performance-based activities I
will ask them to submit a file or a video or record
themselves performing that particular movement, steps
or activity.”
The informant stated that when assessing the
performance of the learners, it would be done through
a video submission where learners would just be
recording themselves performing the particular steps
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or movement. The informant used video to assess the
learners’ skills and performance regarding a specific
steps or movements. Using video was one of the best
ways to assess the learners’ performance and was
significant especially in an online learning when
teaching Physical Education. This was supported by
the study of Rudd & Rudd (2014) that the utilization
of video in online training had gotten continuously
more significant in giving fluctuated and intriguing
academic freedoms for instructors, and echoes
learners' requirements for responsive and captivating
instruction in a fluctuating homeroom (Rudd & Rudd,
2014). Educators used videos to give instructions or
lectures to the learners or to assess what the learners
understood and learned in class.
Informant 3 also added that: “As PE teacher it's very
important for us since we know this subject is a
performance-based subject so we are requiring our
students to perform and how do we access how do we
know they were able to perform that of course through
video recording.”
The informant declared that it was very important to
use video-based assessment when assessing learners’
skills and performance in an online learning. Physical
Education was a performance-based subject and
assessing the learners’ skills was imperative in the
subject. Video-based assessment was very helpful and
appropriate since distance learning was conventional
nowadays. This statement agreed to what Peterson
(2016) had found out that with appropriate execution,
computerized video creation as an appraisal device had
heap benefits. It assisted learners with learning all the
more profoundly about the subject about which they
were making a video.
Physical educators unlearned the traditional
assessment they practiced before and even learn video-
based assessment when exposed to online learning. To
fortify this, the informants incorporated innovative
assessment technique in assessing the learners in an
online set-up. The informants created tasks in
assessing the learners which would be more suitable
and feasible for the learners. This was expressed by
Informant 1:
“Sa akong folk dance instead of ilang e-copy maghimo
sila og bag o nga routine. Unya sa akoang exercises
instead of daily exercises akoa siyang gihimo og
Zumba so maghimo silag Zumba routine using those
exercises.”
(In my folk-dance class, instead of just copying the
usual routine, I asked them to create their own dance
routine. Also like in my exercises class, instead of
daily exercises is I made it to Zumba so they will be
making Zumba routine using those exercises.)
The informant indicated that she did modifications on
assessing the learners in the classroom. Instead of
giving the usual and typical activities to the learners,
she assessed the learners by giving activities that were
much appropriate and enjoyable to the learners in an
online setting in a Physical Education class. This
agreed to the study iNACOL (2010) which stated that
it had gotten important to distinguish best practices in
online teaching method for content conveyance and
association with learners. This was what the educators
were doing nowadays where they explored and
practiced new strategies on how to better assess the
learners in the new normal of education.

It was also supplemented by Informant 4 and Congruent to Informant 1, Informant 2 had also the
exclaimed that: “We are only using videos like they same encounter when assessing the learners where he
will submit the video in Friday and then we will check innovated an activity to assess the learners. Informant
in the following day and the next week.” 3 stated: “I somehow apply in my PE classes of course
as a teacher you really need to be creative to the
The informant shared that video was utilized when activities you need to pamper to the students kay sila
assessing the learners in the class. The learners would baya mobuhat ana let say mohatag ka nilag boring
be submitting their videos on a specific time and nga activity, do you think they would be willing to
would be checked by the educators on a specific day. participate or to do the activity? One activity that I
The creation of video of the learners and submission of have given a while ago is katong fitness board
these docum ents in a speci fic time greatly
challenge nakita jud nako ang mga students nga
demonstrated the involvement of the learners in the
perteng lingawa.”
classroom. This supported the study of Peterson (2016)
which stated that utilizing computerized instruments
(I somehow apply in my PE classes of course as a
like video creation expanded learners’ commitment in
the homeroom. teacher you really need to be creative to the activities
you need to pamper to the students because they will
Relearn (Innovative Assessment Technique) be the one to do it and for example you’ll give them a

Genevieve P. Pantollano
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boring activity, do you think they would be willing to
participate or to do the activity? One activity that I
have given a while ago is the fitness board challenge. I
have observed that my students are really enjoying the
task I gave to them.)
The informant emphasized the importance of being
innovative in terms of providing activities as well as in
assessing the learners. This showed that physical
educators embraced innovation towards giving
assessment to the learners. The informant was a young
educator who was capable and splendid to new
strategies of giving assessment to new generation of
learners. This statement agreed to the study conducted
by Archambault (2011) that enormous quantities of
veteran instructors were not using innovation in the
classroom. But in this new generation of educators,
they were sensational to new trends and able to
innovate strategies that was suitable to the kind of
learners today and would encourage a more active
participation in class.
Informant 3 had also done innovation on assessing the
learners and method of submitting their outputs. Since
uploading a large size of video was a challenge for the
learners when submitting their outputs, Informant 3
considered on allowing the learners submit a shorter
video or by just attaching a link. Informant 3 indicated
that:
“So, that’s why we try to let our students to make their
own video as short as possible for them to upload it
and sometimes we also encourage students to upload
their video first in YouTube or even in the google drive
and then they are just going to attach the link to the
LMS as I’ve said no, will not allow to upload more
than 100 percent MB.”
This response of one of the informants proved that
Learning Management System (LMS) was being
utilized by physical educators and was a great support
of educators in teaching PE. This result supported the
study of Emelyanova & Voronina (2014) that Learning
Management System (LMS) had demonstrated to urge
a helpful way to deal with information securing and
uphold dynamic learning (Emelyanova and Voronina,
2014). Moreover, even in the presence of Learning
Management System (LMS) in today’s new normal of
education, educators still served as catalysts to
learners’ and played a big role for effective teaching
and learning process. Thus, it agreed to the study
conducted by Steel (2009) that educators held an
important part for the fruitful usage of Learning
Management System (LMS).
Genevieve P. Pantollano
Additionally, Informant 4 substantiated on innovating
the assessment she gave to the learners when she
said: “In the organ fruit management topic during
face-to-face class is we focus on the types of
tournaments. So, the activities that we had is I really
let them conduct a mini-intramurals in class so that’s
the activities that we had on face-to-face is that they
will really organize, there is a tournament manager.
But now, since they can’t have it in their houses
because their parents are also busy. Because what I
was actually planning before is they would conduct a
mini tournament at their homes and they will be the
tournament manager and the players will be their
family members like their cousins, parents. But it is not
applicable because there are also learners that are
only child so what I did is I let them make a program
paper, a flow of their ideas on mini-tournament and a
teaser video. So those are the only activities for PE.”
The informant highlighted the importance of being
considerate to the kind of activities that educators used
in assessing the learners. It was also important that
educators should be resourceful and innovative as to
what activities should be given to assess the learners.
This agreed to the study by iNACOL (2010) which
stated that online educator should be inventive in
giving exercises and tasks that were applicable to the
learners, and ought to be willing and ready to change
those tasks when vital. Thus, there was a need for
educators to explore on significant and appropriate
activities for the learners.
Theme 3: Instructional Activities. Giving of
instruction and assigning of learning tasks in an online
learning was very diverse compared to the traditional
way of teaching. Educators were challenged as to how
to deliver their instructions and assign activities online
especially that online set-up of education was raw to
most of the educators. This theme discussed about how
physical educators gave instructional activities to the
learners. It also exhibited the kind instruction being
eliminated by the physical educators in teaching
Physical Education in the new normal of education.
Unlearn (Traditional Instruction)
Traditional instruction, also known as back-to-basics
or conventional education was a structured education
program that highlighted face-to-face teacher-centered
instruction rather than learner-centered. It included
teacher-led discussion and where teacher was the only
one who imparted knowledge to the learners.
Traditional instruction was focused on rote learning
and memorization. Instructional materials were based
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on textbooks, lectures, and individual written
assignments. Traditional instruction was still being
practiced before online learning emerged. But, in the
new normal of education, educators had to unlearn
traditional instruction to adapt the new mode of
learning.
Informant 1 said that: “Muhatag kog instructions, mga
activities nga ila pambuhaton and the rest nga weeks
kay mao nalang na ang time nga ilahang buhaton ang
mga activities. Kay for me, kas pud sya sa time og sa
internet kay naa sad koy buhaton pud so dili sya
mabuhat within that day. So mangayo napud sila og
time unya dili ra baya atua nga subject ilaha gi-take
naa sad baya silay laing subjects nga gi-take so mao
pud akoang style para makabuhat silas mga activities
nga akoa gipabuhat nila. Kanang akong buhaton kay
i-by group nalang jud siya dili siya ingon na kanang
individually kay dili ko kay daghan kaykog buhatonon
and then dili siya ma check or ma carry nga kanang
assess ang performance gani sa students kay tungod sa
time limited. Kuan dili man ko mag written assessment
akong mga exams is performance. Wala nako anang
mga written kay hasol sha sa part sa student og hasol
pud sha sa part sa teacher.”
(I give instructions and activities that they will do and
the rest of the weeks is that’s the time that they work
on the activities. Because for me, online class
consumes lots of time and internet. Aside from that, I
also have activities to do that can’t be done in just that
day. So, my students will ask again for time to do it
and we should consider that it’s not just our subject
that they’re taking. What I do is that instead of giving
activities to students individually, I assigned them
tasks which are done by group. It is because I really
won’t be able to check their outputs individually
because I also have lots of other things to do and I
really cannot assess their performance individually
because of time constraints. In addition, I also do not
give them written assessment, just a performance
assessment not anymore written because I find it
hassle for both the learners and the teacher.)
The informant uttered that it was important to
scrutinize and consider the learners’ situation
especially that online class was new to most of the
learners and due to the circumstances, we were
experiencing in our country. The educator mentioned
that she was giving a performance-based assessment
only instead of giving both written and performance
assessment. The informant proclaimed that giving a
Genevieve P. Pantollano
written assessment to the class was an absurdity when
assessing the learners most importantly that PE class
was more focus on the skills acquired by the learners.
The informant’s statement of adjusting and modifying
activities for the learners absolutely agreed to the study
of iNACOL (2010) that one thing an online instructor
ought to do, paying little mind to how the substance
was made and shown, was to step up to the plate and
give supplemental assets and adjusted or upgraded
exercises when expected to expand learners’
accomplishment levels.
Informant 2 also shared that: “At first, we tend to
really give the instructions to the performances
individually but later on in the long run akoy gahago
akoy gekapoy as well as ang mga bata dili motivated
because we are doing individually.”
(At first, we tend to really give the instructions to the
performances individually but later on in the long run,
it’s me who suffered as well as the students. They are
not motivated to work individually on the activities.)
The informant articulated that assigning and assessing
by group or collaborative activities to the learners is
more efficient and dynamic in an online learning. In
this way, Learning Management System (LMS)
assisted educators to have a collaborative instruction to
the learners which encouraged the learners to do the
tasks and be motivated in learning. This supported the
study of Lonn et al., (2011) which stated that Learning
Management System (LMS) empowered learners and
educators to collaborate through the web and
encouraged sharing obviously related data and assets.
Learn (Instructional Video Demonstration)
Instructional video demonstration referred to a
recorded content that gave itemized data on the best
way to address a particular topic. Physical educator
portrayed or showed the particular steps or movements
in a specific topic to determine an issue or accomplish
a result, frequently with real-life applications. In the
new mode of learning, instructional videos were
utilized as the essential method of content delivery or
to embellish or explain course content.
Informant 1 said that: "So, mas convenient siya if i-
send nalang sa ilaha through video nya sila nalay
magrecord sa ilahang kaugalingon nya kung kanus-a
ilahang available time nga mabuhat, magset nalang
kag deadline.”
(So, it is more convenient if you will just send them
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videos and then they will just be the one to record
themselves during their available time, you will just
have to set a deadline.)
The informant testified that it was convenient to have
the instruction in a video form. It was favorable to the
learners as they could view the instructions and do the
activities assigned to them on their preferrable time in
an online setting. This agreed to the study conducted
by Guri-Rosenblit (2005) which stated that taken
accordingly, distance learning "connects with learners
any place they live or wish to examine.” Learners in
an online setting could view the instruction anytime at
any place. The important thing was that the teacher set
a deadline for the activities.
Informant 2 also stated that: “A challenge for me with
my instructions will be less if magkuha ko sa Youtube.
How we really play with the instruction and the
resources that are available online.”
(A challenge for me with my instructions will be less if
I just get videos from YouTube. How we really play
with the instruction and the resources that are
available online.)
It was revealed in this statement how significant that
educators knew how to utilize the resources available
in the internet. The informant claimed that giving
instruction in an online learning was easy if the
educator would be smart in employing various
resources available in the internet such as YouTube.
This result affirmed to the study conducted by Collis
(1995) which stated that it was accepted that the
viability of e-learning depended less on data
innovation however on how the teacher utilized the IT
(Collis, 1995).
Informant 3 added that: “One thing I did is that I also
created videos for my students to watch because
especially in this PE subject.”
The informant shared that employing vide o
instructions is beneficial and convenient when
teaching Physical Education in the new normal of
education. This asserted the study of Rudd & Rudd
(2014) that the utilization of video in online training
got continuously more significant in giving fluctuated
and intriguing academic freedom for instructors, and
echoed learners' requirements for responsive and
captivating instruction in a fluctuating homeroom.
Video instruction imparted an enormous aid to
physical educators in teaching Physical Education in
an online setting.
Genevieve P. Pantollano
Informant 4 raised that: “It should have been better if
real time on what I have observed other schools also
and our school mostly we are using videos. Most are
demonstrations but it’s not me who will demonstrate. I
just give them a sample video demonstrating a certain
skill and then they will follow it.
The informant shared that an educator in their
institution was utilizing videos in teaching and giving
of instruction. It meant that using videos plays a
purposeful role in an online education especially when
used properly and reasonably. This verbatim agreed to
the study of Peterson (2016) that with appropriate
execution, computerized video creation as an appraisal
device had heap benefits.
Informant 5 also conveyed that: “I utilized our LMS in
teaching PE by searching or shooting PE videos that
can be of use during my virtual classes that my
students can really get learning based from the
materials I have prepared for them.”
Utilization of Learning Management System (LMS)
was a significant help for the informant such as
creating or shooting videos related to Physical
Education. It helped the learners understand better the
lesson in class. This verbatim supported the study of
Daniel (2016) which stated that sort of adaptability
gave learners more opportunity to effectively take an
interest in learning (Guri-Rosenblit, 2005; Daniel,
2016). Moreover, Learning Management System
(LMS) helped the teacher to be more innovative in her
class improving the learners’ interest which supported
the study of Alias and Zainuddin (2005) which
described Learning Management System (LMS) as an
online innovation created to improve the learning
cycle through its appropriate arranging, application,
and assessment in instructive organizations.
Relearn (Exploratory Learning Materials and
Activities)
Exploratory learning materials and activities was a
manner where physical educators provided an advance
readings or assignments to the learners prior to the
discussion of the new topic. It allowed learners to
determine and understand better the lesson that would
be introduced to them. Appropriateness of learning
materials and activities showed suitability and
relevance of the activities provided by the physical
educators to the learners. This was important as the
appropriateness of the learning materials and activities
given to the learners was central to the success or
otherwise of the learning experience of the learners.
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Informant 3 indicated that: “I also give them the
activities research in advance because as I said we
have 2 sessions synchronous, and a synchronous so
during a synchronous they can practice they can
research prior to our discussion so they will be able to
have knowledge and of course they’re able to
participate in the class.”
The informant exclaimed that giving and providing a
research or assignment in advance was significant and
beneficial to the learners as it helped them to be
knowledgeable about the lessons and enhances active
participation in class even in an online setting. This
statement ratified the study of Gikas & Grant (2013)
that flexible learning had adequacy in enhancing
formal learning.
Informant 4 on the other hand expressed that: “Sa
online kailangan gyud ko nga fully prepared like para
gyud maka catch up dayun atong students ba.
Kasagaran gani sa akoang activities sa grade 10
karon ky kasagaran gani new gi fit lang gyud nako sa
online distance learning kay katong activities nga
akong gi gamit sa face to face but only at year so
kasagaran sa akong gi gamit sa online are new. What
I did is to really study and to look for the activities that
will suit for their level at the same time that is
applicable to their home.”
(In an online class, you should be fully prepared so
that like our students can easily catch up in class.
Most of the activities I gave to my students in Grade
10 are new. I suited it to the online distance learning
because the activities I had in face-to-face class is
different that’s why most of the activities I used in my
class are new. What I did is to really study and to look
for the activities that will suit for their level at the
same time that is applicable to their home.)
The informant verbalized that it was important to
provide activities to the learners that was appropriate
to the learning setting and to the type of learners.
Educators must be creative and innovative when
giving tasks to the learners especially in an online
setting. This agreed to the study of Zwain (2019) that
an innovation that lay with the lead of online learning
had made it conceivable to proceed with the learning
process during the lockdown. Innovation should not be
overlooked in an online learning.
Theme 4: Online Learning. The utilization of online
learning platforms displayed a great deal of
importance in the new mode of learning, online class.
Genevieve P. Pantollano
Educators considered online learning platforms as their
primary support in delivering their instruction to the
learners. It helped the educator provides an enhanced
and effective delivery of instruction in education.
Online learning platforms were structure of devices
that worked consistently together to convey the
learners a driven learning experience by binding
together instructive educational theory and practice,
innovation, and content.
Unlearn (Adherence to Single Learning Management
System)
Learning Management System (LMS) furnished an
educator with an approach to make and convey
content, monitored learners’ participation and assess
learners’ performance in class. It might likewise give
learners the capacity to utilize intuitive provisions like
threaded discussions, video conferencing and
deliberative forum. But, adherence to a single
Learning Management System (LMS) was a drawback
for physical educators because of the features it
obtained such as limited MegaByte (MB) when
uploading videos and difficulty in accessing the
Learning Management System (LMS). For those
reasons, physical educators ought to unlearn in
adhering to a single Learning Management System
(LMS) and incorporated other learning platforms in
teaching.
Informant 3 stated that: “That kite academy is very
difficult for us very difficult to navigate and I can say
it is not really that learner friendly because there are a
lot of restrictions and strong internet connectivity is
really needed. One of the struggles and the
disadvantages that I had reason of this platform is that
they only have, I think the minimum MB that you can
upload in that specific LMS.”
The informant shared that the platform they were using
in their institution was quite difficult to practice. Both
learners and educators were struggling in using the
specific LMS. This was because online learning was
new to both learners and educators in our country
creating conflicts in using the Learning Management
System (LMS). This statement affirmed to the study of
Quillen (2010) that many had not been presented to
online learning, so they were not generally prepared to
acknowledge the online climate as a reasonable
educating and learning choice. But this gap could be
resolved as both learners and educators continued to
practice on utilizing the LMS for online class.
Informant 5 further said that: “I have unlearned the
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idea of sticking only to your LMS to deliver learning
because there are various tools outside your LMS that
can still be effective and efficient in delivering your
lessons.”
The informant stated that being broad-minded to
various tools aside from using Learning Management
System (LMS) was important that needed to be
considered by educators. There were loads of diverse
tools that could be utilized in an online learning which
provided an efficient and effective teaching and
learning process. Educators should incorporate
alternative learning tools and explored new ways and
techniques as to how make teaching and learning more
practical and efficient. This data supported the study of
Barbour et al (2009) that researchers in the field of
distance training were recommending that instructor
schooling programs incorporated an internet showing
segment, either a techniques class, a practicum, or
both, to get ready new educators for the online scene.
This would help the educators be more knowledgeable
about online learning. Thus, providing programs and
webinars for educators about various learning tools
was a desirable and beneficial aspect.
Learn (Utilization of Technology)
The utilization of technology in a classroom was
currently being employed in schools for various
learning exercises. Today, numerous educators had
taken to giving test papers, results, understanding
materials and other assessment or learning gear on the
web. The feasible utilization of digital learning tools in
the classroom could expand learners’ commitment,
assist educators with further developing their lesson
plans, and work with customized learning. It
additionally assisted learners with building essential
21st-century abilities. Furthermore, it played a great
significance in an online set-up of education.
Informant 1 shared that: “Actually, wala pata
nakasugat ug Google Classroom before kung wala
naabot ang nagpandemic...nakalearn nata anang one
way to have outputs sa mga students is through videos.
Like magamit ra pud ang technology ba bisag
traditional pa atung gipanggamit katung wala pa ang
pandemic.”
(Actually, we have not encountered the Google
Classroom before if the pandemic did not happen. We
have learned already that one way to have outputs for
our students is through videos. Like we could just use
technology even if we’re teaching in a traditional way
even when pandemic did not happen.)
Genevieve P. Pantollano
The informant stated that prior to the pandemic,
educators already had an idea that one way of
assessing the learners was through videos and that
technology could be utilized even in a traditional way
of teaching. This affirmed to the study conducted by
Rudd & Rudd (2014) which stated that the utilization
of video in online learning had gotten continuously
more significant in giving fluctuated and intriguing
academic freedom for instructors, and echoed learners'
requirements for responsive and captivating instruction
in a fluctuating homeroom.
Informant 2 clearly stated that: “It's creating an
activity that it must jive to the use of technology or to
the use of LMS and of course it must also coincide to
the competences you are using... it needs to jive to the
use of technology in an online distance learning, given
the fact that the students really need to socialize with
each other. It’s also how we really play with the
instruction and the resources that are available
online.”
The informant uttered the importance of creating
activities with the use of technology. Using technology
in an online set-up of education was as challenging as
there were circumstances that needed to be considered
when planning and creating the activities for the
learners. Regardless of the challenges, educators
should still be able to innovate activities that would
concur to the competencies of the lesson as there were
activities given by educators that unfortunately did not
converge to the competencies of the lesson. This
statement asserted to the study of Hwang & Chang
(2011) which stated that the accessibility of portable
innovation did not really ensure that it would be
utilized in an instructive setting and the simple
appropriation of another innovation did not guarantee
its learning adequacy.
Informant 3 also emphasized that: “Well in terms of
familiarity of the LMS as a millennial teacher I would
say that I am practiced and trained enough to use it
for the Aralinks for our summative, finals or midterms
exam. We have this kind of LMS called Moodle. We
are using this one in our college and also in high
school, we have this Kite Academy. We are using
different LMS or platforms from basic and different
from college so we have also different management in
terms of learning in our case in the junior high school.
It is very helpful for that we are using Google Meet as
one of our virtual classrooms because it is accessible
to everyone. I would let them go to YouTube to watch
the video tutorial so that they could catch up our
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lessons.”
The informant shared that utilizing Learning
Management System (LMS) was easier and convenient
especially that he was a millennial educator who was
exposed already on how to utilize most of the learning
tools in the internet. This implied that millennial
educators had the advantage of teaching effectively
and efficiently in an online class. This supported the
study conducted by Archambault (2011) which found
out that enormous quantities of veteran instructors
were not using innovation in the classroom, and most
were not proficient about how to utilize innovation to
mix course work or to show on the web. This meant
hat old hand instructors find online learning a
challenging learning setting. Furthermore, it affirmed
the study of Al-Busaidi & Al-Shihi (2012) which
stated that educators' fulfillment was affected by
innovation experience and individual imaginativeness.
Millennial educators were more exposed and
experienced in utilizing technology innovatively and
creatively.
Informant 4 added that: “One opportunity I see in
teaching PE using this LMS is that we can really
deliver our lessons well. So, I’m using YouTube so for
example I am teaching dance or culture or a steps so
we can go over to YouTube so we are able to see or
utilize those videos for our students for them to learn
more because sometimes we teachers also let them
show videos for them also to be engage and of course
interested to our lessons ,so that is one thing I did so I
share video since we do share screen so I think that is
one of the opportunity that we can present more or
give more to our students.”
The informant articulated that using Learning
Management System (LMS) or learning tools enabled
the educators to teach effectively and efficiently as
well as learners to understand better the lesson. The
educator used various platforms such as YouTube to
inculcate well the lessons to the learners. This
verbatim supported the study conducted by Graf
(2007) which stated that clearly, there was a ton of
learning designs and each learner had his/her own
particular manners of seeing information that could not
be viably provided requirement for in the classroom
settings (Graf, 2007), so innovation should upgrade
learning, meet various interests, and result in fruitful
learning results. In this manner, instructive foundations
were endeavoring to furnish personnel with Learning
Management System (LMS) and empower its powerful
use.
Genevieve P. Pantollano
Informant 5 further said that: “I have learned that it is
very essential to have an LMS especially teaching PE
where you will really utilize it to deliver your lessons
effectively.”
The informant shared that utilizing Learning
Management System (LMS) was very significant in
teaching Physical Education in an online setting.
Educators used Learning Management System (LMS)
as it helped them teach their lessons effectively. This
agreed to the study of Ornafou et al (2015) that
currently, an ever-increasing number of instructors
used Learning Management System (LMS) to upgrade
their showing techniques (Torkzadeh and van Dyke,
2001 cited in Orfanou et. al., 2015) due to the impact
of this pandemic.
Relearn (Digital Learning Platforms)
Digital learning platforms assisted educators in
delivering their instruction and was hugely beneficial
in the educational process. It conveyed learning
experiences that empowered learners to effectively
draw in with educational substance. Instructors utilized
digital learning platforms as a feature of their guidance
to make learning seriously fascinating and intuitive for
learners and to offer lessons that could be customized
for every learner. Depending on the digital learning
platform, an educator might have learners utilized it as
a feature of the day's exercise or teach learners to
utilize it at home for additional training with the
course content. A developing number of stages fused
versatile learning usefulness, in which the apparatus
powerfully changed the lesson based on the individual
learner’s performance.
Informant 3 said that: “One thing that I relearned in
this time of pandemic of course by using this kind of
LMS and platforms because I admit the fact that even
before I really don’t know how to use this google
classroom, Google Meet, I only knew some like Zoom
and Skype for video conferencing but relearned it on
how to use these tools in order for me to give this to
my class.”
The informant expressed that relearning various
educational tools and platforms was very significant
especially when teaching in the new normal of
education. Relearning the educational platforms and
tools was important as it allowed the educator to teach
effectively and create and innovate the instruction for
the class. This statement supported the study of
Bedford (2014) that authoritative relearning
encouraged associations to construct new intensity.
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Discussion
It was the purpose of the study to describe the
instructional process of the physical educators in the
utilization of the Learning Management System
(LMS). The researcher used Lichtman’s (3) Cs in
describing the instructional process of the physical
educators in the utilization of the learning management
system (LMS), namely - Classroom Management
System, Performance Assessment, Instructional
Activities, and Online Learning. To summarize, the
instructional process of the physical educators in the
utilization of the Learning Management System (LMS)
were clustered into four themes. Each theme featured
three subthemes which were categorized into Unlearn,
Learn, and Relearn.
The first theme discussed about classroom
management system. This theme explained the
classroom management system of the physical
educators in the new normal of education, online class.
Classroom management was one of the most complex
parts of teaching (Mann, 2008) which was still needed
to be practiced by the educators even in an online
classroom setting and this brought challenges to the
teachers on how to establish and maintain appropriate
behavior of the learners. The first theme had three
subthemes: (1) the classroom discipline was
categorized as the unlearned component of the
physical educators in an online learning. Unlearning
was described by Bedford (2014) as a progressive,
nonstop cycle that happened more or less all the time
while learning and surrendering obsolete, deceiving,
wasteful and futile information. Physical educators
utilized various learning management system
depending on the suggested platform they had in
school or the choice of platform they had based on the
convenience of both the learners and the teachers.
Physical educators being new to online learning had
unlearned classroom discipline due to the limitations
they had towards disciplining the learners. Physical
educators in the traditional learning before could easily
discipline and could call learners’ attention right away
with an immediate disciplinary action to the learners.
Physical educators could easily see whether the
learners were misbehaving or were in their proper
places when inside the classroom. All these were
unattainable in an online classroom setting which were
unlearned by the physical educators. Physical
educators in the online setting cannot compelled the
learners to turn on their cameras during their classes
due to numerous circumstances such as intermittent
internet connection, damaged gadgets, and even the
learners’ choice of not switching on their cameras.
Genevieve P. Pantollano
Educators could not command the learners what to do
and not what to do at their homes such as not to walk
around while having their class. Educators could not
ascertain whether the learners were eating or talking
during classes as microphones could just be muted by
the learners. As stated by VanDerveer (1989 cited in
Mann, 2008) in his study, the absence of discipline
issues was straightforwardly connected to effective
management and planning. All of these were the
examples of classroom disciplines that the physical
educators unlearned in an online classroom setting. (2)
freedom & flexibility and class preparation and
incentives was the second subtheme of the first theme
which was categorized as the learned component of the
physical educators. Learning according to Azmi
(2008) was certainly not a one-shot program, it was an
on-going cycle. It was a cycle inside the person which
brought about the limit with respect to change in
behavior. Physical educators learned that freedom and
flexibility was inclined to both learners and educators
in an online learning. Non-concurrent schooling or
distance learning encouraged instructors and students
to beat constraints of ordinary showing, and it likewise
permitted a customized learning with respect to the
student (Orfanou et. al., 2015). Learners could study
and learned at their own convenient time as well
teachers would be able to give tasks at any time.
Educators could give the learners the freedom and
flexibility to choose when to do the tasks assigned to
them given at a period. Learners could also just reach
out their instructors whenever possible which gave
them flexibility in learning. Educators on the other
hand could just interact the learners anytime which
would be done through different learning platforms
such as Zoom, Google Meet, Messenger, and etc. and
could provide instructions and give tasks to the class
through the Learning Management System for
asynchronous classes such as Schoology, MS Team,
Aralinks, and Google Classroom. In addition, learners
would just be able to watch instructional videos
provided by the teachers at their convenient and
preferrable time. Along with that, physical educators
learned the importance of class preparation prior to the
class and giving of incentives to those learners who
were obeying the rules in the class. Physical educators
considered class preparation as an important
circumstance in an online class. Bauer (2001 cited in
Mann, 2008) examined the significance of curricular
planning to a more orderly classroom clarified that
educators who were proactive in planning and
preparation regularly discovered an accomplishment
with learners’ behavior. Educators should be able to
prepare all the necessary points and things needed as
well prepare the learners condition before starting the
class. This included checking stability of the internet
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connection of the class and giving ample time to the
learners to prepare themselves prior to the class.
Moreover, educators learned the importance of giving
incentives to the learners who were obeying the rules
set in the class. An exemplar was giving points to
those learners who were switching on their cameras
during the class. Incentives would fuel learners’
motivation in obeying the rules set in the class. (3)
feedbacks and monitoring were the third and last
subtheme of the first theme which was categorized as
the relearned component of the physical educators.
According to Azmi (2008), relearning was a set up
reality that change or progress includes osmosis of
new abilities; consequently, need for relearning.
Physical educators relearned about giving of feedbacks
and monitoring of the learners’ performance in an
online learning. There was an extraordinary
significance of feedback in further developing learning
experience for the learners (Bashir, et. al, 2016). But,
providing feedbacks to the learners and monitoring the
learners was sometimes forgotten by educators.
Physical educators in this time on the new set-up of
education realized the importance of these and were
able to relearn these two significant concepts. Physical
educators provided feedbacks to the learners as to how
were their performances in class. Physical educators
also relearned to monitor the learners especially when
the learners were not around during the class or did not
submit the tasks assigned to them.
Figure 2. Physical Educators’ Instructional Process in
the Utilization of the Learning Management system
Genevieve P. Pantollano
The second theme of the study revolved around the
performance assessment in an online learning that
was unlearned, learned, and relearned by the physical
educators in the utilization of Learning Management
System (LMS). Frey and Schmitt (2010) expressed
that performance assessment measured expertise or
then again capacity of the learners. This theme
explained about the systematic basis for making
inferences on the learner’s learning and development.
It discussed how physical educators assessed the
learners using the Learning Management System
(LMS). This theme consisted of three subthemes
which were classified as the unlearn, learn, and relearn
of the physical educators when assessing the learners
in an online class in the utilization of the various
Learning Management System (LMS). The first
subtheme of the second theme was (1) traditional
assessment which explained about the traditional way
of assessing the learners. This subtheme was
considered as the unlearning component of the
physical educators in assessing the learners in an
online class. Unlearning was described by the study of
Azmi (2008) as a hierarchical need, for example, at the
point when a current prevailing rationale should be
supplanted by another one. In the past, physical
educators mostly used the teacher-centered method of
teaching physical education (Mann, 2008), and used
traditional way of assessing the learners’ performance.
Traditional assessment was inferior and unsuitable to
the new mode of learning one had today. Physical
educators unlearned this type of assessment as it was
challenging for them to conduct a traditional
assessment in an online class. The traditional
assessment before could not be accomplished in the
new set-up of learning that one had now. For instance,
physical educators could not anymore conduct a face-
to-face or real-time interaction to the learners when
assessing the skills of the learners. Providing a
constant written exam in a Physical Education class
would also be monotonous for the learners resulting to
lack of interest in the Physical Education class. As a
result, physical educators explored new ways of
assessing the learners and reduced written exams in a
Physical Education class. (2) Video-Based Assessment
was the second subtheme of the second theme which
was classified as the learned component of the
physical educators. Learning the video-based
assessment helped the physical educators in assessing
the learners in the new mode of education. It allowed
physical educators to check whether the learners were
learning and performed the skills correctly. It also
makes easier for the educator to provide feedback,
grade, and analyze the performance of the learners.
The utilization of video in online class got
continuously more significant in giving fluctuated and
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intriguing academic freedom for instructors, and
echoed learners' requirements for responsive and
captivating instruction in a fluctuating homeroom
(Rudd & Rudd, 2014). Educators used videos to give
instructions or lectures to the learners which would
help them in understanding the lesson. (3) innovative
assessment technique was the last subtheme of the
second theme which was considered as the relearned
component of the physical educators. Physical
educators relearned the importance of innovation in
assessing the learners in an online classroom setting.
The online instructor should be inventive in giving
exercises and tasks that were applicable to the learners,
and ought to be willing and ready to change those
tasks when vital; (Schlechty, 2008; iNACOL, 2010).
Physical educators should be able to plan and create
tasks and activities for the learners that were suitable
and relevant to the learners as well as to the set-up of
education. Physical educators should be creative and
innovative in choosing the type of activities to be
assigned to the learners and consider each learners’
resource.
The third theme of the study was the instructional
activities of the physical educators to the learners in
an online classroom setting. This theme explained the
unlearning, learning, and relearning components of
physical educators in giving instruction and assigning
learning tasks to the learners with the use of the
Learning Management System (LMS). This theme
comprised of three subthemes which wee categorized
to unlearn, learn, and relearn of the physical educators
in relation to giving instructional activities to the
learners. The first subtheme was (1) traditional
instruction which was the unlearned component of the
physical educators. Traditional instruction was already
unbecoming especially in the new normal of
education. Physical educators unlearned this type of
instruction as it outmoded and unsuited to classroom
setting. We had now as well as to the type of learners
today. Physical educators predominantly provided
collaborative instruction and learning tasks instead of
giving individual tasks to the learners. This agreed to
the study of iNACOL (2010) that one thing an online
instructor ought to do, paying little mind to how the
substance was made and shown, was to step up to the
plate and give supplemental assets and adjusted or
upgraded exercises when expected to expand learners’
accomplishment levels. The second subtheme was (2)
Instructional Video Demonstration was considered as
the learned component of the physical educators in
giving instruction and assigning learning tasks to the
learners. Physical educators’ utilization of the
Learning Management System (LMS) was beneficial
Genevieve P. Pantollano
and helped educators to have a more convenient way
of giving instruction to the learners. This asserted the
study of Rudd & Rudd (2014) that the utilization of
video in online training had gotten continuously more
significant in giving fluctuated and intriguing
academic freedom for instructors, and echoed learners'
requirements for responsive and captivating instruction
in a fluctuating homeroom. Video instruction imparted
an enormous aid to physical educators in teaching
Physical Education in an online setting. Physical
educators utilized instructional video demonstration to
convey to the learners about the topics in class. For
instance, physical educators created own recorded
video demonstrating the dance movements of a
specific dance. Physical educators could use utilize the
resources found on the internet such as videos in
YouTube. The third subtheme was (3) exploratory
learning materials and activities which is the relearned
component of the physical educators. Exploratory
learning materials and activities was relearned by the
physical educators as it allowed the learners to be
familiar with the lesson in advance prior to the
discussion. An exemplar was where physical educators
assigned an advance reading to the learners regarding
the specific lesson or giving an advance information
about the learning tasks to be done by the learners.
This ratified the study of Gikas & Grant (2013) that
flexible learning had adequacy in enhancing formal
learning and that included exploratory learning
materials and activities. Appropriateness of learning
materials and activities was relearned by the physical
educators where they should seek learning tasks that
were appropriate to the learners and relevant and
applicable to current mode of education.
The last theme of this study revolved around online
learning of the physical educators. This theme
discussed about the unlearning, learning, and
relearning components of the physical educators with
regards to the use of online learning platforms. This
theme was composed of three subthemes: (1)
adherence to single Learning Management System
which deemed as the unlearned component of the
physical educators. Adhering to a single Learning
Management System was a mediocre for physical
educators. Physical educators unlearned this frame of
mind due to numerous challenges and difficulties that
both learners and physical educators encountered. For
instance, the limited megabyte (MB) uploaded the
learning platform and the demanding features of a
certain learning platforms. As a result, physical
educators unbiased to using additional learning
platforms for the class to provide a more accessible
and efficient learning for the learners. This affirmed to
the study of Quillen (2010) that many had not been
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Research Article

presented to online learning, so they were not

generally prepared to acknowledge the online climate
as a reasonable educating and learning choice. But this
gap could be resolved as both learners and educators
continue to practice on utilizing the LMS for online
class, (2) utilization of technology was the second
subtheme which was contemplated as the learned
component of the physical educators. The utilization of
technology was highly significant and beneficial for
the physical educators in teaching Physical Education.
It allowed the physical educators to create and
innovate a more appropriate and relevant instruction to
the learners. It also the most convenient way of
delivering instruction and communicating to the
learners which was suitable to the mode of learning
today. This affirmed to the study conducted by Rudd
& Rudd (2014) which stated that the utilization of Figure 3. Physical Educators’ Instructional Proces in
video in online learning got continuously more the Utilization of the Learning Management System
significant in giving fluctuated and intriguing (LMS)
academic freedom for instructors, and echoed learners'
requirements for responsive and captivating instruction Conclusion
in a fluctuating homeroom, and (3) digital learning
platforms was the last subtheme of the third theme
Based on the findings of the study, the researcher
which was considered the relearned of the physical
concluded that the learning, unlearning, and relearning
educators in relation to the use of online learning
in the utilization of Learning Management System
platforms. Digital learning platforms provided learning
(LMS) in teaching Physical Education supported the
experience that allowed learners to actively engage
totality of the instructional process or efficacy of the
with educational content. Physical educators relearned
learner’s spectrum through the aspects of classroom
digital learning platforms as it was essential for
management system, performance assessment,
educators to be more knowledgeable and be
instructional activities, and online learning.
acquainted with these especially when teaching in an
online classroom setting. This statement supported the The instructional process in the utilization of the
study of Bedford (2014) that authoritative relearning Learning Management System (LMS) helped in
encouraged associations to construct new intensity.
achieving the goals of teaching especially in an online
Moreover, it helped physical educators to make classroom set-up. With instructional process, we
learning more interesting and insightful for the expected a change of behavior of the physical
learners.
educators as well as the learners. This change occurred
with the progress and development of learning,
Findings of the Study
knowledge, interests, abilities, and mentalities. Thus,
the instructional process played an important role in
The diagram below depicted the transparent result of
achieving the teaching-learning objectives.
the instructional process of the physical educators in
the utilization of the Learning Management System By describing the instructional process of the physical
(LMS). It comprised of four themes with three educators in the utilization of the Learning
subthemes in each theme. Subthemes were categorized Management System (LMS), effective practices were
as learn, unlearn, and relearn. recognized that would help physical educators to
effectively and efficiently teach Physical Education in
the normal of education. Physical educators also
reflected what were the instructional techniques or
methods that they needed to improve or exclude when
teaching in an online set-up. By describing the
physical educators’ instructional process in the
utilization of the Learning Management System
(LMS), educators could deliver their instruction better,

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Research Article
more effeciently and effectively. Learners could also
be more impelled in participating and learning
Physical Education classes. Moreover, Physical
Education class in an online learning could be as
enjoyable as to a face-to-face classroom set-up, more
creative and constructive than the traditional way of
teaching PE.
The interpretation and analysis of the data in the
previous section revealed that physical educators had a
massive impact towards the circumstance. Physical
educators in the secondary and tertiary levels might
consider unlearning unnecessary and irrelevant
practices in teaching Physical Education in an online
classroom setting in the utilization of Learning
Management System (LMS). Physical educators must
also consider learning effective and appropriate
strategies in the utilization of Learning Management
System (LMS) in teaching Physical Education in the
online classroom set-up and not confined themselves
into a conventional teaching pedagogy. Moreover,
physical educators must be open to new ideas and
relearn effective and efficient strategies on how to
innovatively manage the classroom, provide an
appropriate and effective performance assessment to
the learners, give instructional activities that is timely
and suitable to the learners, and be equipped and
cultured on how to use the online learning platforms
available for the online classroom setting.
The researcher of this study strongly suggested that a
seminar-workshop be conducted to physical educators
at all levels to shed a light on this exist ing
phenomenon and facilitate a move on how to integrate
physical education class with the utilization of the
Learning Management System (LMS).
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