Physical Literacy and its Application in Classroom Instruction Among Junior High School Physical Education Teachers in Cluster 5, Taguig City
DOI:
https://doi.org/10.65141/sjter.sp2026.02Keywords:
Physical Literacy, physical education, teaching competencies, instructional practicesAbstract
Physical literacy has emerged as a key component of quality physical education; however, its effective integration in classroom instruction remains a challenge in many educational contexts. This study aimed to determine the level of physical literacy of Junior High School Physical Education (PE) teachers in Cluster 5, Taguig City and examine its relationship with the application of physical literacy in classroom instruction. A descriptive-correlational research design was employed, involving a total enumeration of 90 PE teachers. Data were collected using a validated researcher-made questionnaire (Cronbach’s alpha = 0.84) and analyzed using frequency, percentage, weighted mean, and Pearson Product-Moment Correlation. Findings revealed that teachers demonstrated a very high level of physical literacy in terms of motivation and confidence, physical competence and knowledge and understanding. The extent of application of physical literacy in classroom instruction was consistently high across all domains. Furthermore, results showed a significant and strong positive relationship between physical literacy and its application in classroom instruction. However, teachers encountered serious challenges, particularly large class sizes, limited facilities, and time constraints. The study concludes that physical literacy significantly enhances instructional practices in physical education; however, its effective implementation requires both teacher competence and adequate institutional support. These findings provide a basis for developing targeted professional development programs and strengthening policy and resource support for physical education.
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References
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