Voices from PE Professionals in Mindanao: Expectations Underlying Quality Physical Education Development

Abstract

The Republic of the Philippines has been striving for quality physical education (PE). The country’s 2016 PE curriculum framework sought to optimise the promotion of active lifestyles, habitual behaviour in physical activities, and competency in physical development. This study explored the gap between PE professionals’ expectations and the reality of quality physical education (QPE) in Mindanao. The ‘Global Index of Quality Physical Education (GIQPE)’ survey was adopted to explore the practice of PE in schools from the perspectives of local PE teachers and professionals for PE curriculum development. Discussing whether their understanding of QPE is consistent with policies may help identify the barriers to local PE development. This research involved 558 participants from six cities of Mindanao to assess the eight dimensions of QPE development: skill development and bodily awareness, facilities and norms in PE, quality teaching of PE, social norms and cultural practice, governmental input for PE, cognitive skill development, and habituated behavior in physical activities. There was no statistically significant difference in QPE perceptions among the sexes, work experience, and positions. Differences appeared in all dimensions between the cities, with Marawi City achieving the lowest score. Sustainable peace against conflicts, sufficient national and local educational budget allocation, and efficient governance of local governments seem crucial to advancing QPE in Mindanao. A thorough investigation of PE in the country and a comparison of its development across the three major islands of the Philippines is recommended to help establish a culturally nuanced approach to QPE development.