Adaptive Approaches in Teaching Physical Education and Readiness Level of SHS Students with Diverse Abilities at St. Bridget College Alitagtag Inc.

Abstract

Physical Education (PE) is essential in promoting holistic development; however, students with diverse abilities often face challenges in participation due to traditional teaching methods.

This study aimed to assess the readiness level of Senior High School (SHS) students and determine the effectiveness of adaptive approaches in teaching Physical Education.

A descriptive mixed-method research design was used involving 60 SHS students. Data were collected through survey questionnaires and semi-structured interviews. Statistical tools such as frequency, percentage, weighted mean, and ranking were used, along with thematic analysis for qualitative data.

Findings revealed that students have a high level of readiness in PE, particularly in physical well-being and class participation. Adaptive approaches were found to be highly effective, especially in terms of social and emotional support and activity modification. However, challenges such as lack of resources, unclear instructions, and limited peer support were identified.

Adaptive approaches significantly enhance student participation and inclusivity in PE classes. However, improvements in instructional strategies and resource availability are necessary to maximize effectiveness.