Instructional Management Skills of Physical Education Teachers: Basis for an Enhanced Instructional Program

Abstract

This research examined the instructional management competencies of Physical Education (PE) educators in Region IV-A, Philippines, based on Jacob Kounin’s Instructional Management Theory.  The study highlighted five fundamental constructs: with-it-ness, smoothness, momentum, overlapping, and group focus—skills essential for sustaining student engagement and reducing behavioral problems.  A descriptive quantitative study approach was utilized to gather data from 120 physical education instructors in public and private secondary schools across the provinces of Cavite, Laguna, Batangas, Rizal, and Quezon.  A validated survey instrument assessed instructors' impressions, with data analyzed using descriptive statistics, t-tests, and one-way ANOVA.  The results revealed elevated levels of perceived instructional management abilities across all dimensions, with no statistically significant variations identified based on demographic characteristics like age, gender, teaching experience, educational attainment, and school type.  These data indicate a consistent implementation of teaching tactics by PE teachers, regardless of their backgrounds.  The research advocates for the creation of a cohesive and improved instructional program to strengthen and advance the professionalism of physical education teaching methodologies.  The approach can provide a basis for ongoing enhancement in classroom engagement, behavior management, and overall instructional efficacy in secondary schools in the Philippines.