Pedagogical Strategies And The Development Of Motor Skills In Physical Education Among College Students In The Province Of Batangas

Abstract

The study aimed to examine the pedagogical strategies utilized in Physical Education and their relationship to the development of motor skills among college students in the Province of Batangas.

The study sought to determine the extent of utilization of pedagogical strategies in terms of motivation, instructional, and evaluation strategies, the level of motor skill development of students in locomotor, non-locomotor, and manipulative skills, a significant relationship between the utilization of strategies and the level of motor skill development of students, the challenges encountered by Physical Education teachers in utilizing pedagogical strategies, and the pedagogical framework of activities could be proposed to enhance motor skill learning.

A descriptive research design was utilized in the study. Data were collected from Physical Education teachers through survey questionnaire and unstructured interview. Statistical tools such as frequency, percentage, mean, standard deviation, and correlation analysis were used to analyze and interpret the gathered data.

The findings revealed that motivation, instructional, and evaluation strategies were all highly utilized by teachers, with instructional strategies ranking highest. Students demonstrated a highly developed level of motor skills across locomotor, non-locomotor, and manipulative skills. A significant relationship was found between the utilization of pedagogical strategies and the level of motor skill development. Teachers frequently encountered challenges such as large class sizes, limited space, varying student abilities, and environmental constraints. Based on these findings, a pedagogical framework of activities was proposed.

The study concluded that the utilization of pedagogical strategies significantly relates to the motor skill development of students. It emphasized the need for continuous implementation of structured, adaptive and learner-centered teaching approaches, as well as the development of a responsive pedagogical framework to address existing challenges and improve the overall quality of Physical Education instruction.