Exploring the Positive Experiences of Senior High School Teachers in Teaching the Sports Track during the K-12 Transition Years in Southern Philippines

Abstract

Implementing the Enhanced Basic Education Act (GOVPH, 2013), has significantly transitioned the Philippine Education System. While research in Physical Education has explored the early impact of this educational reform since its enactment in 2013,  there is a noticeable absence of studies focusing on teachers’ favorable experiences in teaching the Sports Track Program in Se- nior High School. To address this research gap, a Qualitative Phenomenology Research Design was employed to investigate and elicit the favorable stories and experiences of teachers engaged in this program. Participants from selected schools in the Cotabato Province (Philippines),  participated   in focus groups, in-depth interviews, and extensive field observations, ensuring data triangulation. Five significant issues emerged from the participants’ narratives through this rigorous approach. These issues encompass participative and kinesthetically intelligent learners, alignment between Sports Track competencies and teachers’ college-acquired knowledge, promoting interactive teaching and learning practices, incorporating practical and hands-on activities within the curriculum, and facilitating more straightforward curriculum implementation. The findings of this study contribute to the development of conclusions and implications for enhancing the performance of the Sports Track Program within the Philippine Senior High School Curriculum. By understanding  the favorable experiences of teachers,  this research serves as a valuable resource to inform policy improvements and pedagogical practices that can further optimize the Sports Track Program’s effectiveness and overall educational outcomes.