The hidden curriculum in a Filipino pre-service physical educators’ virtual ecology

Abstract

The study was geared toward determining the factors embedded in “hidden curricula” in an online learning environment of a physical education teacher education program. This qualitative-descriptive study considered a complete enumeration of the Bachelor of Physical Education students from a state university in Pampanga, Philippines who voluntarily participated in this qualitative investigation (n = 135) by responding to structured and open-ended questions. Aided by Thematic Analysis, findings revealed six emerging themes that described the embedded hidden curricula in the online learning environment, namely: contributory factors in an online learning experience (OLEx); educational opportunities in the new normal learning set-up; unfavorable factors in using online learning environment; and proposed inputs in enhancing the teaching-learning process in an OLEx. The implications derived as an outgrowth of the identified positive and negative factors as expressed by the participants provided a conceptual understanding of the contemporary picture of the hidden curricula and how it would define the future of an effective online learning experience.

Motives and Barriers to Exercise among Underweight Filipino College Students

“…Another reason why the respondents do not exercise is that they are university students, who also have a demanding course load and a busy academic schedule. It is reasonable to presume that student-respondents are involved in co-curricular and extracurricular activities that are still relevant to their studies (Ortega et al, 2022). Individuals who have an excessive amount of academic work to do, such as co-curricular and extracurricular activities, have perceived barriers to exercise.…”

Implementation of the Revitalized Tertiary Physical Education Program in a Higher Education Institution in Pampanga Grounded on the Statutory Policy of the Commission on Higher Education and UNESCO’s Quality Physical Education Model

“…These standards serve as guides for the development and implementation of quality physical education programs that support the growth of physical literacy, overall fitness level, and continuous engagement in physical activities. Five domains were included in the set of standards which consist of the following: (1) the physically literate individual demonstrates competency in a variety of motor skills and movement patterns; (2) the physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance; (3) the physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness; (4) the physically literate individual exhibits responsible personal and social behavior that respects self and others; and (5) the physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and social interaction.…”

“…These include obtaining a minimum of a bachelor's degree in the field, as well as teaching credentials and licenses (Alfrey et al, 2012). Furthermore, physical educators need to be updated with the most current educational trends and approaches (Pangrazi & Beighle, 2019), and take into consideration local challenges brought about by the pandemic (Ortega et al, 2022).…”

Fostering Pre-service Physical Educators’ Retention of Concepts in a Professional Education Course Using Moneypoly Game

“…Furthermore, keeping away from distractions on their mobile devices is a challenge for students today. Additionally, instead of just learning, today's students are also engaged in several other activities resulting in a lack of focus and attention in their academic courses (Ortega et al, 2022). Therefore, increasing students' long-term knowledge retention is a shared objective of all instructors.…”