Republic of the Philippines

Department of Education
Schools Division Office of Isabela
Jones West District
300555 - JONES RURAL SCHOOL
Jones, Isabela

ACTION RESEARCH IN MAPEH

Jay Mar I. Reyes

Title Effectiveness of Project SIPA (Short Incidental Physical Activity) as Fitness

Rationale We need to keep moving now, more than ever! Being confined in an

enclosed space for a prolonged period presents a lot of health challenges which

leads to psychological stress. Increasing the general stress response and

depleting our physiological resources. This may lead to a decrease in immunity

that can make us susceptible to infectious diseases. Stay active and survive this

pandemic through physical activity performance.

Fitness and movement education content is the core of the K to 12 PE

Curriculum. It includes value, knowledge, skills and experiences in physical

activity participation in order to (1) achieve and maintain health-related fitness

(HRF), as well as (2) optimize health. In particular, it hopes to instill an

understanding of why HRF is important so that the learner can translate HRF

knowledge into action. Thus, self-management is an important skill. In addition,

this curriculum recognizes the view that fitness and healthy physical activity (PA)

behaviors must take the family and other environmental settings (e.g. school,

community and larger society) into consideration. This curricular orientation is a

paradigm shift from the previous sports-dominated PE curriculum aimed at

Move to learn is the context of physical activity as the means for learning,

while Learn to move embodies the learning of skills, and techniques and the

acquisition of understanding that are requisites to participation in a variety of

physical activities that include exercise, games, sports, dance and recreation.

This also adheres to a mandate from our Philippine Constitution that

says “The state shall promote physical education and encourage sports

programs, league competitions and amateur sports, including training and

international competitions, to foster self-discipline, teamwork and excellence for

the development of a healthy and alert citizenry” (Article IV Section 19).

Strong et. al., (2005) mentioned that the relationship of physical activity

and physical fitness to cognitive and brain health and to academic performance.

Ellemberg and St-Loius-Deschenes (2010) claimed that children respond

faster and with greater accuracy to a variety of cognitive task after participating

in a session of physical activity.

As educator, the teacher-researcher was motivated to conduct this action

research on the effectiveness of Project SIPA on Grade Eight students for a

week-long physical activity. They also wanted to know the effect of this program

on the physical activity performance of the students from results of the PPFT

pretest and post-test.

Research Statement of the Problem

Grade Eight class. Specifically, it answered the following.

1. What is the fitness level of the two groups of respondents in the physical

activity performance in the pre-test?

1.1. Control group

2. What is the fitness level of the two groups of respondents in the physical

activity performance in the posttest?

1.1. Control group

1.2. Experimental group

3. Is there a significant difference between the pretest scores of the control

and experimental group?

4. Is there a significant difference between the posttest scores of the control

and experimental group?

5. Is there a significant difference between the pretest and posttest scores of

the control and experimental group?

Intervention Project SIPA (Short Incidental Physical Activity) is the new exercise that’s made

for everybody, no matter how old or capable you are in doing physical ability.

1. It is a 2-3 minute physical activity that interrupts an hour of continuous

sitting.

2. Less daunting that an exercise or less cumbersome that any activity that

needs preparation of additional participants to be undertaken.

3. Can and should be done with regularity throughout the day, especially

during ECQ.

4. Activities and movement according to one’s choice and capacity.

Research This action research utilized the experimental design since its main
Methodology
purpose was to determine the effectiveness of Project SIPA and its possible

effect to the mean gain scores on achievement of students on a one-week

physical activity performance in Grade 8 MAPEH class.

Two groups were taught the same lessons of physical activity for one

week. The control group was taught using the single teaching with similar
activities approach while the experimental group was taught using Project SIPA

with three sets of activities and three sets of evaluation and facilitation for the

three groupings of students for the one-week duration. Two regular sections were

included in the study out of the seven Grade Eight sections that the school have.

Both groups were given the PPFT pre-test to identify the classification of

students whether they belong to the above average group, average group, and

below average group. The achievement test was administered the following week

using parallel teacher-made physical fitness tests. The number of students was

again identified to know whether there was change in their classification. The

results of the pretest and the posttest were compared to determine whether using

Project SIPA is effective or not.

Data Gathering Methods

After seeking the approval from the principal, the teacher-researcher

started the experiment for a week.

The scores of both the pretest and the posttest of PPFT and Project SIPA

(Short Incidental Physical Activity) were taken and these data were coded,

tallied, and were statistically treated using the mean, standard deviation, and t-

test of significant difference.

The mean and the standard deviation were used to determine the level of

performance of control and experimental groups and the classification of students,

while the t-test was employed to determine the significant difference of the mean

scores on pretest and posttest of both groups.

Data Analysis

The study will make the use of descriptive-experimental research design

and descriptive quantitative design.

The data collected was from multiple PPFT results and teacher
observations of students. The initial survey of the PPFT pre-test was given to

students to gather baseline data for the action research process. The results

indicated that students had a variety of physical fitness level toward their physical

activity performance progress.

The action research will employ the following statistical tools: mean score to

describe the pre-test and post-test of both control and experimental group before

and after using the proposed intervention.

The researcher will use independent sample t-test to compare the mean

scores of the control and experimental groups in order to determine whether there

is statistical evidence that the experimental group mean scores are significantly

different.