EATING HABITS AND FITNESS LEVEL

OF GRADE 7 STUDENTS: BASIS FOR

DEVELOPMENT OF A FITNESS
AND NUTRITION PROGRAM

A Master’s Thesis
Presented to
The Faculty of the Graduate Program School of
Teacher Education
The National Teachers College

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Physical Education

JOANNA DIONISIO

2021

1
 APPROVAL SHEET

This thesis entitled, Eating Habits and Fitness Level of Grade 7

Students: Basis for Development of a Fitness and Nutrition Program, prepared

and submitted by JOANNA DIONISIO in partial fulfillment of the requirements

for the degree of MASTER OF ARTS IN EDUCATION, major in PHYSICAL

EDUCATION, has been examined and is recommended for acceptance and

approval for ORAL EXAMINATION.

CHARISSE MAE SORIANO

Adviser

------------------------------------------------------------------------------------------------------

PANEL OF EXAMINERS
Approved by the committee on Oral Examination

DR. MARIA ELIZA P. CRUZ

Chair

PROF. LINDA CANGAYAO MR. PAOLO BLANDO

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree MASTER OF ARTS IN EDUCATION, major in PHYSICAL

EDUCATION

Comprehensive Examination passed in NOVEMBER 2019.

FERDINAND B. PITAGAN, Ph.D.

Dean, School of Teacher Education

2
 ACKNOWLEDGEMENT

The author is thankful to GOD ALMIGHTY for His blessings on this

study.

For their support during her studies, the author would like to extend

her sincere gratitude to the following:

To Dr. Edizon A, Fermin, Vice President for Academic Affairs, and

Dr. Ferdinand B. Pitagan, Dean, School of Teacher Education, for their full

consideration in guiding the researcher through the entire process of thesis

writing;

To Prof. Charisse Mae D. Soriano, thesis adviser, for her constant

support and encouragement to guide the researcher;

To the panel members, Dr. Maria Lisa Cruz, Prof. Paolo Blando and

Prof. Linda Cangayao who provided constructive criticisms for improvement

of the paper;

To Dr. Crispin D. Duka, Dr. Ma. Magie O. Amar, Mr. Robert S.

Pelijates and Mr. Augusto D. Baldoz, for offering their expertise for

validating the research tools;

To Prof. Linda Cangayao, for sharing her statistics expertise and by

providing the researcher with some advice and support as to the rudiments of

the paper;

To Maria Magdalena M. Lim, Schools Division Superintendent of

Manila, and Mr. Louis M. Anchillo, PSDS of MAPEH, for their approval of

the researcher request to conduct the study and for allowing to use of the

Physical Fitness Test.

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 To Mr. June Hayden R. Sinson, Principal of Manila Science High

School, for his consent to conduct the study to grade 7 students of Manila

Science High School;

To her family, friends, co-teachers for their moral support,

understanding and encouragement.

J. D

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 ABSTRACT

Title of the Research: EATING HABITS AND FITNESS LEVEL OF

GRADE 7 STUDENTS: BASIS FOR DEVELOPMENT OF A FITNESS
AND NUTRITION PROGRAM

Author : JOANNA DIONISIO

Degree : Master of Arts in Education
Major : Physical Education
Date of Completion: September 22, 2021

The purpose of this study was to investigate the eating habits and

fitness level of junior high school students so that an appropriate fitness

and nutrition program can be drafted. A perusal of the mixed method

research design was used in the study. Quantitatively, findings from the

study revealed that there is a very small extent of relationship between

eating habits and fitness level among the Grade 7 learners of Manila

Science High School, however there is not much overlap between the two.

Qualitatively, the pandemic created inactivity and sedentary behaviors that

has affected the wellbeing of the Grade 7 learners in terms of eating habits

and fitness. Physical fitness barriers identified in the study were limited

space, health risks posed by the pandemic and limited time of parents to

oversee students. Barriers in eating habits were less control inside the

house, student motivation, and carefree about one’s image. Therefore, it

can be concluded that the Grade 7 learners when it comes physical fitness

and eating habits have good result. Although the study showed that the

pandemic had affected the respondents to become inactive and sedentary,

the learners’ affective-reflective mechanism can play a significant role

whether they would consider being healthy or not.

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 TABLE OF CONTENTS

TITLE PAGE 1
APPROVAL SHEET 2
ACKNOWLEDGEMENT 3
ABSTRACT 5
TABLE OF CONTENTS 6
LIST OF TABLES 7
LIST OF FIGURES 8

Chapter
I. THE PROBLEM AND ITS BACKGROUND
Introduction 9
Significance of the Study 12
Theoretical Framework 13
Conceptual Framework 16
Statement of the Problem 18
Hypothesis 19
Operational Definition of Variables 19
Scope and Delimitation 21

II. REVIEW OF RELATED LITERATURE

Nutrition Education 22
The Risks of Poor Nutrition 23
Eating Habits Among Youngsters 26
Importance of Fitness Among Learners 28
Physical Activity and Dietary Habits 30
Brand and Ekkekakis’ Affective-Reflective Theory 32
Synthesis 34

III. RESEARCH DESIGN AND METHODOLOGY

Methods and Techniques of the Study 36
Population and Sample of the Study 37
Instrument of the Study 38
Data Gathering Procedure 42
Data Processing and Statistical Treatment 43

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Problem No. 1 46
Problem No. 2 53
Problem No. 3 57
Problem No. 4 58
Problem No. 5 61

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V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary 66
Conclusions 68
Recommendations 68

BIBLIOGRAPHY 75
APPENDICES 80

A. Letter of Request to The Schools Division Superintendent 80

B. Transmittal Letter to the Principal 81
C. Approved Letter of Permission to Conduct a Study 83
from the Division of City Schools Manila
D. Letter Seeking Permission to Use Questionnaire 84
E. Approval Message of the Author 85
F. Physical Fitness Test 86
G. Eating Habits Questionnaire 87
H. Letter of Validation 88
I. Proof of Gathering the Data 92
J. Parent Consent Form 94
K. Data Gathering Proofs 95
L. Statistical Tables 104
M. Interview Guide for Students, Parents, and Teachers 129
N. Transcripts
130

CURRICULUM VITAE 167

LIST OF TABLES

Table Page

1 Fitness Level of the Students in Terms of Cardiovascular 47

Endurance, Muscular Strength, Flexibility, and BMI
Classification
2 Eating Habits of The Students in Terms of Knowledge, 55
Feelings, and Problems
3 Correlation Between Eating Habits and Fitness Level 59
4 Emerging Themes Produced by Focus Group Discussion 62
5 Inactivity and Sedentary Behavior 63
6 Solution to Identified Barriers 65

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 LIST OF FIGURES

Figure Page

1 Conceptual Framework 18
2 Paradigm of the Input-Process-Output Based 19
3 Format of the Study
4 Thematic Networks of Factors Affecting Wellbeing 63
During the Pandemic
5 Solution to Identified Barriers 65
6 Proposed Fitness and Nutrition Program for the Grade 71
7 Learners
7 Project PARTHY Proposed Dietary Plan 72
8 Project PARTHY Proposed Physical Fitness Plan 73

Chapter 1

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 THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of the

problem, significance of the study and scope and delimitation.

Introduction

Health management and fitness continued to gain significant

importance with attention given to both diet and physical activity (Becker,

2020). It is vital to keep in mind that COVID-19 does not discriminate

between borders, ethnicities, age, or gender. Though life is valuable, the

necessity to maintain a healthy lifestyle assures longevity and disease

prevention. With the woes lurking around brought about by the global health

crisis, it is of utmost concern to check into the health of individuals, both

physiologically and psychologically.

In the field of education, most schools reevaluated and opened their

doors for more flexibility including adaptability to the current trends brought

about by the pandemic. While there are a lot of qualitative studies conducted

on concerns about mental and physical well-being across the world (e.i. Belen

& Camarador, 2020; Glabska, Skolmowska, & Guzek, 2020; Mayasari, Ho,

Lundy, Skalny, Tinkov, Teng, Wu, Faradina, Mohammed, Park, & Ngu,

2020), there has been limited studies conducted among high school students

and their eating habits and fitness, specifically, research using mixed methods

during the time of the pandemic. Thus, it was the desire of the researcher to

investigate the eating habits and fitness level of junior high school students so

that an appropriate health and fitness program can be drafted.

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 As per current edition of the State of Food Security and Nutrition in

the World, an estimated 690 million people experienced hunger in 2019,

reasserting the report of the United Nations that the Zero Hunger in 2030 is

uncertain. Meanwhile, millions of people have joined the ranks of the

chronically malnourished, as they continually wrestle with multiple forms of

undernutrition (World Health Organization, 2020).

In the Philippines, according to the World Bank, its Healthcare

Spending has displayed a steady rise in health expenditures including

healthcare goods and services, ending with a 2.99 per cent increase in 2018.

The country’s literacy rate also showcased a 1.78 percent increase, ending

with a 98.18 percent literacy in 2015. Despite these, certain issues have

flagged the country with the results shown by the Social Weather Stations

(2020) claiming that in December 2020, Filipino families totaled a historic

hunger rate of 21.1 per cent. Metro Manila had the most prevalent rate of 23.3,

where one (1) out of four (4) families experienced hunger. This was followed

by Mindanao at 16 per cent, Balance Luzon at 14.4 per cent, and Visayas at

14.3 (Campeon, 2020).

At this time, even the Department of Education has been highlighted

by the Commission on Audit (COA), identifying deficiencies on spending

P8.136 billion COVID funds for the implementation of the Basic Education

Learning Continuity Plan (BE-LCP) for school year 2020-2021. Learning

continuity has been defined as the continuation of education in the event of

education disruption. This LCP serves as a vital component of school disaster

and crisis management, as it promotes the continuation of teaching and

learning despite circumstances that interrupt normal school operation.

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 Nevertheless, transmission-control and safety protocols have been put

in place at the onset of the pandemic, becoming standard for new projects and

renovations (Caulfield, 2021). The Department of Education has put emphasis

on providing education despite the interruption brought about by the

pandemic. While ensuring that education is delivered at the comfort of

students’ homes, the protection of these learners and their physical and mental

state remain important. Hence, the school is expected to mitigate and prevent

the spread of the virus among its constituents all the while maintaining an

educational setting that is more inclusive, more welcoming, more respectful,

and more supportive with its stakeholders.

Meanwhile, Acampado and Valenzuela (2018) stated that about one of

every three students had below average to poor dietary habits. Even Sun Life

Financial Asia Health Index (2016) claimed that 61 per cent of mid-income

Filipinos failed to exercise regularly. Tufts University (2015) recognized the

importance of bringing novel physical activity programming into schools,

including development and evaluation of interventions, to support children’s

physical activity without compromising instructional time.

Along with these, the school has been tasked to improve learners’

aptitudes, skills, and behaviors. While achievement is of utmost importance,

attainment of excellent academic performance can be attributed to healthy

eating and physical activity (Center for Chronic Disease, 2020). This

supported the claim of Lee and Pract (2019) on the importance of Nutrition

Education in learning environments.

Indeed, good nutrition has been associated with improvement in

learning potential, stimulating physical perseverance, memory, mental clarity,

11
enthusiasm, and mental thriving (WHO, 2019). The need to educate current

learners about food choices towards a healthy lifestyle must be pushed,

considering that they are being raised in an environment with modest food.

SIGNIFICANCE OF THE STUDY

The study aimed to investigate the eating habits and fitness level of

Grade 7 students at Manila Science High School for School Year 2020-2021

so that appropriate health and fitness programs can be recommended.

Specifically, this study was beneficial to the following:

Current Researcher. This study directed the current researcher to a

deeper understanding in analyzing the students’ eating habits and fitness level.

It enabled her to be exposed in the actual process of conducting this study.

Moreover, this also benefited her by providing ideas and data needed so that

the researcher may be able to address raised problems and determine

appropriate recommendations.

Students. This study has been beneficial to the students for them to be

aware and to have knowledge about how food intake may affect their

performance. It helped them understand the importance of eating nutritious

food and provided them options to choose physical activities suitable for their

age.

Teachers. This study has been most beneficial to teachers as these

opened for more ideas to seek greater opportunities towards promotion of

health-related activities, techniques, and strategies with consideration on the

strengths and weaknesses of students.

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 School and Community. This study has been meaningful to the

school and community since it provided them awareness on the eating habits

of the students and lifestyles. The knowledge gained may be used to produce

interventions and programs that will promote good nutrition and healthy living

among students.

Parents. This study was deemed significant to parents as this provided

insights and focus on their children’s nutritional intake and physical activity

engagement. The knowledge they possess will allow them to look for ways to

pursue good eating habits and healthy lifestyles among their children.

Future Researcher. This study hoped to encourage and help future

researchers to conduct parallel studies with regards to eating habits and fitness

level of students. The recommendations put forward by the researcher may

also be tested to check its efficiency and effectiveness when it comes to

s
promotion of appropriate health and fitness program

THEORETICAL FRAMEWORK

This section includes the discussion of related theories which have a

direct bearing on the study.

The study was anchored on Brand and Ekkekakis’ Affective-

Reflective Theory (ART, 2018). This dual process theory was relatively new

yet provided a fair deal of explanation why people tend to choose inactivity

over healthy living and fitness. ART aimed to explain and calculate behavior

in situations where people either remain in a state of physical inactivity or

initiate action (i.e., exercise, eating).

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 When the pandemic struck the world by storm, learners were being

home schooled while becoming sedentary due to inability to do outdoor

have
activities. Worldwide, the health risks brought about by the virus forced

people to stay at home. Children were left with no choice but to continue

schooling at the comfort of their abodes. Parents have become facilitators of

learning all the while trying to meet both ends.

Meanwhile, the current global scene brought a lot of challenges.

Financial instability, economic crisis and food shortage can be felt anywhere.

Even food choices have been limited to available produce and available funds.

Families all over the world have experienced some irreversible damages yet

others continuously rise above these trials.

Beyond these opposing forces, physical and psychological barriers

have slowly creeped in. Social isolation has even reduced physical activities

among individuals. The health crisis, at the same time in one way or another

affected food choices. Some factors pinpointed to influence this selection were

parental choices, food availability, and convenience and sense of urgency

about individual health. Recognizing these impediments to physical activity

and health may aid in creating strategies to increase levels of physical activity

during this time (Farah, do Prado, Malik, Lofrano-Prado, de Melo, Botero,

Cucato, de Almeida Correia, & Ritti-Dias, 2021).

In the context of health and fitness, the theory suggested that the

learners’ choices on what to eat and how to keep oneself fit depends upon the

past experiences and associations that they may have. This included

unpleasant or pleasant experiences that register in memory which may either

encourage or demotivate them to eat and exercise. Meanwhile, laziness, lack

14
of motivation and lack of appropriate space have been cited by Farah and

company as main culprits of affective automaticity of unpleasant experience.

The theory was similar to the theory of Maslow on Human Motivation,

claiming that lower needs must be met first prior to meeting higher needs.

Although physical needs were more archaic than the next level,

psychologically, obtaining satisfaction of bodily functions, gives a feeling of

security. Not being able to attain this primitive need meant avoidance of

physical activities, eating, to name a few unless, reflected upon.

To expound on ART (see Figure 1), an adoption from Ekkekakis ART

Framework has been created. The paradigm showcased learners’ unpleasant

(not) experiences regarding healthy eating and exercising which may make

them want to escape or avoid the acts. This stage was called as a Type 1

process. This level allowed learners to create affective valuation to either

pursue or not the pleasant or unpleasant experience of eating and exercising.

It is necessary that these learners must develop self-awareness to

understand bodily changes which may be associated to the avoidance of

having a healthy eating habit and lifestyle. Thus, after the affective

automaticity, Type 2 process will allow these learners to be reflective which in

turn will allow them to either do nothing or act unto something worthwhile.

This study intended to investigate the eating habits and fitness level of

high school students, identifying along the process the physical and

psychological barriers that may arise. As an end goal, a health and fitness

program can be recommended.

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 Figure 1. Conceptual Framework*

*Source: https://faculty.sites.iastate.edu/ekkekaki/affective-reflective-theory-art

16
AFFECTIVE – REFLECTIVE THEORY OF BRAND
AND EKKEKAKIS

Process Output
Input Analysis of
Eating Habits collected data Proposed
-Knowledge from students, Fitness and
parents and Nutrition
-Feelings teachers Program to
-Problems overcoming
Thematic physical and
Fitness Level Analysis psychological
barriers and
- motivate
Triangulation of
Cardiovascular students and
gathered data
endurance parents to
-muscular reflect on the
Planning for
strength importance of
program
healthy eating
-flexibility proposal
and fit
-BMI lifestyle
Classification

Transcripts
from students,
parents, and
teachers

17
 Figure 2. Paradigm of the Input-Process-Output Based Format of the

Study

Research Paradigm

According to Six Sigma Daily (2020), the Input – Process- Output

(IPO) model is a functional graph that identifies the input and required

processes to convert it into output. In this study (see Figure 2), Input has been

referred to as the collected data on the eating habits in terms of knowledge,

feelings, and problems and the fitness level in terms of cardiovascular

endurance, muscle strength, flexibility, and Body Mass Index of selected

Grade 7 students at Manila Science High School. Moreover, result of the focus

group discussion (FGD) with selected students, parents and teachers has been

added to the input of the study to strengthen the result of the research.

Meanwhile, Process in this diagram was more on data analysis of the collected

information from the two adopted, standard instrument to measure eating

habits and fitness level. Qualitative transcripts have been thematically

analyzed. Results from gathered data has been triangulated since it was also

necessary to improve rigor and trustworthiness of study. The process ends

18
with the researcher planning to create a program for fitness and nutrition based

on data analysis. Output component was focused of creating a fitness and

nutrition program proposal for implementation with the desire of overcoming

physical and psychological barriers and motivate students and parents to

reflect on the importance of healthy eating and lifestyle. The Affective-

Reflective Theory of Brand and Ekkekakis covered everything from Input to

Process and to Output. For Input, the interview guide revolved around

motivators and barriers to healthy eating habits and physical fitness. As for

Process, the researcher kept on looking to identify the various factors which

may motivate or hinder healthy eating and fitness. As for the Output, the

developed fitness program ensured that the proper motivation to eat healthy

and be fit is reinforced.

STATEMENT OF THE PROBLEM

The objective of the study was to investigate the eating habits and

fitness level of Grade 7 students in Manila Science High School for School

Year 2020-2021 so that a health and fitness program can be recommended.

Specifically, it seeks to answer the following questions:

1. What is the fitness level of the students in terms of?

1.1 Cardiovascular Endurance

1.2 Muscular Strength

1.3 Flexibility

1.4 BMI Classification

2. What is the eating habits of the students in terms of:

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 2.1 knowledge

2.2 feelings

2.3 problems

3. Is there a significant relationship between the eating habits and the fitness

level of the respondents?

4. How did the pandemic affect the learners’ eating habits and fitness?

5. Based on the findings of the study, what health and fitness program can be

proposed?

Hypothesis of the Study

This study advanced the hypothesis:

H0: There is no significant relationship between the eating habits and

the fitness level of the respondents.

OPERATIONAL DEFINITION OF VARIABLES

For clarity, the following words that were used in the research were

defined:

Affective. As used in the study, this referred to the initial memory as

s
experienced by learners, pleasant or unpleasant, which cause inactivity or

action.

BMI or Body Mass Index. As used in the study, this measures the body fat of

students, dividing the squared height and weight of each child.

20
Cardiovascular Endurance. It refers to how quickly one’s heart rate returns

to normal after exercise. In this research, the exercise that the teacher asked

the students to execute was the 3- Minute Step Test wherein they were asked

to step on and off the bench for three minutes straight while keeping a

consistent pace and then see how quickly their heart rate comes back down.

Diet. This refers to the actual food intake and meal plan that the learners have.

Eating Habits. As used in the study, this refers to certain types of foods

eaten regularly by learners and prepared usually by families. It may also refer

to the consistent choices of learners such as the type of foods consumed, the

amount consumed, and the frequency of meals.

Fitness Level. Refers to the learners’ ability to withstand a physical workload

and to recover in a timely manner.

Flexibility. In this study, students’ flexibility has been measured through

performing sit and reach and zipper test exercises.

Muscular Strength. In this research, students’ muscular strength has been

s
assessed through performing push-ups and basic plank

Physical Activity. It is characterized as any substantial development delivered

by skeletal muscles that requires vitality use.

Reflective. As used in this research, the process of reflection is done by

learners after affective automaticity.

SCOPE AND DELIMITATION OF THE STUDY

The scope of the study primarily focused on investigating the eating

habits and fitness level of selected Grade 7 students at Manila Science High

21
School for School Year (S.Y) 2020-2021 with the goal of developing a health

and fitness program for recommendation.

The respondents of the study were conveniently selected based on

selected criteria: that these students should be enrolled on Grade 7 for SY

2020-2021; that they should come from Manila Science High School; that

their parents have consented to participate in the study; and that the learners

have given their authorization to be a part of the fitness test.

The purpose was to provide a thorough description of the eating habits

and fitness level of selected students and not to generalize the findings of the

study to the whole junior high school students.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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This section deals with the various related applicable literature and studies, in

which the researcher explored to define the concepts and ideas forwarded in

the study. These are exhibited to strengthen the process of the examination.

Eating a balanced meal is an important part of a healthy living and

something that should be taught at a tender age. At the same time, exercise has

proven time and again its essential role in reducing the threat of developing

diseases and for improving wellbeing and fitness. The following discussion of

various literature has been intended to serve the purpose of the study – the

investigation of the eating habits and fitness level of students so that

appropriate health and wellness programs can be recommended.

Nutrition Education

Previous studies purported that nutrition education in the classroom

provides several benefits to children’s health outcomes and academic

performance (Guenther, Uy, Marino & Wirthlin, 2018). As such, it should be

considered as an integral part of the curriculum. By inclusion of nutrition

education, it can be done either as manifest or latent competencies, increasing

the knowledge and awareness among learners.

School has become a constant place among learners for quite some

time. Despite the absence of face-to-face classes, this does not limit the

interaction of learners with teachers and friends. Thus, the implementation of

nutrition education in such environment would be strategic and wise,

positively encouraging and influencing learners’ nutrition knowledge, eating

behaviors, and fitness.

23
 To enumerate, Guenther and company (2018) claimed that through

nutrition education children are most likely to develop healthy habits, reduce

obesity and malnourishment, increase cognitive performance, and intensify

nutrition knowledge and self-efficacy as well as decrease Body Mass Index

(BMI) amongst students.

Meanwhile, nutrition education according to parents increased the

interest of learners in food at home. This has been seconded among schools,

claiming that such education can lead to better academic performance.

The Risks of Poor Nutrition

At this point, when good dieting inclinations become a way of life,

eating properly and with a balanced diet assured an individual of decreased

sickness transmission.

In a study conducted by Leal in 2020, he claimed that the food that we

eat is indispensable, a necessary nourishment that has the biggest effect on

one’s wellness. Utilizing food as a form of sustenance, it has become a

mainstream topic in the current global health care.

Denton (2017) pushed forward the claim that the food that an

individual provides the body delivered data. When the body experienced such

absence or improper loading of data, an individual is expected to experience

wellbeing decays.

Advanced Body Scan (2019) obviously supported the necessity of

eating healthy foods and maintaining such habit to keep both mind and body

fit. Indeed, the food that a person nourishes the body can have a critical

impact. Weight increase, physical idleness, stress, hypertension, elevated

24
cholesterol, and corpulence can substantially expand the dangers of coronary

illness and different diseases.

Meanwhile, in one study conducted by Vallejo (2018), he discovered

that majority of millennials commit poor health choices related to eating junk

foods, fast-foods, chicken, and pork, drinking soft-drinks, eating less

vegetables and less walking. In adults and children, missing breakfast,

snacking, or drinking sweetened beverages has been linked with a higher Body

Mass Index (BMI) or waist circumference (WC).

Numerous eating behaviors (e.g., snacking, skipping breakfast, and

meal frequency) have been documented and linked to the development of

early overweight and obesity. Marlina and Rahayu (2017) explained that the

exact processes behind juvenile obesity remained unknown, however, dietary

variables were identified to be involved in energy balance control and body

weight regulation.

Teves and Narciso (2017) mentioned that augmentation of

development and learning among students needs the help of good sustenance.

Student’s food recognition influences their food determination, creating

choices which impacted their dietary status and wellness. For most part,

understudies will be less likely to pick food to base on healthful advantages

but rather dependent on taste, cost, comfort and delight, among others.

As indicated by the Food and Nutrition Research Institute (FNRI,

2017) information, overweight and obesity has been consistently expanding

for the last twenty years. Among grown-ups, statistics jumped from 16.6

percent in 1993 to 31.1 percent in 2013. Among preschool kids, the

commonness has been under 2 percent from 1989 to 1998 yet has

25
progressively expanded to 4.9 percent in 2013. For youngsters 5 to 10 years of

age, the predominance remained nearly the equivalent, 5.8 percent in 2003 to

5 percent in 2013. Among the 10 to 19 years age gathering, the pervasiveness

has expanded from 5.8 percent in 2003 to 8.3 percent in 2013.

FNRI conducts a nutrition survey every year, and data from 1978 to

2013 have shown how adolescents are eating more rice and meat, while

cutting down on fish, fruits, and vegetables. In 1978, per capita consumption

of cereals was at 367 grams. This rose to 387 grams in 2013. Similarly, per

capita consumption of meat increased from 23 grams in 1978 to 58 grams in

2013, while that of eggs rose from 8 grams to 17 grams. In contrast, per capita

consumption of vegetables declined from 145 grams to 114 grams and fruits

from 104 grams to 41 grams. But the FNRI data is only part of a bigger report

issued by the National Nutrition Council (NNC) in July 2017. According to

NNC’s Talking Points, 7 in 10 Filipino households do not meet their dietary

energy requirement and that only a small proportion of households met the

estimated average requirement for certain nutrients, such as vitamin A,

riboflavin, vitamin C and thiamine.

Sarmiento (2018) had the same claim in his study saying that

Filipinos’ intake of fruits and vegetable is declining, the consumption of meat

and eggs is increasing.

Moreover, UNICEF (2019) reported that around 7 percent of

youngsters are excessively dainty for their tallness. In addition, a 10th of

Filipino youths is presently overweight. Expanded weakness to illness because

of chronic frailty, fragmented inoculation, helpless cleanliness, and deficient

26
eating routine – both in amount and quality have been pinpointed as reasons

and causes of undernutrition among adolescents.

Eating Habits Among Youngsters

Eating a sensible and diverse diet established healthy eating habits,

promoting young people’s health, growth, and intellectual development across

the life course. Particularly, a healthy diet and body weight leads to reduction

of ill health and premature death. A healthy diet can have a substantial effect

on several of adolescents’ main concerns by contributing to keeping a healthy

weight, increasing physical and intellectual functioning, boosting growth and

enhancing skin health. An unbalanced diet with a dependence on energy-rich,

nutrient-poor foods is a crucial factor in the existing epidemic of obesity.

Meanwhile, as reported to WHO in 2016 by Health Behavior in

School-Aged Children (HBSC), children aging from 11 to 15 tend to do less

when it comes to breakfast consumption, eating fruits and evening meals with

the family. Also, soft-drink consumption increases with age.

World Health Organization recommended some healthy diets,

encouraging all people, particularly adolescents, to eat less food that is high in

calories, free sugars or salt, fats, and more on fruit, vegetables, and dietary

fiber, such as whole grains and oats. Teenage girls and boys both need proper

nutrition to optimize growth and development and maintain healthy body

weights. In a report given by Coleman (2018), she claimed that the nutritional

needs were the same for boys and girls ages until the age of 13. However,

when they transition slowly to womanhood and manhood, there are some

specific differences when it comes to nutritional needs.

27
 Fruit and vegetable intake during childhood has been associated with

positive short- and long-term health outcomes, with a well-recognized

decreased risk of cardiovascular disease, diabetes, obesity, and cancer in later

life. Furthermore, the organization said that food inclinations and eating habits

established at an early age tend to be continued into adulthood, which creates

increasing fruit consumption among kids and adolescents an important public

health issue.

In a study of Ishak, Chin, Nasir, and Shariff (2020), they claimed that

adolescents’ perceptions of healthy and unhealthy eating were centered on

food types and characteristics, cooking methods, and eating behaviors. Parents

who were facilitator of healthy eating, consider adolescent food choices,

concerns about health and body, health condition. Their knowledge of healthy

or unhealthy eating may also affect the choices on what to eat. On the other

hand, barriers for healthy eating were the availability of food at home and

school, taste and characteristics of foods, and lack of knowledge on healthy or

unhealthy foods.

As per the Institute of Medicine (as cited in Coleman, 2018) teen boys

and girls should both obtain 25 to 35 percent of calories from dietary fat. Since

teen boys need more calories, their total fat demands of omega-3 fatty acids,

are greater than those of teenage girls. For example, while a teen girl

consuming 2,000 calories a day should aim for 56 to 78 grams of fat, a teen

boy who eats 2,500 calories a day needs 69 to 97 grams of fat daily (Coleman,

2018).

Meanwhile, these adolescents have a considerable amount of

knowledge regarding healthy eating and think that healthy eating involves

28
restraint, balance, and diversity. Despite this knowledge, they find it tough to

follow healthy eating suggestions and often consume foods that they recognize

as unhealthy. Impediments to healthy eating include a lack of time, limited

availability of healthy foods and a general lack of care regarding following

healthy eating recommendations (Hopkins Medicine, 2021)

Importance of Fitness Among Learners

Regular exercise is necessary to keep the lungs and heart healthy.

When ignored specially during summer months and at home, chances of

getting fatter and more obese is high. Being a lazy person can easily be

resolved by turning off the television and computer and do indoor activities

such as indoor laps, walks or even biking. These aerobic or cardiovascular

exercises when regularly done, increases heart rate which in turn boost the

amount of oxygen in the heart and muscles. Such will keep the body healthier

and more efficient (Alli, 2021).

Flexibility has been defined in many ways, although the focus has

regularly been on the characteristics and performance of muscle. Flexibility is

not certainly linear to health outcomes. Consequently, care must be done in

interpreting an individual's range of flexibility in terms of health outcomes.

There is a strong relationship between physical activity and body composition

(Reicherte et al., 2012 as cited in Eler, 2018). In this period in which motor

characteristics increase with age, identification of body composition is

extremely important in the healthy development of children and directing them

towards participation in sports. Regularly carrying out anthropometric

measurements, children’s follow up and evaluation carry great importance for

29
the identification of skilled athletes and sustainable success (Bostancı et al.,

2017).

The optimal amount and kind of exercise to suggest to children and

adolescents has not been specified but should be tailored based on maturity

level, medical status, skill level, and previous exercise experiences. Several

health agencies promote people over the age of six years of age to collect at

least 30 minutes of mild intensity physical activity on most and preferably all

days of the week. In older children and teens, it is recommended 20-30

minutes of vigorous exercise at least 3 times per week for greater benefits.

Children typically do not need a heart rate prescription to control intensity

because they are at a low cardiac risk and generally have good ability to adapt

exercise according to tolerance of perceived exertion. Muscular power and

endurance are essential components of fitness in young people. Available

evidence suggests that children and adolescents can partake safely in properly

designed and supervised resistance training programs. Nevertheless, the stress

must still be on exercise technique. Attempting to move heavier weights too

early can result in damage. Exercises that are executed correctly seldom result

in an injury (Lawrenson, 2020).

To strengthen the core, planking and crunches were few exercises

individuals can do. Strength and stability can be developed since these

physical activities give power to keep from hunching while standing or sitting.

Meanwhile, these exercises improve flexibility and reduce spinal curvature or

chances of spinal problems (Bubnis, 2020). Moreover, balance and

coordination are age appropriate and allows youngsters to participate with a

reasonable degree of success (Kid Sense, 2021).

30
 Meanwhile, Body mass index (BMI) has been associated with a

person’s weight in kilograms divided by the square of height in meters. It is an

economical and easy-to-perform method of screening for weight categories

that may help to identify health problems. For teens, BMI is age- and sex-

specific and has been often referred to as BMI-for-age. A high amount of body

fat can lead to weight-related diseases and other health issues. Being

underweight can also put one at risk for health issues.

On the other hand, in a website by Healthlink (2018) they discussed

that physical activity has such many advantages to improving one’s weight.

Maringa (2019) also believed that increasing physical activity will help lessen

the risk of heart disease, stroke and cancer and even lead to better mental

health.

Sandercock, Lobelo, Correa-Bautista, Tovar, Cohen, Knies, and

Ramirez Velez (2017) claimed that maintaining a physically fit body has

nothing to do with socioeconomic status or with sex. However, the

aggregation of outcomes reiterates the potential importance of schools and

area-level factors in promoting fitness through opportunities for physical

activity.

Physical Activity and Dietary Habits

The relationship between dietary patterns and children's physical

activity behaviors has also been questioned, with breakfast skipping being

associated with decreased physical activity frequency, decreased exercise

frequency during leisure time or outside of school, and decreased time spent

on sport activities (Aminah, et al., 2019). While most of this research utilized

31
self-report techniques to evaluate physical activity and eating habits, some

found conflicting findings when physical activity levels were objectively

examined.

Additionally, Breitkreuz (2020) investigated that it has been shown

that objectively observed habitual physical activity levels correspond with

cardiorespiratory fitness (CRF) as evaluated by direct measurement in

children, which is regarded as a sign of health status. Only a few research have

been conducted to far on the connection between eating habits and CRF in

children. Cardiorespiratory fitness, as measured by a shuttle run, has been

linked to good eating habits in children and adolescents. Similarly, healthy

eating habits have been linked with children's overall fitness (mile run, curl-

ups, push-ups, height, and body weight). While both aerobic and anaerobic

fitness are important for children's health, no study has examined their

relationship with eating behaviors concurrently.

According to the latest survey in 2016 of the Sun Life Financial Asia

Health Index, 61 percent of mid-income Filipinos do not exercise regularly.

With reference to the mentioned scenario, Friedman School of Nutrition

Science & Policy, Tufts University (2015) suggested that future research

should focus on ways to bring novel physical activity programming into

schools, including through the development and evaluation of interventions, to

support children’s physical activity without compromising instructional time.

Longitudinal studies are needed to evaluate the impact of these kinds of

programs over time, on both children’s health and well-being (both physical

and cognitive), and on academic outcomes including standardized test scores

and attendance.

32
Brand and Ekkekakis’ Affective-Reflective Theory

Most frameworks on classifying exercises have been focused on five

(5) classes. First are the Belief-attitude theories focusing on the cognitive

experiences of behavioral intentions, defined as the effort someone is prepared

to invest toward achieving a target behavior. Second are Competence-based

theories which are characterized primarily by Bandura's concept of self-

efficacy, defined as an individual's judgment of their abilities to organize, and

execute courses of action. (Bandura, 1986). Third are Control-based

theories which have the notion that people have internal motivation to

experience oneself as the initiator and regulator of one's actions. Fourth are

Stage models such as the transtheoretical model, conceptualizing behavioral

change as a process that brings one closer to the envisaged goal. Lastly, the

Hybrid models, such as the health action process approach which combined

the stage concept with motivational variables, to predict intention, with the

addition of post-decisional variables (Brand & Cheval, 2019).

All these theories have shared one central attribute, coming from

origins of cognitive theorizing in psychology: They all highlight the

importance of imagined end states whether behaviors or goals, and the

energization of action resulting from them to such an extent that the

experience of situated factors (e.g., momentary affect linked to the

situation; Ekkekakis, 2017) is overlooked.

The ART put emphasis that it was not always forethought and

controlled rational reflection that made the individual choose inactivity and

33
sedentary living but the affective reactions which more or less cannot be

controlled to move away by these people. This was a fresh new outlook for the

two proponents of the ART since most behaviorist theorists especially in the

field of physical fitness, believed that the end was always the main reason for

people to be motivated to move (Brand and Ekkekakis, 2021).

Meanwhile, the Affective -Reflective Theory (ART) is kind of a hybrid

approach focusing on what Lewin conceptualized as a behavior motivated by

opposite forces. Brand and Ekkekakis claimed that specific motivators can

affect an individual to either choose to be physically active or just become

sedentary and do nothing. Those that cannot encourage an individual to do so

were considered barriers, which an individual must reflect eventually, for them

to overcome.

The theory is a dual process theory lead by emotions and reflection,

assuming that there is a stimulus to trigger automatic associations (such as a

mother’s reminder that one intended to go for a run or remembering that one

had planned to go for a run). The theory is deemed essential in creating a

proposed health and fitness program since it will provide a direction on how

adolescents, with the help of motivation, can keep a healthy eating habit and

fitness.

In a study conducted by Gourlan, Bernard, Bortolon, Romain, Lareyre,

Carayol, Ninot and Boiche (2016), anchoring physical activities and fitness in

a theory-based intervention, there is a 60% probability that individuals will get

involved and participate. ART intends to explain and predict behavior in

34
situations in which people either remain in a state of physical inactivity or

initiate action (Brand & Ekkekakis, 2018).

To further discuss, the theory starts thereafter when the stimuli has

created an automatic affective valuation called Type 1 process. An automatic

affective valuation refers to the assignment of a positive association like

pleasure or negative association such as displeasure value to a stimulus. This

association may stem from repeated exercise-related emotional experiences

such as pride or embarrassment or a sense of physical reinvigoration and

bodily discomfort. The automatic affective valuation provides the foundation

for a controlled, reflective evaluation (type-2 process). Type 2 process can

follow if self-control resources are accessible. The reflective evaluation draws

on the schemes about exercise and physical inactivity, derived from previous

knowledge, feelings and perception and experience or mental simulation.

Higher cognition such as deliberative reasoning about one's needs and

values may contribute to the process. Controlled response can result in action

plans.

In the context of intervention and educational organization, the theory

relies mostly on past association of learners on the pleasure or displeasure that

they might associate with eating healthy and exercising to become fit. By

creating an action plan that would be pleasurable to these learners, while

tapping on people who might trigger positive or negative stimulus, one can

expect that a positive behavior towards healthy living is at hand.

Synthesis

35
 The necessity of having nutrition education at school indeed is truly

strategic and wise since it encouraged positive influence on learners’ nutrition.

At this point, when establishing healthy eating and fitness were essential to

fight the coronavirus, eating a balanced meal and maintaining good fitness

assured an individual of decreased disease transmission. The food that

adolescents eat is indispensable and as a form of sustenance, how healthy a

food is and how fit an individual have become a conventional subject in the

current global health care.

For these learners, eating a sensible and balanced diet established

healthy eating habits, promoting their health and intellect. Though they have

considerable amount of knowledge regarding healthy eating and think that

healthy eating involves restraint, balance, and diversity, they find it tough to

follow healthy eating suggestions and often consume foods that they recognize

as unhealthy. Impediments to healthy eating include a lack of time, limited

availability of healthy foods and a general lack of care regarding following

healthy eating recommendations. The optimal amount and kind of exercise to

suggest to children and adolescents has not been specified but should be

tailored based on maturity level, medical status, skill level, and previous

exercise experiences. Thus, in the context of intervention to promote healthy

eating habits and fitness, the Affective-Reflective Theory provided claimed

the existence of motivators and barriers which can affect learners’ affective-

reflective responses. It has also emphasized the role of experience and pleasant

memory to students; hence, the proposed program has been crafted to provide

such experience while increasing the reflective responses of learners.

36
 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the method and techniques, the samples of the

study, the instruments of the study, and the procedures in data gathering, the

processing of data and statistical treatment employed by the researcher to

consummate the attainment of the objectives of the study.

METHODS AND TECHNIQUES OF THE STUDY

This study has employed a mixed method research (MMR) design.

Mixed method research is the form of research in which a novice researcher

can combine elements of both qualitative and quantitative approaches. In the

study, the perusal of qualitative and quantitative data collection, analysis,

viewpoints, and inference strategies to serve the purpose of the study has been

done. MMR have also provided breadth and in depth understanding and

validation (Johnson, Onwuegbuzie, & Turner, 2007 as cited in Schoonenboom

and Johnson, 2017) of gathered data.

Data regarding eating habits in terms of knowledge, feelings, and

problems and fitness level in terms of cardiovascular endurance, muscle

strength, flexibility and BMI classification have been quantitatively collected

through surveys and questionnaires. To strengthen the result of this treated

data, qualitative measures have been done. For validity, data triangulation has

been employed through focus group discussions, observations and

37
introspections, and analysis of interviewed transcripts from students, parents,

and teachers. According to Creswell and Poth (2013) validation in qualitative

research can be emphasized on the process instead of mere verification. Being

able to immerse with the data from audiovisual recordings, the process

allowed the researcher to establish close relationships between and among the

participants. Findings from analysis of transcripts were checked vis-a-vis

existing scholarly works and literatures as well.

Meanwhile, the process of doing mixed methods has been thought by

the researcher as a research design that served the purpose and answered the

questions raised in the study. With both qualitative and quantitative research

components, the study has expounded and strengthened the results and

conclusions of the study. Moreover, the design heightened the knowledge and

validity of the study (Johnson & Christensen, 2017).

POPULATION AND SAMPLE OF THE STUDY

Before the beginning of the research, the researcher followed a

protocol and determined the inclusion and exclusion criteria. The process

reduced biases, increased transparency, ensured uniformity (Systematic

Reviews, 2021). The respondents of the study following the inclusion criteria

of the study were from Manila Science High School and should be enrolled in

Grade 7 during the School Year 2020 – 2021. They have been purposively

selected from the following sections: 1) Archimedes, 2) Armstrong, 3) Curie,

4) Descartes, 5) Euclid, 6) Fermi and 7) Galileo. Moreover, the learners who

did not provide permission to participate in the research have been excluded.

Two hundred ten (210) students have consented, proceeding to administration

38
of consent and assent.

Sampling in the study employed nonprobability sampling.

Nonprobability sampling has been defined as a technique in which the

researcher based on the subjective judgment chose respondents in a less

stringent process (non-probability sampling, n.d.). Specifically, purposive

sampling was used. Purposive sampling allowed the researcher to select

learners with a definite purpose in mind. The sampling method was used since

inclusion criteria has been set such as they should come from Manila Science

High School, should be enrolled as Grade 7 students, and should have

provided consent and approval to participate.

INSTRUMENTS OF THE STUDY

The quantitative instruments utilized in this study were adopted. First

was the Eating Habits Questionnaire (EHQ) to assess the eating habits of the

Grade 7 students and the second one was the Standardized Physical Fitness

Test used to measure the fitness level of the respondents. These instruments

were placed in a Google form. Meanwhile, a semi-structured interview guide

has been drafted also to strengthen the study. The form was checked by

experts to assure reliability.

Ensuring compliance to ethical standards and to protect the privacy of

the students, the preliminary part of the tool contained the full information of

the study and the informed consent

The Eating Habits Questionnaire (EHQ) was an adoption from Gleaves

et. al (2013). Composed of 21 items, it assesses the knowledge, problems, and

39
feelings of students. Permission to use the tool was given by Gleaves,

including a manual.

Item analysis was done through exploratory factor analysis and

subscales were provided. Scoring and verbal equivalents were as follows: with

(1) False, (2) Slightly true, (3) Mainly true and (4) Very True.

According to its manual, Internal consistency and test-retest reliability

measures have been conducted. Overall Cronbach alpha value is .859 which

described that the instrument has excellent internal reliability. Moreover, this

tool was given for expert validation to the supervisor to ensure face validity

and appropriateness for the students.

In terms of scoring, the five (5) items measuring the knowledge of

healthy eating were items 1, 3, 5, 11, and 21. Items measuring students’

feelings were 9, 12, 15, and 19. Numbers 2, 4, 6, 7, 8, 10, 13, 14, 16, 17, 18

and 20 were used to measure the Problems in eating.

Since no specific scoring guide was given by the author, the researcher

has used the weighted mean score to describe the scores:

Table 1
Interpretation Guide Eating Habits
Range of Score Description

1.00-1.75 Poor

1.76-2.50 Fair

2.51-3.25 Average

3.26-4.00 Above

Average

40
 The second instrument was a Standardized Physical Fitness Test which

was used by the Department of Education. The researcher secured permission

from the supervisor to use the tool for this research. Below were the essential

fitness level components and the descriptive interpretation of the scores:

Table 2
Body Composition - Body Mass Index (BMI)
Table of Classification

Wasted < 18.5

Normal 18.5–24.9

Overweigh 25.0–29.9
t
Obese 30.0

Table 3
Cardiovascular Endurance - 3-Minute Step Test (Recovery Heart Rate)
Male Femal Interpretation
e
<71 <97 Excellent
71-102 97-127 Very Good

103-117 128-142 Good

118-147 143-171 Fair

>148 >172 Needs

improvement

Table 4
Muscular Strength - Push Up (for Boys)
Standard Interpretation

33 and above Excellent

25 – 32 Very Good

41
 17 – 24 Good

9-16 Fair

1-8 Needs Improvement

Table 5
Muscular Strength – Push Up (for Girls)
Standard Interpretation

25 and above Excellent

19 – 24 Very Good

13 – 18 Good

7 – 12 Fair

1–6 Needs Improvement

Table 6
Muscular Strength – Basic Plank
Standard Interpretation

51 seconds and above Excellent

46 - 50 seconds Very Good

31 - 45 seconds Good

16 -30 seconds Fair

1-15 seconds Needs improvement

Table 7
Flexibility-Sit and Reach
Standard Interpretation

61 cm. and above Excellent

42
 46 – 60.90 cm. Very Good

31 – 45.90 cm. Good

16 – 30.90 cm. Fair

0 – 15.90 cm. Needs improvement

Table 8
Flexibility – Zipper Test
Standard Interpretati
on
Fingers overlapped by 6 cm. Excellent
and above
Fingers overlapped by 4-5.9 Very Good
cm.
Fingers overlapped by 2 – 3.9 Good
cm.
Fingers overlapped by 0.1 – Fair
1.9 cm.
Just touched the fingers Needs
improveme
nt

DATA GATHERING PROCEDURE

Prior to the gathering of data necessary for the study, a letter of

request was handed to the School Head, parental consent, and letter of

assent to the students respectively. After permission was granted,

learners were briefed on the administration of the tests and how it will

be done. The data gathered was used for analysis to answer the

problems of the study.

43
 Meanwhile, since the researcher also employed a qualitative

method, the researcher was the main mode in collecting information

(Cypress, 2017). The data collection process has been done by the

researcher through virtual focus group discussion which lasted within

60-120 minutes per group. Virtual interviews offered deeper insight

since participants were more likely to provide full attention and the

interviewer can deduce the quality of the response (Marshall, 2016). A

semi-structured interview has been utilized with open-ended questions

to allow flexibility and easy interaction with the interviewee (Doyle,

2020).

The interview was recorded for transcription and the

participants have been provided an electronic copy to ‘verify

correctness, clarify discrepancies, and further remark on the inquiry’

(Scheumann, 2014).

The process of triangulation, which allowed for cross-checking

through focus group discussions with parents and teachers have been

conducted to do away with bias (Kennedy, 2009).

DATA PROCESSING AND STATISTICAL TREATMENT

Quantitative Data

The statistical treatment used by the researcher made use of

software SPSS version 25 and. The following data analysis has been

used.

Mean. According to L.M Sykes (2016) the most common

measure of central tendency and refers to the average value of a group of

44
numbers. This was used in computing the mean of the BMI result and the

mean of the health-related fitness namely the cardiovascular endurance,

muscular strength, and flexibility. Weighted mean was used to gauge the

eating habits and its components.

Frequency and Percentage. According to Paul J. Lavrakas (2008),

percentage frequency distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data

points. It is a particularly useful method of expressing the relative frequency

of survey responses and other data.

Formula:P = f x 100

Where:

P = Percentage

f = summation of frequency

n = total number of respondents

Standard deviation. This statistical treatment was used to compute

the distribution of scores and determine how the data entries differ from the

mean.

45
 Where:

𝜎 = standard deviation

𝑥2 = summation of square of each score

( 𝑥)2 = square of the sum of the scores

N = total number of population

Pearson Correlation Coefficient. In a website by Laerd Statistics

(2016) discussed that Pearson correlation is a measure of the strength and

direction of association that exists between two continuous variables. To

interpret the values, Cohen’s guidelines will be used whereas: r=.10 to .29

(small), r=.30 to .49 (medium) and r=.50 to 1.00 (large). This was utilized to

see the relationship between eating habits and fitness level. Coefficient of

determination was also used to get an idea of how much variance two (2)

variables share. This is calculated by simply multiplying the r value by itself.

Qualitative Data

Braun and Clarke’s thematic analysis has been used to analyze

the data obtained from the focus group discussion with students, parents,

and teachers. Below was the six-phase guide of Braun and Clarke (2006,

as cited in Maguire and Delahunt, 2017).

Step 1: Become familiar Step 4: Review themes

with the data
Step 5: Define themes
Step 2: Generate initial
codes Step 6: Write-up

46
 Step 3: Search for themes

Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter includes the presentation, analysis and interpretation of the data

taken from the eating habits and fitness level of Grade 7 students in Manila Science

High School.

Quantitative Data

The data below were the tabularized data with descriptive interpretation and

analysis. Eating habits and fitness level has been computed using descriptive

statistics while the correlation has been interpreted using inferential statistics.

1. Fitness Level in Terms of Cardiovascular Endurance, Muscular

Strength, Flexibility, and BMI Classification

The table below showed the fitness level of Grade 7 learners according to

cardiovascular endurance.

Table 1

47
 Fitness Level of Grade 7 Students in Terms of Cardiovascular Endurance

Through Recovery Heart Rate

Description Responses Prefer Frequenc Percent

Not y
to Say
Needs 11 1 12 6%
Improvement
Fair 51 1 52 25%

Good 70 4 74 35%

Very Good 53 1 54 26%

Excellent 18 8%

Grand Total 203 7 210 100%

The table above showed that of the 210 Grade 7 participants, 12 (six [6]

percent) students needed improvement. Twenty-five percent have fair endurance, 35

percent belonged to Good, 26 percent got Very Good, and 18 had Excellent

cardiovascular endurance. Overall, 97 percent of learners have fair to excellent

cardiovascular endurance in terms of Recovery Heart Rate (RHR).

This may be due to learners having a low risk of heart attacks. This result

supported the study of Lawrenson which claimed that teenagers have a low cardiac

risk and generally have good ability to adapt exercise according to tolerance of

perceived exertion. Meanwhile, as per Affective Reflective Theory (Brand and

Ekkekakis, 2018), learners will try to avoid doing physical exercises when they

associate unpleasant experiences in doing the exercise. Since they have lower risk in

having heart problems, the activity has not created a bad experience, thus the

Excellent performance.

48
 The following two tables presented below were the fitness level of Grade 7

learners according to muscular strength in terms of push-up and planking. Table 2

measured muscular strength through push-ups.

The following two tables presented below were the fitness level of Grade 7

learners according to muscular strength in terms of push-up and planking. Table 2

measured muscular strength through push-ups.

Table 2

Fitness Level of Grade 7 Students in Terms of Muscular Strength

Through of Push-Up

Description Frequency Percent

Needs 76 36%
Improvement
53 25%
Fair

Good 39 19%

Very Good 17 8%

Excellent 25 12%

Grand Total 210 100%

Table 2 showcased the result of the Grade 7 muscular strength in terms of

push-up. Of the 210 participants, 36% needed improvement. Twenty-five percent got

a Fair performance, 19% were Good, 8% were Very Good, and 25 students got

Excellent in push-up. Meanwhile, aggregate percentage from fair to excellent totaled

to 64%. This may be due to decreased time spent on physical activity since these

learners were limited when it comes to performing outdoor activities. Moreover, easy

access to internet and online fast food may have made some of them lazy. Another

49
student claimed that “regarding po sa physical activity, nasa bahay lang po so hindi

na po ako masyadong nakakapaglakad.” One parent had observed the same claiming,

“malimited kasi yung space tapos so yun yung ano tapos yung mobility ng tao is

limited lang din so wala ano, walang.. Hindi walang time eh, walang talagang

opportunity para to have good fitness.” This supported the findings of Aminah and

company (2019) claiming that there is a decreased physical activity among children.

Meanwhile, ART (Brand and Ekkekakis, 2018) claimed that encouraging and

motivating students play an important role in their physical activities. This sort of

motivation increases and decreases depending on the pull and push factor surrounding

the students. Also, as the pandemic limited their movement in the comfort of their

homes, lesser activities can be done, creating a lesser push among students to work

out.

Table 3 got the tabularized data containing the muscular strength of students

through planking.

Table 3

Fitness Level of Grade 7 Students in Terms of Muscular Strength

Through of Planking

Frequenc Percentag

Description y e

Needs Improvement 12 6%

Fair 49 23%

Good 54 26%

Very Good 26 12%

Excellent 69 33%

50
 The table shown above got the result of the Grade 7 muscular strength in terms

of planking. Of the 210 participants, only 12 students needed improvement. Forty-

nine got a Fair performance, 54 were Good, 26 were Very Good, and 69 students got

Excellent in push-up. Meanwhile, aggregate percentage from fair to excellent totaled

a total score 94%. The result may be due to having younger bodies capable of doing

flexibility and cardio exercises. This reasserted the claim of Kid Sense (2020) which

states that balance and coordination were age appropriate and allows youngsters to

participate with a reasonable degree of success. In addition, on the context of Brand

and Ekkekakis’ theory (2018), the exercise did not create an unpleasant connection to

the affective system of learners, thus, the push up exercise have created an

exceptional performance.

The three tables below displayed the fitness level of Grade 7 students in terms

of flexibility through sit and reach and the left- and right-hand zipper tests. Table 4

measured the flexibility level of students through sit and reach.

Table 4

Fitness Level of Grade 7 Students in Terms of Flexibility Through Sit and

Reach

Frequenc Percentag
Description
y e

Needs Improvement 12 6%

Fair 49 23%

Good 54 26%

Very Good 26 12%

Excellent 69 33%

51
 Overall, the flexibility measured by sit and reach of the respondents

was at 94%. Most of them got excellent flexibility (33%) followed by those

with good (26%), and fair (23%) flexibility. Only 12% are very good while

the remaining 6% needs improvement. This may be due to less back

problems among youngsters. This supported the claim of Lawrenson (2020),

stating that children have a good ability to adapt exercise according to

tolerance of perceived exertion. Meanwhile, ART also claimed that affective

force can restrain individuals to perform physical exercised. As to the result

of the sit and reach activity, since learners have lesser back problems, there is

no need for a reflective force to perform outstandingly the said exercise since

affective forces was kind of pleasant already (Brand and Ekkekakis, 2018).

The table below showed the fitness level of students in terms of

flexibility as measured by the right-hand zipper test.

Table 5

Fitness Level of Grade 7 Students in Terms of Flexibility Through Right

Hand Zipper Test
Frequenc Percentag
Description
y e

Needs Improvement 8 4%

Fair 8 4%

Good 31 15%

Very Good 38 18%

Excellent 125 60%

52
 Based on the data, 60% had an Excellent flexibility followed by those

who scored Very Good at 18% and Good at 15%. Less than 5% scored Fair

and students who Needs Improvement were at 4%. This again maybe due to

less back problems and health issues. The result reaffirmed Lawrenson’s

(2020), asserting that younger children have a good ability to adapt exercise

according to tolerance of perceived exertion. Furthermore, this reiterated the

ART (Brand and Ekkekakis, 2018) which claimed that repeated experiences

of displeasure can create negative valuation leading to deterrent participation.

Table 6 disclosed the fitness level of students in terms of flexibility as

measured by the left-hand zipper test.

Table 6

Fitness Level of Grade 7 Students in Terms of Flexibility Through Left

Hand Zipper Test
Frequenc Percentag
Description
y e

Needs Improvement 40 19%

Fair 10 5%

Good 47 22%

Very Good 33 16%

Excellent 80 38%

The data above showed that majority of students got an Excellent score

at 38% while learners who needed improvement were at 19%. From the top,

22% got Good, 16% were Very Good and 5% were Fair. This had similar

53
 results as the right-hand zipper test. The comparable findings still supported

that of Lawrenson’s perception of children successfully doing physical

activities due to their adaptability. On the other hand, children would only be

willing to adapt when a favorable experience has been associated with it

(Brand and Ekkekakis, 2018).

Table 7 was the last measure of students’ fitness level in terms of BMI

classification.

Table 7

Body Mass Index of the Respondents

Frequenc Percentag
Description* y e
1. Wasted 47 22%

2. Normal 122 58%

3. Overweight 30 14%

4. Obese 11 5%

*Table of Classification
Wasted < 18.5
Normal 18.5–24.9

Overweigh 25.0–29.9
t
Obese 30.0

As per table of specifications and gathered data, when it comes to BMI,

majority of the Grade 7 students have a Normal Body Mass Index at 58%.

Meanwhile, 42% of these learners were considered malnourished. Specifically, 22%

were Wasted, 14% were Overweight, and 5% were Obese. This may be due to the

preference of children to eat junk foods over healthy diets. One learner stated

54
“Mahirap imaintain po yung pagkain na masustansyang pagkain Kasi minsan po pag

wala po ginagawa, Parang nakakatempt po na kumakain ng chips, mga kung ano ano

candies, then wala naman po ginagawa. Tapos di rin po masyadong nakakapag

exercise kasi kulang po sa outdoor na paglabas po.” Another claimed that “Sa eating

habits po for me dahil po sa social media mahirap na po labanan yung cravings mo

po lalo na po ngayon na mas kilala na yung food panda or grab one order away

nalang po cravings mo kaya mahirap po talagang labanan. Sa physical activity

naman po tinatamad na po talaga ako mag work out kaya minsan gusto ko nalang po

humiga tapos wala po akong gagawin.” This reasserted the findings of Vallejo (2018)

claiming that millennials commit poor health choices related to eating junk foods,

fast-foods, chicken, and pork, drinking soft-drinks, eating less vegetables and less

walking, thereby leading to risk of increased Body Mass Index. In ART, it claimed

that there were pull and push factors that may affect learners choices when it comes to

eating healthy and do physical activities.

2. Eating Habits of the Students in Terms of Knowledge, Feelings, and

Problems

Below were the data gathered about the eating habits of the Grade 7 learners.

Item numbers have been identified with mean, standard deviation, overall rating

and ranking to provide a thorough descriptive analysis of the topic under study.

Table 8 represented the knowledge of learners when it comes to developing

good eating habits.

Table 8
Eating Habits of Grade 7 Students in Terms of Knowledge

Items Mean SD OR PCR

1 2.36 0.74 8 3

55
 3 2.84 0.91 6 2
5 1.83 0.74 17 4
11 1.70 0.68 19 5
21 2.96 0.87 4 1

Total 2. 34 0.79
Legend: 1.00-1.75 (Poor), 1.76-2.50(Fair), 2.51-3.25 (Average), 3.26-4.00 (Above
Average); 1 (False), 2 (Slightly True), 3 (Mainly True), 4 (Very True), SD (Standard
Deviation), OR (Overall Ranking), PCR (Per Category Rank)

Data on Table 8 showed that of the five (5) items, item number 21

(When I follow my dietary rules, I feel good about my body looking healthy”

[see Appendix G]) ranked the highest and item number 11 (My diet is better

than other people’s diet) ended the lowest. Meanwhile, the mean score at

2.34 (SD at 0.79) showed that Grade 7 students have a Fair knowledge when

it comes to good eating habits. This result may be due to Filipino children

having lesser options when it comes to food choices. This seconded the

report of the National Nutrition Council (2017) claiming that 7 out of 10

Filipino household cannot meet the dietary need requirement.

Table 9

Eating Habits of Grade 7 Students in Terms of Feelings

Mea SD OR PCR

Items n

9 2.69 0.77 7 4

12 2.86 0.93 5 3

15 3.22 0.80 2 1

19 3.08 0.81 3 2

Total 2.96 0.83

56
 Legend: 1.00-1.75 (Poor), 1.76-2.50(Fair), 2.51-3.25 (Average), 3.26-4.00
(Above Average); 1 (False), 2 (Slightly True), 3 (Mainly True), 4 (Very
True), SD (Standard Deviation), OR (Overall Ranking), PCR (Per Category
Rank)

The table above showed that of the four (4) items which tackled

eating habits in terms of feelings, item number 15 which stated “Eating the

way I do gives me a sense of satisfaction” ranked first. This was followed

by item number 19 which claimed that eating made the learners feel great.

Meanwhile items 12 and 9 which state that “Eating makes me feel in

control” and “I have made efforts to eat more healthily over time” ranked

third and last, respectively. Aggregate mean of 2.96 (SD 0.83) showed that

the Grade 7 students had an Average feeling towards good eating habit. The

result which showcased that eating gives a feeling of satisfaction may be

due to the children’s preference of food in terms of visual presentation and

taste rather than the health benefits. This reinforced the findings of Teves

and Narciso (2017) that food recognition affected the food preference of

children. Their findings further claimed that mostly, understudies will be

less likely to pick food base on healthful advantages but rather dependent

on taste, cost, comfort, and delight, among others. On top of it, Brand and

Ekkekakis also claimed, in the context of the ART, that young people

would prefer the delightful experience of eating junk foods and fast foods

over the unpleasant taste of healthy foods.

Table 10

Eating Habits of Grade 7 Students in Terms of Problems

Items Mean SD OR PCR

2 2.28 0.87 9 2

57
 4 1.70 0.74 18 10
6 1.83 0.84 16 9
7 1.86 0.86 15 8
8 1.49 0.78 20 11
10 2.04 0.98 12 5
13 2.06 0.89 11 4
14 2.26 1.01 10 3
16 1.91 0.77 13 6
17 3.29 0.72 1 1
18 1.40 0.67 21 12
20 1.87 0.77 14 7
Total 2.00 .83
Legend: 1.00-1.75 (Poor), 1.76-2.50(Fair), 2.51-3.25 (Average), 3.26-4.00
(Above Average); 1 (False), 2 (Slightly True), 3 (Mainly True), 4 (Very True),
SD (Standard Deviation), OR (Overall Ranking), PCR (Per Category Rank)

Table 10 showed the problems encountered by the Grade 7 learners

when it comes to their eating habits. Of the items shown above, item

numbers 17 (Having a healthy body is important to me) and 2 (I turn

down social offers that involve eating unhealthy food) topped the

ranking. Meanwhile, items 18 (I spend more than three hours a day

thinking about healthy food) and 8 (I find that my healthy eating is a

significant source of stress in my relationships with others) were the least

concerns of these learners. In addition, the data gave an overall mean

score of 2.00 (SD .83) indicating that their problems with healthy eating

was Fair. This may be due to children being carefree on whatever their

parents served them as long as it is cooked in a manner that they like.

This seconded the findings reported by Ishak, Chin, Nasir, and Shariff

(2020) claiming that adolescents’ perceptions of healthy and unhealthy

eating were centered on food types and characteristics, cooking methods,

and eating behaviors and whatever their parents would cook for them.

Moreover, parents as motivators can also affect these students’ food

58
 choices being the stimulus who will trigger good or bad eating habits

(Brand and Ekkekakis, 2018).

In totality the table below showed the eating habits of selected

Grade 7 students at Manila Science High School.

Table 11

Overall Eating Habit

Eating Habits Mean SD Description Rank

Knowledge 2.34 0.53 Average 2

Feelings 2.96 0.59 Average 1

Problem 2.00 0.47 Below Average 3

Overall 2.26 0.42 Below Average

Legend: 1.00-1.75 (Poor), 1.76-2.50(Below Average), 2.51-3.25

(Average), 3.26-4.00 (Above Average)

3. It has been identified that since the mean was at 2.26 (SD 0.42), which fall

between the range of 1.76 to 2.50, the overall eating habit of the

participants were at Below Average. This may be due to the availability of

fast and junk foods which are easily accessible online. This reiterated the

Affective-Reflective Theory of Brand and Ekkekaki’s which claimed that

though children have substantial amount of knowledge concerning healthy

eating, they find it tough to follow healthy eating suggestions and often

consume foods that they recognize as unhealthy.

4. Correlation of Eating Habits and Fitness Level

The table appearing below was the tabular data on the correlation of

eating habits and fitness level with specific variables each.

Table 11 presented the correlation between eating habits in terms of

knowledge, feelings, and problems vis-à-vis fitness level in terms of

59
 cardiovascular endurance, muscular strength, flexibility, and BMI

classification.

Table 11
Relationship Between Eating Habits and Fitness Level of the Grade 7
Students
F-
MS- F- F-
Eati CE- MS- Zipp
BMI BAS SIT Zipp
ng Probl Knowle Feeli 3MS PUS er
SCO IC AND er
Hab ems dge ngs T- H- Test
RE PLA REA Test
its RHR UP Righ
NK CH -Left
t
- -
Eating 1.0 .723* 0.13 0.04 .21 0.0 0.05
.889** .732** 0.06 0.01
Habits 0 *
3 6 7** 9 4
8 1
-
Proble .88 .463* 0.13 0.04 .16 0.0 0.02 0.02
1.000 .456** 0.04
ms 9** *
5 5 5* 78 3 2
5
-
Knowle .73 .529* 0.04 0.03 .24 0.0 0.10 0.00
.456** 1.000 0.05
dge 2** *
1 1 9** 68 4 5
3
- -
Feeling .72 1.00 0.07 0.04 .15 0.0 0.06
.463** .529** 0.01 0.00
s 3** 0 5 7 5* 83 9
0 1
-
BMI 0.1 0.07 1.00 0.05 -.14 .139 -.24 -.25
0.135 0.041 0.0
SCORE 33 5 0 6 1* *
8** 8**
32
CE- -
0.0 0.04 0.05 1.00 0.0 -.21 0.01 0.00
3MST- 0.045 0.031 0.0
46 7 6 0 57 1** 3 6
RHR 37

MS- - - -
.21 -.14 0.05 1.0 .47
PUSH- .165* .249** .155* 0.03 0.11 0.12
7** 1* 7 00 9**
UP 0 0 5

MS- - -
0.0 0.08 .47 1.0 0.12 0.13 0.07
BASIC 0.078 0.068 0.03 0.03
86 3 9** 00 0 1 1
PLANK 2 7

F-SIT -
0.0 0.06 .139 -.21 0.1 1.00 .176 0.01
AND 0.023 0.104 0.0
54 9 *
1** 20 0 *
2
REACH 30
F-
- - -
Zipper - -.24 0.01 0.1 .176 1.00 .549
0.0 -0.053 0.01 0.1
Test 0.045 8** 3 31 *
0 **
68 0 10
Right
F-
- - -
Zipper -.25 0.00 0.0 0.01 .549 1.00
0.0 0.022 0.005 0.00 0.1
Test- 8** 6 71 2 **
0
11 1 25
Left
Legend: Body Mass Index (BMI), CE-3MST-RHR (Cardiovascular Endurance - 3-Minute Step
Test -Recovery Heart Rate), MS (Muscular Strength), F (Flexibility)

Pearson Product Moment Correlation was used to investigate the

relationship between Eating Habits and Fitness Level. Coefficient of determination

has been computed to identify how much of a variance in the score can be

explained by the variables. There were four variables for eating habits, namely,

knowledge, feelings, and problems and overall eating habits. Under fitness level,

60
the components were cardiovascular endurance (CE), muscular strength (MS)

flexibility (F) and body mass index (BMI) classification.

Eating habits was largely and positively correlated with Problems (r=.889),

Knowledge(r=.732) and Feelings (r=.723). Problem component measures the

capability of a respondent to resist temptations and barriers and based on the result,

this component explained the 79% variance in the overall eating habits scores and

vice versa. This was followed by knowledge on healthy eating habits wherein this

explained 54% in the variance of the overall eating habits score. Lastly, 52% was

the shared variance of overall eating habits and feelings on healthy eating habits.

This may imply that there is a linear correlation among the variables under eating

habits (problems solved, knowledge and feeling related to healthy eating habits) to

a large extent. The result supported the findings of Vallejo (2018) claiming that

majority of millennials commit poor food choices and that of Teves and Narciso

(2017) which stated that learners’ food recognition influences their food selection

and will most likely choose food that gives them a feeling of comfort and delight.

Fitness level in terms of Cardiovascular Endurance measured through 3-

Minute Step Test -Recovery Heart Rate, gave a positive yet small relationship with

eating habits (r=.046) and its components namely-knowledge(r=0.041), feelings

(r=0.075) and problems (r=0.045) towards healthy eating. This may be due to

learners having low cardiac risk at a younger age. The result seconded Saifer’s

(2019) claim that endurance goes hand in hand with proper eating regimen.

Muscular strength through push-up, in relation to eating habits got a

positive relationship to eating habits (r=.217**), knowledge (r=.249**), feelings

(r=.155*) and problems (r=.165*) but only to a small extent. Muscular strength was

the fitness variable that has the largest shared variance with overall eating habits

61
(4.7%), feelings (2.4%), knowledge (6.2%), and problems (2.72%) related to

healthy eating habits. Muscular strength through planking was also positively

correlated to eating habits (r=0.086) knowledge (r=.249**), feelings (r=.155*) and

problems (r=.165*) but the extent was poor. This may be due to lack of motivation

to exercise among learners. Since they were young, their sense of motivation is less

unless acted upon by their parents. This seconded the Affective-Reflective Theory

of Brand and Ekkekakis which stated that physical inactivity occurs unless

motivated by a force, a motivation, or a delightful experience.

Flexibility measured through sit and reach had a positive yet small

correlation with eating habits (r=0.054), problems (r=0.023), knowledge (r=0.104)

and feelings (r=0.069). Flexibility measured through right hand zipper test had a

small and inverse relationship with eating habits (r=-0.068) and its problem (r=-

0.045), knowledge (r=-0.053), and feelings (-0.010). Flexibility measured through

left hand zipper test had a negative and small correlation with eating habits (r=-

0.011), problems (r=0.022), knowledge (r=0.005) and feelings (r=-0.001). This

may be due to lack of strain in conducting flexibility test. This negated the study of

Breitkreuz (2020) which claimed that good eating habits and fitness exercise were

linked together.

Fitness level in terms of BMI classification had a positive yet small

correlation with eating habits (r=.133), problems resistance (r=.135) and feelings

(r=.041). This may be due to BMI focusing on the measure of weight. This

affirmed Center for Disease Control and Prevention’s findings that BMI can be

assess using evaluation of diet and exercise.

In summary, when fitness level components like Cardiovascular Endurance,

Muscular Strength (Push up), Muscular Strength (Basic Plank), Flexibility (Sit and

62
Reach), and BMI classification increases so does the overall eating habits score,

problems, knowledge, and feelings but to a very small extent. In contrary, when

flexibility through zipper test increases, there could be a very small decrease in

eating habits score and its, problems, knowledge, and feelings. There was not much

overlap between eating habits and fitness level. This may imply that as fitness level

improves, eating habits, problem resistance, knowledge and feelings towards

healthy eating may improve as well but to a small extent only. This affirmed the

study of Teves and Narciso (2017) that improvement of one’s health required

improvement in sustenance and eating habits. In addition, the result supported

Brand and Ekkekakis’ Affective Reflective Theory, which claimed that the

affective process may initially affect the decision of young people to prefer

pleasant physical inactivity and unhealthy eating, but reflective process will

eventually kick in leading to selection of a fit lifestyle followed by healthy eating

despite the not so memorable experience. Hence, based on the results and findings,

the null hypothesis was rejected.

5. Emerging Themes Produced by Focus Group Discussion

Thematic analysis has been used to distinguish the key themes. Themes

were identified through the process of coding, categorizing, and theme

development. The focus group discussion was recorded, stored, transcribed, and

analyzed by the researcher. The answers provided by student, parents, and teachers

were coded and categorized.

63
 Figure 3. Thematic Networks of Factors Affecting Wellbeing During the
Pandemic

Themes were identified using Braun and Clarke’s thematic analysis

(see Figure 3 above). The keywords grouped together based on common

factors and significant patterns of concepts and themes. After combining all

ideas, a single theme has been generated.

Inactivity and Sedentary Behavior

Since the pandemic, most learners have been contained in the comforts

of their homes, whether with the presence of significant people or not. Unlike

pre-pandemic times, where they were given the chance to choose what they

want to eat at school, the pandemic has changed the way they choose food and

how they exercise.

Student 1:” Katulad po ng sinagot nila limited po yung mga

pagkain kagaya ng ayuda po sardinas, mga itlog. Problemado po sa

64
 pagbili ng mga pagkain po sa physical activities naman po maraming
distractions kagaya ng tiktok, online games…”.
(Just like their answers, we have limited foods and must rely on
provisions such as sardines, eggs. We have problems with buying food.
As for physical activities, we have lots of distractions like tiktok, online
games…)

Student 2: “Sa eating habits po for me dahil po sa social media

mahirap na po labanan yung cravings mo po lalo na po ngayon na
mas kilala na yung food panda or grab one order away nalang po
cravings mo kaya mahirap po talagang labanan. Sa physical activity
naman po tinatamad na po talaga ako mag work out kaya minsan
gusto ko nalang po humiga tapos wala po akong gagawin.”
(As for my eating habits, because of social media, it is difficult for
me to fight my cravings especially with food panda and grab, which is
just one order away. As for the physical activity, I am lazy and would
rather sleep or do nothing.)

The transcripts confirmed Brand and Ekkekakis’ claim that specific

motivators can affect an individual to either choose to be physically

active or just become sedentary and do nothing. Those that cannot

encourage an individual to do so were considered barriers, which an

individual must reflect eventually, for them to overcome. Meanwhile, the

theory also claimed the existence of a stimulus to trigger automatic

associations. As for the statement, ayuda or ration and social media were

external motivators and barriers that affect the eating habit and fitness of

learners. Meanwhile, the following transcripts have been gathered from

guardians and parents.

Parent 1: “One thing is limited yung resources, limited din yung

area…”
(For one, we have limited resources and limited space…)

Parent 2: “…na minsan unhealthy yun yung way natin para lang
mapasaya yung mga bata so yun yung nagiging comfort nila yung food
so ang ginagawa nila natin ibibigay natin yung masarap at yung gusto
nila na sometimes na too much din for sweets, too much din carbs
kaya yun, mga pasta, mga pizza pero yun lang talaga binibigyan ng
schedule para lang maging healthy sila, tapos yung mga exercisen
nila, syemore di sila makalabas

65
 (Sometimes we allow our kids to eat unhealthy food just to make
them happy especially when they get to eat their comfort foods.
Sometimes sweets, too many carbs, like pasta, pizza… For them to be
healthy we give them time to do so but of course they cannot go
outside.)

Brand and Ekkekakis have always claimed of push and pull factors

which may affect choices of individuals. Here, the statements of both

parents were classic examples how outside stimuli push choices towards

healthy or unhealthy diets and physical inactivity. This reaffirmed ART.

Based on the excerpts from various stakeholders, teachers were also

interviewed to strengthen the study. Teacher 1 recommended, “They have

to combine a nutritious diet and most importantly having regular physical

activity to reduce the risk of obesity, diabetes, and cardiovascular diseases

and for them to stay physically and emotionally healthy” since “the

learner eating schedule may have various effect such craving more on

food specifically junk food and process food because of the availability of

food supplies in the house and with no restrictions on time (Teacher 2)”

In line with this findings, Figure 9 below was the collection of

responses and the generated solution deemed suitable.

66
 Figure 4. Solution to Identified Barriers

The figure above showed that the barriers identified under physical

activity and fitness were limited space at home, health risk brought about by

the woes of the pandemic, and parent’s time since some has to find means and

ways to earn. As for eating habits, learners could not care more about their

image since they cannot go out, lack of motivation, and lesser control at home.

Meanwhile, this has led to inactivity and sedentary behavior, exacerbated by

the presence of gadgets, health risks if venturing outside the house, and lack of

control.

The finding failed to find enough evidence and prove though the claim

of Brand and Ekkekakis that it was not always forethought and controlled

rational reflection that made the individual choose physical inactivity and

67
sedentary living. What the finding proved was the existence of two opposing

factors, the motivator or facilitator and the barrier, that prompt them to either

do something or not. Due to this, a Fitness and Nutrition Program was deemed

a suitable solution, incorporating all barriers to encourage and motivate

learners to engage in healthy lifestyle.

68
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings based on the study,

analysis and interpretation of data, conclusions derived from the findings and

hypothesis and recommendations based on the results and discussion.

SUMMARY OF FINDINGS

This study utilized mixed methods research design to accomplish the

purpose of the study which was to investigate the eating habits and fitness

level of Grade 7 learners of Manila Science High School with the goal of

creating a fitness and nutrition program. Specifically, it sought to answer the

following guide questions:

1.What is the fitness level of the students in terms of?

1.1. Recovery Heart Rate for majority of the respondents which is at

94% ranged from fair to excellent.

1.2. Muscular Strength through Push Up and Planking for majority of

the respondents which is at 64% and 94% respectively, ranged from fair to

excellent

1.3. Flexibility for majority of the students were at 94% ranged from

fair to excellent.

1.4 BMI Classification for majority of the respondents which is at 58%

classified as Normal

2. What is the eating habits of the students in terms of:

2.1 The Grade 7 students have a Fair knowledge about good eating

habits.

69
 2.2 The Grade 7 students have an Average feeling about good

eating habits.

2.3 The Grade 7 students have a Fair problem about good eating

habits.

3.Is there a significant relationship between the eating habits and the

fitness level of the respondents?

There is a very small extent of relationship between eating habits and

fitness level among the Grade 7 learners, however there is not much overlap

between the two.

4.How does the pandemic affect the wellbeing of learners in terms of

eating habits and fitness?

The pandemic created inactivity and sedentary behaviors that has

affected the wellbeing of the Grade 7 learners in terms of eating habits and

fitness.

5. Based on the findings of the study, what health and fitness program can

be proposed?

The health and fitness program proposed in the study was crafted

based on the quantitative and qualitative responses of selected Grade 7

students at Manila Science High School. The program had a goal of

overcoming physical and psychological barriers with improved eating habits

and overall fitness. Healthy eating and indoor physical exercise have been

included. Selected stakeholders can participate but excluded those who have

medical history, those on medication, and those who have special diets.

70
 CONCLUSIONS

Based on the findings of the study it can be deduced that the Grade 7 learners

when it comes to cardiovascular endurance, flexibility, and strength and BMI have

fairly good results. Their knowledge, feelings, and problem when it comes to good

eating habits have been fair as well. While there was an overlap between the eating

habits and fitness level of the students, it was only on a very small extent. Meanwhile,

the findings of the study showed that the pandemic in a way had affected the

respondents which led them to become inactive and sedentary. Parents play an

important role as a catalyst or a trigger which can either hinder or encourage physical

activity and good eating habits among their kids. On the other hand, the learners’

affective-reflective mechanism can play a significant role whether they would

consider being healthy or not.

RECOMMENDATIONS

Considering the findings of the study, it was recommended to:

1. Actively monitor learners’ nutrition or undernutrition for appropriate

intervention.

2. Review nutrition and physical activity programs of the school,

obtaining information from learners and strategically identify eating

or fitness problem.

3. Develop a system of monitoring to check unto learners who have no

problems when it comes to nutrition and fitness just to make sure they

are on track.

4. Create collaborative programs together with the stakeholders which

will prioritize the importance of fitness and nutrition of students.

71
 5. Create a special program that will also address concerns about

undernourished and over nourished students.

6. Conduct Online Zumbahan or Online Eating Contest which will

create pleasant experiences towards fitness and balanced diet among

students.

7. Implement the proposed program entitled “Program for Affective,

Reflective, Transformative and Healthy Youth” after being checked

by the Physical Education Coordinator (see Figure below).

Project PARTHY Action Plan

“Program for Affective, Reflective, Transformative and Healthy Youth”
Objectives Activities Dates Resources Indicators
Covered
1. By the
Increase
Goal: theendA.of Reviewing
the implementation
Octoberof2021
the Project PARTHY, chosen
a. Human Alignedstudents
goals
Overall Eating Project resource: PE and
have overcome physical and psychological barriers with improved eating habits objectives
andHabits offitness.
overall PARTHY vis Instructors, of Project
learners from a vis existing community PARTHY
Below nutrition and partners, BHW, with the
Average physical and existing
(2.26) to activity stakeholders nutrition and
Average programs of physical
(2.51) the school activity
programs of
the school
B. Parents and October 2021 a. Human 100%
participant resource: attendance of
orientation Internal and participants
-discussion of external and their
the role of stakeholders parents
parents as a
motivator or a b. Internet and 90% of the
barrier laptop participants
-focus on the have
role of committed to
affective and join the
reflective fitness and
responses in nutrition
one’s nutrition program
and fitness
-putting
emphasis on
the role

72
 attracting
healthy
thinking when
it comes to
food choices
-provision of
nutrition and
fitness plans
C. Webinar on November a. Human 100%
the benefits of 2021 resource: Participation
healthy eating Nutritionist, of learners
including the BHW, School identified
discussion of Nurse, internal with Poor
proposed and external eating habits
nutrition plan. stakeholders with their
Emphasis on parents
the role of b. Internet and
parents as laptop Participants
motivators of will agree to
healthy eating take part in
will be the nutrition
discussed. and fitness
program
D. Perusal of October 2021 a. Learners 75% of the
Proposed identified as learners have
Nutrition having poor an Average
Plan* for healthy eating healthy eating
learners habits habits by the
identified as excluding those end of
having poor who have pre- October
healthy eating medical
habits condition and
on a special
diet as advised
by a medical
practitioner or
nutritionist

2. Increase the A. Online October 2021 a. Human 100%

Normal BMI Zumbahan to (Every resource: Online
from 58% to encourage Monday, Internal and Participation
75% by the participants to Wednesday, external of students
end of the overcome and Friday) stakeholders with high
school year barriers and not including BMI
do indoor learners with
exercises medical history 75% of the
and records or identified
under students have
medication lowered BMI
from High to

73
 b. Internet and Normal
laptop
5. Virtual November a. PE 75% of the
sessions with 2021 Instructors, identified
PE instructors (To be done Problematic students have
using the every Tuesday students when lowered BMI
Proposed and Friday) it comes to from High to
Fitness Plan** BMI Normal
classification
excluding those
with medical
history and
records or
under
medication
* See Figure 6 for the Proposed Nutrition Plan
** See Figure 7 for the Proposed Fitness Plan

Day
 Breakfast- 1 bowl of oatmeal* with 1 teaspoon of butter*, 1 egg; garlic
1 rice with spam and scrambled egg can also be a breakfast meal.
 Snack- 1 cup of milk, 1 banana, or any 1 serving of fresh fruit
 Lunch- 1 bowl mongo soup, 1 omelet with cheese and vegetables
 Snack- ½ cup of cheese and fruit
 Dinner- Baked potato* with sour cream and large vegetable salad*; Meal
can also include rice, tofu, bean sprouts or togue

Day  Breakfast- 1 cup of whole grain unsweetened cereal with 1 cup of low-fat milk,
2 tea; mushroom omelet with a sliced bread
 Snack- 1 cup of yogurt*, 1 apple, 1 whole grain toast*
 Lunch- 1 bowl of vegetable soup, chicken breast, salad with olive and lemon
juice; rice meal can also be considered composed of porkloin, rice and mango
 Snack- 1 fruit salad, few crackers
 Dinner- Omelet with vegetables, 1 cup of milk; fish fillet, lemon and rice for
meal

Day
3  Breakfast- 1 cup of oatmeal with teaspoon of butter and fruits
 Snack- 1 cup of milk with toast, 1 slice of cheese
 Lunch- Fish with baked vegetables, 1 glass of fresh juice; spaghetti
with meatballs can be eaten as well
 Snack- 1 tablespoon of peanut butter with fruits, 1 yogurt
 Dinner- Chicken breast with salad, 1.2 cup of whole grain rice.

74
 Day  Breakfast- Omelet with cheese, fresh fruits, 1 whole grain muffin*
4  Snack- 1 banana
 Lunch- 1 bowl of vegetable soup, lean meat, or chicken, ½ cup of rice
 Snack- Handful of mixed dry fruit and nuts, 1 cup of tea
 Dinner- Omelet with vegetables, 1 cup of milk; half cup of rice, pork, and
apple

Day
5  Breakfast- 2 whole grain toast with cheese, fresh fruits; vegetable fried
rice with chicken nuggets can also be eaten
 Snack- 1 whole grain toast with sliced chicken, fresh juice
 Lunch- fish with steamed vegetables, ½ cup of beans
 Snack- Fruit smoothie with yogurt
 Dinner- Omelet with vegetable and cheese

Suggested substitute for food intake

Oatmeal can be substitued with wheat bread as both have high fiber content
Butter can be substituted with canola, soybean or olive; tofu or beans can also
replaced it with same benefits
Potato can be substituted with camote or sweet potato, turnips or cauliflower
since they have lesser calories and are good substitute to carbohydrates
Yogurt can be replaced with mayo or coconut kefir
Grain muffin can be replaced with taro, coconut, and cauliflower as source of
carbohydrates

Figure 6. Sample Project PARTHY Proposed Dietary Plan*

The suggested dietary plan was an adoption from Healthy Diet Pedia (2020)

suggested for younger people aging 12-15 years old with special reference to Filipino

diet . The diet has suggested substitutes to consider availability and affordability of

food options in the Philippines This food plan will be the suggested food consumption

for one whole month and is only suggested to participants who do belong to learners

with Poor eating habits excluding those who have medical history and with those who

are on a special diet. The proposed dietary plan is solely focused on ensuring a

balanced meal. At the end of the month, data will be gathered to see if they are able to

75
obtain an Average eating habit. If the proposed nutrition plan does not improve the

eating habits of learners, replanning will be done. Result of the plan shall be cascaded

to participants with special emphasis that the result will not affect their grades nor

give them special rewards.

Day 1-5 Exercise Duration*

Strength Wall push ups 3 minutes

Exercises Planking

Endurance Climbing the stairs 3 minutes

Exercises Animal walks

Cardiovascula Running in place 3 minutes

r Jump Rope

Fitness

Flexibility Desk exercises 2 minutes

Partner stretches

* Should be increased to 10 minutes per day and will be conducted indoors

Figure 7. Sample Project PARTHY Proposed Physical Fitness Plan for One
Month

The proposed fitness program will be conducted for one whole

month indoors only and will not be including students who have medical

conditions and those undergoing health regimen as per medical practitioner.

The fitness exercises here are suggested only to balance the four components

of physical exercises and have been chosen only as indoor exercises. These

proposed fitness plan will be conducted only every Tuesday and Friday for

76
the whole month of November 2021. Monitoring will be easier since the

activity will be done every after class and online. At the end of the month,

the participants’ BMI classification will be measured again. Although the

exercised contain the various components of physical fitness, the focus of the

exercise will be to reduce the body mass index of the learners who were

identified as those who were having problems (those who do not belong to

the Normal BMI). Data will be interpreted to check if 75% of the participants

have achieved the Normal BMI level. Once the proposed physical fitness has

been proven successful, the program will be continued for another month to

achieve the 100% goal. If the proposed fitness program does not improve

the BMI of learners, replanning will be done. Result of the program shall be

cascaded to participants with special emphasis that the result will not affect

their grades nor give them special rewards.

77
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APPENDICES

83
 Appendix A

Letter of Request to the Schools Division Superintendent

84
 Appendix B

Transmittal Letter to the Principal

85
 Appendix C

Approved Letter of Permission to Conduct a Study from the Division of City

Schools Manila

86
 Appendix D

Letter Seeking Permission to Use Questionnaire

87
 Appendix E

Approval Message of the Author

88
 Appendix F

Physical Fitness Test

89
 Appendix G

Eating Habits Questionnaire

90
 Appendix H

Letter of Validation

91
 Appendix J

Letter of Validation

92
 Appendix J

Letter of Validation

93
 Appendix J

Letter of Validation

94
 APPENDIX K

Proof of Gathering the Data

95
96
 APPENDIX K

Parent Consent Form

97
 APPENDIX M

Data Gathering Proofs

98
99
100
101
102
103
104
105
Appendix N

106
 Statistical Tables

A. Significant difference in the Eating Habits of Participants

based on the Gender

Group Statistics
Std.
Std. Error
Mea Deviatio Mea
Gender N n n n
Eating Habits Overall Femal 110 2.18 0.34 0.03
e
Male 93 2.27 0.44 0.05
Problems Femal 110 1.99 0.42 0.04
e
Male 93 2.02 0.52 0.05
Knowledge Femal 110 2.33 0.48 0.05
e
Male 93 2.35 0.59 0.06
Feelings Femal 110 2.90 0.52 0.05
e
Male 93 3.05 0.66 0.07
1. My knowledge of healthy eating is better Femal 110 2.35 0.66 0.06
than others. e
Male 93 2.34 0.84 0.09
2. I turn down social offers that involve eating Femal 110 2.21 0.81 0.08
unhealthy food. e
Male 93 2.39 0.94 0.10
3. My diet depends on the type of food I eat. Femal 110 2.97 0.82 0.08
e
Male 93 2.69 0.99 0.10
4. I follow a diet with many rules. Femal 110 1.68 0.66 0.06
e
Male 93 1.74 0.83 0.09
5. My eating habits are superior to others. Femal 110 1.75 0.71 0.07
e
Male 93 1.94 0.76 0.08
6. I am distracted by the thought of eating Femal 110 1.80 0.83 0.08
healthy. e
Male 93 1.86 0.85 0.09
7. I only eat what my diet allows. Femal 110 1.88 0.84 0.08
e
Male 93 1.87 0.90 0.09
8. I find that my healthy eating is a significant Femal 110 1.51 0.75 0.07
source of stress in my relationships with e
others. Male 93 1.45 0.81 0.08
9. I have made efforts to eat more healthily Femal 110 2.63 0.71 0.07
over time. e
Male 93 2.76 0.84 0.09
10. I feel ashamed of myself if I consume Femal 110 2.02 0.96 0.09
unhealthy foods. e
Male 93 2.03 0.99 0.10
11. My diet is better than other people’s Femal 110 1.63 0.66 0.06
diets. e
Male 93 1.76 0.70 0.07
12. Eating healthily makes me feel in control. Femal 110 2.70 0.89 0.09

107
 e
Male 93 3.06 0.95 0.10
13. If I violate my dietary rules, I must Femal 110 2.00 0.88 0.08
exercise to feel healthy. e
Male 93 2.15 0.91 0.09
14. I am scared that violating my dietary rules Femal 110 2.37 1.01 0.10
will make my body look unhealthy. e
Male 93 2.14 0.98 0.10
15. Eating the way I do gives me a sense of Femal 110 3.20 0.79 0.08
satisfaction. e
Male 93 3.25 0.83 0.09
16. Few foods are healthy for me to eat. Femal 110 1.95 0.76 0.07
e
Male 93 1.91 0.78 0.08
17. Having a healthy body is important to me Femal 110 3.31 0.67 0.06
e
Male 93 3.30 0.79 0.08
18. I spend more than three hours a day Femal 110 1.39 0.68 0.06
thinking about healthy food. e
Male 93 1.42 0.68 0.07
19. Eating healthily makes me feel great. Femal 110 3.05 0.76 0.07
e
Male 93 3.12 0.90 0.09
20. I follow a health-food diet rigidly. Femal 110 1.80 0.66 0.06
e
Male 93 2.00 0.88 0.09
21. When I follow my dietary rules, I feel 3 Femal 110 2.95 0.82 0.08
about my body looking healthy. e
Male 93 3.00 0.94 0.10

Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidenc
e Interval
of the
Sig. Std. Differenc
(2- Mean Error e
tail Differe Differe Low Up
F Sig. t df ed) nce nce er per
Eating Equal 5.05 0.0 - 201 0.1 -0.08 0.06 - 0.0
Habits varian 8 26 1.52 30 0.1 2
Overall ces 0 9
assu
med
Equal - 172. 0.1 -0.08 0.06 - 0.0
varian 1.49 774 38 0.1 3
ces 0 9
not
assu
med
Problem Equal 3.98 0.0 - 201 0.6 -0.03 0.07 - 0.1
s varian 3 47 0.44 57 0.1 0
ces 5 6
assu

108
 med
Equal - 176. 0.6 -0.03 0.07 - 0.1
varian 0.43 103 62 0.1 0
ces 7 6
not
assu
med
Knowle Equal 2.73 0.1 - 201 0.8 -0.02 0.08 - 0.1
dge varian 2 00 0.20 39 0.1 3
ces 4 6
assu
med
Equal - 175. 0.8 -0.02 0.08 - 0.1
varian 0.20 630 42 0.1 4
ces 0 7
not
assu
med
FT Equal 7.60 0.0 - 201 0.0 -0.15 0.08 - 0.0
varian 6 06 1.84 67 0.3 1
ces 0 2
assu
med
Equal - 173. 0.0 -0.15 0.08 - 0.0
varian 1.80 644 73 0.3 1
ces 4 2
not
assu
med
1. My Equal 5.63 0.0 0.09 201 0.9 0.01 0.11 - 0.2
knowled varian 9 19 9 21 0.2 2
ge of ces 0
healthy assu
eating med
is better Equal 0.09 172. 0.9 0.01 0.11 - 0.2
than varian 7 848 23 0.2 2
others. ces 0
not
assu
med
2. I turn Equal 4.74 0.0 - 201 0.1 -0.18 0.12 - 0.0
down varian 4 31 1.44 51 0.4 7
social ces 2 2
offers assu
that med
involve Equal - 182. 0.1 -0.18 0.12 - 0.0
eating varian 1.42 919 56 0.4 7
unhealt ces 5 2
hy food. not
assu
med
3. My Equal 10.1 0.0 2.24 201 0.0 0.28 0.13 0.0 0.5
diet varian 36 02 4 26 3 3
depend ces
s on the assu
type of med
food I Equal 2.20 178. 0.0 0.28 0.13 0.0 0.5
eat. varian 9 738 28 3 4
ces

109
 not
assu
med
4. I Equal 4.94 0.0 - 201 0.5 -0.06 0.10 - 0.1
follow a varian 9 27 0.57 68 0.2 5
diet ces 3 7
with assu
many med
rules. Equal - 174. 0.5 -0.06 0.11 - 0.1
varian 0.56 623 75 0.2 5
ces 2 7
not
assu
med
5. My Equal 0.68 0.4 - 201 0.0 -0.19 0.10 - 0.0
eating varian 3 09 1.83 68 0.3 1
habits ces 6 9
are assu
superior med
to Equal - 189. 0.0 -0.19 0.10 - 0.0
others. varian 1.82 943 70 0.4 2
ces 5 0
not
assu
med
6. I am Equal 0.17 0.6 - 201 0.6 -0.06 0.12 - 0.1
distract varian 4 77 0.50 13 0.2 7
ed by ces 7 9
the assu
thought med
of Equal - 193. 0.6 -0.06 0.12 - 0.1
eating varian 0.50 671 13 0.2 7
healthy. ces 6 9
not
assu
med
7. I only Equal 0.84 0.3 0.08 201 0.9 0.01 0.12 - 0.2
eat varian 4 59 9 29 0.2 5
what ces 3
my diet assu
allows. med
Equal 0.08 190. 0.9 0.01 0.12 - 0.2
varian 8 632 30 0.2 5
ces 3
not
assu
med
8. I find Equal 0.00 0.9 0.52 201 0.6 0.06 0.11 - 0.2
that my varian 1 77 3 02 0.1 7
healthy ces 6
eating assu
is a med
significa Equal 0.51 189. 0.6 0.06 0.11 - 0.2
nt varian 9 268 04 0.1 8
source ces 6
of not
stress in assu
my med
relation

110
ships
with
others.
9. I Equal 2.82 0.0 - 201 0.2 -0.14 0.11 - 0.0
have varian 2 95 1.24 13 0.3 8
made ces 8 5
efforts assu
to eat med
more Equal - 181. 0.2 -0.14 0.11 - 0.0
healthil varian 1.23 777 20 0.3 8
y over ces 2 5
time. not
assu
med
10. I Equal 0.85 0.3 - 201 0.9 -0.01 0.14 - 0.2
feel varian 0 58 0.10 18 0.2 6
ashame ces 3 8
d of assu
myself med
if I Equal - 192. 0.9 -0.01 0.14 - 0.2
consum varian 0.10 822 19 0.2 6
e ces 2 9
unhealt not
hy assu
foods. med
11. My Equal 0.00 0.9 - 201 0.1 -0.14 0.10 - 0.0
diet is varian 2 65 1.42 56 0.3 5
better ces 5 2
than assu
other med
people’s Equal - 191. 0.1 -0.14 0.10 - 0.0
diets. varian 1.41 589 58 0.3 5
ces 8 3
not
assu
med
12. Equal 0.18 0.6 - 201 0.0 -0.36 0.13 - -
Eating varian 4 68 2.80 05 0.6 0.1
healthil ces 8 2 1
y makes assu
me feel med
in Equal - 190. 0.0 -0.36 0.13 - -
control. varian 2.79 682 06 0.6 0.1
ces 3 2 1
not
assu
med
13. If I Equal 1.05 0.3 - 201 0.2 -0.15 0.13 - 0.1
violate varian 2 06 1.19 32 0.4 0
my ces 8 0
dietary assu
rules, I med
must Equal - 193. 0.2 -0.15 0.13 - 0.1
exercise varian 1.19 065 34 0.4 0
to feel ces 5 0
healthy. not
assu
med
14. I am Equal 1.80 0.1 1.65 201 0.1 0.23 0.14 - 0.5

111
scared varian 6 80 4 00 0.0 1
that ces 4
violatin assu
g my med
dietary Equal 1.65 197. 0.0 0.23 0.14 - 0.5
rules varian 8 076 99 0.0 1
will ces 4
make not
my assu
body med
look
unhealt
hy.
15. Equal 0.37 0.5 - 201 0.6 -0.05 0.11 - 0.1
Eating varian 5 41 0.41 78 0.2 8
the way ces 6 7
I do assu
gives med
me a Equal - 191. 0.6 -0.05 0.11 - 0.1
sense of varian 0.41 681 79 0.2 8
satisfac ces 4 7
tion. not
assu
med
16. Few Equal 0.00 0.9 0.29 201 0.7 0.03 0.11 - 0.2
foods varian 0 97 0 72 0.1 5
are ces 8
healthy assu
for me med
to eat. Equal 0.29 194. 0.7 0.03 0.11 - 0.2
varian 0 469 72 0.1 5
ces 8
not
assu
med
17. Equal 2.86 0.0 0.07 201 0.9 0.01 0.10 - 0.2
Having varian 0 92 8 38 0.1 1
a ces 9
healthy assu
body is med
importa Equal 0.07 181. 0.9 0.01 0.10 - 0.2
nt to varian 7 763 39 0.2 1
me ces 0
not
assu
med
18. I Equal 0.25 0.6 - 201 0.7 -0.03 0.10 - 0.1
spend varian 8 12 0.29 67 0.2 6
more ces 7 2
than assu
three med
hours a Equal - 195. 0.7 -0.03 0.10 - 0.1
day varian 0.29 209 67 0.2 6
thinking ces 7 2
about not
healthy assu
food. med
19. Equal 4.97 0.0 - 201 0.5 -0.06 0.12 - 0.1
Eating varian 6 27 0.54 85 0.2 7

112
healthil ces 7 9
y makes assu
me feel med
great. Equal - 182. 0.5 -0.06 0.12 - 0.1
varian 0.54 015 90 0.3 7
ces 0 0
not
assu
med
20. I Equal 4.25 0.0 - 201 0.0 -0.20 0.11 - 0.0
follow a varian 6 40 1.84 67 0.4 1
health- ces 1 1
food assu
diet med
rigidly. Equal - 167. 0.0 -0.20 0.11 - 0.0
varian 1.79 766 74 0.4 2
ces 7 2
not
assu
med
21. Equal 0.89 0.3 - 201 0.7 -0.05 0.12 - 0.2
When I varian 1 46 0.36 13 0.2 0
follow ces 8 9
my assu
dietary med
rules, I Equal - 183. 0.7 -0.05 0.13 - 0.2
feel 3 varian 0.36 356 17 0.2 0
about ces 3 9
my not
body assu
looking med
healthy.

B. Significant difference in the Fitness Level of Participants based

on the Gender

Group Statistics
Std. Std.
Deviatio Error
Gender N Mean n Mean
HEIGHT Femal 110 1.55 0.07 0.01
(M) e
Male 93 1.60 0.10 0.01
WEIGHT Femal 110 49.99 9.92 0.95
(KG) e
Male 93 55.95 15.43 1.60
BMI Femal 110 20.92 3.83 0.37
SCORE e
Male 93 22.15 5.16 0.54
3MST- Femal 110 127.62 35.24 3.36
RHR e
Male 93 133.48 105.72 10.96
-BASIC Femal 107 42.00 22.46 2.17
PLANK e
Male 93 43.06 22.99 2.38
-PUSH- Femal 110 13.37 9.62 0.92

113
 UP e
Male 93 10.96 9.39 0.97
-SIT Femal 110 48.75 21.13 2.01
AND e
REACH Male 92 46.62 22.56 2.35
Zipper Femal 110 7.36 4.30 0.41
Test e
Right Male 93 7.58 5.13 0.53
Zipper Femal 110 5.40 3.85 0.37
Test- e
Left Male 93 6.84 14.30 1.48

Independent Samples Test

Levene's
Test for
t-test for Equality of Means
Equality of
Variances
95%
Confidence
Sig. Std.
Mean Interval of
(2- Error
F Sig. t df Differe the
taile Differen
nce Difference
d) ce
Low Upp
er er
Equal
varianc -
11.0 0.00 - -
es 4.71 201 0 -0.06 0.01
61 1 0.08 0.03
assum 1
HEIGH ed
T (M) Equal
varianc -
158.2 - -
es not 4.56 0 -0.06 0.01
32 0.08 0.03
assum 9
ed
Equal
varianc -
16.3 0.00 - -
es 0 3.32 201 -5.96 1.79
58 1 9.50 2.42
assum 2
WEIG
ed
HT
Equal
(KG)
varianc -
151.8 0.00 - -
es not 3.20 -5.96 1.86
71 2 9.63 2.29
assum 8
ed
Equal
varianc -
8.91 0.00 0.05 -
es 1.95 201 -1.24 0.63 0.01
1 3 2 2.48
assum 4
BMI
ed
SCOR
Equal
E
varianc -
167.0 0.05 -
es not 1.90 -1.24 0.65 0.04
21 8 2.52
assum 6
ed
Equal
varianc - -
1.29 0.25 0.58 15.2
es 0.54 201 -5.87 10.72 27.0
3MST- 4 7 5 7
assum 7 0
RHR ed
Equal - 109.2 - 16.8
0.61 -5.87 11.47
varianc 0.51 79 28.5 6

114
 es not
assum 2 9
ed
Equal
varianc -
0.00 0.94 0.74 -
es 0.32 198 -1.05 3.22 5.30
4 9 4 7.40
assum 7
-
ed
BASIC
Equal
PLANK
varianc -
192.7 0.74 -
es not 0.32 -1.05 3.22 5.31
7 4 7.41
assum 7
ed
Equal
varianc
0.01 0.90 1.80 0.07 -
es 201 2.42 1.34 5.06
4 6 3 3 0.23
assum
-
ed
PUSH-
Equal
UP
varianc
1.80 196.9 0.07 -
es not 2.42 1.34 5.05
6 08 2 0.22
assum
ed
Equal
varianc
0.46 0.49 0.49 -
es 0.69 200 2.12 3.08 8.20
7 5 1 3.95
-SIT assum
AND ed
REAC Equal
H varianc
0.68 188.6 0.49 -
es not 2.12 3.10 8.23
6 79 3 3.98
assum
ed
Equal
varianc -
3.10 0.73 -
es 0.08 0.33 201 -0.22 0.66 1.08
1 8 1.53
assum 5
Zipper
ed
Test
Equal
Right
varianc
- 180.2 0.74 -
es not -0.22 0.67 1.10
0.33 22 2 1.55
assum
ed
Equal
varianc
3.87 - 0.31 -
es 0.05 201 -1.43 1.42 1.37
3 1.01 4 4.23
assum
Zipper
ed
Test-
Equal
Left
varianc -
103.2 -
es not 0.93 0.35 -1.43 1.53 1.60
96 4.46
assum 9
ed

C. Significant difference in the Eating Habits of Participants

based on the Socioeconomic Status

Descriptive

115
 95%
Confidence
Interval for
Mean
Lowe Uppe
Std. Std. r r
Mea Deviatio Erro Boun Boun Minimu Maximu
N n n r d d m m
1. My Low 47 2.40 0.71 0.10 2.20 2.61 1.00 4.00
knowledge Middl 12 2.28 0.71 0.06 2.15 2.41 1.00 4.00
of healthy e 1
eating is Uppe 42 2.55 0.83 0.13 2.29 2.81 1.00 4.00
better than r
others. Total 21 2.36 0.74 0.05 2.26 2.46 1.00 4.00
0
2. I turn Low 47 2.38 0.97 0.14 2.10 2.67 1.00 4.00
down Middl 12 2.20 0.77 0.07 2.06 2.34 1.00 4.00
social e 1
offers that Uppe 42 2.40 1.01 0.16 2.09 2.72 1.00 4.00
involve r
eating Total 21 2.28 0.87 0.06 2.16 2.40 1.00 4.00
unhealthy 0
food.
3. My diet Low 47 2.79 1.00 0.15 2.49 3.08 1.00 4.00
depends Middl 12 2.79 0.88 0.08 2.63 2.94 1.00 4.00
on the type e 1
of food I Uppe 42 3.05 0.88 0.14 2.77 3.32 1.00 4.00
eat. r
Total 21 2.84 0.91 0.06 2.71 2.96 1.00 4.00
0
4. I follow a Low 47 1.55 0.62 0.09 1.37 1.73 1.00 3.00
diet with Middl 12 1.66 0.69 0.06 1.54 1.79 1.00 4.00
many e 1
rules. Uppe 42 1.98 0.92 0.14 1.69 2.26 1.00 4.00
r
Total 21 1.70 0.74 0.05 1.60 1.80 1.00 4.00
0
5. My Low 47 1.74 0.74 0.11 1.53 1.96 1.00 3.00
eating Middl 12 1.81 0.70 0.06 1.68 1.94 1.00 4.00
habits are e 1
superior to Uppe 42 1.98 0.84 0.13 1.71 2.24 1.00 4.00
others. r
Total 21 1.83 0.74 0.05 1.73 1.93 1.00 4.00
0
6. I am Low 47 1.83 0.84 0.12 1.58 2.08 1.00 4.00
distracted Middl 12 1.77 0.77 0.07 1.63 1.91 1.00 4.00
by the e 1
thought of Uppe 42 2.02 1.00 0.15 1.71 2.34 1.00 4.00
eating r
healthy. Total 21 1.83 0.84 0.06 1.72 1.95 1.00 4.00
0
7. I only Low 47 1.87 0.90 0.13 1.61 2.14 1.00 4.00
eat what Middl 12 1.77 0.80 0.07 1.62 1.91 1.00 4.00
my diet e 1
allows. Uppe 42 2.10 0.96 0.15 1.80 2.39 1.00 4.00
r
Total 21 1.86 0.86 0.06 1.74 1.97 1.00 4.00
0
8. I find Low 47 1.62 0.90 0.13 1.35 1.88 1.00 4.00
that my Middl 12 1.42 0.70 0.06 1.29 1.55 1.00 4.00
healthy e 1
eating is a Uppe 42 1.52 0.83 0.13 1.26 1.78 1.00 4.00
significant r

116
source of Total 21 1.49 0.78 0.05 1.38 1.59 1.00 4.00
stress in 0
my
relationshi
ps with
others.
9. I have Low 47 2.70 0.91 0.13 2.44 2.97 1.00 4.00
made Middl 12 2.64 0.68 0.06 2.52 2.77 1.00 4.00
efforts to e 1
eat more Uppe 42 2.81 0.83 0.13 2.55 3.07 1.00 4.00
healthily r
over time. Total 21 2.69 0.77 0.05 2.59 2.79 1.00 4.00
0
10. I feel Low 47 2.19 1.04 0.15 1.89 2.50 1.00 4.00
ashamed Middl 12 1.92 0.95 0.09 1.75 2.09 1.00 4.00
of myself if e 1
I consume Uppe 42 2.21 1.00 0.15 1.90 2.53 1.00 4.00
unhealthy r
foods. Total 21 2.04 0.98 0.07 1.90 2.17 1.00 4.00
0
11. My diet Low 47 1.72 0.71 0.10 1.51 1.93 1.00 3.00
is better Middl 12 1.60 0.64 0.06 1.48 1.71 1.00 3.00
than other e 1
people’s Uppe 42 1.95 0.70 0.11 1.74 2.17 1.00 3.00
diets. r
Total 21 1.70 0.68 0.05 1.60 1.79 1.00 3.00
0
12. Eating Low 47 2.98 0.87 0.13 2.72 3.23 1.00 4.00
healthily Middl 12 2.74 0.94 0.09 2.57 2.91 1.00 4.00
makes me e 1
feel in Uppe 42 3.05 0.94 0.14 2.76 3.34 1.00 4.00
control. r
Total 21 2.86 0.93 0.06 2.73 2.98 1.00 4.00
0
13. If I Low 47 2.02 0.85 0.12 1.77 2.27 1.00 4.00
violate my Middl 12 1.99 0.90 0.08 1.83 2.15 1.00 4.00
dietary e 1
rules, I Uppe 42 2.31 0.87 0.13 2.04 2.58 1.00 4.00
must r
exercise to Total 21 2.06 0.89 0.06 1.94 2.18 1.00 4.00
feel 0
healthy.
14. I am Low 47 2.04 0.95 0.14 1.76 2.32 1.00 4.00
scared that Middl 12 2.25 1.03 0.09 2.06 2.43 1.00 4.00
violating e 1
my dietary Uppe 42 2.55 0.97 0.15 2.25 2.85 1.00 4.00
rules will r
make my Total 21 2.26 1.01 0.07 2.12 2.40 1.00 4.00
body look 0
unhealthy.
15. Eating Low 47 3.34 0.89 0.13 3.08 3.60 1.00 4.00
the way I Middl 12 3.19 0.77 0.07 3.05 3.33 1.00 4.00
do gives e 1
me a sense Uppe 42 3.19 0.80 0.12 2.94 3.44 1.00 4.00
of r
satisfaction Total 21 3.22 0.80 0.06 3.11 3.33 1.00 4.00
. 0
16. Few Low 47 1.94 0.92 0.13 1.67 2.21 1.00 4.00
foods are Middl 12 1.88 0.76 0.07 1.74 2.01 1.00 4.00
healthy for e 1
me to eat. Uppe 42 1.98 0.60 0.09 1.79 2.16 1.00 3.00
r
Total 21 1.91 0.77 0.05 1.81 2.01 1.00 4.00
0

117
17. Having Low 47 3.40 0.65 0.09 3.21 3.59 2.00 4.00
a healthy Middl 12 3.22 0.77 0.07 3.08 3.36 1.00 4.00
body is e 1
important Uppe 42 3.36 0.66 0.10 3.15 3.56 2.00 4.00
to me r
Total 21 3.29 0.72 0.05 3.19 3.39 1.00 4.00
0
18. I spend Low 47 1.53 0.75 0.11 1.31 1.75 1.00 4.00
more than Middl 12 1.29 0.57 0.05 1.19 1.39 1.00 4.00
three hours e 1
a day Uppe 42 1.55 0.80 0.12 1.30 1.80 1.00 4.00
thinking r
about Total 21 1.40 0.67 0.05 1.30 1.49 1.00 4.00
healthy 0
food.
19. Eating Low 47 3.26 0.82 0.12 3.01 3.50 1.00 4.00
healthily Middl 12 2.98 0.83 0.08 2.83 3.13 1.00 4.00
makes me e 1
feel great. Uppe 42 3.14 0.75 0.12 2.91 3.38 2.00 4.00
r
Total 21 3.08 0.81 0.06 2.97 3.19 1.00 4.00
0
20. I follow Low 47 1.81 0.82 0.12 1.57 2.05 1.00 4.00
a health- Middl 12 1.83 0.72 0.07 1.70 1.96 1.00 4.00
food diet e 1
rigidly. Uppe 42 2.07 0.87 0.13 1.80 2.34 1.00 4.00
r
Total 21 1.87 0.77 0.05 1.77 1.98 1.00 4.00
0
21. When I Low 47 3.02 0.90 0.13 2.76 3.28 1.00 4.00
follow my Middl 12 2.86 0.89 0.08 2.70 3.02 1.00 4.00
dietary e 1
rules, I feel Uppe 42 3.19 0.74 0.11 2.96 3.42 2.00 4.00
3 about my r
body Total 21 2.96 0.87 0.06 2.84 3.08 1.00 4.00
looking 0
healthy.
Problems Low 47 2.02 0.49 0.07 1.87 2.16 1.25 3.42
Middl 12 1.93 0.42 0.04 1.86 2.01 1.17 3.08
e 1
Uppe 42 2.17 0.53 0.08 2.00 2.34 1.08 3.33
r
Total 21 2.00 0.47 0.03 1.94 2.06 1.08 3.42
0
Knowledge Low 47 2.34 0.55 0.08 2.18 2.50 1.20 3.60
Middl 12 2.27 0.49 0.04 2.18 2.35 1.20 3.80
e 1
Uppe 42 2.54 0.57 0.09 2.36 2.72 1.40 3.80
r
Total 21 2.34 0.53 0.04 2.27 2.41 1.20 3.80
0
Feelings Low 47 3.07 0.61 0.09 2.89 3.25 1.50 4.00
Middl 12 2.89 0.56 0.05 2.79 2.99 1.50 4.00
e 1
Uppe 42 3.05 0.62 0.09 2.86 3.24 1.75 4.00
r
Total 21 2.96 0.59 0.04 2.88 3.04 1.50 4.00
0
Eating Low 47 2.21 0.40 0.06 2.09 2.32 1.43 3.26
Habits Middl 12 2.16 0.34 0.03 2.09 2.22 1.35 3.26
Overall e 1
Uppe 42 2.41 0.44 0.07 2.27 2.55 1.61 3.48
r

118
 Total 21 2.22 0.39 0.03 2.16 2.27 1.35 3.48
0

ANOVA
Sum of Mean
Squares df Square F Sig.
1. My knowledge Between 2.325 2 1.163 2.145 .120
of healthy eating is Groups
better than others. Within 112.170 207 .542
Groups
Total 114.495 209
2. I turn down Between 1.959 2 .979 1.296 .276
social offers that Groups
involve eating Within 156.465 207 .756
unhealthy food. Groups
Total 158.424 209
3. My diet depends Between 2.305 2 1.152 1.402 .249
on the type of food Groups
I eat. Within 170.190 207 .822
Groups
Total 172.495 209
4. I follow a diet Between 4.399 2 2.200 4.151 .017
with many rules. Groups
Within 109.701 207 .530
Groups
Total 114.100 209
5. My eating habits Between 1.288 2 .644 1.185 .308
are superior to Groups
others. Within 112.540 207 .544
Groups
Total 113.829 209
6. I am distracted Between 2.032 2 1.016 1.449 .237
by the thought of Groups
eating healthy. Within 145.135 207 .701
Groups
Total 147.167 209
7. I only eat what Between 3.341 2 1.670 2.269 .106
my diet allows. Groups
Within 152.374 207 .736
Groups
Total 155.714 209
8. I find that my Between 1.370 2 .685 1.134 .324
healthy eating is a Groups
significant source Within 125.087 207 .604
of stress in my Groups
relationships with Total 126.457 209
others.
9. I have made Between .856 2 .428 .726 .485
efforts to eat more Groups
healthily over Within 122.025 207 .589
time. Groups
Total 122.881 209
10. I feel ashamed Between 4.174 2 2.087 2.187 .115
of myself if I Groups
consume Within 197.522 207 .954
unhealthy foods. Groups
Total 201.695 209
11. My diet is Between 4.029 2 2.015 4.510 .012

119
better than other Groups
people’s diets. Within 92.466 207 .447
Groups
Total 96.495 209
12. Eating Between 3.773 2 1.886 2.195 .114
healthily makes Groups
me feel in control. Within 177.941 207 .860
Groups
Total 181.714 209
13. If I violate my Between 3.249 2 1.624 2.089 .126
dietary rules, I Groups
must exercise to Within 160.947 207 .778
feel healthy. Groups
Total 164.195 209
14. I am scared Between 5.714 2 2.857 2.858 .060
that violating my Groups
dietary rules will Within 206.882 207 .999
make my body Groups
look unhealthy. Total 212.595 209
15. Eating the way Between .823 2 .412 .638 .530
I do gives me a Groups
sense of Within 133.657 207 .646
satisfaction. Groups
Total 134.481 209
16. Few foods are Between .356 2 .178 .300 .741
healthy for me to Groups
eat. Within 122.925 207 .594
Groups
Total 123.281 209
17. Having a Between 1.344 2 .672 1.288 .278
healthy body is Groups
important to me Within 107.937 207 .521
Groups
Total 109.281 209
18. I spend more Between 3.212 2 1.606 3.654 .028
than three hours a Groups
day thinking about Within 90.983 207 .440
healthy food. Groups
Total 94.195 209
19. Eating Between 2.735 2 1.367 2.081 .127
healthily makes Groups
me feel great. Within 136.046 207 .657
Groups
Total 138.781 209
20. I follow a Between 2.111 2 1.055 1.770 .173
health-food diet Groups
rigidly. Within 123.418 207 .596
Groups
Total 125.529 209
21. When I follow Between 3.629 2 1.814 2.438 .090
my dietary rules, I Groups
feel 3 about my Within 154.066 207 .744
body looking Groups
healthy. Total 157.695 209
Problems Between 1.786 2 .893 4.245 .016
Groups
Within 43.540 207 .210
Groups
Total 45.326 209
Knowledge Between 2.388 2 1.194 4.427 .013

120
 Groups
Within 55.822 207 .270
Groups
Total 58.210 209
Feelings Between 1.466 2 .733 2.153 .119
Groups
Within 70.479 207 .340
Groups
Total 71.945 209
Eating Habits Between 2.004 2 1.002 7.010 .001
Groups
Within 29.590 207 .143
Groups
Total 31.594 209

Multiple Comparisons
Tukey HSD
95%
Confidence
(I) Social (J) Social Std.
Dependent Mean Interval
Economi Economi Erro Sig.
Variable Difference (I-J) Lower Upper
c Status c Status r
Boun Boun
d d
0.5
Middle 0.12 0.13 -0.18 0.42
9
Low
0.6
1. My Upper -0.14 0.16 -0.51 0.23
3
knowledge 0.5
of healthy Low -0.12 0.13 -0.42 0.18
9
eating is Middle
0.1
better than Upper -0.27 0.13 -0.58 0.04
1
others.
0.6
Low 0.14 0.16 -0.23 0.51
3
Upper
0.1
Middle 0.27 0.13 -0.04 0.58
1
0.4
Middle 0.19 0.15 -0.17 0.54
3
Low
0.9
2. I turn Upper -0.02 0.19 -0.46 0.41
9
down social
0.4
offers that Low -0.19 0.15 -0.54 0.17
3
involve Middle
0.3
eating Upper -0.21 0.16 -0.57 0.16
8
unhealthy
food. 0.9
Low 0.02 0.19 -0.41 0.46
9
Upper
0.3
Middle 0.21 0.16 -0.16 0.57
8
1.0
Middle 0.00 0.16 -0.37 0.37
0
Low
0.3
Upper -0.26 0.19 -0.71 0.19
7
3. My diet 1.0
Low 0.00 0.16 -0.37 0.37
depends on 0
Middle
the type of 0.2
Upper -0.26 0.16 -0.65 0.12
food I eat. 4
0.3
Low 0.26 0.19 -0.19 0.71
7
Upper
0.2
Middle 0.26 0.16 -0.12 0.65
4

121
 0.6
Middle -0.11 0.13 -0.40 0.19
6
Low
0.0
Upper -.423* 0.16 -0.79 -0.06
2
0.6
4. I follow a Low 0.11 0.13 -0.19 0.40
6
diet with Middle
0.0
many rules. Upper -.315* 0.13 -0.62 -0.01
4
0.0
Low .423* 0.16 0.06 0.79
2
Upper
0.0
Middle .315* 0.13 0.01 0.62
4
0.8
Middle -0.07 0.13 -0.36 0.23
6
Low
0.3
Upper -0.23 0.16 -0.60 0.14
0
5. My eating 0.8
Low 0.07 0.13 -0.23 0.36
habits are 6
Middle
superior to 0.4
Upper -0.17 0.13 -0.48 0.15
others. 2
0.3
Low 0.23 0.16 -0.14 0.60
0
Upper
0.4
Middle 0.17 0.13 -0.15 0.48
2
0.9
Middle 0.06 0.14 -0.28 0.40
1
Low
0.5
Upper -0.19 0.18 -0.61 0.23
6. I am 2
distracted 0.9
Low -0.06 0.14 -0.40 0.28
by the 1
Middle
thought of 0.2
Upper -0.26 0.15 -0.61 0.10
eating 1
healthy. 0.5
Low 0.19 0.18 -0.23 0.61
2
Upper
0.2
Middle 0.26 0.15 -0.10 0.61
1
0.7
Middle 0.10 0.15 -0.24 0.45
6
Low
0.4
Upper -0.22 0.18 -0.65 0.21
4
0.7
7. I only eat Low -0.10 0.15 -0.45 0.24
6
what my Middle
0.0
diet allows. Upper -0.33 0.15 -0.69 0.04
9
0.4
Low 0.22 0.18 -0.21 0.65
4
Upper
0.0
Middle 0.33 0.15 -0.04 0.69
9
0.3
Middle 0.20 0.13 -0.12 0.51
1
8. I find that Low
0.8
my healthy Upper 0.09 0.17 -0.30 0.48
4
eating is a
0.3
significant Low -0.20 0.13 -0.51 0.12
1
source of Middle
0.7
stress in my Upper -0.10 0.14 -0.43 0.23
4
relationship
s with 0.8
Low -0.09 0.17 -0.48 0.30
others. 4
Upper
0.7
Middle 0.10 0.14 -0.23 0.43
4
9. I have 0.9
Middle 0.06 0.13 -0.25 0.37
made Low 0
efforts to Upper -0.11 0.16 0.7 -0.49 0.28

122
 9
0.9
Low -0.06 0.13 -0.37 0.25
0
Middle
0.4
Upper -0.17 0.14 -0.49 0.16
6
eat more
0.7
healthily Low 0.11 0.16 -0.28 0.49
9
over time. Upper
0.4
Middle 0.17 0.14 -0.16 0.49
6
0.2
Middle 0.27 0.17 -0.12 0.67
3
Low
0.9
Upper -0.02 0.21 -0.51 0.47
10. I feel 9
ashamed of 0.2
Low -0.27 0.17 -0.67 0.12
myself if I 3
Middle
consume 0.2
Upper -0.30 0.18 -0.71 0.12
unhealthy 1
foods. 0.9
Low 0.02 0.21 -0.47 0.51
9
Upper
0.2
Middle 0.30 0.18 -0.12 0.71
1
0.5
Middle 0.13 0.12 -0.14 0.40
0
Low
0.2
Upper -0.23 0.14 -0.56 0.11
4
11. My diet
0.5
is better Low -0.13 0.12 -0.40 0.14
0
than other Middle
0.0
people’s Upper -.357* 0.12 -0.64 -0.07
1
diets.
0.2
Low 0.23 0.14 -0.11 0.56
4
Upper
0.0
Middle .357* 0.12 0.07 0.64
1
0.3
Middle 0.24 0.16 -0.14 0.61
1
Low
0.9
Upper -0.07 0.20 -0.53 0.40
4
12. Eating
0.3
healthily Low -0.24 0.16 -0.61 0.14
1
makes me Middle
0.1
feel in Upper -0.30 0.17 -0.70 0.09
6
control.
0.9
Low 0.07 0.20 -0.40 0.53
4
Upper
0.1
Middle 0.30 0.17 -0.09 0.70
6
0.9
Middle 0.03 0.15 -0.33 0.39
8
Low
13. If I 0.2
violate my Upper -0.29 0.19 -0.73 0.15
8
dietary 0.9
rules, I Low -0.03 0.15 -0.39 0.33
8
must Middle
0.1
exercise to Upper -0.32 0.16 -0.69 0.06
1
feel
0.2
healthy. Low 0.29 0.19 -0.15 0.73
8
Upper
0.1
Middle 0.32 0.16 -0.06 0.69
1
14. I am 0.4
Middle -0.21 0.17 -0.61 0.20
scared that 6
Low
violating my 0.0
Upper -.505* 0.21 -1.01 0.00
dietary 5
rules will Middle Low 0.21 0.17 0.4 -0.20 0.61

123
 6
0.2
Upper -0.30 0.18 -0.72 0.12
2
0.0
make my Low .505* 0.21 0.00 1.01
5
body look Upper
unhealthy. 0.2
Middle 0.30 0.18 -0.12 0.72
2
0.5
Middle 0.15 0.14 -0.18 0.48
2
Low
0.6
Upper 0.15 0.17 -0.25 0.55
5
15. Eating
0.5
the way I do Low -0.15 0.14 -0.48 0.18
2
gives me a Middle
1.0
sense of Upper 0.00 0.14 -0.34 0.34
0
satisfaction.
0.6
Low -0.15 0.17 -0.55 0.25
5
Upper
1.0
Middle 0.00 0.14 -0.34 0.34
0
0.8
Middle 0.06 0.13 -0.25 0.37
9
Low
0.9
Upper -0.04 0.16 -0.43 0.35
7
16. Few 0.8
Low -0.06 0.13 -0.37 0.25
foods are 9
Middle
healthy for 0.7
Upper -0.10 0.14 -0.43 0.23
me to eat. 5
0.9
Low 0.04 0.16 -0.35 0.43
7
Upper
0.7
Middle 0.10 0.14 -0.23 0.43
5
0.3
Middle 0.18 0.12 -0.11 0.47
1
Low
0.9
Upper 0.05 0.15 -0.31 0.41
5
17. Having
0.3
a healthy Low -0.18 0.12 -0.47 0.11
1
body is Middle
0.5
important Upper -0.13 0.13 -0.44 0.17
6
to me
0.9
Low -0.05 0.15 -0.41 0.31
5
Upper
0.5
Middle 0.13 0.13 -0.17 0.44
6
0.0
Middle 0.24 0.11 -0.03 0.51
9
Low
18. I spend 0.9
Upper -0.02 0.14 -0.35 0.32
more than 9
three hours 0.0
Low -0.24 0.11 -0.51 0.03
a day 9
Middle
thinking 0.0
Upper -0.26 0.12 -0.54 0.02
about 8
healthy 0.9
food. Low 0.02 0.14 -0.32 0.35
9
Upper
0.0
Middle 0.26 0.12 -0.02 0.54
8
19. Eating 0.1
Middle 0.27 0.14 -0.06 0.60
healthily 3
Low
makes me 0.7
feel great. Upper 0.11 0.17 -0.29 0.52
9
Middle 0.1
Low -0.27 0.14 -0.60 0.06
3
Upper -0.16 0.15 0.5 -0.50 0.18
2

124
 0.7
Low -0.11 0.17 -0.52 0.29
9
Upper
0.5
Middle 0.16 0.15 -0.18 0.50
2
0.9
Middle -0.02 0.13 -0.33 0.30
9
Low
0.2
Upper -0.26 0.16 -0.65 0.12
5
20. I follow 0.9
Low 0.02 0.13 -0.30 0.33
a health- 9
Middle
food diet 0.1
Upper -0.25 0.14 -0.57 0.08
rigidly. 8
0.2
Low 0.26 0.16 -0.12 0.65
5
Upper
0.1
Middle 0.25 0.14 -0.08 0.57
8

0.5
Middle 0.16 0.15 -0.19 0.51
2
Low
21. When I
follow my 0.6
Upper -0.17 0.18 -0.60 0.26
dietary 3
rules, I feel 0.5
Low -0.16 0.15 -0.51 0.19
3 about my 2
Middle
body 0.0
Upper -0.33 0.16 -0.70 0.03
looking 8
healthy. 0.6
Low 0.17 0.18 -0.26 0.60
3
Upper
0.0
Middle 0.33 0.16 -0.03 0.70
8
0.5
Middle 0.08 0.08 -0.10 0.27
4
Low
0.2
Upper -0.15 0.10 -0.38 0.08
5
0.5
Low -0.08 0.08 -0.27 0.10
4
Middle
Problems -.23812803358258 0.0
Upper 0.08 -0.43 -0.04
0* 1
0.2
Low 0.15 0.10 -0.08 0.38
5
Upper
.238128033582580 0.0
Middle * 0.08 0.04 0.43
1

0.7
Middle 0.07 0.09 -0.14 0.28
1
Low
0.1
Upper -0.21 0.11 -0.47 0.05
5
0.7
Low -0.07 0.09 -0.28 0.14
1

Middle
Knowledge -.27674144037780 0.0
Upper 0.09 -0.50 -0.06
5* 1

0.1
Low 0.21 0.11 -0.05 0.47
5
Upper
.276741440377805 0.0
Middle * 0.09 0.06 0.50
1

FT Low 0.1
Middle 0.18 0.10 -0.06 0.42
8
Upper 0.02 0.12 0.9 -0.27 0.31
8

125
 0.1
Low -0.18 0.10 -0.42 0.06
8
Middle
0.2
Upper -0.16 0.10 -0.40 0.09
9
0.9
Low -0.02 0.12 -0.31 0.27
8
Upper
0.2
Middle 0.16 0.10 -0.09 0.40
9
0.7
Middle 0.05 0.06 -0.10 0.20
3
Low
0.0
Upper -.20354* 0.08 -0.39 -0.01
3
0.7
Low -0.05 0.06 -0.20 0.10
3
EHM Middle
0.0
Upper -.25296* 0.07 -0.41 -0.09
0
0.0
Low .20354* 0.08 0.01 0.39
3
Upper
0.0
Middle .25296* 0.07 0.09 0.41
0
*. The mean difference is significant at the 0.05 level.

D. Significant difference in the Fitness Level of Participants based

on the Socioeconomic Status

Descriptives
95%
Confidence
Interval for
Std. Std. Mean
Deviatio Erro Lower Upper Minimu Maximu
N Mean n r Bound Bound m m
HEIGHT Low 47 1.56 0.10 0.02 1.53 1.59 1.26 1.80
(M) Middl 12 1.57 0.09 0.01 1.55 1.59 1.22 1.85
e 1
Uppe 42 1.58 0.08 0.01 1.56 1.61 1.35 1.84
r
Total 21 1.57 0.09 0.01 1.56 1.58 1.22 1.85
0
WEIGH Low 47 52.52 12.62 1.84 48.81 56.22 34.00 85.00
T (KG) Middl 12 52.14 13.81 1.26 49.66 54.63 24.80 102.00
e 1
Uppe 42 54.08 11.54 1.78 50.49 57.68 34.00 91.00
r
Total 21 52.61 13.09 0.90 50.83 54.39 24.80 102.00
0
BMI Low 47 21.80 5.03 0.73 20.32 23.27 13.75 33.60
SCORE Middl 12 21.51 4.77 0.43 20.66 22.37 12.00 38.70
e 1
Uppe 42 21.33 3.46 0.53 20.25 22.41 13.20 28.70
r
Total 21 21.54 4.58 0.32 20.92 22.16 12.00 38.70
0
3MST- Low 47 129.5 19.50 2.84 123.8 135.2 86.00 168.00
RHR 5 3 8
Middl 12 135.4 97.14 8.83 117.9 152.9 60.00 1116.00
e 1 5 7 4
Uppe 42 118.3 20.31 3.13 112.0 124.7 70.00 156.00
r 8 5 1

126
 Total 21 130.7 75.01 5.18 120.5 140.9 60.00 1116.00
0 2 1 2
-PUSH- Low 47 11.49 9.76 1.42 8.62 14.36 0.00 40.00
UP Middl 12 11.56 9.16 0.83 9.91 13.21 0.00 38.00
e 1
Uppe 42 15.12 9.70 1.50 12.10 18.14 0.00 30.00
r
Total 21 12.26 9.47 0.65 10.97 13.55 0.00 40.00
0
-BASIC Low 47 42.37 21.50 3.14 36.06 48.68 5.00 100.00
PLANK Middl 11 41.59 23.15 2.13 37.37 45.81 0.01 126.00
e 8
Uppe 42 44.57 23.96 3.70 37.11 52.04 0.08 120.00
r
Total 20 42.37 22.87 1.59 39.24 45.51 0.01 126.00
7
-SIT Low 46 49.25 18.26 2.69 43.83 54.67 2.00 81.60
AND Middl 12 45.91 21.97 2.01 41.94 49.88 2.70 94.00
REACH e 0
Uppe 42 52.09 25.16 3.88 44.25 59.93 4.00 105.00
r
Total 20 47.90 21.95 1.52 44.90 50.90 2.00 105.00
8
Zipper Low 47 8.47 5.36 0.78 6.90 10.04 0.00 27.00
Test Middl 12 7.37 4.43 0.40 6.57 8.16 0.00 23.00
Right e 1
Uppe 42 6.38 4.36 0.67 5.02 7.74 0.00 20.00
r
Total 21 7.42 4.67 0.32 6.78 8.05 0.00 27.00
0
Zipper Low 47 6.27 5.17 0.75 4.75 7.79 0.00 18.00
Test- Middl 12 6.39 12.45 1.13 4.15 8.63 0.00 135.00
Left e 1
Uppe 42 4.42 4.17 0.64 3.12 5.72 0.00 19.00
r
Total 21 5.97 9.95 0.69 4.62 7.32 0.00 135.00
0

ANOVA
Sum of Mean
Squares df Square F Sig.
HEIGHT (M) Between .007 2 .004 .450 .638
Groups
Within 1.683 207 .008
Groups
Total 1.690 209
WEIGHT (KG) Between 118.368 2 59.184 .343 .710
Groups
Within 35669.775 207 172.318
Groups
Total 35788.143 209
BMI SCORE Between 5.083 2 2.541 .120 .887
Groups
Within 4383.108 207 21.174
Groups
Total 4388.191 209
3MST-RHR Between 9170.902 2 4585.451 .813 .445
Groups
Within 1166831.5 207 5636.867
Groups 22
Total 1176002.4 209
24

127
-PUSH-UP Between 430.180 2 215.090 2.432 .090
Groups
Within 18309.935 207 88.454
Groups
Total 18740.114 209
-BASIC PLANK Between 274.801 2 137.400 .261 .771
Groups
Within 107479.73 204 526.861
Groups 7
Total 107754.53 206
8
-SIT AND Between 1298.700 2 649.350 1.353 .261
REACH Groups
Within 98401.088 205 480.005
Groups
Total 99699.789 207
Zipper Test Between 97.828 2 48.914 2.274 .105
Right Groups
Within 4451.698 207 21.506
Groups
Total 4549.526 209
Zipper Test- Between 126.047 2 63.023 .635 .531
Left Groups
Within 20554.225 207 99.296
Groups
Total 20680.272 209

E. Relationship of Eating Habits and Fitness Level

Correlations
Zi Zi
- p p
- SI p p
B T e e
- A A r r
B 3 P SI N T T
MI M U C D e e
HE WE S S S P R st st
IG IG C T- H L E Ri -
E HT HT O R - A A g L
H P K F (M (K R H U N C h ef
M M T T ) G) E R P K H t t
Spea EH Corr 1 . . . .1 .21 .1 .0 .2 .0 .0 -. -.
rman M elati . 8 7 7 12 0** 3 4 1 8 5 0 0
's rho on 0 8 3 2 3 6 7* 6 4 6 1
Coe 0 9* 2* 3* *
8 1
* * *
fficie 0
nt
Sig. . . . . .1 .00 .0 .5 .0 .2 .4 .3 .8
(2- 0 0 0 06 2 5 0 0 2 3 2 7
taile 0 0 0 5 7 2 0 7 3 3
d) 0 0 0
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
PM Corr . 1 . . .0 .17 .1 .0 .1 .0 .0 -. .0
elati 8 . 4 4 90 5* 3 4 6 7 2 0 2
on 8 0 5 6 5 5 5* 8 3 4 2
Coe 9* 0 6* 3* 5
* * *
fficie 0

128
 nt
Sig. . . . . .1 .01 .0 .5 .0 .2 .7 .5 .7
(2- 0 0 0 92 1 5 1 1 6 4 2 5
taile 0 0 0 1 5 7 6 4 1 3
d) 0 0 0
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
KT Corr . . 1 . .0 .12 .0 .0 .2 .0 .1 -. .0
elati 7 4 . 5 54 9 4 3 4 6 0 0 0
on 3 5 0 2 1 1 9* 8 4 5 5
Coe 2* 6* 0 9* *
3
* * *
fficie 0
nt
Sig. . . . . .4 .06 .5 .6 .0 .3 .1 .4 .9
(2- 0 0 0 34 3 5 5 0 3 3 4 4
taile 0 0 0 8 1 0 1 5 3 7
d) 0 0 0
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
FT Corr . . . 1 .0 .13 .0 .0 .1 .0 .0 -. -.
elati 7 4 5 . 86 5 7 4 5 8 6 0 0
on 2 6 2 0 5 7 5* 3 9 1 0
Coe 3* 3* 9* 0 0 1
* * *
fficie 0
nt
Sig. . . . . .2 .05 .2 .5 .0 .2 .3 .8 .9
(2- 0 0 0 17 1 7 0 2 3 2 8 8
taile 0 0 0 8 1 5 3 4 1 4
d) 0 0 0
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
HE Corr . . . . 1. .53 .1 -. -. .0 .0 -. .0
IG elati 1 0 0 0 00 1** 1 1 0 0 3 0 0
HT on 1 9 5 8 0 9 4 6 1 1 6 0
(M) Coe 2 0 4 6 9* 6 3
fficie
nt
Sig. . . . . . .00 .0 .0 .3 .9 .6 .3 .9
(2- 1 1 4 2 0 8 3 3 8 5 6 9
taile 0 9 3 1 6 1 9 5 5 6 8
d) 6 2 4 7
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
WE Corr . . . . .5 1.0 .7 -. -. -. .1 -. -.
IG elati 2 1 1 1 31 00 8 0 1 0 1 1 2
**
HT on 1 7 2 3 4* 2 0 0 5 9 0
(K Coe 0* 5* 9 5 *
5 4 2 6* 9*
* * *
G) fficie
nt
Sig. . . . . .0 . .0 .7 .1 .9 .0 .0 .0
(2- 0 0 0 0 00 0 1 3 7 9 0 0
taile 0 1 6 5 0 5 4 5 8 4 2
d) 2 1 3 1
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
BM Corr . . . . .1 .78 1. .0 -. -. .1 -. -.
I elati 1 1 0 0 19 4** 0 5 1 0 3 2 2
SC on 3 3 4 7 0 6 4 3 9* 4 5
OR Coe 3 5 1 5 0 1* 2 8* 8*
* *
E fficie

129
 nt
Sig. . . . . .0 .00 . .4 .0 .6 .0 .0 .0
(2- 0 0 5 2 86 0 2 4 4 4 0 0
taile 5 5 5 7 2 1 6 5 0 0
d) 5 1 8 8
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
3M Corr . . . . -.1 -.0 .0 1. .0 -. -. .0 .0
ST- elati 0 0 0 0 49 25 5 0 5 0 2 1 0
*
RH on 4 4 3 4 6 0 7 3 1 3 6
R Coe 6 5 1 7 0 7 1*
*
fficie
nt
Sig. . . . . .0 .71 .4 . .4 .5 .0 .8 .9
(2- 5 5 6 5 31 5 2 0 9 0 4 2
taile 0 1 5 0 2 8 6 2 9 6
d) 7 5 1 1
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
- Corr . . . . -.0 -.1 -. .0 1. .4 -. -. -.
PU elati 2 1 2 1 66 04 1 5 0 7 0 1 1
SH on 1 6 4 5 4 7 0 9* 3 1 2
- Coe 7* 5* 9* 5* 1* 0 *
0 0 5
* *
UP fficie
nt
Sig. . . . . .3 .13 .0 .4 . .0 .6 .1 .0
(2- 0 0 0 0 39 4 4 0 0 6 1 7
taile 0 1 0 2 1 8 0 9 1 1
d) 2 7 0 5
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
- Corr . . . . .0 -.0 -. -. .4 1. .1 .1 .0
BA elati 0 0 0 0 01 02 0 0 7 0 2 3 7
SIC on 8 7 6 8 3 3 9* 0 0 1 1
*
PL Coe 6 8 8 3 2 7 0
AN fficie
K nt
Sig. . . . . .9 .97 .6 .5 .0 . .0 .0 .3
(2- 2 2 3 2 85 5 4 9 0 8 5 1
taile 2 6 3 3 6 6 0 6 9 2
d) 0 6 1 3
N 2 2 2 2 20 20 2 2 2 2 2 2 2
0 0 0 0 7 7 0 0 0 0 0 0 0
7 7 7 7 7 7 7 7 5 7 7
- Corr . . . . .0 .11 .1 -. -. .1 1. .1 .0
SIT elati 0 0 1 0 31 5 3 2 0 2 0 7 1
AN on 5 2 0 6 9* 1 3 0 0 6* 2
D Coe 4 3 4 9 1* 0 0
*
RE fficie
AC nt
H Sig. . . . . .6 .09 .0 .0 .6 .0 . .0 .8
(2- 4 7 1 3 55 8 4 0 6 8 1 6
taile 3 4 3 2 5 2 9 6 1 2
d) 7 4 5 4
N 2 2 2 2 20 20 2 2 2 2 2 2 2
0 0 0 0 8 8 0 0 0 0 0 0 0
8 8 8 8 8 8 8 5 8 8 8
Zip Corr -. -. -. -. -.0 -.1 -. .0 -. .1 .1 1. .5
per elati 0 0 0 0 63 96* 2 1 1 3 7 0 4
*
Te on 6 4 5 1 4 3 1 1 6* 0 9*
st Coe 8 5 3 0 8* 0 0 *

*
Rig fficie

130
 ht nt
Sig. . . . . .3 .00 .0 .8 .1 .0 .0 . .0
(2- 3 5 4 8 66 4 0 4 1 5 1 0
taile 2 2 4 8 0 9 1 9 1 0
d) 3 1 3 1
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
Zip Corr -. . . -. .0 -.2 -. .0 -. .0 .0 .5 1.
per elati 0 0 0 0 00 09* 2 0 1 7 1 4 0
*
Te on 1 2 0 0 5 6 2 1 2 9* 0
st- Coe 1 2 5 1 8* 5 *
0
*
Lef fficie
t nt
Sig. . . . . .9 .00 .0 .9 .0 .3 .8 .0 .
(2- 8 7 9 9 98 2 0 2 7 1 6 0
taile 7 5 4 8 0 6 1 2 2 0
d) 3 3 7 4
N 2 2 2 2 21 21 2 2 2 2 2 2 2
1 1 1 1 0 0 1 1 1 0 0 1 1
0 0 0 0 0 0 0 7 8 0 0
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Appendix O

Interview Guide for Students, Parents, and Teachers

For students:
1. How do you define good eating habits and fitness?

2. Why do you think it is difficult to maintain good eating habits and fitness
during the pandemic?

131
 3. How did the pandemic affect your eating and physical activity?

For parents:
1. How do you define good eating habits and fitness?

2. Why do you think it is difficult to maintain good eating habits and fitness
during the pandemic?

3. How did the pandemic affect your child’s eating and physical activity?

For teachers:
1. How may the pandemic affect eating and physical activities of learners?

2. What recommendations can you make to establish good eating habits and
physical fitness among students?

Appendix P

Transcripts

Researcher:
Hi Kazella, first question is, how did the pandemic affect your eating and physical activity

Kazelle:
I think that, since the pandemic happened, less motivated in getting my ideal before when the
pandemic hasn”t started yet. Let's say that before when will still having f-to-f classes, I was
like, okay I like this version of myself. I like this healthy version of myself and I doing things
like exercising to be that image that I want to be but ever since the pandemic happened, I,

132
easy in doing my work. I’ve been, uh, procrastinating or cramming because its unavoidable in
high school and because of that I’ve been less healthy

Researcher:
Ayan so you are not that motivated since, thank you so much. How about Athalia, same
question: how did the pandemic affect your eating and physical activity?

Athalia:
Ever since the how did the pandemic affect your eating and physical activity
pandemic po, I think that my eating habits, I eat, I can treat more na compared to like what
happened last year before the pandemic and I was I lot motivated since my parents, they are
watching me really more lately like “ Huy ah,do jumping ropes ah pumayat ka ganun” and
then um we are also limited to outdoor activities so like volleyball, like that so I can’t wait
anymore po.

Researcher:
Ayun, mas maganda yun may nagmomotivate sayo parang may bestie ka sa bahay “Huy
bumangon ka dyan kailangan natin magexercise,“ sige thank you so much Athalia. Second
question is, for Kazelle, how do you define good eating habits and fitness?

Kazelle:
For me, I feel like fitness and good eating habits is like a variety of stuff that a person since
um or they have an idea of what is it is, but in majority as in that fitness and being healthy is
simply being disciplined.

Researcher:
Is simply being disciplined, thank you so much Kazella. How about Athalia, how do you
define good eating habits and fitness?

Athalia:
I believe is like a balancing eating and exercise since if the (?) is too much and eat to get well
(?) and if you eat too much and exercise too little, you may be obese at all, so I think we
should balance (?)

Researcher:
Ayan so parehas kayo ni Kazelle no, talagang balanced dapat and also disciplined, talagang
marunong na magkapartner silang dalawa. Last question, for Athalia, why do you think it is
difficult to maintain good eating habits and fitness during the pandemic? Why do you think it
is difficult to maintain good eating habits and fitness during the pandemic?

Athalia:
During the pandemic po, its a lot harder to maintain since (inaudible) like whenever, um, Im
just my home but compared po when Im at school, there is like a specific time for us to eat so
I tend to eat more na.

Researcher:
Ayan tama yun, parang hinihila tayo ng kitchen no. (inaudible) Thank you so much Athalia.
Kazella naman, last question for you. Why do you think it is difficult to maintain good eating
habits and fitness during the pandemic?

Kazelle:
For me, generally,we, all of us have the same mindset of its the end where we don't have
anymore hope in going out. We’re stuck in this. That means we don't care anymore whatever
happens to us or this image that we once wanted (inaudible) look at me and give comments
about my image, “are you looking healthy? are you looking not? That’s why I think that

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people in this pandemic is not anymore disciplined to continue their healthy eating habits
because we all just stuck in this one place where there’s nobody else to judge us.

Researcher:
parang comfort zone na kasi talaga natin kaya wala nag aano satin ng kung ano ano kakainin
natin. Thank you so much Kazelle. So tapos na kayo, three questions na yun. Sa mommy
naman and daddy ni Kazelle, hello po. Ayan magandang umaga po ulit sa inyo. By the way
po pala baka di pa po ako napapakilala ni Kazelle and Athalia, ako po si Miss Joanna
Dionisio, ang kanilang Grade 7 acting teacher. Start po tayo sa mommy ni Athalia. How did
the pandemic affect your child's eating in physical activity?

Mommy ni Athalia:
Actually, during the pandemic, it affects their eating habits because, katulad nga ng sabi ni
Athalia, mas monitored namin yung life before kasi they would leave the house around 5:30
then go back here around 5 in the afternoon so matagal silang wala, ang nangyayari, kahit
iwanan sila ng food sa packed lunch, ang nangyayari minsan, di nila nakakain. Unlike
ngayon, sa morning pa lang, they would drink vegetable juice, apple carrot cake with celery,
najuice na namin yun in the morning, yung daddy nila yung nagpeprepare so maiinom nila
then yung breakfast, maaga po namin sila gigising either if they don’t have klase during yung
vacation na yun, they still have scheduled wake up time then binigyan a namin siya ng
exercise time, then household chores para gumagana pa rin yung body nila. Ang medyo
downside lang is yung outdoor activities namin before na lagi namin ginagawa every
weekends, may outdoor activities kami like volleyball, badminton, running ganyan. Ngayon,
limited lang kami sa bahay. Kung ano yung meron, yun lang yung ginagawa, (inaudible)
namamaximize naman po namin kung ano ang meron para at least makuta nila na meron a rin
good thing na pwede magawa, kahit na nasa bahay tayo.

Researcher:
Ayun, wala pala kawala si Athalia at meron talagang schedule at maganda po yun mommy na
meron talaga kahit bakasyon is maaga po sila natutulog kasi napakahirap po talagang
disiplinahin yung estudyante o anak di ba, lalo na po sa pagtulog, yung oras ng pagtulog nila
kaya ayun po. Maraming salamat po. Sa daddy naman po ni Kazelle, same question po. How
did the pandemic affect your child's eating in physical activity?

Daddy ni Kazelle:
Actually it's really too much for us since Im working for the industry so medyo nawalan ako
ng trabaho. Good thing (inaudible) meal time niya nakakain naman sila and maayos.
Challenge is we have to budget on food (inaudible) for the day or for the week kasi nga
medyo timely yung budget we see to it na medyo balanced yung diet nila everyday and then
for the other activity, we should enlighten to go out sana with us (inaudible) kaya lang
(inaudible) a lot of (inaudible) we have time for family.

Researcher:
Ayan po talagang ngayong pandemic papasok po talaga yung budgeting po natin para
talagang make sure po natin yung kinakain nila kasama rin po yung food sa budgeting,
Talagang balanced meal and nakita ko nga rin po sa post ni Kazelle nagbibike nga po kayo.
Nakakatuwa po yung ganung bonding, mga ganung activity kahit outdoor or indoor man po.
Second question po yung kay Kazelle at Athalia po. First po yung kay mommy ni Athalia po,
how do you define po good eating habits and fitness?

Mommy ni Athalia:
It should be balanced. Everything's should be balanced. Katulad yung sabi ni daddy, kasama
dun yung vegetables and meat, not everyday should be pork and beef so meron ding po tayo
for fish. Actually gumagawa po ako ng schedule whole week para po yung pagogrocery po
namin ay nakabudget na rin kung magkano yung grocery. Tapos everything should be healthy

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kasi po (inaudible) in law ko na nagkaroon ng cancer. That’s why napractice na po namin
since then, for me, prevention is better than cure. That’s why ginawa na po namin na part of
our lifestyle yung every morning yung magjujuice nga ng vegetable and fruits para po
morning pa lang naintake na namin yumg healthy food (inaudible) kailangan hindi rin too
much of the sweet at kailangan din may exercise din (inaudible).

Researcher:
Ayan talagang balanced po kayo magiging (inaudible) lalo na kapag pinagsama natin ang
eating habits and fitness kasi talagang magkasama po sila and papasok na din po dun yung
disciplina po natin na talagang ginagawa po natin siya araw araw, di lang sa simula di ba
talaga consistent tayo. Sige po maraming salamat. Sa daddy naman po ni Kazelle, ito po
question ko, how do you define good eating habits and fitness?

Daddy ni Kazelle:
Good eating habit is ano, is like um, eating the correct food, the right amount and the proper
timing. So what should we do is we have to eat healthy foods tapos syempre medyo may mga
cheat day po and mga rewards nila sila and then you just make sure namomonitor namin and
(inaudible). We educate them at the right time and then sa fitness naman is uh sa at least dapat
gumagalaw tayo, nagiging active po tayo (inaudible) in term of (inaudible) like di lang
naseset sa gadget. (inaudible) gumagalaw ka din. Galaw galaw din pa minsan minsan,
syempre dapat kinakausap yung mga bata.

Researcher:
Yes po ayan, maintain and also talagang educate sila no kasi hindi naman pwede ngayon yun
ang mga bata bago mo sila sabihan ano ang dapat gawin. Dapat turuan mo muna sila kung
bakit nila yung dapat ginagawa. So di lang yung lagi tayong galit yung pagalit na ano “kainin
mo yan” so ano dapat magiging ano nun, magandang maidudulot sayo nun. Okay po thank
you po. Last question sa daddy po ni Kazelle, why do you think po it is difficult to maintain
good eating habits and fitness during the pandemic?

Daddy ni Kazelle:
One thing is limited yung resources, limited din yung area. Like what I said, (inaudible) sa
mga bata yung gusto natin ibigay para sa kanilang health and fitness because limited ang
(inaudible) like trabaho, yung oras and then yung area like quarantine parang ano, bawal
lumabas yung mga ganun so we just have to explain to them bakit so we have to make most
out of it kung ano ang kasya at kung ano ang magagawa.

Researcher:
Kung ano ang kasya at kung ano magagawa, yun po talagang limited po ngayon natin no.
lahat ng ginagalaw natin sa lahat ng paraan. Kaya mas mabuti na talagang mabudget natin,
hindi lang yung (inaudible) ati sa time po. Thank you so much po sa daddy ni Kazelle, last po
sa mommy ni Athalia. Why do you think it is difficult to maintain good eating habits and
fitness during the pandemic?

Mommy ni Athalia:
Correct po yung sinabi ni daddy, puro limitations yung mga magiging hinder yung healthy
good eating habits ang nagiging problema rin natin since nalalaklak lang dito sa bahay,
parang naging thinking namin ang husband ko is to give them yung food na gusto nila which
is sometimes sweets, (inaudible) foods, something na minsan unhealthy yun yung way natin
para lang mapasaya yung mga bata so yun yung nagiging comfort nila yung food so ang
ginagawa nila natin ibibigay natin yung masarap at yung gusto nila na sometimes na too much
din for sweets, too much din carbs kaya yun, mga pasta, mga pizza pero yun lang talaga
binibigyan ng schedule para lang maging healthy sila, tapos yung mga exercisen nila,
syemore di sila makalabas, yung mga swimming, yung mga iba activities outdoor, hindi na.
Hindi na nating magawa ngayon.

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Researcher:
For first question denise, how did the pandemic affect your eating and physical activity

Denise:
Dati po kasi palagi po ako bumibili sa canteen, pero ngayon po kailangan ko po magrely sa
kung anong niluluto ng parents ko so… Wala na po ako requirement na bumili pa sa labas at
ano so.. Mas healthy yung nakakain ko. And for regarding po sa physical activity, nasa bahay
lang po so hindi na po ako masyadong nakakapaglakad pero I think naman po na medyo
nakakapaglakad na rin po ako sa bahay so I think nababalance naman po.

Researcher:
Ayan yung talagang nakaano no, nakarely kung sa anong pagkain so syempre luto yan ni
mommy or ni daddy, mas healthy compare kapag sa school syempre kung ano lang merong
oras tapos kailangan mabilis lang yung pagkain nila so ayun yung sa way of eating mo. And
sa physical activity mo naman anak, sa walking, so okay din yan. Form din yan ng activity.
Thank you so much nak. For your second question, how do you define good eating habits and
fitness?

Denise:
I think that having a good eating habit isn't too much and isn’t too little and I think that
physical fitness is physical activity whatever you can manage at that time is enough.

Researcher:
Ayan gusto ko yung whatever you can manage last lalo na ngayong pandemic, kung ano lang
yung magagawa mo, sa last question mo anak why do you think it is difficult to maintain
good eating habits and fitness during the pandemic?

Denise:
Um sa pandemic po lahat po nasestress whether sa work, sa school, so I think we turn to food
as a comfort. And comfort foods stand to be unhealthy food. I wish regulate that or try to
search for more healthy options.

Researcher:
Ayan kasi parang hinihila tayo lagi ng kitchen kung ano yung, kahit busog pa tayo talagang
minsan di natin maiiwasan. Sige thank you so much nak. Ayan lang yung iyong three
questions pero magstay ka pa rin dito para kasama mo si Daddy. Hello po sir Eric. Talagang
kahit nasa work ay binigyan ako ng oras thank you po uli. For your first question naman po
sir, why do you think it is difficult to maintain good eating habits and fitness during the
pandemic?

Daddy ni Denise:
First yung sa fitness, malimited kasi yung space tapos so yun yung ano tapos yung mobility
ng tao is limited lang din so wala ano, walang.. Hindi walang time eh, walang talagang
opportunity para to have good fitness kaya, ako di ako sure, I try to count yung steps para
lang kahit papano, makakapag exercise . Kaya lang si Denise nandyan lang siya since minor,
di makalabas. So almost 2 years na hindi nakakalabas ng bahay pero pag may time naman
siya, naglalakad lakad siya sa bahay sa loob pero hindi naman (inaudible), kaya lang tapos
yung sa eating habits, pag wala kang activity, you tend to look for ano, para may makita ka
lang (inaudible). Kumakain ka pa lang ng almusal, iniisip mo na agad yung tanghalian. Yun
yung nangyayari eh tapos pagka nasa bahay, lalo ako pag nasa bahay, pati yung mama niya,
basta pag may time na magluto, so ang lulutuin namin is pang isang araw so anytime konting
gutom lang, si Denise pupunta agad yan, ako pupunta ako sa kusina bitbit yung ulam lalo na
yung mga, kapag yung paborito ni nila, mama niya, ate niya, siya, may mga luto kami ng

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paborito nila eh talagang (inaudible). Tapos yung ano, oo, tsaka yung access nila sa pagkain
ngayon napakadali, yung sa mga online. So silang dalawa po, sila mag ate kapag magkasama,
isang pindot lang, tatawagan ako. Pag uwi ko, pick up-in mo yung pagkain sa baba, ganun.
(inaudible).

Researcher:
Next question po, how do you define good habits and fitness po? Own thoughts lang po.

Daddy ni Denise:
Sa eating habits, ano pa rin eh, yun pa rin. Yung the usual ano pa rin eh na kain lang sa tama
ng oras, sa mga hindi naman nagdidiet is yung nga kagaya ng sinabi, yung mga junks is i-
minimum lang talaga, yun yung sakin, eating habits. Pag dun naman sa fitness kasi, before the
pandemic kasi, active naman eh so, gawa na lang ng paraan. Exercise sa upuan, ganun, yung
mga water bottle na parang ginagawang dumbbell, o kaya (inaudible) zumba. Yan yung ano,
yan yung idea na dapat mong ginagawa pero ag nakahilata ka na lang sa bahay, (inaudible)
tapos na yung sa boxing eh. (inaudible) yung fitness wala na.

Researcher:
Last question naman po daddy, how did the pandemic affect your child’s eating and physical
activity?

Daddy ni Denise:
May slight na effect, kasi minsan ano eh, minsan hindi na yung sa oras lang, yung sa pagkain
niya sa tamang oras. Kasi hindi na nga tumutugma. Kaya nga ako, minsan.. Kumain ako, oo,
tapos pagka-ako, sa gabi minsan, bibili pa ng (inaudible) mga ganun, pag may nakitang
pagkain, yun lang yung ano, (inaudible), unlike before, may schedule po kagaya nga yan, sa
school, kung sa umaga breakfast, then pasok sa school, may short snack, may long breaks sa
tanghali, just to eat yung tanghalian, then after nga nun sa bahay na yung dinner na. Kumbaga
yung schedule na aano. Unlike ngayon, pag nagluto, natira maya-maya, maya-maya
(inaudible). Hangga’t may makakain, yun yung ano, yung yung eh kasi sa school, kagaya nga
ng sinabi ko kanina (inaudible) di naman sila pwede mag order ng food nila online. Dito lang.

Researcher:
First question: how did the pandemic affect your eating and physical activity? How did the
pandemic affect your eating and physical activity?

Dannah:
Starting po ng pandemic mas napaparami po yung pagkain kasi po dati mahina po ako
kumain, mahina po ako magkanin, pero simula po nung pandemic, mas kumakain napo ako
mga gulay, naparami po pagkain ko.

Researcher:
And how about nak yung physical activity?

Dannah:
Yun po, starting din po nung pandemic, nagzuzumba po kami dalawa ni mommy, then every
morning, exercise po.

Researcher:
Ayun exercise, so napalakas yung pagkain mo so kahit papano is nakakapag exercise ka sa
ngayon. How about Joakim anak, how did the pandemic affect your eating and physical
activity?

Joakim:

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Same as Dannah po, I eat a lot more and paminsan minsan nag iistretching po ako, not
regularly though, sometimes lang po.

Researcher:
Ayan mas nahihila kasi, nahihla tayo ng kusina sa the way ng eating natin. Thank you so
much Joakim. Next question po, Dannah, how do you define good eating habits and fitness?
Define good eating habits and fitness. Own thoughts lang nak, sige Dannah.

Dannah:
Yung good eating ano po and being balance and healthy po.

Researcher:
Balance and healthy, how about fitness anak?

Dannah:
A proper (inaudible) weight and height po.

Researcher:
Appropriate weight and height, okay thank you so much Dannak, How about Joakim? How
do you define good eating habits and fitness?

Joakim:
When you eat regularly po, (inaudible) nagbebreakfast ka po, nagluunch ka rin po and
nagdidinner. Sometimes po kasi nagiiskip ang breakfast dahil late po ang gising. As for
fitness naman po, kapag ano po, nageexercise ka, and kanya mong imaintain yung (inaudible).
Yun lang po.

Researcher:
Ayan nag eexercise and regularly yung kinakain natin. Thank you so much Joakim. Sa last
question niyo naman, Joakim ikaw naman yung unang sumagot. Why do you think it is
difficult to maintain good eating habits and fitness during the pandemic?

Joakim:
Maybe because you have ano po, minsan po, late na po tayo natutulog because of what we are
doing like, ano po, basta hirap po kasi kapag pandemic. Mas madami po responsibilities kasi
sa house meron pong mga chores tapos sa school pa po, may pinapagawa. So nahihirapan po
ako minsan na ano po, sa time management. So parang po nagiiskip na po yung breakfast.

Researcher:
Ayan difficult kasi sa paggawa ng ating schedule di ba, kasi minamamanage natinyung sa
pag-aaral sa yung sa gawaing bahay. Thank you so much Joakim. And for Dannah naman
anak. Why do you think it is difficult to maintain good eating habits and fitness during the
pandemic?

Dannah:
Mahirap imaintain po yung pagkain na masustansyang pagkain Kasi minsan po pag wala po
ginagawa, Parang nakakatempt po na kumakain ng chips, mga kung ano ano candies, then
wala naman po ginagawa. Tapos di rin po masyadong nakakapag exercise kasi kulang po sa
outdoor na paglabas po.

Researcher:
Ayan so parang limited lang yung resources ngayon ano, anak. Sige maraming salamat
Dannah and Joakim. Dun naman po tayo kina mommy. Ayan hello po. Sa mommy ni Joakim
po tayo magstart. So first question po mommy, how did the pandemic affect your child's

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eating and physical activity? Ulitin ko lang po, how did the pandemic affect your child's
eating and physical activity? Sige po mommy ni Joakim.

Mommy ni Joakim:
Hi, hello po. With regards for ano yung eating and physical activities, I can say na mas ano
siya, nung normal, like kasi, pag pumapasok kasi ng school, parang mas disciplined ka eh.
Yung pag wake up ng mas maaga plus syempre yun yung pupunta sila sa school. Ang
difference kasi ngayon, napansin ko lang, syempre, yung parang face to face niyo, yung para
may meeting kayo (inaudible), Sabay sabay siya everyday, so hindi yung siya, yun nga,
downside lang talaga nito is natutulog sila ng late. Tas nagigising ng late, so yun nga, when it
comes to (Inaudible) di na sila nakakapag breakfast. Parang ano naang, lunch and dinner na
lang ang (inaudible).

Researcher:
Ayan nagiging ano po, nakakaapekto po yung kanilang pagtulog kaya minsan po nakalimutan
na po nila yung breakfast po nila, tama po ba? Thank you so much po. Next po sa mommy ni
Dannah, same question. How did the pandemic affect your child's eating and physical
activity?

Mommy ni Dannah:
Hi, eto naman yung pandemic, the positive side of it is yung daughter ko naging (inaudible)
siya sa pagiging happy, healthy and balanced meal kasi ay inioorient ko siya yun lang yung
magiging panlaban na parang dito ka lang sa house. Then less yung activities, so parang
naorient ko siya about it, because (inaudible) ano ko, yun talaga yung positive side but yung
downside is wala na masyadong ginagawa especially wala na pasok. Nanonood ng tv,
nakaupo, gadgets and di mo namamalayan, nageeat ng chips pero mas nagiging aware siya
(inaudible) yun, yun talaga yung napapasabay nila yung zumba or yung konting exercise in
the morning pero yun yung paglabas labas na parang nawala yun.

Joanna: Researcher:
Me restrictons na po kasi tayo ngayon eh, talaga mahirap po talagang gumalaw puro indoor
po tayo ngayon then yun nga, with regards sa kanilang eating, ineeducate po natin sila muna
bago natin sila."o ganito, ganyan" so ano yung mga magagandang naidudulot ng (inaudible) o
para mas maintindihan nila kung bakit natin pina iimplement yung mga ganung klaseng
(inaudible) sa mga bata. Thank you so much po. Next question po, sa mommy ni Joakim, how
do you define good eating habits and fitness? How do you define good eating habits and
fitness po?

Mommy ni Joakim:
With regards to that, yung good eating habits naman niya, yun yung pagkain ng proper diet
like yung balance. Syempre I make sure na ajo, mas ano yung sa protection nila rin, kasi
ngayon more on vitamins C so I making sure na laging may fruits and vegetables sa aming
pagkain. Sa physical activity, yun sinasabi ko sa knaya wag siya laging syempre nasa house
lang, so as much as possible, (inaudible) try niya ano, kahit stretching lang ganun siguro
yung (Inaudible) 10 to 20 mins, yun.

Researcher:
Thank you so much po, sa mommy ni Dannah (inaudible), how do you define good eating
habits and fitness?

Mommy ni Dannah
For me, good eating habits is yung eating may balanced meal on time and be sure nalilimit
natin sila sa sweets, junk foods and main corporate natin na pagkain talaga is balanced talaga,
(inaudible) pag may vegetables na hindi yung (inaudible) foods. That’s yun ung good eating
habits for me one time, and then nababalanced, then dun naman sa fitness kailangan talaga ng

139
sa age nila ni incorporate ko sa anak ko na at least may 15 mins regular exercise siya, kasi
yun yung kailangan ng katawan especially yung galaw natin, yung galaw nila especially sila
na talagang hindi na talaga nakakalabas pinapaunawa sa kanya na (inaudible).

Researcher:
Sa last question naman po, sa mommy ni Dannah. Last question, why do you think it is
difficult to maintain good eating habits and fitness during the pandemic? Ulitin ko po, why do
you think it is difficult to maintain good eating habits and fitness during the pandemic? Ano
Po kaya mga hindrances?

Mommy ni Dannah:
I think it's difficult nowadays na talagang malaki yung struggle natin because limited yung
galaw, and ang makikita mo that they are really bored especially na walang pasok. And then
kung may pasok naman, very stressful, very pagod sila so they (inaudible) mga comfort food
nila and then sometimes, their comfort food na (inaudible) yan to gain energy, to be happy, to
be (Inaudible) is usually not healthy and yun nga, since we are in pandemic (inaudible)
restrictions. Nasa bahay lang sila so I think yun yung na (inaudible) effect sa kanila. Limited
yung galaw.

Researcher:
Sa last po sa mommy ni Joakim, why do you think it is difficult to maintain good eating
habits and fitness during the pandemic?

Mommy ni Joakim:
I agree with misis Tulabut, limited yung resources natin ngayon, we cannot freely go out or
go somewhere else, we get food na kailangan natin or even yung exercise kahit mga
simpleng jogging lang, medyo ano pa rin siya sa mga bata eh lalo na may yung delta mas ano
na sa kanila, isa a if nasa bahay naman, you can also do that especially naman kapag exercise.
When sometimes, they are also distracted na rin kapag nandito na rin sa bahay kasi minsan
masyado na silang natututtok sa gadgets, gadgets na yan so more on nakaupo lang. Yun na
yung nagiging hobby nila ngayon.

Researcher:
Thank you so much po sa pagbigay niyo ng oras dito sa interview. Napakalaking tulong po
nito sakin and also for the incoming Grade 7 students po. Salamat po sa time, Mabuhay po
kayo and goodbye po.

Researcher:
Yes Anthony anak, first question is, how do you define good eating habits and fitness?

Anthony:
If the things you do is healthy for your body. Those things for fitness and eating if good for
your body.

Researcher:
Good for your body. How about good eating habits nak? How do you define good eating
habits?

(?)
If you’ve taken any enough amount of food, you taken healthy foods and if you eat
(inaudible).

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Researcher:
Ayan, taken enough amount of food, thank you so much Anthony.

Researcher:
Mag continue tayo kay Alliah next, how do you define good eating habits and fitness?

Alliah:
So good eating habits defined as consuming things that do not cause them harm or eating
things that giving them nutrients, enough nutrients for the body that they’ll be able to fight
diseases. And for fitness I defined it as the state of the body that again is healthy and is not
sick.

Researcher:
Ayan, enough nutrients yung sinabi ni Alliah di ba. And for fitness uli nak, sorry.

Alliah:
(inaudible) state of a body that is not sickly or is not prone to many diseases and is, again,
healthy.

Researcher:
Healthy, so thank you so much Alliah, next, um, Kasara, nak. So how do you define good
eating habits and fitness?

Kasara:
I define good eating habits as (inaudible) daily and consuming the right amount of food
(inaudible) and make sure that eating something that is unhealthy. To eat healthy foods is to
balance (inaudible) and then I define fitness as state of one’s body to survive and any diseases
or illness (inaudible) from the sickness.
Researcher:
Ayan consuming the right kind of food sabi ni Kasara and yung detalye na to sa mga
sitwasyon (inaudible) thank you so much anak. Next ay Cada. nak, how do you define good
eating habits and fitness?

Cada:
Mam for good eating habits po, I think good eating habits are the one na you balance your
diet. You get eat junk food but you should eat healthy foods also. We need to balance our diet
then. For the fitness, enough exercise , walk in the morning, make sure that you can still have
your exercises even though its pandemic. Cause you should maintain our fitness or your BMI,
your weight is enough and that’s all.

Researcher:
Ayun, so for Cada naman, good eating habits is balanced diet and for fitness, enough exercise
so kailangan imaintain ang iyong BMI, ang iyong weight and height di ba ara talaga yung
classification natin is naayon sa ating katawan. Thank you so much Cada. Next is Gavbrielle
nak, how do you define good eating habits and fitness?

Gavbrielle:
I define good eating habits as habit which are very balanced, which is not too little or not too
much of the food that you eat and which gives you the nutrients (inaudible) how to make you
(inaudible) day to day activities and I can define fitness by being in a state by which you
being physically active and you are able to do your task such as exercising.

Researcher:

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Next question, pangalawang question mga anak. How did the pandemic affect your good
eating habits and physical activity? So again, how did the pandemic affect your good eating
habits and physical activity? Sige unahin na muna natin si Gavbrielle.

Gavbrielle:
The pandemic has affected my life, especially health and physical health as well, poor eating
habits (inaudible) because there are somewhat limited resources (inaudible) because the
amount of people and we only have (inaudible) the part of pandemic, start to, starting to run
out of, needed to buy more (inaudible) manage the pandemic. And with that, even though, is
our healthy food, somewhat we cannot afford those as well and for (inaudible), for fitness I’ve
been the part of pandemic I was physically active, exercising po but during this pandemic,
start to being limited (inaudible) So i have not yet (inaudible).

Researcher:
Thank you so much Gavbrielle. How about Cada? How did the pandemic affect your good
eating habits and physical activity?

Cada:
Back the po kasi nung elementary pa po ako. I was a varsity layer in volleyball. So what
happened is that my mom is always in graveyard shift because she’s in call center. During
that time, When hindi pa po siya work from home, si yung set up ponamin is uwi o ako then
siya po aalis na o siya ng gabi and ag auwi naman o siya sa bahay, nakakausap naman po ako
about school. So wala naman pong, I have my own lola there ero wala po siya gana ara
magluto or so ginagawa o namin is magbibigay o sakin ng funds si mommy then I can just
grab food, what I want so arang, for your fastfood lang po yung nakakakain ko. So nung the
pandemic starts, nung March po, I go here to buy my stepdad's lace. Mas may help po sila
dito, mas makakakain po ako ng maayos, nakatulog na po ako ng hapon, and nung bumalik po
ako sa Q.C. napansin ko po nila ay tumaba ka na, ay tumangkad ka na and it may be realize
po na siguro po dati kasi fastfood lang ako, unlike here, I can eat vegetables then mas
nagustuhan ko po yung gulay dito, So the pandemic made me realize na we should limit
taking food na hindi po makakabuti sa atin unlike vegetables, fruits and other nutritious food
are nakakatulong po sa atin na magrow, mga growing kids kami. And sa physical naman po
siguro kahit di po ako nakakapag volleyball po ngayon due to the pandemic, the lockdown, at
least po dito po sa subdivision po namin, close naman po siya. Nakabike pa rin po ako maaga
with face mask syempre po and nakakaag walk walk pa rin po ako kaya nga po
nakakabalance pa rin po yung diet and physical fitness ko.

Researcher:
How about Anthony? How did the pandemic affect your good eating habits and physical
activity?

Anthony:
Ganun din po ako sa Septh noon, dati varsity din po ako ng basketball po. Binibigyan niya po
ako ng pambili ko ng pagkain tasn yung exercise ko po is yung mga training ng school po
namin. Because of the pandemic, Limited po ang exercises ko like push-ups na lang po and
mga indoor exercises po. HIndi po kami bumibili ng gaanong mahal na pagkain, hindi na po
kami (inaudible) para makatipid po kami. Dahil sa pandemic, lutong bahay po which affected
my eating and exercises po.

Researcher:
Next, Kasara. How did the pandemic affect your good eating habits and physical activity?

Kasara:
As well eating habits po, wala naman po major changes po kasi po dati po nung wala pa po
pandemic, kami naman po home cooking po. Di po kami mahilig bumili ng fastfood sa

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(inaudible) so parang di naman po takaga nachange yung eating habits ko during the
pandemic, pero po for fitness, limited na hindi na lumalabas o gumagala gala. Pati na po yung
pag eexercise sa loob, galaw galaw na lang po sa bahay ganun po.

Researcher:
Next Alliah. How did the pandemic affect your good eating habits and physical activity?

Alliah:
I had really bad eating habits for this pandemic, to the point I would eat a lot of preservatives
and junk food in one day. And I would get sick and it affected my health in a very severe
way. But then when the pandemic started, I realized how much consumption I think of food
affected my immune system against COVID-19. So I started to eat healthier foods such as
vegetables so that again (inaudible). Aside from food (inaudible), but then again to my
physical fitness, I, before, would go swimming so I couldn’t. It was part of my exercise. But
then, COVID happened and I couldn’t do it. So I was upset, however I came to my mind that
I could do other physical exercises at home without going out.
Researcher:
Last question sa inyo. Why do you think it is hard to maintain good eating habits and fitness
during the pandemic? So again. Why do you think it is hard to maintain good eating habits
and fitness during the pandemic? Sige magstart tayo kay Alliah.

Alliah:
The reason why for me is my heart because I have a lot of cravings for food that I shouldn’t
eating and sometimes I didn’t want to go back to my own ways. I wanted to eat a lot of junk
food ‘cause, again, there is a voice in my mind that tells me “Hey don’t care if it is unhealthy
or not, it’s good”. And sometimes, someone tell me that “Hey you did a good job in school,
so you deserve eating this” My self gets controlled. Really get compromised. So that maybe
the reason.

Researcher:
ayan yung self control natin no talagang napakahirap tama yung sinabi ni Alliah yung mga
cravings natin minsan kahit madalign araw na no talgang maghahanap ka ng makakain at
parang meron magnet sa kitchen or saan man yung stocks na kakakain mo lang ay hindi
nagugutom ka pa go lang deserve mo yan so may mga ganun tayo eh, thank so very much
Alliah. Next, Tasarra - why do you think it is difficult to maintain good eating habits and
fitness during the pandemic? Ano ang mga hindrances kasi kasi kay Alliah self-control eh,
ikaw nga?

Tassarra:
as someone said before, limited yung mga pwedeng nating gawin so we would (?) kung bakit
medyo mahirap imaintain ang good eating habits or paanong limited fit sila

Researcher:
so limited no limited sa lahat ng bagay, thank you very much Tassarra. Romero, why do you
think it is difficult to maintain good eating habits and fitness during the pandemic?

Romero:
syempre po dahil pandemic minsan po so kunwari po sa pagkain minsan po talaga kahit
minsan magsasawa po talaga kayo sa lutong bahay tapos gugustuhin mo po kahit paminsan
minsan lang is fast food, sa exercising minsan po dahil pandemic di mo masisisi ang sarili mo
na tamarin ka kasi pandemic eh wala kang magawa na nakakaentertain

Researcher:
so ang hindrances is discipline kasi di natin talaga 100% magagawa na lutong bahay talagang
may mga panahong nag cracrave ka ng ganitong pagkain oh so sasabihin mo nag eexercise

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ako ay di pass muna ako so discipline yung isa sa mga difficulties, thank you very much
Romero. Next, Cada, why do you think it is difficult to maintain good eating habits and
fitness during the pandemic?

Cada:
maam I think kasi po katulad po ng sinabi ko nagbabike po ako nag eexercise po ako, sa
kabila po nun ay gusto kong manuod ng k drama ngayong tapos na po ang klase ko
pagkatapos ng klase yung wala na pong module na hinahabol wala na pong worksheet na
iisipin may (?) bukas parang mas gusto ko na ding mag k drama kaya napapadalas na din po
yung pagpupuyat tapos nagkakapimples na po tapos po mas nakakataba daw po yung

Researcher:
so more on distractions, tama ba?

Cada:
opo, and sa eating habits naman po, siguro po katulad ng madaling araw and wala naman po
sigurong magluluto ng adobo ng ganung oras so mas pipiliin po yung mga chichirya tapos
yun na lang yung kakainin minsan di napansin limang chichirya na pala nakain

Researcher:
distractions and temptations sa pagkaian, ayan. Thank you so much, Cada. Last, Logronio -
why do you think it is difficult to maintain good eating habits and fitness during the
pandemic?

Logronio:
I think it’s difficult to maintain good eating habits during the pandemic because we already
eat what we have (?) then suddenly we lose the capability to become as healthy as before and
with fitness naman po we lost motivation because we don’t really go to the (?) for exercising
and they are somewhat adjusted to some of the newer technologies

Researcher:
ayan so kay Logronio naman is nakarely lang sya dun sa mga available na food and for fitness
same lang din distraction sa mobile phones natin at sa ating mga gadgets imbes na “ay
magbabasa ako bukas” ay hindi ano na lang kdrama, netflix, mobile legends, tas anu ano pang
distractions so mahirap talaga na mamotivate tayo pero syempre dapat gumawa pa rin tayo ng
way para mamotivate sarili natin and also para sa fitness natin. Okay po, may question po ba
regarding sa mga question ni maam? Or sa study ni maam? I know na nadiscuss ko na to sa
inyo na feeling ko topic na natin to kasi noong nakaran ko pa to dinidiscuss sa inyo eh so
again thank you so much po sa pagbibigay nyo ng oras, alam kong bakasyon ngayon eh pero
naistorbo kayo ni maam, thank you kasi di nyo binibwisit bibinibigyan nyo ako ng time so
wag kayo mag alala magkikita tayo sa (?) nyo. So kung wala na kayong question regarding sa
mga question ko and also sa my study sana masarapang meryenda nyo mamaya, mabuhay and
goodbye!

Students:
saying praises and thanks to teacher

Researcher:
yung dalawa pa… di pa nag oopen si Rosa and si okay sabi ni (?) wait lang, wait natin sila ha.
Sige feeling ko naman naririnig na ako ni Rosa and ni Jack. For information, im recording
this interview po mga anak so wag kayong mag alala di ito nakikita sa facebook or sa twitter
or any social media outside so gagamitin ko lang ito for my study, sige po while waiting kay
Jack and Rosa Silva, alam kong kilala nyo na ako dahil parang nakita nyo na ako diba bago
mag end yung school year so magpapakilala ulit si maam -Im Joanna Dionisio one of the (?)

144
of Manila Science High School. So first of all po I wanna thank you for giving me time to
conduct this interview, it will be very helpful di lang sa akin but alos sa incoming grade 7
students since they will be the ones who will benefit most from it - my study is titled “Eating
Habits and Fitness Level”, this is for eating development program and fitness training
program of grade 7 students, so you will be asked 3 questions regarding eating habits and
fitness level so your response po can be completed as you wish and youre not required to
answer it within a certain timeframe so wala pong time limit and pwede nyo po ito sagutan ng
tagalog or english kung saan kayo mas kumportable para mas maexprees nyo and inyong
ideas, sige po, antayin lang po natin sina Rosa at Jack na makapag open po ng cam para
makapag start na po tayo sa aitng questions, meron po bang question? So wala naman po,
ayan so walang sasagot ng Japanese, Chinese or Jelly-Jellyfish ha, Tagalog at English lang
kayang intinidihin ni Maam Dionisio. Sige po, habang nagoopen sila Jack and Rosa ng
kanilang cameras, siguro pwede na tayong magstart no kasi parang ilang kayong lahat – 1, 2,
3, 4, 5, 6, 7, 8, walo – talagang napaka active pa rin and talagang maaasahan (?) so magstart
na po tayo. First, unahin ko si Agramon – hello anak, first question: how do you define good
eating habits and fitness?

Agramon:
para sa akin maam ang good eating habits po and fitness idedescribe ko po yan as yung siguro
yung mga ginagawa or related sa fitness na sa tingin mo ay (?) kung paano magbebenefit -

Researcher:
one or two words na madedefine mo si good eating habits

Agramon:
siguro po maam kung (?)

Researcher:
okay, how about fitness?

Agramon:
siguro po maam, activity po

Researcher:
activity or activities, thank you so much, Karla. Next, same question De Castro, how do you
define good eating habits and fitness?

De Castro:
good habit of eating po and fitness is where we are comfortable and where we can be more
active in our daily life, paano po yun makakatulong satin, yun po ang gagawin natin sa eating
habit and exercise natin

Researcher:
so more active, so how about sa good eating habits - ano yung isang word na pwede mo
idefine sa good eating habits?

De Castro:
siguro po kapag po complete yung nutrients na nakukuha natin

Researcher:
ayan, complete nutrients or enough nutrients, tama ba De Castro? Okay, thank you so much,
anak. Next, Cassandramia – wow parang ngayon lang ako nakarinig ng ganyang pangalan ah.
Cassandramia, sige, how do you define good eating habits and fitness?

Cassandramia:

145
good eating habits is like routine na nakakapaghelp sa health natin para maging healthy and
yung sa fitness naman po ineendure nya po yung strength sa body para maging strong tayo

Researcher:
ayan, so for eating for you is (?) and for fitness is, again, sorry anak? Ano yung sa fitness mo?

Cassandramia:
for body strength po

Researcher:
ayan so more on body strengthening or more on endurance, thank you Cassandramia. Next,
Raguro - how do you define good eating habits and fitness?

Raguro:
mabuhay po, for me po I define good eating habits is when you eat go, grow, and glow foods,
eating at the right time, while sa ano naman po, fitness, is being productive and organized
everyday

Researcher:
ayan, eating the right amount of nutrients and productive naman kay Raguro, thank you much
anak. Next, kay Anna - how do you define good eating habits and fitness?

Anna:
for me, good eating habits is balanced po yung kinakain ko like protein and vegatables, for
fitness po I’ll define it as doing your activities within the day

Researcher:
ayan so for Anna, balance and yung sa fitness ay nagagawa mo yung mga work mo within the
day, so thank you much Anna. Next, kay Rosa - how do you define good eating habits and
fitness?

Rosa:
mahina boses… okay na, para sakin po yung good eating habits is pagkain ng foods na
naaayon sa ating body for example nasa normal ang BMI so dapat mamaintain yun like yung
sinasabi ni (?) na balanced and alam kung saan titigil kapag madami ang nakain, tapos yung
sa fitness, pag woworkout and exercise daily

Researcher:
so more on balancing and maintaining, tama ba Rosa? Ayan, thank you so much anak. Next,
(Culia?) how do you define good eating habits and fitness?

Culia:
for me po, good eating habits and fitness are related – pag maayos ang eating habits, mas
naeenhance yung body, and then fitness yung overall well-being ng katawan po natin kaya
kailangan balance ang diet natin para mamaintain ang fitness natin

Researcher:
ayan, balanced para mamaintain and also related – very good answer, Culia. Last, Sophia how
do you define good eating habits and fitness?

Sophia:
mabuhay po, I can define good eating habits kapag po helathy ang mga kinakain and
nakakaganda sa kalusugan, and yung fitness po same lang kay Rosa – kapag nakakapag
exercise ka daily para fit ang katawan

146
Researcher:
so healthy and daily activities, thank you anak. Second question na tayo, how did the
pandemic affect your eating and physical activity? Sige, una tayo kay Raguro

Raguro:
hello po, for me po noong nagsimula yung pandemic - before po kasi ng pandemic, mahilig
po kasi ako kumain and thats when I thought na bakit hindi ako magbalance diet, then
nagkaroon ako ng routine – morning (?) then evening, tapos po activity ay I started being
productive and organized - every moring, I write my journal what I will do for morning,
afternoon and evening para maging organized ako, tapos sa fitness po ulit I always exercise at
morning and night

Researcher:
so ikaw ngayon ay mas napaganda yung the way ng pagkain mo and also yung physical
activity kasi mas namomonitor mo diba nagsusulat ka sa journal so that’s good, anak. Thank
you so much, Raguro. Next, Sophia - how did the pandemic affect your eating and physical
activity?

Sophia:
For eating napaganda nya yung pagkain ko kasi mas namomonitor ko nga po tapos alam ko
kung ilan nakakain ko per day, kapag fitness naman po medyo nahihirapan kasi di na
nakakalabas masyado nakapg jogging jogging sa bahay na lang po nag eexercise kasama ng
mga magulang

Researcher:
so limited ang resources natin when it comes to physical ability, tama po? Okay, thank you so
much Sophia. Next, Culia- how did the pandemic affect your eating and physical activity?

Culia:
Maam naapektuhan mo yung eating habits ko and physical abilities kasi nga po we’re in a
pandemic and may quarantine po, di na nakakalabas at di tulad ng dati na pumapasok sa
school and nakakapaglakad and dati kontrolado yung pagkain kasi normal lang yung daloy ng
mga araw parang ngayon kasi nagbago na din yung routine so di kas sur ekung ano kakainin
mo ngayon or ano gagawin kasi nasa bahay ka lang lagi
Joanna:
so ayan yung pagmomonitor natin talagang di natin masyadong namamaintain kasi kung ano
lang yung available yung na lang kinakain natin and yung mga ginagawa natin so sana ay
nakakapag gawa kayo sa mga gawaing bahay like sa may mga household chores kasi
nakakatulong din mga yun to stay active. Okay, thank you so much, Culia. Next, Rosa- how
did the pandemic affect your eating and physical activity?

Rosa:
for eating, lumala po eating habits ko kasi dati medyo controlled sya pero ngayon po since
may pandemic and nasa bahay alng tayo lahat medyo nagbibinge eating po ako ngayon like
kung magugutom ka kakain ka lang

De castro:
… resources natin, temptation, and laziness; sa resources po kasi minsan naiisip natin na hindi
po lahat ng bagay kailangan natin para mag exercise, yung mga healthy foods wala sa bahay
natin so talagang mastastop tayo dun, and sa temptations po especially sa foods ilang click
lang madedeliver na sa house natin yung food kaya nakakatempt na kumain talaga ng

147
junkfoods sa delivery, and last one yung pinakamahirap is laziness dahil nasa bahay lahat
nakakatempt na matulog na lang, humiga na lang and mag exercise so yun ang nakikita ko

Researcher:
ayan so cravings, temptations, and laziness so 3 kay Amor. How about kay Rosa? So why do
you think it is difficult to maintain good eating habits and fitness during the pandemic?

Rosa:
cravings kapag sa kumakain mahirap sya pigilan kasing isang click lang may deliver na sa
bahay sobrang dali alng na mag order tapos para sa exercise is no motivations kasi nagayon
pandemic yung mental health naapektuhan so gusto ng iba nakahiga na lang wala silang
motivation na kumilos or mag exercise

Researcher:
kay Rosa cravings and less motivated tayo ngayong pandemic kasi nasa isang place lang,
thank you very much. How about Agramon - why do you think it is difficult to maintain good
eating habits and fitness during the pandemic?

Agramon:
halos ganun din po maam feeling ko na naapektuhan yung willingness para magbigay time sa
pag eexercise kasi narealize after classes ngayong summer na tulad ng mga dating gawain
ams gusto ko na lang bigyang oras mga hobbies ko mas magpahinga di na masyadong willing
bigyang time ang pageexercise

Researcher:
less motivated kasi mas iniisip na lang magpahinga, thank you so much. How about Sophia?

Sophia:
para sakin mahirap imaintain ang good eating habits kasi ngayong pandemic walang ibang
ginagawa nasa bahay lang ang kapag nabobored walang ibang ginagawa kundi kumain, sa
fitness not enough to exercise na mapapawisan talaga

Researcher:
walang enough space si Sophia sa fitness. How about kay Anna?

Anna:
same with others since nasa bahay lang di na gumagalaw galaw saka yung mga cravings mas
nakakatempt, sa physical activites walang masyadong motivation kaya nagiging tamad

Researcher:
craving, temptation, less motivation – talagang ayun kadalasan sa inyo lalo na sa edad nyo.
Thank you so much, Anna. Last, Raguro - why do you think it is difficult to maintain good
eating habits and fitness during the pandemic?

Raguro:
mahirap mo imaintain ang good eating habit and fitness because distraction of cellphone and
tv babad sa tv and cellphone nalipasan na ng gutom tapos yung sa mental health madaming
naapektuhan ang mental health and less motivated na and no hope kaya laging nasa room lang
nila buong magdamag and yun dahilan bakit di mamaintain ang healthy eating habits and
fitness

Researcher:
so lack of discipline and less motivated, tama ba Raguro? Thank you so much, so ngayong
pandemic sobrang hirap sa galaw galaw kahit tipong (?) syempre di natin maiiwasan yung

148
ganun kasi tulad ng sabi ni raguro nakakaapekto sa ating mental health, kapag naapektuhan
yun nahihirapan na tayong kumilos na di na tayo nakakakain on time so nakakaapekto talaga
sa lahat, okay sana rin sa fitness naman is humanap pa rin kayo ng time para to sty active, so
mahalaga yun especialy sa inyo ngayong pandemic, ayun ang panglaban natin diba, eating the
right kind of food and also stay healthy and stay fit, okay po? So question po regarding sa
mga question ni maam? Wag kayo mag alala makakatulong ito for Grade 7 students na
gagawing program ni maam para mamaintain ang kanilang eating habits and ang kanilang
physically fit. May tanong pa ba? Sigurado po? Thank you so much sa time, so magkita kita
po tayo once ang bagong building ay buo na sya. Sige po, kung wala nang question, sana
masarap ang meryenda nyo. So again, maraming salamat and goodbye.

Researcher:
yung dalawa pa… di pa nag oopen si Rosa and si okay sabi ni (?) wait lang, wait natin sila ha.
Sige feeling ko naman naririnig na ako ni Rosa and ni Jack. For information, im recording
this interview po mga anak so wag kayong mag alala di ito nakikita sa facebook or sa twitter
or any social media outside so gagamitin ko lang ito for my study, sige po while waiting kay
Jack and Rosa Silva, alam kong kilala nyo na ako dahil parang nakita nyo na ako diba bago
mag end yung school year so magpapakilala ulit si maam -Im Joanna Dionisio one of the (?)
of Manila Science High School. So first of all po I wanna thank you for giving me time to
conduct this interview, it will be very helpful di lang sa akin but alos sa incoming grade 7
students since they will be the ones who will benefit most from it - my study is titled “Eating
Habits and Fitness Level”, this is for eating development program and fitness training
program of grade 7 students, so you will be asked 3 questions regarding eating habits and
fitness level so your response po can be completed as you wish and youre not required to
answer it within a certain timeframe so wala pong time limit and pwede nyo po ito sagutan ng
tagalog or english kung saan kayo mas kumportable para mas maexprees nyo and inyong
ideas, sige po, antayin lang po natin sina Rosa at Jack na makapag open po ng cam para
makapag start na po tayo sa aitng questions, meron po bang question? So wala naman po,
ayan so walang sasagot ng Japanese, Chinese or Jelly-Jellyfish ha, Tagalog at English lang
kayang intinidihin ni Maam Dionisio. Sige po, habang nagoopen sila Jack and Rosa ng
kanilang cameras, siguro pwede na tayong magstart no kasi parang ilang kayong lahat – 1, 2,
3, 4, 5, 6, 7, 8, walo – talagang napaka active pa rin and talagang maaasahan (?) so magstart
na po tayo. First, unahin ko si Agramon – hello anak, first question: how do you define good
eating habits and fitness?

Agramon:
para sa akin maam ang good eating habits po and fitness idedescribe ko po yan as yung siguro
yung mga ginagawa or related sa fitness na sa tingin mo ay (?) kung paano magbebenefit -

Researcher:
one or two words na madedefine mo si good eating habits

Agramon:
siguro po maam kung (?)

Researcher:
okay, how about fitness?

Agramon:
siguro po maam, activity po

Researcher:
activity or activities, thank you so much, Karla. Next, same question De Castro, how do you
define good eating habits and fitness?

149
De Castro:
good habit of eating po and fitness is where we are comfortable and where we can be more
active in our daily life, paano po yun makakatulong satin, yun po ang gagawin natin sa eating
habit and exercise natin

Researcher:
so more active, so how about sa good eating habits - ano yung isang word na pwede mo
idefine sa good eating habits?

De Castro:
siguro po kapag po complete yung nutrients na nakukuha natin

Researcher:
ayan, complete nutrients or enough nutrients, tama ba De Castro? Okay, thank you so much,
anak. Next, Cassandramia – wow parang ngayon lang ako nakarinig ng ganyang pangalan ah.
Cassandramia, sige, how do you define good eating habits and fitness?

Cassandramia:
good eating habits is like routine na nakakapaghelp sa health natin para maging healthy and
yung sa fitness naman po ineendure nya po yung strength sa body para maging strong tayo

Researcher:
ayan, so for eating for you is (?) and for fitness is, again, sorry anak? Ano yung sa fitness mo?

Cassandramia:
for body strength po

Researcher:
ayan so more on body strengthening or more on endurance, thank you Cassandramia. Next,
Raguro - how do you define good eating habits and fitness?

Raguro:
mabuhay po, for me po I define good eating habits is when you eat go, grow, and glow foods,
eating at the right time, while sa ano naman po, fitness, is being productive and organized
everyday

Researcher:
ayan, eating the right amount of nutrients and productive naman kay Raguro, thank you much
anak. Next, kay Anna - how do you define good eating habits and fitness?

Anna:
for me, good eating habits is balanced po yung kinakain ko like protein and vegatables, for
fitness po I’ll define it as doing your activities within the day

Researcher:
ayan so for Anna, balance and yung sa fitness ay nagagawa mo yung mga work mo within the
day, so thank you much Anna. Next, kay Rosa - how do you define good eating habits and
fitness?

Rosa:
mahina boses… okay na, para sakin po yung good eating habits is pagkain ng foods na
naaayon sa ating body for example nasa normal ang BMI so dapat mamaintain yun like yung
sinasabi ni (?) na balanced and alam kung saan titigil kapag madami ang nakain, tapos yung
sa fitness, pag woworkout and exercise daily

150
Researcher:
so more on balancing and maintaining, tama ba Rosa? Ayan, thank you so much anak. Next,
(Culia?) how do you define good eating habits and fitness?

Culia:
for me po, good eating habits and fitness are related – pag maayos ang eating habits, mas
naeenhance yung body, and then fitness yung overall well-being ng katawan po natin kaya
kailangan balance ang diet natin para mamaintain ang fitness natin

Researcher:
ayan, balanced para mamaintain and also related – very good answer, Culia. Last, Sophia how
do you define good eating habits and fitness?

Sophia:
mabuhay po, I can define good eating habits kapag po helathy ang mga kinakain and
nakakaganda sa kalusugan, and yung fitness po same lang kay Rosa – kapag nakakapag
exercise ka daily para fit ang katawan

Joanna: Researcher:
so healthy and daily activities, thank you anak. Second question na tayo, how did the
pandemic affect your eating and physical activity? Sige, una tayo kay Raguro

Raguro:
hello po, for me po noong nagsimula yung pandemic - before po kasi ng pandemic, mahilig
po kasi ako kumain and thats when I thought na bakit hindi ako magbalance diet, then
nagkaroon ako ng routine – morning (?) then evening, tapos po activity ay I started being
productive and organized - every moring, I write my journal what I will do for morning,
afternoon and evening para maging organized ako, tapos sa fitness po ulit I always exercise at
morning and night

Researcher:
so ikaw ngayon ay mas napaganda yung the way ng pagkain mo and also yung physical
activity kasi mas namomonitor mo diba nagsusulat ka sa journal so that’s good, anak. Thank
you so much, Raguro. Next, Sophia - how did the pandemic affect your eating and physical
activity?

Sophia:
For eating napaganda nya yung pagkain ko kasi mas namomonitor ko nga po tapos alam ko
kung ilan nakakain ko per day, kapag fitness naman po medyo nahihirapan kasi di na
nakakalabas masyado nakapg jogging jogging sa bahay na lang po nag eexercise kasama ng
mga magulang

Researcher:
so limited ang resources natin when it comes to physical ability, tama po? Okay, thank you so
much Sophia. Next, Culia- how did the pandemic affect your eating and physical activity?

Culia:
Maam naapektuhan mo yung eating habits ko and physical abilities kasi nga po we’re in a
pandemic and may quarantine po, di na nakakalabas at di tulad ng dati na pumapasok sa
school and nakakapaglakad and dati kontrolado yung pagkain kasi normal lang yung daloy ng
mga araw parang ngayon kasi nagbago na din yung routine so di kas sur ekung ano kakainin
mo ngayon or ano gagawin kasi nasa bahay ka lang lagi
Joanna:

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so ayan yung pagmomonitor natin talagang di natin masyadong namamaintain kasi kung ano
lang yung available yung na lang kinakain natin and yung mga ginagawa natin so sana ay
nakakapag gawa kayo sa mga gawaing bahay like sa may mga household chores kasi
nakakatulong din mga yun to stay active. Okay, thank you so much, Culia. Next, Rosa- how
did the pandemic affect your eating and physical activity?

Rosa:
for eating, lumala po eating habits ko kasi dati medyo controlled sya pero ngayon po since
may pandemic and nasa bahay alng tayo lahat medyo nagbibinge eating po ako ngayon like
kung magugutom ka kakain ka lang Tas minsan, di ko na po nanokontrol yung kinain mo,
parang iba iba na rin yung time for eating lalo na po pag breakfast 10 o'clock na po ganun.
Tapos po for fitness naman, sa tingin ko ganun rin po kasi datin, katulad po yung sinabi ni
Jack na nakakalabas po ng bahay pag pupunta po ng school, parang workout na rin, parang
exercise pero po ngayon dahil po sa online class, sa bahay na lang. Pero sa tingin ko po,
medyo okay lang naman po yung fitness ko kasi nagwoworkout naman po ako sa bahay, tapos
pwede pong sumayaw pag tiktok, pag sa mga kpop po ganun.

Researcher:
Next Agramon, how did the pandemic affect your eating and physical fitness?

Agramon:
Dun sa eating habits po, sa tingin ko parang mas positive na po yung effect kasi yung nga
may online classes po kayo at may (inaudible) po tayo sinusundan so parang mas
namomonitor na rin po yung kung ano lang po ang kinain niyo po, sa bahay ka lang tas Vero
sa tingin ko rin po mam factor din po is mas lumayo po tayo sa fastfood na nakakain natin na
before pandemic na nakaklaabs po. Mas madami po (inaudible) po. Kung kakainin po ng
fastfood (inaudible) kung napapadeliver po, or mas naleless po natin yung intake ng
(inaudbile) yung sa…

Researcher:
How about fitness anak, physical activities?

Agramon:
Yung sa fitness (inaudible) medyo na lessen po yung physical activity ko ganun po kasi yun
po hindi po nakakalabas tapos mas nakakapagfocus po, mas nilalalaan ko po ang focus ko po
sa school. Minsan po, hindi po bibigyan ng time yung pageexercise.

Researcher:
Thank you so much Karla. Next Cassandramia. How did the pandemic affect your eating and
physical fitness?

Cassandramia:
Naapektuhan po yung pandemic yung ano po, yung eating habits ko po. Minsan napapadami
ng pagkain. And then yung sa fitness naman po, gumigising po ako ng mga 7:30 - 8 tas
paggising ko po, nageexercise po ako. Tatry ko po mag stretching para hindi po masaktan
yung katawan ko after mag exercise.

Researcher:
Thank you so much Cassandramia. How about Anna?

Anna:
Actually po mam nung nagstart po yung pandemic, (inaudible) eating habits tsaka fitness ko
po. Lagi na lang po ako nakaupo ganun tsaka more on junk foods po ako nung start ng
pandemic. Pero nung nag 2021 na po, mas nainfluence po ako ng ibang tao sa social media na

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mas maghihigpit po sila. So parang ginaya ko na rin po sila, ag lagi na po ako maaga
natutulog tsaka minomonitor ko po yung kinakain ko po.

Joanna:
Thank you so much nak. How about Amor?

Amor:
Sa akin din po, medyo nung nagstart po yung pandemic, lagi lang po ako nakahiga and lagi po
ako nakacellphone. Pero this summer break po, dun po ako nagstart na imonitor na talaga
yung mga kinakain ko. Dahil nakita ko rin po sa social media ko yung mga tamang pagkain.
Balanced na po yung veggies ko pati yung protein. And since nakastuck lang ako sa bahay,
hindi po pwedeng lumabas. Dito na po ako nageexercise at gaya din po ng sabi niyo, wala
naman po ginagawa ngayon kaya mas tumutulong po ako sa mga gawaing bahay para
exercise ko na rin po yun.

Joanna:
Thank you so much Amor. Last question: Why do you think it is difficult to maintain good
eating habits and fitness during the pandemic? Again, why do you think it is difficult to
maintain good eating habits and fitness during the pandemic? Sige magstart po tayo kay
(Culia?).

Culia:
Para sakin po mam, mahirap po yung fitness and good eating habits kasi po mas (inaudible)
and dito po sa bahay namin limited din po yung space para magexercise and kung ano lang po
yung available, yun lang din po kinakain namin. Kaya po, we try to make it at least healthy po
para naman po namamaintain din po namin yung (inaudible).

Researcher:
Thank you so much (Culia?). Next, Cassandramia. Why do you think it is difficult to maintain
good eating habits and fitness during the pandemic?

Culia:
Medyo mahirap po siya imaintain kasi po pag nasa bahay ka lang po at wala pong ginagawa,
parang nakakabored naman po. Kagaya po ako, pag nabobored po ako minsan or nasestress
and then narealize ko po na kapag kumain po ako ng sobra, yung mga stock lang ng food
minsan is junk food, parang nasosobrahan naman po. And then cravings, wala po akong
ginagawa or bored. Mas mahirap po siyang ifitness. Parang po kasi siyang, yung natetempt ka
po kumain taos natutulungan ka lang po, tutulungan niyo po sarli niyo po mag exercise.

Researcher:
How about Amor? Why do you think it is difficult to maintain good eating habits and fitness
during the pandemic?

Amor:
May nakita po ako pinakatatlong na basic po na dahilan yan yung po resources natin,
temptation, and laziness; sa resources po kasi minsan naiisip natin na hindi po lahat ng bagay
kailangan natin para mag exercise, yung mga healthy foods wala sa bahay natin so talagang
mastastop tayo dun, and sa temptations po especially sa foods ilang click lang madedeliver na
sa house natin yung food kaya nakakatempt na kumain talaga ng junkfoods sa delivery, and
last one yung pinakamahirap is laziness dahil nasa bahay lahat nakakatempt na matulog na
lang, humiga na lang and mag exercise so yun ang nakikita ko

Researcher:

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ayan so cravings, temptations, and laziness so 3 kay Amor. How about kay Rosa? So why do
you think it is difficult to maintain good eating habits and fitness during the pandemic?

Rosa:
cravings kapag sa kumakain mahirap sya pigilan kasing isang click lang may deliver na sa
bahay sobrang dali alng na mag order tapos para sa exercise is no motivations kasi nagayon
pandemic yung mental health naapektuhan so gusto ng iba nakahiga na lang wala silang
motivation na kumilos or mag exercise

Researcher:
kay Rosa cravings and less motivated tayo ngayong pandemic kasi nasa isang place lang,
thank you very much. How about Agramon - why do you think it is difficult to maintain good
eating habits and fitness during the pandemic?

Agramon:
halos ganun din po maam feeling ko na naapektuhan yung willingness para magbigay time sa
pag eexercise kasi narealize after classes ngayong summer na tulad ng mga dating gawain
ams gusto ko na lang bigyang oras mga hobbies ko mas magpahinga di na masyadong willing
bigyang time ang pageexercise

Researcher:
less motivated kasi mas iniisip na lang magpahinga, thank you so much. How about Sophia?

Sophia:
para sakin mahirap imaintain ang good eating habits kasi ngayong pandemic walang ibang
ginagawa nasa bahay lang ang kapag nabobored walang ibang ginagawa kundi kumain, sa
fitness not enough to exercise na mapapawisan talaga

Researcher:
walang enough space si Sophia sa fitness. How about kay Anna?

Anna:
same with others since nasa bahay lang di na gumagalaw galaw saka yung mga cravings mas
nakakatempt, sa physical activites walang masyadong motivation kaya nagiging tamad

Researcher:
craving, temptation, less motivation – talagang ayun kadalasan sa inyo lalo na sa edad nyo.
Thank you so much, Anna. Last, Raguro - why do you think it is difficult to maintain good
eating habits and fitness during the pandemic?

Raguro:
mahirap mo imaintain ang good eating habit and fitness because distraction of cellphone and
tv babad sa tv and cellphone nalipasan na ng gutom tapos yung sa mental health madaming
naapektuhan ang mental health and less motivated na and no hope kaya laging nasa room lang
nila buong magdamag and yun dahilan bakit di mamaintain ang healthy eating habits and
fitness

Researcher:
so lack of discipline and less motivated, tama ba Raguro? Thank you so much, so ngayong
pandemic sobrang hirap sa galaw galaw kahit tipong (?) syempre di natin maiiwasan yung
ganun kasi tulad ng sabi ni raguro nakakaapekto sa ating mental health, kapag naapektuhan
yun nahihirapan na tayong kumilos na di na tayo nakakakain on time so nakakaapekto talaga
sa lahat, okay sana rin sa fitness naman is humanap pa rin kayo ng time para to sty active, so

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mahalaga yun especialy sa inyo ngayong pandemic, ayun ang panglaban natin diba, eating the
right kind of food and also stay healthy and stay fit, okay po? So question po regarding sa
mga question ni maam? Wag kayo mag alala makakatulong ito for Grade 7 students na
gagawing program ni maam para mamaintain ang kanilang eating habits and ang kanilang
physically fit. May tanong pa ba? Sigurado po? Thank you so much sa time, so magkita kita
po tayo once ang bagong building ay buo na sya. Sige po, kung wala nang question, sana
masarap ang meryenda nyo. So again, maraming salamat and goodbye.

Researcher:: Ayan nasa side niyo naman po ang inyong parent? Pwede ko rin po ba silang
makita. Ayan. Before ako mag start permission lang po for this interview, okay lang po ba?
Gagamitin lang po for the student. Thank you so much po! Mabuhay po at Good morning
especially sa mommy ni Patricia and ni Anna. Good morning po sa inyong lahat. First of all,
I want to thank you for giving me the time po to conduct this interview. It will be very helpful
po saakin and also for the incoming Grade 7 students since they will be the one who will
benefit most from it. I conducted a research po Entitled “eating habits and fitness level thesis
for eating development program and fitness training program of grade 7 students”. You will
be asked three questions po regarding eating habits and fitness level. Your response can be
completed as you wish, you’re not required to answer equally as certain time. So no time limit
po and also pwede niyo po itong sagutin tagalog or english kung saan po kaya mas
komportable para mas maexpress niyo po ang inyong idea.

So question po before I start? By the way po I am Ms. Joanna Dionisio, feeling ko kilala na
ako ni Patricia at Ana e kasi nag conduct na ako ng survey diba. Huwag na kayong magalala
Patricia and Ana, magkikita tayo sa Grade 9 dahil ako ay pro na Grade 9 teacher.

Sige po, unahin ko po muna mommy nila Patricia at ni Ana. Sila Patricia at Ana po ano? Sa
question.

Again, you will be asked 3 questions po regarding Eating habits and fitness level. Magstart na
muna tayo kay Ana

Researcher: Hi Ana! Kamusta?

Ana: Okay lang naman po
Researcher:: Maaga paba? Ay hindi magtatanghali na e. May Energy na noh?

First Question Ana, How did the Pandemic Affect your Eating and Physical Activity?

Ana: During the pandemic po, natutunan ko po yung mga right foods to eat and what is well
for me. And sa Physical Activity po parang mas na limited po kasi hindi nakakalabas.

Researcher: Ayan limited kasi yung ating resources, mas na monitor kasi syempre yung iba
ata talagang monitor ng parents yung kanilang kinakain. Unlike dati breakfast and dinner lang
kasi pumapasok sila ng school.

Next Patricia same question How did the Pandemic Affect your Eating and Physical
Activity?

Patricia: Syempre po dahil nakakulong po sa bahay wala po akong ibang gagawin. Dumami
po yung pagkain ko at lumakas po ko kumain. Nabawasan po. Pero dahil po doon natuto po
akong mag exercise kasama yung ate ko po.

Researcher:: Ayun parang hinihila kasi tayo ng kusina eh. Yung kahit may makita lang tayo
kahit kakakain lang natin ng breakfast iniisip na natin yung lunch. Pero atleast may exercise
parin. Nahihila mo yung ate mo for that.

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Okay second question Ana, How do you define good eating habits and fitness?

Ana: Yung good eating habits po ay healthy diet and what ever foods that can be good for
you. Ang fitness naman po ay parang yung nag eexercise ka po and you know what to do
when exercising.

Researcher:: So for good eating habits ay healthy diet and for fitness naman po ay exercise
for Ana.

So for you naman Patricia, How do you define good eating habits and fitness?

Patricia: Medyo pareho lang po kami ng sagot, yung good eating habits po ay drink 8 glasses
of water everyday and have a balanced diet and vegetables. Sa fitness naman po exercise
house chores.

Researcher: Ayan! Balanced meal sayo balanced diet and also stretching and some activities
sa bahay. Thank you so much Patricia!

Okay Last question sainyong dalawa, kay Patricia naman tayo mag start. Why do you think it
is difficult to maintain good eating habits and fitness during pandemic? Ano kaya yung mga
hindrances?

Patricia: Katulad po nung sinabi ko po kanina. Nakukulong lang po tayo sa bahay at malapit
tayo sa kusina tapos pag bored or wala po tayong magawa kukuha lang po tayo ng pagkain.
Tapos dahil po nakakulong lang tayo hindi tayo makalabas or masyado makagalaw. Nakahiga
lang po tayo or nakaupo maghapon po.

Researcher: Ayan nakahiga at nakakulong lang sa bahay. Dahil nakakulong lang tayo sa
bahay anak mahirap imaintain yung good eating habits and fitness during the pandemic.
Thank you so much Patricia!

Ikaw naman anak ana, Why do you think it is difficult to maintain good eating habits and
fitness during the pandemic?

Ana: Since naka kulong lang nga po tayo sa bahay kung ano lang po available na pagkain
ayun lang po yung makakain natin. And nakaka tempt po yung nakaupo ka lang then wala ka
pong magawa masyado.

Researcher:: So yung temptation noh sa pag take natin ng ganong klase ng food. So ayun
yung mga hindrances kaya it is difficult to maintain good eating habits and fitness during the
pandemic.

Next dito naman tayo kila mommy, nakakatuwa magkaka mukha po kayo haha syempre anak
niyo po haha

So ayun po, Magandang Umaga po sa inyong dalawa. Mommy ni Patricia and ni Ana. Three
questions rin po regarding Eating habits and fitness level. Good morning po uli, mag start na
po ako uli magtanong. Sa mommy po ni Patricia

Researcher: Hello po Mommy, my question po is How did the Pandemic affect your child’s
eating and physical activity?

Mommy of Patricia: Good morning po, Ma’am ngayong pandemic po binubusog nalang po
namin sila sa food. Ang hobby po kasi namin as a family lagi po kaming lumalabas
pumupunta po kami sa mall para kumain kung saan saan po, so ngayon po dahil rin po sa

156
sobrang takot namin dahil sa pandemic kung ano po yung kaya naming ibigay na food
talagang binibigay po so parang nasobrahan po.
Ma’am Jo: Ayun po yung availability po noh kaya ang mabilis niyo po mag order kung ano
gusto nila kaya kahit hanggang Grade 9 pwede sila mag order dahil yun yung availability of
food po. Thank you so much po.

Okay next naman po same question sa mommy ni Ana, How did the Pandemic affect your
child’s eating and physical activity?

Mommy of Ana: Hello po good morning, so regarding po sa eating habits po. Ako po kasi
working po ako e kaya ako minsan pagdating ko sa bahay meron na akong dalang food na
kakainin so parang more on processed foods. So ngayon, nagluluto na sa bahay, lutong bahay
na talaga napapakain sa kanya so more on healthy foods hindi yung bili ng bili sa labas.
Then about naman sa Physical Activities, before kasi nakakapag biking kami every weekend
nagbibiking kami tapos nag wawalking pero ngayon since MECQ so limited yung galaw
nasa bahay lang. So yung Physical Activities ng mga bata hindi siya yung ganong ka
energetic so more on nakaharap lang sila sa laptop naglalaro yun yung mga activities nila
ngayon.

Researcher: Ayun limited po talaga ano hindi lang sa galaw parang sa lahat naging limited sa
time, pati na rin sa pagba budget ngayon e medyo tightened tayo dahil ngayong pandemic eh
kaya dapat talaga yung pagba budget natin para rin ma make sure na healthy kinakain nila.
Hindi rin talaga maiiwasan kadalasan masira cheat day nang mga yan para lang ma motivate
sila sa mga gawain nila sa school.

Second question po sa Mommy ni Patricia, How do you define good eating habits and
Fitness?

Mommy of Patricia: Ma’am sa good eating habits po, kain sila sa tamang oras kasi ngayon
po dahil sa pandemic eh madalas nauubos oras nila sa gadget. Hindi na po nila namamalayan
yung oras ng pagkain. Kasi kami pong magasawa work from home po kami, so hindi po
namin sila masyadong nababantayan sa pagkain. Sa exercise naman po sa fitness compare po
nung face to face wala po talaga silang time mag exercise. Ngayon po nagkakaroon na sila ng
oras mag exercise at ginagaya lang nila sa youtube mga ganon pong exercise.

Researcher: So mas nagiging active, actually ako po mas naging active din ako ngayon
parang maghahanap ka kasi ng way para maging healthy ka. Ka-partner po kasi ng pagkain is
yung exercise so napaka magandang combination po na kung ano yung kinakain mo tapos
gumagalaw kapa so ngayon po kasi priority natin ngayon health noh? Minsan din hindi rin po
natin sila mapagbawalan kasi may kinakain sila na iniisip natin na kailangan kain lang sila ng
kain as a parent po ganon po kayo noh? Na okay lang sige kain lang kayo ng kain para
maging healthy parang ganon kasi po yung mindset ng ibang parents noh? Thank you po
mommy ni Patricia.

Next po Mrs.Diloy,Hello po Mommy How do you define good eating habits and Fitness po?

Mommy of Ana: Good eating habits, is of course eating on time tapos syempre andon narin
kasi yung tutulog ka ng tama gigising ka ng tama, from breakfast lunch and dinner. Eat on
time and healthy foods like balanced foods like; vegetables may meat and fruits kasi nga
kailangan natin maging healthy in this time. And sa Physical Activities naman every weekend
we do try to go to (?) kung saan yung parents ng husband ko doon kasi parang trail ng bike.
So ayun atleast nakakapag bike parin yung bata, sa lupa lupa kasi nga diba yung subdivision
sementado so parang doon makaka breathe pa siya ng fresh air ayun tapos makaka bike sa
trail na ginawa nila ayon.

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Researcher: Ayan so for good eating habits po talagang balanced meal, eat on time at matulog
sa tamang oras. Kasi makakaapekto talaga yung eating nila eh, kasi kapag nagpuyat so baka
hindi na makapag breakfast diretso lunch na agad. And yun po maging active talaga sa fitness.

Next po and last is Why do you think it is difficult to maintain good eating habits and Fitness
during the pandemic? Ikaw naman po mauna Mrs. Diloy po

Mommy of Ana: So, yeah medyo mahirap kasi kagaya ng sabi ng mga bata limited lang yung
meron , so limited lang some point in time kaya minsan kapag wala ka nang stock. Tawag
kana lang order kaya yun processed foods pa rin so hindi healthy yung makakain talaga.
Meron at meron talagang makakain na processed foods. Tapos yung paglabas nga, limited
talaga siya kaya mahirap talaga kaya ang tendency talaga nila ay mag gadget mag
laptop maglaro kaya mahirap.

Researcher: Ayun po talaga sa ngayon noh sa pagkain noh yung deliveries po talaga kahit
madaling araw pwede sila umorder ng mga food, so yun po talaga hindrances natin. And for
fitness naman po talaga sa physical activity napakarami po kasing restrictions kaya mahirap
po talagang gumalaw. Thank you so much po Mrs. Diloy

Next naman po Mrs. Pelayo, same question lang po. Why do you think it is difficult to
maintain good eating habits and Fitness during the pandemic?

Mommy of Patricia: Uhm sa ngayon po mam yung mga bata po kasi lagi silang napupuyat
dahil po sa gadget. Kaya hindi po nila namamalayan yung oras at hindi na sila nakakakain ng
breakfast. Sa lunch sobrang dami po nilang kumain so parang hindi po maayos yung hugbo
ng katawan sa pagkain po nila. Sa fit naman po for us nakatulong po saamin itong pandemic
para maging physically active po yung dalawa ko through exercise po.

Ma’am Jo: Ayun po noh sa eating po nila mam pelayo, yun dahil minsan hindi na po talaga
nakakatulog on time kaya naapektuhan na po talaga yung schedule hindi na po sila nakakapag
breakfast diretso na lunch tapos yan tuloy tuloy na po yan snacks dinner snacks kulit then
parang nagiging ganon na po cycle nila. And yun naman po sa fitness nila Patricia okay
naman po yun kahit paano na kasi accessible naman po eh na kahit papaano may zumba
zumba kaya kahit papaano po nakakagalaw naman po sila. So ayun lang po meron po ba
kayong questions sa mga questions ko po ba? And regarding po dito sa study ko po meron po
ba?

So ito pong study ko is makakatulong na magpropose ng activity for Grade 7 Students so

pwede ma maintain ang kanilang eating habits or the way they eat and also yung kanilang
fitness. So may questions pa po ba?

Mommy of Patricia and Ana: Nice meeting and thank you po ma’am!

Researcher: Kung wala na pong questions maraming salamat po uli sa time niyo and Good
bye Patricia and Ana.

Patricia and Ana : Thank yo

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Researcher: Hello po, Magandang Tanghali permission to record for this interview samantha
and jasmine. Pwede pong paki open ng camera po? Para start na po tayo

Good Afternoon po, before po ako mag start I am Ms. Joanna Dionisio. Hindi po nila ako
naging teacher dahil dalawa po kaming teacher sa Grade 7 pero sa Grade 9 magiging teacher
niyo ako Samantha and
Jasmine. Thank you for giving me time to conduct this interview it will be very helpful po
saakin and also for the incoming Grade 7 students since they will be the one who will benefit
the most of it. I conduct a research po Entitled: “eating habits and fitness level thesis for
eating development program and fitness training program of grade 7 students”. So we will be
asked 3 questions po regarding eating habits and fitness level. Your response can be
completed as you wish, you’re not required to answer equally as certain time. So no time limit
po and also pwede niyo po itong sagutin tagalog or english kung saan po kaya mas
komportable para mas maexpress niyo po ang inyong idea.

Unahin ko po muna sila Jasmine and Samantha po

Researcher: Hi anak, kamusta ka?

Samantha: Hello po

Researcher: First question, how do you define good eating habits and fitness?

Samantha: Doon po sa eating habits basta po balanced like balanced meal sa fitness naman po
hindi kailangan mag exercise everyday basta hindi ka po nakahiga lang everyday may chores
ka pong gagawin or maglakad lakad ganon po.

Researcher: Ah okay balanced meal sa good eating habits and fitness is moving ability.

How about you anak Jasmine?

Jasmine: Uhm pagkain lang po ng right amount po and fitness naman po gumagawa rin
naman po ng mga gawaing bahay para makagalaw galaw rin po sa bahay.
Ma’am Jo: Okay for jasmine eating right kind of nutrients and food and sa fitness naman mga
gawaing bahay katulad ni samantha.

Okay second Question, How did the pandemic affect your eating and physical activity?

Samantha: Actually nag benefit po kasi hindi na po nakakasingit ng bili ng candy at chichirya
malapit samin and sa physical activity naman po less na po yung physical activity ngayon
dahil sa bahay it was much better when face to face po dati.

Researcher: Ayan yung physical activity natin limited na ngayon kasi marami nang
restriction, yung sa eating hindi na masyado nakakabili sa tindahan kasi bawal lumabas.
Mabuti nalang hindi kayo naii spoil ni mommy noh? Binibili kayo groceries na may chips.

Next jasmine same question

Jasmine: For eating naman po hindi masyado naka affect kasi po nung wala pong pandemic at
nung dumating pandemic parehas lang po and for the other one naman po katulad ni
Samantha nabawas bawasan rin po yung mga gawain kasi po dati beside the school
nakakatulong po sa pangangatawan ko po pero ngayon po nasa bahay lang po tumutulong
nalang po sa mga gawaing bahay

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Researcher: Same thought lang kayo ni Samantha noh? Na talagang atleast kahit papaano
nakatulong ka dyan. And yun nga talagang limited lahat halos lahat hindi lang sa food at sa
time diba?

Last question una ka muna Jasmine ha sa Last question na to. Why do you think it is difficult
to maintain good eating habits and fitness during the pandemic?

Jasmine: Medyo mahirap po kasi po tumataas na yung pag konsumo ng pagkain po lalo nasa
vegetables po kaya hindi rin po nakakapamalengke ng mga gulay sa fitness naman po
mahirap po gumalaw kasi medyo maliit po yung space kaya akyat baba lang po ako pag may
deliver ng food po.

Researcher: Ayun sa eating habits po natin ay hindi masyado nakakapamili ng masustansya at

also kay jasmine yung resources natin napaka daling mag click sa grab at food panda kahit
anong oras diba kaya yung resources natin don. Basta may pera may pagkain ayan ang motto
ngayong pandemic. Maraming salamat jasmine ikaw naman samantha? Why do you think it
is difficult to maintain good eating habits and fitness during the pandemic?

Samantha: Sa good eating habits po since tumataas nanaman po yung cases dahil sa delta
variant naging delikado na po bumili sa labas. Sa fitness naman po since malapit lang kama
ko at yung couch sa sala na encourage po akong humiga nalang kaysa maglakad lakad

Researcher: Ayan hinihila tayo ng kama, ayan ang mga struggles ngayon hindi lang naman
sila mommy diba minsan tayo rin diba pero iisipin natin na marami tayong gagawin pero
minsan talaga parang magnet e lalo na kapag nakita natin yung kama kaya minsan kailangan
talagang lumayo para maging productive tayo e. Thank you so much samantha tapos na kayo
sa three questions kila mommy naman kay Mrs. Valdez at Mrs. Terredanio. Again thank you
so much po mommies.

First question ko po unahin ko na po kayo Mrs. Valdez mommy ni Samantha. How did the
pandemic affect your child’s eating habits and physical activity?

Mrs. Valdez: Well before the pandemic po when it comes to eating habits since we are
available at home na because we are working at home mas namomonitor na namin eating
habits niya. Before kasi it is true she can sneak to buy candy at store but now we make effort
that instead of her buying chips we just fill up our basket with fruits so if she needs to eat
snacks we make it a point na nutritious food na ang nakakain niya. In regard to physical
activities as much as possible since less na yung running, walking we encourage here to do
the chores sa bahay that involves sweeping the floor, washing the dishes, washing clothes
atleast meron parin siyang physical activity walking the dog ganyan and limited ang
paglalakad niya because of the pandemic, because of the protocols.

Researcher: Ayun po atleast na monitor na po natin yung eating nila kasi kapag hindi nakikita
maya’t maya yan comfort food nila eh. At sa physical activities akala niyo ba utos lang ng
utos ang mga magulang hindi ninyo alam nakakatulong rin yun para maging active sila. Next
naman po Mrs. Terredanio

Mrs. Terredanio: Hi good afternoon po, with regards naman po sa eating habits ng mga anak
ko since I’m just at home housewife ako po yung nagpreprepare ng food nila. And I am
making sure na healthy parin naman po yung food na hinahanda ko sa family. Actually most
of the time ngayon fish ang dishes namin at vegetables kasi mahal ang pork at beef kaya
siguro once a week lang kami kumakain ng pork and beef. When it comes to activities naman
sinasabihan ko siya habang hindi pa nagiistart klase niya na maglinis ng room, mag arrange
ng clothes at siya yung inuutusan ko maghatid ng food sa mga kapatid niya kapag online class
dahil third floor po kami kaya may physical activity siya paakyat at pababa.

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Researcher: ayun po noh hindi lang balanced meal kundi budget meal kasi talagang limited
lahat pati budget natin e talagang nagbago rin because of the pandemic. Kaya mas mahalaga
talaga na balanced meal and budget meal. Same lang rin po kayo sa mommy ni samantha na
talagang yang mga gawain na paglalakad at akyat panaog nakakatulong mastretch sila kahit
papaano.

Next question naman po sa mommy ni Samantha, How do you define good eating habits and
fitness?

Mrs. Valdez: good eating habits I go with what samantha said earlier that good eating habits
involves balanced diet but then I’d like to add na aside from balanced diet syempre it should
be given by the right time at the right amount and the right price. That is what we try to give
to her as much as possible hindi kami nagbibigay ng nakakaantok na foods which is dry.
Sometimes what we give her is fruits talaga para liquid, since they are used to pop cola and
milk tea we try to give her some watermelon instead of water so para everything would be
given at the right amount, right time and wide variety.

Researcher:: Ayun po talagang wide variety kasi kung paulit ulit lang po ang kinakain nila
ang tendency po talaga is magsasawa sila so maganda po talaga na meron tayong food options
para sakanila kasi medyo mahirap po talagang pakainin yung mga bata ngayon kailangan
talaga magiisip ka para enjoyable sila sa kinakain nila.

Next naman po Terredario, How do you define good eating habits and fitness?

Mrs. Terredario: Same thing lang po, balanced diet and right amount before po kasi hindi pa
sila teenager hinahayaan mo lang sila kumain ng gusto nila, kaya now na teenager na sila
hindi na dapat ganon kailangan alagaan na sarili natin eh lalo na ngayon mahirap na
magkasakit, right amount, balanced diet kapag nagluluto ako basta may vegetables and fish
less na kami sa meat ngayon. At no sodas, no juices talagang water lang kami ngayon. Sa
fitness since nasa bahay lang naman I encourage them na mag zumba kayo using the internet
may youtube ganon mag exercise at household chores kasi minsan tinatamad sila mag
exercise mas gusto nila tumulong tulong sa bahay.

Researcher: so more on activities po talaga mas maganda naman po na meron kayong variety
of options para meron silang choices and maganda rin na balanced meal po ang kinakain nila
and tama rin po na educate them kasi yung mga bata ngayon bago mo sila mapasunod dapat
ma educate mo sila na kung ano ba yung makukuha nila once na kinain mo to. It is so much
better po talaga to educate them para alam nila na kaya mo yung pinapagawa dahil para rin
sakanila.

Last question po, kayo naman po unang sasagot Mrs. Terredario, why do you think it is
difficult to maintain good eating habits and fitness during the pandemic? Ano po yung mga
hindrances?

Mrs. Terredario: syempre po yung status natin sometimes ecq, mecq so limited po yung
paglabas labas ng bahay unlike before na we can go to the market everyday. Ngayon hindi eh
ngayon atleast twice a week nalang e, sa market hindi na masyado ngayon sa groceries na.
Masyado kasing crowded sa market e kaya nililimit mo yung exposure sa ibang tao. For
fitness dati kasi we go to the park, every Saturday for running, biking ng mga bata. Now kasi
limited lang yung space kaya doon kami nagkaka problem sa fitness maliit lang kasi space sa
bahay kaya masyadong limited yung area namin for exercising the kids. Unlike before na
okay let’s go out kids jogging tayo ngayon we can’t do that anymore.

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Researcher: Yes po sa fitness talaga limited lang po noh kasi limited yung resources dahil
meron na tayong schedule. Lalo na kapag ecq at mecq diba may schedule na yung pagbili ng
food, tapos kapag pumupunta pa ng market mas prefer pa natin na mag grocery nalang instead
sa talagang palengke kasi crowded po eh mahirap talaga, lalo na hindi lang naman ikaw lang
sa bahay pati mga nasa bahay pwede maapektuhan kagaya ng mga anak po. And also sa
fitness talagang limited po ang space natin eh so mahirap po talagang gumalaw at magiisip
kana lang ng paraan para maging active ka. Thank you so much po Mrs. Terredanio.

Next naman po, Mrs. Valdez. Why do you think it is difficult to maintain good eating habits
and fitness during the pandemic? Ano po yung mga hindrances?

Mrs. Valdez: Well it is really difficult as a follow up po sa sagot ni mommy, yung mga bata
their physical fitness is greatly affected. Mam if I may answer po kasi kanina parang I wasn’t
able to answer fitness part of the second question. I like to support their physical, emotional
and mental fitness that is what we try to maintain with samantha. So even if we cannot let’s
say mailabas for walking outside dahil very limited. What we do is we engage them to certain
activities. Like samantha loves to dance so dancing is one of her things. Sa mental fitness,
minsan we watch together para atleast kahit walang school gumagana parin mentally. Sa
emotional naman po we try to talk to her every now and then. Sa eating habits naman po it’s
hard because even mga adults we are afraid to go outside. As much as possible kung anong
available that’s what we cook for her. And we encourage her to cook para atleast malaman
niya on how to deal with house chores. Especially now that me and her dad works at home so
yun yung isang difficulty sometimes for lunch we go for food delivery. As much as we want
her to eat healthy food, since we are all working hindi po namin naibibigay 100% yung mga
needs niya.

Researcher: talagang hindi po natin masasabi 100% so may mga times talaga na sobrang busy
lalo na kapag lunch time na. Kaya grab at food panda agad para makakain sila. So ayun yung
iniisip as parents na para makakain sila. So minsan kailangan natin I survive muna dahil lunch
time na. Mayroon po ba kayong questions regarding sa questions ko and also to my thesis?

Mrs. Valdez and Terredanio: wala po

Researcher: Magpapasalamat lang po uli ako sainyo, sa pagbibigay ng oras po saakin.

Makakaasa po kayo na makakatulong po ito sa incoming grade 7 students. Maraming salamat
po and Good bye!

Researcher: Magpapakilala muna po ako noh, I am Joanna Dionisio po one of the teachers in
Manila Science Highschool. So first of all po, I would like to thank you po for giving me time
to conduct this interview. It will be very helpful po saakin and for the incoming Grade 7
students since they will be the one who will benefit most from it. I conducted a thesis po
entitled: “eating habits and fitness level thesis for eating development program and fitness
training program of grade 7 students”. You will be asked three questions po regarding eating
habits and fitness level. Your response can be completed as you wish, you’re not required to
answer equally as certain time. So no time limit po and also pwede niyo po itong sagutin
tagalog or english kung saan po kaya mas komportable para mas maexpress niyo po ang
inyong idea.

Okay first question, Tyra. How do you define good eating habits and fitness?

Tyra: For me po I define good eating habits po and fitness as a person who is in good diet po
like eating fruits and vegetables po and daily exercise po ma’am.

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Researcher: okay good eating and daily exercise. Thank you so much anak. For you naman
leerence same question.

Leerence: for me po I define good eating habit and fitness wherein an individual is in a stable
state po. He/she is physically and mentally active with different activities po sa bahay and
healthy diet like fruits and vegetables po and syempre po exercise. Ayun lang po mam

Researcher: ayan healthy diet and exercise. Thank you anak.

Next question anak Tyra, How did the pandemic affect your eating and physical activity?

Tyra: In terms po of day activities medyo nalilimitahan na po siya because I was used in
doing outside activities. In terms of eating activity naman po still normal and I was still able
to eat to healthy foods.

Researcher: So for eating sayo anak normal pa rin no still normal pa rin. In terms of physical
activity natin na talagang limited pati resources natin. Okay next naman leerence, same
question.
Leerence: Eating po nakatulong po siguro yung pag stay at home kasi nasa bahay po
napaparami yung pagkain. Sa physical activity naman po dati po kasi I used my time playing
basketball and biking po kaya I think yun po ang pinaka down fall ng pandemic po.

Researcher: Ayan anak noh medyo hindi na nakakalabas labas. Sa eating naka tulong sayo
kasi mas napaparami yung kain kasi wala masyadong ginagawa. Sa physical activity naman,
talagang maraming restrictions kaya merong mga ginagawang physical activity na ngayon
hindi na natin magawa.

Last question okay kay leerence naman tayo, why do you think it is difficult to maintain good
eating habits and fitness activity during the pandemic? Ano yung mga hindrances?

Leerence: It is difficult to maintain good eating habits and fitness activity because there are
many restrictions and wala na masyadong choice kung ano meron sa bahay yun lang ang
pwedeng gamitin at kainin kasi bawal na masyadong lumabas ng bahay natin.

Researcher: So for leerence is restrictions and limitations, thank you so much leerence okay
next naman Tyra same question.

Tyra: For me po it is difficult to maintain good eating habits is katulad po kay leerence
marami pong restrictions ngayon at hindi na pwede lumabas. And yung isa pa pong reason
medyo na shoshortage po yung pamilya natin lalo na yung mga nagbabudget ng gastusin po
natin sa bahay kailangan po natin magtipid. Kaya po minsan we have no choice but to apply
kung ano po yung nasa hapag. And since kami po yung mga bata na sanay sa labas ang hirap
po imaintain dahil mula nung nagka pandemya hindi na po namin nagagawa.

Researcher: So for Tyra po sa eating ay budget talaga, kaya kailangan yung pag bubudget
natin ay kahit mahirap is budget friendly pa rin yung kinakain natin. Sana hindi pa rin mawala
yung balanced meal sa pag bubudget ngayon and for fitness naman dahil ang mga bata
ngayon ay mahilig gumala, yung resources and restriction and hindrances ngayon. Okay
ngayon tapos na kayong dalawa Tyra and Leerence thank you so much. Okay ngayon sa
mommy ni Matta and sa tita ni Tyra.

Thank you so much po for giving me time for this. Mag start na po ako magtanong, sa tita ni
Tyra. First question po, How can you define good eating habits and fitness?

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Tita ni Tyra: kagaya po ng sinabi ni tyra kailangan po kung ano yung nasa hapag yun lang
po ang kinakain para din po maging healthy yung mga bata at nakakain sila ng right. Sa
fitness naman po dapat ma maintain nila yung pageexercise sa araw araw.

Researcher: Okay po so balanced diet and exercise, thank you so much. Next naman po sa
mommy ni Matta
Mrs. Matta: Para po sa healthy diet po ang balanced diet three times a day nakakain ang mga
bata, tapos na susustain kung ano po yung pangangailangan nila. Tapos sa physical naman po
lahat nagagawa niya ng may endurance hindi siya madaling mapagod at kung ano yung
activity na kailangan nasusustain ng katawan

Researcher: So ayun po na balance and sustaining and also stay active ayun po yung
nagdedefine sa eating habits and fitness po. Thank you so much po.

Next question po, How did the pandemic affect the child’s eating and physical activity?

Tita of Tyra: Like nga po ngayon nakaka affect po yung pandemic sa mga bata hindi na po
sila makalabas ng bahay sa physical activity naman po sa mga bata po rito gumagawa po sila
ng activities kagaya ng pagsusulat at pagbabasa.

Researcher: Nakaka affect po talaga na nasa loob lang sila noh? Kailangan talaga magisip ng
intervention para maging active sila, thank you so much po next Mrs. Matta

Mrs. Matta: Sa ngayong yung eating habits po ng bata mas namomonitor ko na po, so
ngayon mas napaparami siyang nang kain kung ano po ibigay ko sa kanya dapat nauubos
niya. Tapos sa physical activities naman po mayroon siyang mga household chores na
ginagawa kagaya ng pagwawash ng dishes, fix ng bed at siya nagaalaga sa pet namin.
Tumutulong rin siya kapag naglalaba ako siya yung nagsasampay, para nagiging active siya
kahit nandito lang siya sa bahay namin.
Researcher: So mas na momonitor at mas nakakagalaw siya sa mga gawaing bahay, thank you
so much po.

Last question po, ikaw naman po mauna Mrs. Matta. Why do you think it is difficult to
maintain good eating habits and fitness during the pandemic?

Mrs. Matta: Yun nga po dahil limited and restricted ang resources natin tulad ko
namamalengke ako once a week, kung ano yung napapamili ko ayun yung planned meal for
the week na pinoprovide ko sakanila kaya kailangan mabalanced ko na nutritious and healthy
yung meal na pinapakain ko po sakanila. Mahirap po ma maintain yung healthy eating habits
ng mga bata at the same time yung physical activity nila. Kahit gustuhin ko man po na fresh
yung ipakain sakanila kaso natatakot rin po ako lumabas everyday kaya once a week lang po
ako namamalengke para limited rin po yung exposure ko sa labas at safe rin po yung mga
bata.

Researcher: Tama po yan ano, talagang may schedule na po yung pamimili natin kasi
natatakot ka rin kasi lalabas ka maeexpose ka then hindi lang naman ikaw maapektuhan but
also your family. Kaya nakakatakot kaya yung iba they tend to buy or to order kaso hindi siya
ganon ka healthy. Mahirap lang po talaga magisip ng ways ngayon. And for fitness naman po
yung place nila kailangan mag isip talaga ng activity para ma stay active sila. And
nakakatulong po yung mga gawaing bahay. Thank you so much po mommy of leerence. Next
naman po sa tita ni Tyra

Tita of Tyra: Kagaya po ng sinabi ng mommy ni leerence, limitado lang po ang paglabas sa
bahay para mamalengke pati na rin po dito sa bahay namin hindi po lahat kami rito bakunado

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nakakalabas. Kaya po nagiistock nalang po kami para po incase na magutom may makakain
parin naman po kami dito sa bahay.
Ma’am Jo: Tama po katulad niyan hindi naman po talaga lahat e bakunado kaya kailangan
mag stay at home. Kailangan bawasan paglabas or mag stock nalang ng pagkain mahirap
talaga imaintain. Thank you so much po, so may questions po ba regarding this interview po?

Tita of Tyra and Mrs. Matta: Wala po mam and thank you so much po

Researcher: Again, maraming maraming salamat po sa pagbibigay ng time. Makakaasa po

kayo na makakatulong ito for incoming Grade 7 students. Maraming salamat po and
mabuhay!

Researcher: So hello guys, permission to record this interview ha, don’t worry kasi hindi niyo
ito makikita sa facebook at youtube. So baka hindi pa ako kilala ng iba I am Ms. Joanna
Dionisio po. First of all I want to thank you all for giving me the time to conduct this
interview. It will be very helpful saakin and for the incoming Grade 7 students because they
will be the one who will benefit most from it. I conduct a research study entitled “eating
habits and fitness level thesis for eating development program and fitness training program of
grade 7 students”. You will be asked three questions po regarding eating habits and fitness
level. Your response can be completed as you wish, you’re not required to answer equally as
certain time. So no time limit po and also pwede niyo po itong sagutin tagalog or english
kung saan po kaya mas komportable para mas maexpress niyo po ang inyong idea.

For the first question, How do you define good eating habits and fitness?
Let’s start with Yeshua

Yeshua: For me po I define good eating habits by making your own diet po and fitness po
exercise

Researcher: Ah okay for yeshua good eating habits is making own diet and for fitness he
defined it as exercise. Okay anak thankyou next ikaw naman Chesna.

Chesna: Mabuhay po, I define good eating habits as habits that are good based on age, height
or BMI. As long as it is healthy for you and it is good for you. Fitness is something that is
very vital in our life since we live in it, and kailangan po talaga natin to imaintain and fitness
is something we need to work on as we progress in our life po.

Researcher: Thank you so much Chesna anak. Okay next, Ellise.

Ellise: For me po good eating habits po something that is comfortable for you and healthy na
rin po at the same kasi there are other people po na pinipilit po nila sarili nila na kumain sila
ng hindi sila comfortable pero kailangan maging healthy rin po yung kinakain niyo po para
hindi rin po kayo mahirapan and at the same time healthy po kayo. Sa fitness naman po
everyday atleast makapag walk po or makapag jog sa range lang po ng makakaya pero kapag
hindi po kaya wag po pilitin.

Researcher: So more on daily activities and fitness for you. Thank you very much elise, ikaw
naman next Erin.

Erin: Mabuhay po, good eating habits po is yung nakukuha niyo po yung enough nutrition
while having balanced-diet po and fitness for me naman po ay nakakagawa ng physical
activity na nakaka enjoy rin po para sainyo.

Researcher: Ayan physical activity that is involved in fitness. Okay thank you so much, ikaw
naman ang next Joachim.

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Joachim: Ang good eating habits po ay ang pagkain o pag consume ng tamang nutrisyon para
maging fit ang tao. Ang fitness naman po ay ang pagiging healthy ng capacity na makagawa
ng daily activities.

Researcher: Very good anak consume the right kind of foods and daily activities for joachim.
Thank you very much, ikaw naman nak Red.

Red: Good eating habits are creating balanced-diet like eating vegetables as normal diet, but
still having enough for other pleasures because you have to enjoy while having diet. Fitness is
dapat pong enjoyable at the same time it should be beneficial and you should start of light so
you won’t end up hurting yourself
Researcher: Okay for red, healthy diet pero enjoyable at the same time fitness should be
healthy and light activities. Thank you so much Red, ikaw naman next Rob

Rob: Good eating habits pagkakaroon po ng balanced- diet pero hindi po tayo nagpapapayat
masyado dapat po kagaya ng sagot ng iba dapat naeenjoy natin. Sa fitness naman po
nakakatulong po saatin para makagawa ng mga tasks

Researcher: So balanced and daily activities for rob. How about you zoe?

Zoe: good eating habits or healthy eating I believe that it provides you the nutrients you need.
In fitness I believe it’s nice for you because it can benefit your health po.
Ma’am Jo: So kay zoe is meal plan and beneficial, thanks. How about you Michylla?

Michylla: Good eating habits by eating such comfortable foods that are also healthy for your
health and fitness is being something that makes you fit and you need the motivation to do it

Researcher: So for good eating habits ay comfort foods pero healthy

Second Question, How did the pandemic affect your eating and physical activity?

Zoe: For physical activity since we are facing the pandemic we are now limited to things we
can actually do, anything that is related outside or activities can be done outside, physical
distancing and bawal talaga lumabas. As for the eating habits po it’s either naging better or
worse. For me konting stress po binge eating. And then for others unfortunately sa others
wala po silang pera dahil unemployed limited po sila in terms of food. In general naging I
thinks naging mas okay yung iba unlike for me

Researcher: Depende talaga noh hindi pare parehas kaya yung iba ngayong pandemic wala
nang budget lalo na ang pagkain ng healthy foods kailangan may budget ka talaga. So iba iba
po talaga kagaya kay Zoe yung iba limited iba ang kinakain and resources. Thank you nak,
how about you yeshua?

Yeshua: the pandemic affects my eating po kasi dati marami po akong kumain dahil dati
naglalaro po ako sa labas. In physical activity naman po na affect po kasi lagi nalang ako nag
cecellphone kasi bawal po lumabas yung mga minor age.

Researcher: So you mean anak lack of discipline sa the way ng pagkain at physical activity.
How about you Chesna?

Chesna: Ang naging difference po before the pandemic pa po I didn’t brought too much
attention to my physical activities pero I was healthy po nakakalabas po ako freely, I was able
to go to park go to gyms and yung PE class po namin marami po kaming nagagawa. And
nakakalakad lakad po tayo sa labas ng walang mask. Ngayong pandemic naman po mas

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nagfofocus po ako sa physical activity kasi parang mas nag gain weight po ako at tumangkad
po ako kaya nagfofocus po ako to become more healthier. Tinutulungan po ako ng parents ko
to create workout routines po and sa eating habits po mas nakakakain po ako ng mabuti
ngayong pandemic since we usually eat fruits and meats and halo halo na po balanced diet na
po talaga ko this pandemic since nagfofocus na nga po ako ngayon sa health.

Researcher: Wide variety na yung food options mo nak, how about you Joachim?

Joachim: Sa eating habits po wala naman po masyado kasi pare parehas lang naman po yung
nabibili araw araw po. Sa daily activities po hindi na po ako nakakapag exercise at bike sa
barangay kasi nililimit na po yung mga tao sa labas dahil sa pandemic

Researcher: Resources natin noh dito nalang talaga sa bahay lalo na sa edad niyo na hindi
pwedeng lumabas noh? Yung sa eating habits niyo nak yung way of eating mo healthy ba siya
or nagoorder kayo lagi?
Joachim: Nagluluto parin po sa bahay may fruits and gulay po balanced parin po
Researcher: Okay anak thank you, next Erin

Erin: Before pandemic po sa physical activities po weekly nagbabadminton po pero ngayon

po wala na po maliit lang po kasi space dito sa bahay po. And kapag pumapasok po kami sa
school naglalakad po ako eh ngayon po nakaupo lang po ako halos buong araw. Sa eating
habits naman po nung unang nagsimula po yung pandemya, satingin niyo po nagugutom kayo
which is very unhealthy po.

Researcher: Before the pandemic nakakagalaw galaw nakakalabas pero ngayon limited na.
Tapos yun din nga katulad sa iba sainyo ang resources natin ay limited nalang kaya hindi na
makagalaw galaw masyado. How about you rob?

Rob: so dahil pandemic nga po hindi tayo makalabas and hindi na rin po ako nakakakain sa
tamang oras. Napapabayaan ko na rin po yung weight ko narealize ko po nung bakasyon na
kailangan ko pong alagaan sarili ko may time na ako para alagaan sarili ko, proper diet and
workout routine ganon po

Researcher: Ayan so parang lagi kana lang kain ng kain ngayon tapos sa activities sobrang
less na lagi nang tinatamad ganon, thank you so much rob. How about you Elise?

Elise: For me po sa eating part po masasabi ko po na dati mas healthy po nakakain ko kesa po
sa ngayon. Kasi nakatutok na po tayo sa social media kagaya nga po nung sinabi ni Zoe
limited lang nagagawa natin ngayon. At dahil rin po sa social media katulad sa tiktok po yung
quarantine eats po ganon kaya napapa crave po pero ngayon po tinatry ko po ihandle yung
cinoconsume ko po. Sa fitness po kasi before quarantine and pandemic kapag pupunta po ako
ng canteen nakakapaglakad po kami and yung school ko po may swimming po kami kaya it
serves as fitness po saakin malaking difference po kasi ngayon nasa bahay lang po tayo kaya
malaking impact po sa eating and fitness yung pandemic po.
Researcher: Ayan so limited, limited din yung food kung ano yung nandyan yan lang kinakain
at ginagalaw natin. So katulad ng nakikita natin sa facebook at tiktok yung mga foods na
gusto nating itry nakakaapekto rin yun sa way of eating natin. Next, red

Red: For physical activities po naglalaro po ako sa labas and tinutulungan ko po yung mama
ko sa pamamalengke. My usual exercise routine lang po talaga is paglalakad and paglalaro sa
labas pero since nag start po yung pandemic wala na po masyadong magawa kaya panay
gadget and other physical activities. And sa eating habits po nothing really changed besides
that our food selection become healthier to fight off germs and the virus we usually eat greens
and other healthy items to prevent anyone for getting sick. Other than that nothing really
changed po.

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Researcher: So ikaw nak ganon parin ang healthy diet and sa physical activity mo nabawasan.
Last michylla

Michylla: For the eating po it didn’t really affect my eating that much it causes to eat more
healthy foods po to protect us from the virus po. Sa physical po hindi na po ako nakakalabas,
nakakalakad lakad so ang ginagawa ko nalang po exercise nalang po sa bahay like sit ups po

Researcher: Ayun sa atleast sa fitness gumagalaw galaw parin noh gumagawa kapa rin ng
way. Pero sa eating katulad sa iba yung cravings niyo kung ano lang dyan yun lang kinakain.
Hindi naman maiiwasan na sometimes healthy diet and cheatdays.

Last question, Why do you think it is difficult to maintain good eating habits and fitness
during the pandemic? What are the hindrances?
Let’s start with Red

Red: I think yung nagiging hindrance po sa diet wise is meron po kasing snacks naka reserve
like merienda so pag nag crave ka madali lang pong kunin and madali kang ma tease. For
physical naman po as I said before since naka lockdown po tayo ngayon limited ang space na
pwedeng gawan ng exercise that can prevent from doing it po
Researcher: So limited resources lang po thank you so much Red. Next Chesna

Chesna: Uhm I think in terms of physical activities po since we’re at home environment we
are more comfortable with the chairs and sofas. Mas naging tamad po ako hindi ko alam kung
bakit nadedrain po ako ng social media and I can’t go any work done. Lalo na po sa social
media ang dami pong models na magaganda katawan nacocompare ko po sarili ko sakanila
like naiinggit po ako sakanila but I don’t change anything about my self I don’t do work. And
I think ang main distraction po talaga is lack of fresh air and motivation po ngayong
pandemya
Ma’am Jo: Yan so lumalabas na nadidistract ka sa social media and gadgets makita mo yung
sofa gusto mo humiga ka dito pumapasok pagiging lazy natin. Thank you so much anak, next
zoe

Zoe: in terms of fitness and exercise po mas madali po talagang maging lazy and instead
parang sa iba na taga church ko po may online class po pero para saakin po mas okay saakin
nakahiga nalang. Pero if you compare it to exercise unlike po sa iba na nag gym, pwede
naman pong mag jogging pero need mag mask

Researcher: So for you anak ang temptation mo ay laziness na kumain at humiga nalang kaya
tinatamad na tayo. Thank you zoe, next Joachim

Joachim: Ang hindrance po sa physical ay ang nalilimit yung tao sa labas hindi na po
makapag exercise sa labas, bike at lakad lakad. Sa eating habits naman po siguro dahil limited
ang resources at tumataas ang presyo ng foods kaya mas konti ang available na makakain sa
bahay unlike before. Example ang galunggong po 20pesos per kilo pero ngayon 50 na po

Researcher:: So same lang yung fitness and eating habits limited ang space at resources.
Thank you so much nak next Michylla

Michylla: Sa physical po mahirap po kasi hindi po makakalabas konti lang po yung activities
na magagawa sa bahay. For eating habits naman po limited yung makakain.
Researcher: So same lang so limited resources and limited yung wide variety of food na
kinakain natin kaya ngayong pandemic talaga na tightened yung parents natin kaya kung ano
available dyan yan lang ang kinakain natin. Thank you anak next yeshua

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Yeshua: it is difficult sa food po kasi maraming tao yung nagpapanic buying po kaya yung
ibang tao po na nahuhuli po sa bilihin po kumokonti po yung supplies nila. Hindi po tulad ng
mga tao paglumalabas po maraming tusok tusok sa kalye. And para naman po sa physical
activities katulad po ng iba hindi rin po allowed lumabas ng bahay at hindi rin naman po
pwede tumakbo takbo sa bahay dahil marami po natutulog.

Researcher: So ayan for yeshua restrictions sa panahon ngayon. Next Rob?

Rob: Katulad po ng sinagot nila limited po yung mga pagkain kagaya ng ayuda po sardinas,
mga itlog. Problemado po sa pagbili ng mga pagkain po sa physical activities naman po
maraming distractions kagaya ng tiktok, online games

Researcher:Ayan so for rob limited and distractions. How about Erin?

Erin: Katulad po ng mga sinabi nila limited po ang activities and resources. Ang hindrance
naman po nasanay na po tayo na wala tayong ginagawa na kailangan mag exercise po and eat
healthy.
Ma’am Jo: Ayan walang enough space and nakasanayan na natin yung ganong routine. Last
Elise

Elise: Sa eating habits po for me dahil po sa social media mahirap na po labanan yung
cravings mo po lalo na po ngayon na mas kilala na yung food panda or grab one order away
nalang po cravings mo kaya mahirap po talagang labanan. Sa physical activity naman po
tinatamad na po talaga ako mag work out kaya minsan gusto ko nalang po humiga tapos wala
po akong gagawin. Pero syempre kailangan rin naman po natin iyon for our health na rin po.
Kaya dahil po doon nalaman ko po yung quote na “Mahirap labanan ang katamaran kaya
kinampihan ko nalang”. kaya po wag po ganon ang mindset natin kasi mahihirapan po talaga
tayo

Researcher: So sayo nak ang hindrances sayo ay cravings at laziness. Ayung mga hindrances
like; laziness, cravings, limited resources, walang enough space yang yung mga narinig ko
sainyo. Tapos na po tayo meron po ba kayong mga tanong about my questions?

Maraming salamat po talaga sa time na binigay niyo, alam ko bakasyon ngayon pero it can
help incoming Grade 7 students to maintain their help and fitness. Thank you and Goodbye

Transcripts of Teachers

Teacher A: The pandemic affect the eating activities of the learner in different ways. The
learner eating schedule may have various effect such craving more on food specifically junk
food and process food because of the availability of food supplies in the house and with no
restrictions on time frame unlike in face to face Their I'd specific time of reces. In activities
aspect, limitations is the big issues because learners are not allowed to go outside so physical
activities is limited.

Teacher A:My recommendation is simply educate the learner more on proper diet or eating
habits and active physical activities. Motivation is the key , motivating the learner make them
realize the importance of the two in holistic development.

Teacher B: It affects their eating habits and the learners from middle to a higher class and
small size families get the highest score in terms of quality and quantity of food they intake.
Because of endless quarantine, they can't go outside, they have low activity levels/physical
inactivity which is the result of engaging more hours of screen time.

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Teacher B: They have to combine a nutritious diet and most importantly having regular
physical activity to reduce the risk of obesity, diabetes, and cardiovascular diseases and for
them to stay physically and emotionally healthy.

CURRICULUM VITAE

PERSONAL DETAILS
● Date of Birth: July 18, 1996
● Place of Birth: Manila
● Age: 25
● Sex: Female
● Height: 5’2
● Weight: 51kg
● Civil Status: Single
● Religion: Roman Catholic
● Citizenship: Filipino
● Language: English and
Filipino

JOANNA DIONISIO
EDUCATION
dionisiojoanna@yahoo.com POST GRADUATE
The National Teachers College-
School of Advanced Studies
09293366060 MAEd- Physical Education (39 units)

TERTIARY
523 Dimasalang Street The National Teachers College
Maypajo Caloocan City Quiapo, Manila
June 2014-2017
BSEd- Mapeh

SECONDARY
Maypajo Integrated School
Caloocan City

PRIMARY
Lerma Elementary School
Caloocan City

TEACHING EXPERIENCE
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 La Consolacion College Caloocan (2017-2019)
Manila Science High School (2019-current)

ACHIVEMENTS
● Passer- Licensure Examination for Teacher
September 2017
● Module Writer
● Test Item Writer
● Video Creator
● Tutor in DepEd ETUlay
● SSG Adviser

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