Cuando el espacio, el tiempo y el apoyo son insuficientes: las realidades de la enseñanza de la Educación Física en Filipinas
Barra lateral del artículo
Contenido principal del artículo
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12888Resumen
Este estudio tuvo como objetivo explorar los desafíos que enfrentan los profesores de Educación Física (EF) al implementar una enseñanza de calidad en el contexto filipino, con énfasis en factores relacionados con los estudiantes, los docentes, el entorno y las instituciones. Se utilizó un diseño de investigación cualitativa con enfoque descriptivo, lo que permitió recopilar información detallada sobre las experiencias de los participantes. La muestra estuvo conformada por treinta y cinco docentes de EF, seleccionados mediante muestreo intencionado, asegurando que contaran con experiencia relevante y conocimiento contextual sobre los retos de la enseñanza. Los datos se obtuvieron mediante entrevistas abiertas y validadas, lo que facilitó que los participantes compartieran libremente sus percepciones, vivencias y estrategias de afrontamiento. El análisis temático se llevó a cabo siguiendo el marco de Colaizzi, identificando temas y subtemas recurrentes y extrayendo sistemáticamente las ideas centrales de las respuestas. Los hallazgos señalaron que los principales desafíos incluyen la falta de instalaciones y equipos adecuados, grandes tamaños de clase, limitaciones de tiempo, oportunidades de desarrollo profesional insuficientes, baja motivación de los estudiantes, problemas de comportamiento y escaso apoyo de los padres y de la administración escolar. Esto evidencia la compleja interacción de factores que inciden en la calidad de la enseñanza y resalta la necesidad de que los docentes sean creativos, resilientes y adaptables ante las barreras contextuales y sistémicas. El estudio también muestra que el éxito de los programas de EF depende no solo del esfuerzo del docente, sino también de la alineación institucional, la participación de las partes interesadas y el acceso equitativo a los recursos. En conclusión, esta investigación destaca la importancia de abordar estos desafíos multidimensionales para mejorar la calidad educativa, fomentar el desarrollo integral de los estudiantes y reforzar la relevancia de la Educación Física. Los resultados aportan una comprensión más profunda de la práctica docente en Filipinas y ofrecen información valiosa para orientar políticas, el desarrollo profesional y las investigaciones futuras en EF.
Palabras clave:
Detalles del artículo
Referencias
Agaser, D. K. L., Orfrecio, M. E., & Tagare, R. L. (2012). Teachers’ practices on the implementation of PE in primary grades in South Cotabato, Philippines: A qualitative inquiry. International Journal of Health, PE and Computer Science in Sports, 43(2), 82–88.
Ahmed, Z. E., Hassan, A. A., & Saeed, R. A. (2024). AI-Enhanced Teaching Methods. IGI Global. https://doi.org/10.4018/979-8-3693-2728-9
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177–1216. https://doi.org/https://doi.org/10.1007/s10648-021-09649-y
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in PE: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185. https://doi.org/10.1016/j.compedu.2021.104185
Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/https://doi.org/10.1177/0253717620977000
Block, M. E. (2016). A teacher’s guide to adapted PE. Paul H. Brookes Publishing.
Brown, A. L., Myers, J., & Collins, D. (2021). How pre-service teachers’ sense of teaching efficacy and preparedness to teach impact performance during student teaching. Educational Studies, 47(1), 38–58. https://doi.org/10.1080/03055698.2019.1651696
CG, M. (2024). Innovations in teaching practices. International Research Journal on Advanced Engineering and Management (IRJAEM), 2(05), 1469–1471. https://doi.org/10.47392/IRJAEM.2024.0198
Chen, Y., & Qin, X. (2024). Student fatigue and its impact on teaching effectiveness based on online teaching. Education and Information Technologies, 29(8), 10177–10200. https://doi.org/10.1007/s10639-023-12197-3
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Donkor, S. K., & Hormenu, T. (2021). Teacher-related barriers to effective teaching of PE in public primary schools. https://doi.org/10.22271/journalofsport.2021.v6.i2f.2398
Edward, K.-L., & Welch, T. (2011). The extension of Colaizzi’s method of phenomenological enquiry. Contemporary Nurse, 39(2), 163–171. https://doi.org/https://doi.org/10.5172/conu.2011.163
Francesco, C., Coco, D., Frattini, G., Vago, P., & Andrea, C. (2019). Effective teaching competences in PE. Journal of PE and Sport, 19, 1806–1813.
Gairns, F., Whipp, P. R., & Jackson, B. (2015). Relational perceptions in high school PE: Teacher-and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety. Frontiers in Psychology, 6, 850. https://doi.org/10.3389/fpsyg.2015.00850
Gorospe, J. D. (2022). Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered during the Practice Teaching Course. Journal of Education and Learning, 11(4), 84–91. https://doi.org/10.5539/jel.v11n4p84
Graciano, M. (2022). Activity Preference, Demographic Characteristics, and Attitudes of the Students toward PE at the University of Eastern Philippines. Asian Journal of Education and Social Studies, 31(1), 12–27. https://doi.org/https://doi.org/10.9734/ajess/2022/v32i130759
Gulanes, A. A., Travero, A. S., Bodbod, I. C., & Allado, M. T. (2024). Teachers’ Assessment and Challenges on Teaching Tertiary PE Program. Library of Progress-Library Science, Information Technology & Computer, 44(3).
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in PE: A systematic review. Sustainability, 15(7), 6039. https://doi.org/https://doi.org/10.3390/su15076039
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258–297. https://doi.org/10.1080/13803611.2015.1018278
Jin, E., Jiang, X., & Wang, X. (2025a). Halo effect and psychological contracts in student evaluations of teaching: a case study from a leading Chinese Liberal Arts University. Cogent Education, 12(1), 2504216. https://doi.org/10.1080/2331186X.2025.2504216
Jin, E., Jiang, X., & Wang, X. (2025b). Halo effect and psychological contracts in student evaluations of teaching: a case study from a leading Chinese Liberal Arts University. Cogent Education, 12(1), 2504216. https://doi.org/10.1080/2331186X.2025.2504216
Kaliba, M., & Ambrožová, P. (2021). What do university students do in online teaching? Reflections on current forms of academic procrastination, experience from the Czech Republic. INTED2021 Proceedings, 3357–3361. https://doi.org/https://doi.org/10.21125/inted.2021.0702
Kharb, P., Samanta, P. P., Jindal, M., & Singh, V. (2013). The learning styles and the preferred teaching—learning strategies of first year medical students. Journal of Clinical and Diagnostic Research: JCDR, 7(6), 1089. https://doi.org/10.7860/JCDR/2013/5809.3090
Kilue, D., & Muhamad, T. A. (2017). Challenges in the teaching of PE subject in Malaysian secondary schools. JOURNAL OF NUSANTARA STUDIES-JONUS, 2(2), 53–65. https://doi.org/https://doi.org/10.24200/jonus.vol2iss2pp53-65
Królicka, A., Janik, A., Żak, A., & Radwański, K. (2021). The qualitative–quantitative approach to microstructural characterization of nanostructured bainitic steels using electron microscopy methods. Mater. Sci, 39, 188–199. https://doi.org/10.2478/msp-2021-0017
Mancera, M. A., Sumera, E. S., Tagare, R. L., Lopez, G. E., Orgeta, I. M., Haji Kasan, Y. T., Cristobal, H. D., Aton, A. G., & Adlaon, G. (2025). In the zone or out of bounds? How sports and physical activity anxiety affects life satisfaction among students. International Journal of Evaluation and Research in Education, 14(3), 1844–2966. https://doi.org/10.11591/ijere.v14i3.33530
Margario, B. M., Solidarios, J. T., & Bual, J. M. (2022). Learning environment, motivation, and challenges of junior high students under PE modular instruction. Asian Journal of Education and Social Studies, 31(4), 47–59. https://doi.org/10.9734/ajess/2022/v31i430757
Mwaanga, O., & Chifita, T. (2025). A Critical Justification for Physically Active Education: Towards ‘the Africa We Want.’ In Sport, Development and Peace: Critical Global Challenges (pp. 133–155). Springer. https://doi.org/10.1007/978-3-031-86930-3_7
Nilson, L. B., & Goodson, L. A. (2021). Online teaching at its best: Merging instructional design with teaching and learning research. John Wiley & Sons.
Nioda, A. J. B., & Tagare, R. L. (2024). The Experiences of Non-PE Generalist Teachers in Implementing PE in the Primary Grades: Implications for Capability Development Initiatives. International Electronic Journal of Elementary Education, 16(3), 325–335. https://doi.org/10.26822/iejee.2024.334
Pels, F., Hartmann, U., Schäfer-Pels, A., & von Haaren-Mack, B. (2022). Potential stressors in (prospective) PE teachers: a comparison of different career stages. German Journal of Exercise and Sport Research, 52(4), 596–611. https://doi.org/10.1007/s12662-022-00804-3
Poblador, S. A. C., Tagare, R. L., & Tagare, R. L. (2022). K to 12 transition in action: Threading the opportunities and challenges on the implementation of senior high school sports track in Southern Philippines. Edu Sportivo: Indonesian Journal of PE, 3(1), 65–76. https://doi.org/https://doi.org/10.25299/es:ijope.2022.vol3(1).8467
Quennerstedt, M. (2019). PE and the art of teaching: Transformative learning and teaching in PE and sports pedagogy. Sport, Education and Society. https://doi.org/https://doi.org/10.1080/13573322.2019.1574731
Quibral, J., Garganera, M. M., & Mangali, G. (2024). Beyond general challenges: exploring PE teachers’ lived experiences and resilience in flexible learning environments. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.2988
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/https://doi.org/10.1080/00461520.2020.1862657
Rosita Hernani, M. A., Nepangue, J. U., Canillas, J. A., Elumbaring, J. B., Dagoc, P. P., Janito, C. R., Calixtro, M. A., Kumar, R., Imperial, R. T., Anthony Rosario, M. B., Dexter Reyes, M. L., May Mangubat, C. T., Philip Saniel, J. S., Ann Tenebroso, D. C., & Tagare, R. L. (2025). Examining the Efficacy of Pedometer Use in Enhancing Fitness Level: The Case of Tertiary Students in a State University. Universal Journal of Public Health, 13(4), 877–886. https://doi.org/10.13189/ujph.2025.130411
Sabado, M. L. C., Brebante, Z. R. T., Ulanday, M. E. D., Daut, H. C., Gallardo, M. A., Gallardo, A. M. S. A., Layao, M., & Lucman, A. T. (2025). Quality PE in the Philippines: Challenges and Opportunities. Quality PE, 175–186. https://doi.org/10.4324/9781003513582-19
Sumbilon, M. R., Sombilon, E. C., & Paglinawan, J. L. (2024). Teaching-Learning Resources and Professional Engagement on Curriculum Implementation Practices of Secondary School Teachers. International Journal Of All Research Writings, 6(5), 76–96.
Tegero, M. C. (2022). Skill Acquisition Challenges of Bachelor of PE Students in Flexible Learning Amidst the Covid-19 Pandemic. Skill Acquisition Challenges of Bachelor of PE Students in Flexible Learning amidst the Covid-19 Pandemic, 101(1), 10. https://doi.org/10.47119/IJRP1001011520223169
Toquero, C. M. (2020). Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947
Wee, E. H., Cheng, W. F., & Chin, N. S. (2021). Teachers’ perceived barriers to implementation of PE: Examining the administration of PE programme and the provision of non-human resources. Collegium Antropologicum, 45(3), 191–200. https://doi.org/10.5671/ca.45.3.2
Ybanez, N. (2022). Tertiary PE students: Challenges and opportunities in remote learning in University of the Philippines Cebu, Cebu City, Philippines. Davao Research Journal, 13(2), 32–43. https://doi.org/https://doi.org/10.59120/drj.v13i2.87