Quality assessment of physical education program of state universities in the Philippines

This descriptive-evaluative research was undertaken to assess the physical education program of five state universities in Region IV–A by 28 administrative staff, 69 faculty members, and 390 students. The study used the whole population of administrative staff and faculty members while Slovin’s formula was used to determine the sample size for students. Using self-made questionnaire and appropriate statistical measures, the results revealed a high level of awareness on physical literacy as an essential foundation of physical education among faculty members. The assessments of the faculty and student-respondents on Physical Education along with teacher education, supply and development was excellent and revealed a non-significant difference among the assessment made by administrative staff, faculty members and students. Moreover, the assessment on teacher education, supply and development, facilities and resources, and curriculum flexibility were found to be predictors of Physical Education program with curriculum flexibility as the best predictor. This study calls for enrichment of Physical Education Program to achieve quality delivery of the program.


INTRODUCTION
Living in an era of global health risks, low aging populations, and unhealthy lifestyle, a physical, active, and literate populace is more important than ever. This need was brought by numerous cases of unexpected mortality rate all over the world as reported by World Health Organizations (World Health Organization, 2018). In this light, educationalists must understand that for the Filipino students to be healthy, able, and dynamic citizens, they need to be prepared by understanding and ability on how to be physically literate and active.
Hence, all Higher Educational Institutions (HEIs) must take into account all the elements that could possibly bring positive physical education learning. It is to be noted that fruitful learning can only be achieved when learning is supported by flexible curriculum, qualified teaching force, community linkages, innovative facilities and equipment and systematic program review to increase students' engagement and interest in physical education.
Further, Physical Education (PE) is an integral part of the youth and tends to be highly valued in most schools. Much of the early rationale for the inclusion of Physical Education in the school program was the belief that socialization through play, games, and sports was possible and necessary. Physical Education has a big part in the curriculum because of its contribution to the totality of the person. According to physical education assisted in developing well-rounded, happy, skilled, intelligent and productive persons to their highest potential as individual and democratic citizens (Dacica, 2015).
Quality Physical Education (QPE) is the planned, progressive, inclusive learning experience that forms part of the curriculum in early years, primary and secondary education. In this respect, QPE acts as the foundation for a lifelong engagement in physical activity and sport. The learning experience offered to children and young people through physical education lessons should be developmentally appropriate to help them acquire the psychomotor skills, cognitive understanding, and social and emotional skills they need to lead a physically active life (Lynch, 2015).
However, recent reductions in PE (Sallis et al., 2012), coupled with objective data showing that over half of America's youth fail to meet the recommended 60 minutes a day of moderate-to-vigorous physical activity (Troiano et al., 2008)  Thus, the Filipino learner who is fully cognizant of his role in the life of the nation and the larger community, will be able to live meaningfully in a complex, rapidly changing and globalized world by actively engaging himself in his community and the nation's development issues and concerns. He believes that this study will enable people to have an improved understanding of their mind, body, and health and will help them to make practical assessments that might help not only themselves but the nation as well. This could possibly end the Filipino's apparently infinite cycle of high mortality rate, malnutrition, sickness and diseases, thus, Teejay Dela Cueva Panganiban Quality assessment of physical education program of state universities in the Philippines 169 SPORTIF, 5 (2) 2019 | 166-174 making the people, particularly the youth, physically fit and healthy and are more disposed to living a life of service for others.

METHODS
This study used the descriptive method. According to Given (2008), descriptive method is the orderly empirical analysis of observable phenomena via statistical, mathematical, or computational techniques. The aim of the descriptive method is to create and employ mathematical models, theories, and hypotheses relating to some phenomena. The procedure of measurement is central to this manner because it provides the important connection between empirical statement and mathematical expression of quantitative relationships.
The researcher-constructed questionnaire was created on the different scanned educational books, Commission on Higher Education memorandum orders and the like and several reviewed research studies that have significant bearing to this present study.
The first part of the questionnaire revealed the faculty members level of awareness on physical literacy as an essential foundation of physical education program. This is composed of 10 items. To facilitate the interpretation of the assessments to be done by the faculty members, the mean score ranges and verbal interpretation were used.

RESULT AND DISCUSSION
This chapter includes the presentation and interpretation of data gathered concerning the specific problems posed at the beginning of the study.  comprehensive education and how it should be trained not only for students with visual impairments but for all students with special needs (Mwakyeja, 2013). The information about inclusion and teaching in inclusive classrooms is highly needed among general educators to practice inclusive teaching for learners. Bevans, Fitzpatrick, Sanchez, Riley, & Forrest (2010) said that it is empirical to value exact human, curricular, and material resources that make the most of student opportunities for physical activity through physical education. In view of this, catering for individual differences is envisioned neither to narrow the gap among individuals nor to even out their abilities and performance.

CONCLUSIONS
In the light of the significant findings revealed in the study, the