Utilization of Tech-Based Teaching Strategy of Physical Education Teachers in the Classroom Setting

This study looks at how PE Teachers use tech-based teaching methods in class. It aims to find out and shed light on the technology PE teachers use in the classroom. The Philippines’ Department of Education (DepEd) has issued several orders and plans to bring more tech into teaching even in PE classes. They’re doing this through the Learning Continuity Plan (LCP), which they began using during COVID-19. The LCP encourages the use of digital materials and online platforms to keep education going in all subjects, including PE​ (UNESDOC)​​ (ERIC)​. This plan has an impact on how teachers work and students learn causing a shift in the way PE is taught in the country. The rapid growth of technology has shaken up education worldwide. The Philippine Department of Education (DepEd) wants to make learning more enjoyable and effective. To achieve this, they’re pushing hard to use digital materials in what kids learn. The COVID-19 outbreak showed how crucial it is to change education to use more tech. It made people see the value of teaching with technology and learning from home (UNESCO Document Repository; IJLTER). Santos and Reyes (2019) explored how PE classes in Manila could use engaging video lessons and VR materials. They found that kids had more fun and understood physical activities better when they felt like they were there while Dela Cruz (2020) examined how fitness apps and wearable gadgets can change how much students move around. The study showed that students got more involved and wanted to do more, which led them to join in more and get fitter. Martinez (2017) focused on using online materials to help students learn together in PE. This study found that digital tools for teamwork improved students’ teamwork and communication skills. The research design for this study will use a descriptive method to examine how PE teachers use tech-based teaching methods to create a clear picture of the current situation. This approach examines how teachers feel about bringing technology into their classes. This design gathers numbers and stories through surveys and questionnaires of PE teachers. The surveys collect information on technology tools and methods teachers use and how often. After gathering all this info, people study it to find common themes, patterns, and differences in how tech is used in PE classes. The descriptive phase will involve surveying a sample of Physical Education Teachers using a Likert Scale questionnaire. The questionnaire will determine what kind of technology is used to teach PE classes in the classroom. The data will be analyzed using descriptive statistics to determine the impact of technology on teaching strategies of Physical Education in the classroom. The data collection process will follow ethical guidelines ensuring informed consent to all PE Teachers and the confidentiality of participants. The study on using tech-based teaching strategies in PE classrooms involves 33 PE teachers from different schools. The researchers chose these teachers through convenience and purposive sampling to get a mix of teaching settings and experience levels. They used a Google Form to gather info about what tech tools and strategies teachers use how often they use them how well they work, and what problems they face. The researcher designed this survey to gain a thorough understanding of how teachers use and view these methods. After deciding on the research designs and tools used in this study, the researcher learned the results of study. Table 1, which asked about technology-based teaching strategies PE Teachers use in the classroom, revealed that statement number 5 “I incorporate video tutorials to demonstrate physical exercises†had the highest rating. It scored a weighted mean of 4.06, which means “Agree.†The study indicates a positive trend in using technology in PE classes. In the end, the overall score of 3.96 meaning “Agree,†shows that PE teachers support various ways to increase technology use in PE.