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· Volume II Issue II


As educators, their aim is to get students energized and engaged in the hands-on learning process. Video is clearly an instructional medium that is compelling and can generate a much greater amount of interest and enjoyment than the more traditional printed material and demonstration method used in teaching physical fitness activities. For students who are visual or auditory learners, video is the accurate medium utilizing sight and sound. Video presentation stimulates student’s interest for longer periods of time. It provides an innovative and effective means for educators to state and convey the essential content of curriculum specifically in physical education. Thus, this study is made to utilize it in teaching physical fitness tests among Grade 10 students of Batangas National High School.

Keywords: Illinois Agility Run, Performance, Physical Fitness Test, Physical Fitness, Teaching Method, Video Presentation


Learning is the process of attaining new or transforming current behaviours, knowledge, skills, values or preferences. It is said that both humans and animals are capable to learn. Moreover, induced by an event, some learning is immediate which accumulates from repeated exercises. It is not easy to differentiate learned material that appears to be “lost” from that which cannot be retrieved since the changes brought by learning often last a lifetime.

Akerele et al. (2012) stated that learning is the attainment of skills and knowledge conceivable through systematic interaction among teachers and learners. It happens often and it involves teacher, learner, and materials interaction and methodology. Portions of these materials are identified as instructional resources.

Furthermore, there is currently no universal justification with regards to how humans learn and successive guidebook that discusses how humans should teach. Rather, variety of theories are available with their background in various epistemological tradition and psychological. Humans have to comprehend the theories, and the rationale behind them to understand learning. The queries on how people acquire more complex knowledge increases the need for an educational learning theory despite the fact that much learning can be associated with cultural lessons or social imitation.

Learning experience that incorporates video presentation can motivate and encourage students to focus, and understand the concept. Students learning needs will be meet because video presentation can be paused and repeated, thus can be studied by students at their own learning pace. Video presentations are very efficient because it appealed to learning style preference of most students.

Using videos in teaching is not new. Berk (2009) emphasized that utilizing videos in teaching date back to prehistoric times when cave instructors used 16mm projectors to present to cave students’ examples of insurance company marketing commercials in business course. Moreover, video as a modified instrument in the classroom has undertaken distinct cycle of adoption as time passes. According to Greenberg (2012), film and broadcast television were first utilized economically, mainly as out-of-the classroom forms of enrichment. Television films were popular, presenting the cycle in the year 1960-1970s. In 1980, video tapes were utilized. Additionally, 1990s marked the thriving of camcorders, a two-way videoconferencing and video CDs. Furthermore, DVDs, streaming videos, the popularly youtube, and camera-enabled smartphones were in fashion in the year 2000. (Zanetis et al., 2012).

However, in signifying procedures to assist mastery learning or in conveying facts where a student can view complex clinical or mechanical procedures as many times as they need to, videos can be as effective as an instructor. Physical fitness incorporates many physical activities and it would be best if the learners can actually see the practical application of this activity through video presentation, instead of just reading and looking on the photos and information that can be found in their modules or books. In addition, to promote ‘active viewing’ approached with learners, interactive feature of modern web-based media layers can be utilized.

Teaching high school students concepts like physical fitness requires much more than handling students with workbooks or worksheet because high school learners begin to truly understand a particular concept only after experiencing the idea on a concrete level.

Learning physical fitness can be made easier, realistic and concrete if video presentation will be used. Video presentations serve as potential window that can expose the minds and heart of the students to physical fitness concepts, more than what the traditional classroom teaching can achieve. It is an effective medium for teaching, because video presentation provides a cheap and easy way of disseminating information and practical skills about physical fitness.

Physical fitness is one area that pervades at any age, and any circumstances. Its benefit goes beyond the four corners of classroom and school. It improves not only the physical health, but also the mental ability to cope with uncertain occurrence. Physical fitness is when a healthy human being can do some sort of day to day activities without experiencing any kind of fatigue. Physical fitness is a significant topic; therefore, it must be learn comprehensively and with much depth.

Utilizing video presentation in teaching physical fitness may results to sensory experience that permits ideas and contents to essentially develop an experience and as students are lead through individual adventure, come to life. It offers effective and innovative ways for educators to present and inscribed essential curriculum content.

Furthermore, attached to the principle, “Move to Learn, Learn to Move” the curriculum in Physical Education under the current education program has a vital goal to achieve life-long fitness for learners. In line with Article IV Section 19 of the Philippine Constitution, the framework is confined on the perspective of philosophical and legal foundations.

In collaboration with other sectors and athletic clubs, all educational institutions must carry out regular sports activities throughout the Philippines. As stated in the program’s abundant and difficult experiences, the curriculum must help the progress of health, wellness and fitness between school-age learners. Additionally, it must stimulate the growth of a dynamic and participative body. The need to become an educated person, physically, helps a person in effectively choosing and in contributing in actions suitable at different stages of life. On the other hand, Body Management contains both space and body awareness, as well as associations and qualities of movements. Establishing the foundation of various physical activities, movement skills is concerned with important skills and movement patterns. Sports and games is beneficial in learning proper techniques in sporting, and in preparing for selected sports and recreational activities that is more challenging and competitive. It includes basic, indigenous and some lead-up games. Physical fitness is consisting of various tests through fitness assessments, evaluating and recording. It also involves the strategies and execution of suitable programs that will advance and sustain student’s target fitness levels. To meet both requirements and interest of students, activities are appropriate to learner’s age. Furthermore, activities must offer movement activities that improve the involvement of every student in various physical activity.

The researcher believes that video presentation is an effective instructional means that will surely attract huge amount of interest from the learners and will result to enjoyment rather than utilizing printed material. Learners will be energizing and will actively participate in the process of hands-on learning. Moreover, the appropriate medium for students who are auditory or visual learners is video since it makes use of sight and sound.

Conceptual Framework

The study focuses on the utilization of video presentation in teaching physical fitness tests among Grade 10 students in Batangas National High School. There are many benefits to using video in education. In some cases, video is proven to be as effective as an educator in conveying information or signifying procedures to help in mastery learning where a learner can envision mechanical or complex procedures. More recently, Willmot et al (2012) show that there is strong indication that digital video reporting when combined into student-centred learning activities through various actions can inspire and engage students.

Also, studies have shown that the use of video presentation results to betterment of teacher-learning process. It indicates that, in almost all field of learning video presentation can be used to provide real experiences. Learning through video made it easier for students to learn since it can be repeated to recall information and illustration as many times as needed. In addition, video offers a much cheaper and fastest means of distributing practical skills and educational information. Indeed, with the help of video presentation the learners can easily learn all the necessary information that will be taught to the students.

Moreover, utilization of video presentation in classroom teaching help as a possible window that can expose the heart as well as the mind of people to environmental concepts and contemporary practices. The method must be appropriate to the learning style preference of the students for it to be effective. Most of students are considered as video crazy, most of the youths in today’s time are fond of watching video through different platforms which is why video presentation will surely appeal to them.

In line with this, video lecture is proven to be effective because of several reasons. Video content is 100% applicable to course performance necessities and compared to classroom lecture, these are surely at a more detailed pace. Additionally, videos are advantageous since it is possible to replay it and allow students to repeat the educator’s explanation. It can be watched and played anytime, anywhere and under environmental conditions of the learner’s choice. Unlike classroom lecture, portability of videos allows studying and listening without the distractions.

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