Development of a Grade 11 Alternative Classroom-Based Physical Activities Manual for Teachers in Hinterland Schools

Abstract

Physical Education (PE) in most schools is not limited by its significance, but by space, resources and the facilities available. This study aimed to develop and validate an alternative classroom-based PE instructional manual for Grade 11 students in selected hinterland schools in Bukidnon, Philippines, to address the need for context-responsive and practical PE instruction. Using a developmental research design and the Successive Approximation Model (SAM), the study proceeded through SAM’s three phases—Preparation (context analysis), Iterative Design (expert validation), and Iterative Development (classroom implementation and refinement). Data collection included document analysis, an expert content-validity checklist, a teacher evaluation survey, and classroom observation, with analysis conducted using descriptive statistics and thematic analysis. Findings showed a significant gap between the ideal curriculum, which emphasizes performance-based and competency-driven PE, and the actual classroom context, which is marked by spatial, resource, safety, and management challenges. In response, a context sensitive instructional manual was developed that incorporates space-adaptive, resource-efficient, and safety-focused strategies aligned with DepEd competencies. Expert reviewers rated the manual as Good to Excellent across criteria, praising its feasibility, engagement, and usability, while suggesting improvements in constructive alignment, assessment integration, and cultural relevance. Classroom implementation by the teacher-user indicated that the manual was perceived as clear, engaging, and practical for real-world use, although learning and engagement outcomes were not measured. The study concludes that the developed manual is an expert-validated, feasible, and contextually suited resource for classroom-based Physical Education. Future studies can be conducted to confirm the manual in various school settings to determine its efficiency, flexibility, and long-term effects on student achievement, student engagement and classroom attendance and its relevance to other grades and educational context.