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International Journal of Human Movement and Sports Sciences 9(4): 791-796, 2021 http://www.hrpub.org
DOI: 10.13189/saj.2021.090425
Assessment on the Implementation of Special Program
in Sports and Student-Athletes Performance in
Sports Competition
Rayvin D. Pestano1,*, Florante P. Ibarra2
1Institute of Sports, Physical Education and Recreation, College of Education, Central Luzon State University, Science City of Munoz,
3119, Nueva Ecija, Philippines
2Department of Advance Studies in Education, College of Education, Central Luzon State University, Science City of Munoz, 3119,
Nueva Ecija, Philippines
*Corresponding Author: rayvin.pestano@clsu2.edu.ph, fpibarra@clsu.edu.ph
Received April 18, 2021; Revised May 31, 2021; Accepted June 25, 2021
Cite This Paper in the following Citation Styles
(a): [1] Rayvin D. Pestano, Florante P. Ibarra , "Assessment on the Implementation of Special Program in Sports and
Student-Athletes Performance in Sports Competition," International Journal of Human Movement and Sports Sciences,
Vol. 9, No. 4, pp. 791 - 796, 2021. DOI: 10.13189/saj.2021.090425.
(b): Rayvin D. Pestano, Florante P. Ibarra (2021). Assessment on the Implementation of Special Program in Sports and
Student-Athletes Performance in Sports Competition. International Journal of Human Movement and Sports Sciences,
9(4), 791 - 796. DOI: 10.13189/saj.2021.090425.
Copyright©2021 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract Purpose: This study aims to evaluate the
implementation of a Special Program in Sports (SPS) in
eight secondary school implementers in the province of
Nueva Ecija, Philippines. Likewise, student-athlete
performance in sports competitions in the division level,
regional level, and national level athletic meet was also
assessed. Methodology: Using a descriptive correlational
research design, 59 teacher/coach/trainer handling
specialization subjects in SPS program participated in the
study. Quantitative data were gathered using a self-made
questionnaire as the main instrument. Findings:
Respondents perceived evaluation on the implementation
of a special program in sports were highly sufficient in the
areas of the planned curriculum for sports, admission and
retention policies, student support, manpower resources,
and instructional resources and moderately sufficient in the
areas of school sports facilities. Furthermore,
student-athletes performance at the division level was
found to be very satisfactory, while unsatisfactory at the
regional and national level sports competition. Human
resources and school sports facilities were found to have
significant relationship with student-athletes performance
in sports competition. Contribution and
Recommendation: Therefore, it is highly recommended
that schools that implement special program in sports
should provide adequate sports facilities, equipment, and
competent coaches as these more likely to have great
impact on athletes' performance.
Keywords Implementation of Special Program in
Sports, Student-Athletes Performance, Sports Competition
1. Introduction
Special program in sports in the Philippine archipelago
offers significant development in sports and education
serving as platform to nurturing athletic and sports skills
among students. The SPS program curriculum design
provides a four-year secondary curriculum guided by K to
12 Basic Education Program patterned after that of a
regular high school with specialization in sports in
individual, dual, and team sports. Athletic oval,
gymnasium and swimming pool are essential mandatory
facilities for a school to qualify in offering this program.
Furthermore, Specialist (specialization teacher)
teachers/coaches/trainers that possess bachelor’s degree
with specialization in Physical Education/Sports or any
relevant degree in sports and human movement exercise
are qualified to handle this program. The program was
envisioned primarily to address the needs of talented
Junior High School students both in public and private
792 Assessment on the Implementation of Special Program in Sports and Student-Athletes Performance in Sports Competition
institutions regardless of their ability and level in different
amateur sports discipline, to establish and create a pool of
athletes who will be trained to compete in regional,
national, and international sports competition [1]. Thus, it
is, therefore, necessary to evaluate its degree of
implementation that would center on administrative
support, facilities, human power, and instructional
resources which may serve as influencing elements to
student performance. The diversity of factors that
contribute to the success or failure of a specific program
lies in the existing facilities provided by the host
institution [2]; [3]. As an educational institution, it has to
deliver the products and services necessary to achieve the
outcomes it intends to produce [4]
Though the implementation of Special Program in
Sports (SPS) in the country had been put into practice for
quite some time, there had been no previous chronicled
assessment on its extent of implementation to further
evaluate the realization of its goals and objectives.
Similarly, there had also been insufficient empirical
evidence that supports how the extent of its
implementation could contribute to student-athletes
performance in amateur sports competition as stipulated in
the DepEd. Guidelines [1]
For over a decade, a special program in sports has been
implemented in the province of Nueva Ecija, students
output in the division athletic meet has a very satisfactory
result, while on a regional athletic meet and national
athletic meet, its result has been remarkably alarming. A
constant decline in student performance under the SPS
program has been likewise observed.
Student-athletes' performance could be measured
through actual results obtained by an athlete in an amateur
competition. These actual results could serve as a basis for
improving athletes as well as school sports performance.
Limited studies show that athletes' performance is
determined by the athlete’s technical, tactical,
physiological, and psychological / sociological
characteristics [5] and coaches' coaching style and
competencies [6]
1.1. Problem Statement
Since the launch of the implementation of a special
program in sports in the year 2000, there had been no
studies conducted to evaluate the program. One of the
researchers was a previous teacher of SPS. With the
common notion that students learn best when they are
provided with ample facilities and equipment would be
the underlying contention of this research study. Given
such premise, SPS evaluation is indeed necessary to
further improve the program and its implementation.
1.2. Research Objectives
(a) To determine the extent of implementation of a
special program in sports as perceived by the
respondents in terms of the planned curriculum,
admission policy, retention policy, student support,
sports facilities, manpower resources, and
instructional resources.
(b) To determine student-athletes performance in sports
competitions in the division, regional, and national
athletic meets.
(c) To find out whether the extent of implementation of
a special program in sports has a significant
relationship with student-athletes performance.
1.3. Research Hypothesis
There is statistically no significant relationship between
the implementation of special program in sports and
student-athletes performance.
1.4. Research Terminology
(a) Special Program in Sports- A special curriculum
program that offers a four-year secondary curriculum
patterned in a regular high school with specialization
in individual, dual and team sports.
(b) Division Level- Inter-school amateur sports
competition both in elementary and secondary within
certain city or province. Winning athletes in the
division level are qualified to compete in regional
level sports competition.
(c) Regional Level- Region wide level of amateur sports
competition composed of winning athletes from
different provinces, cities and divisions to qualify for
national level competition.
(d) National Level- Highest level of amateur sports
competition for elementary and secondary
student-athletes in the Philippines.
(e) Specialist- Refers to a teacher/coach/trainer that
handles sports specialization classes.
(f) SPS Student-Athlete- is a student enrolled in special
program in sports.
2. Literature Review
Bustamante [7] conducted a study on the
implementation of sports program in Region II,
Philippines. The aim of the study was to examine the state
of implementation in the sphere of physical culture and
sports, and develop methodological foundations of sports
and health services. Upon a comprehensive study of the
philosophical, psychological-pedagogical, and
methodological literate, the content analysis of the main
category “implementing sports” had been conducted. The
content analysis summarizes the ideas of foreign
researchers on the sphere of “implementing sports”. The
authors of the research proposed a developed technique of
a special course “Sports and Health Services” for coaches,
organizers and specialist working in the sphere of physical
International Journal of Human Movement and Sports Sciences 9(4): 791-796, 2021 793
culture and sports.
Mercado [8] assessed the sports development program
curriculum given in schools of physical education in Bicol
State University, Philippines. A total of 23 physical
education and sports teachers participated in the study.
The participants were given four weeks to assess the
courses on the evaluation of form according to curricular
programs in sports. Results of the study showed that
courses included in the curriculum such as applied skills
in sports and sports history were predictors of academic
performance.
Onofre and Marquez [9] carried a study on the physical
education sports program in the Philippines linking it to
the collective desirability of its student-athletes. Utilizing
a descriptive correlational study, a total of 123
student-athletes served as respondents. A survey
instrument was administered to determine how curricular
design would fit the needs of student-athletes individually
and collectively. Findings revealed that individual sports
courses needed to be re-evaluated with regards to skills
scopes as well as content-based problems.
Hardman [10] evaluated the sports curriculum in
selected sports institution in London to look further into
contents included in the sports program. The aim of the
study was to assess which curses would be beneficial to
student-athletes that could compliment their academic
undertakings. Results found out that sole courses that
enhanced their practical skills were sports courses.
3. Materials and Methods
3.1. Research Design
This study utilized a Quantitative Descriptive and
Correlation design to identify, analyze, and describe the
extent of implementation of Special Program in Sports
(SPS) concerning student-athletes performance in the
Province of Nueva Ecija, Philippines. According to
Bernard [11], research design serves as a blue print, or
outline for conducting a study in such a way that
maximum control will be exercised over factors that could
interfere with the validity of research results. The research
design is an overall plan for obtaining answers to the
research question guiding the study.
3.2. Research Subject
The study population consisted of 59
teachers/coaches/trainers participated in this research
using total population sampling to provide complete and
accurate information. Bernard [11] describes total
population sampling which involves examining the whole
population that has a particular set of characteristics.
3.3. Research Instrument
Using an online questionnaire through Google form,
this was sent to school principals of each institution to be
filled out by purposively chosen teacher/coach/trainer
respondents. The instrument used was a questionnaire on
the evaluation of the implementation of a special program
in sports which focused on planned curriculum,
admission/ extension policies, student support, school's
sports facilities, manpower resources, and instructional
using a Likert rating scale 4- Highly Sufficient, 3-
Moderately Sufficient, 2 – Less Sufficient and 1 –
Insufficient. Furthermore, to determine the
student-athletes performance, amateur sports competition
data from the Department of Education for three
consecutive years served as a reference using the
Fibonacci numerical point system.
Table 1. Point System
Point System Description
75-100 Very Satisfactory
50-74 Satisfactory
25-49 Needs Improvement
0-24 Poor
3.4. Data Analysis
This study utilized SPSS statistical program version
16.0 to process the data. Frequency counts, percentage,
mean and Pearson correlation were also used to examine
significant relationships of the variables being examined.
4. Result and Discussion
Based on the results of the study on the extent of
implementation of a special program in sports and
student-athletes’ performances, the following results are
gathered:
Table 2. Implementation of Special Program in Sports
Implementation of Special
Program in Sports
Mean Description
Planned Curriculum for Sports 3.24
Highly
Sufficient
Admission/Retention Policies
for Sports
3.40
Highly
Sufficient
Student Support 2.36
Highly
Sufficient
School Sports Facilities 3.09
Moderately
Sufficient
Manpower Resources 3.28
Highly
Sufficient
Instructional Resources 3.40
Highly
Sufficient
Overall Weighted Mean 3.25
Highly
Sufficient
Result shows that respondent’s perception in the
implementation of a special program in sports was found
to be Highly Sufficient in the areas of the planned
794 Assessment on the Implementation of Special Program in Sports and Student-Athletes Performance in Sports Competition
curriculum, admission/retention policies, student support
and manpower resources, and Moderately Sufficient in
terms of school sports facilities and instructional resources.
Respondent’s perception in the implementation of a
special program in sports in terms of the planned
curriculum was described as Highly Sufficient. The
findings most likely implied that there had been adequate
learning competencies in individual, dual, and team sports.
Results suggested that expertise in a specific field of
sports specialization was a significant factor to transfer
explicit knowledge and skills to the student. Toktas and
Bas [12], found out that teaching specific sports involved
establishing teacher identity as sources of knowledge and
skills that every studentathlete needs.
Findings showed that the admission/retention policy for
sports was highly sufficient. Respondents perceived that
there had been adequate standard for screening, rules on
retention based on students' academic performance, and
provisions for acceptance and guidelines in choosing a
sport. Gencer and Öztürks [13], emphasized that Sports
programs designed with vivid implementing regulations
would lead to positive outcomes in sports performance
among student-athletes. While coaches serving as models
and channels to student-athletes‟ sports developments,
their actions and expectations remained on the admissible
process of gradual yet intensive training of their
student-athletes.
Results on student support implied that respondents
tended to perceive sufficient provisions in the
implementation of special program in sports. Conversely,
it was suggested that there must be a safety measure given
to the athletes, adequate learning delivery for sports
competition, and remedial and mentoring in academic
subjects. More so, coaches are likely to perceive that there
are moderately sufficient provisions of uniforms for
athletes while meals and allowance. Moens and Federicis
[14], argue that schools offering sports program tended to
give priority to safety measures among their athletes. First
aid training was incorporated in different sports
preparation to give student-athletes as well as coaches
adequate knowledge on first aid techniques combined
with the actual medical attention and demonstration.
Respondents more likely perceived that the
implementation of a special program in sports on school
sports facilities tended to be moderately sufficient. This
implies that there is ample equipment used in team sports
most specifically in ball games, individual and dual sports,
covered courts, and track oval events.
Considering the manpower resources, results most
likely suggested that there is adequate manpower in the
implementation of a special program in sports.
Respondents perceived that there is a highly sufficient
qualification for handling sports programs such as track
records, knowledge, and skills of teachers in various
sports programs. On the other hand, respondents
suggested that there is a moderately sufficient linkage to
Non-Governmental organizations (NGO's), Government
Offices (GO's) for funds as well as budgetary allocation to
sustain the sports program. This suggests that coaches and
sports heads should have higher standards and must be
equipped with sufficient skills in sports as compared to
those handling general physical education classroom
teaching.
In instructional resources, findings revealed that
respondents perceived moderately sufficient availability
of textbooks, modules, and instructional videos as well as
teaching expertise which are imperative in the teaching
and learning process. Teachers need to examine the
materials currently used in their health and physical
education program to ensure that the materials will assist
students to meet the Standards [15].
Table 3. Student-Athletes Performance in Individual, Dual, and Team Sports for the Last Three Years
Events Gold Silver Bronze Participant Total
Fibonacci Weighted
Point System
Description
Individual Sports
Division Level 72 21 4 16 113 87 VS
Regional Level 16 15 8 48 87 29
National Level 14 1 0 39 4 5
Dual Sports
Division Level 30 11 3 11 54 38 NI
Regional Level 6 3 3 33 45 9 US
National Level 2 2 0 29 33 3 US
Team Sports
Division Level 59 11 3 17 92 62 S
Regional Level 4 6 12 51 73 28 US
National Level 1 2 0 40 42 2 US
International Journal of Human Movement and Sports Sciences 9(4): 791-796, 2021 795
Table 3 shows the student athletes’ performance for the
last three years. It can be noticed in division level in terms
of individual sports, records show 72 gold, 21 silver and 4
bronze with a total of 87pts described as Very Satisfactory
Performance. In terms of dual sports, it can be noticed in
the records that there are 30 gold, 11 silver, 3 bronze with
a sum of 38pts described as Needs Improvement
Performance. As to team sports, records presented that
there are 59 gold, 11 silver, and 3 bronze with a total of
67pts described as Satisfactory Performance. In terms of
regional level in individual sports, records show there are
16 gold, 15 silver, and 8 bronze with a sum of 29pts
described as Needs Improvement Performance. With
regards to dual spots, records show 6 gold, 3 silver, and 3
bronze with a total of 9pts described as Unsatisfactory
Performance. As to team sports, data show 4 gold, 6 silver,
and 12 bronze with a total of 28pts described as
Satisfactory Performance. In terms of regional level in
individual sports, records show 16 gold, 15 silver, and 8
bronze with a sum of 29pts described as Needs
Improvement Performance. With regards to dual, it can be
seen that there are 6 gold, 3 silver, and 3 bronze with a
total of 9pts described as Unsatisfactory Performance. As
to team sports, coaches received 4 gold, 6 silver, and 12
bronze with a total of 28pts described as Satisfactory
Performance. As to National level in individual sports,
dual sports, and team sports, their performance got a
description of Unsatisfactory Performance since
accumulated points in national level in each sports
category are less than 24pts.
Student-athletes performance in individual, dual, and
team sports competition illustrates that as the level of
competition becomes higher, their performance becomes
lower. Winning at a higher level of competition becomes
harder and that instance is normal since all athletes
competing are already winners in such events.
Table 4. Relationship between Implementation of Special Program in
Sports and Student-Athletes Performance
Implementation of
Special Program in Sports
Student Athletes Performance
Individual Dual Team
Planned Curriculum for
Sports
0.245 0.229 0.258
Admission/Retention
Policies for Sports
0.192 -.0245 0.163
Student Support -0.125 0.139 -0.346
School Sports Facilities 0.028* 0.011* 0.015*
Manpower Resources 0.013* 0.022* 0.019*
Instructional Resources 0.142 0.254 0.176
**. Correlation is significant at the p< 0.01 level (2-tailed).
*.Correlation is significant at the p< 0.05 level (1-tailed).
Table 4 presents the relationship between the special
program in sports implementation and student-athletes
performance in sports competitions. Based on the results,
among the categories of a special program in sports, sports
facilities and manpower resources have been found to
have significant relationships with student-athletes
performance in terms of individual, dual, and team sports.
However, categories such as planned curriculum,
admission/retention policies, student supports, and
instructional resources did not significantly correlate with
student-athletes performance.
Sports facilities and manpower resources such as
coaches and teachers most likely to be an integral part
which compliments student-athletes performance. As
noted by Sanni, Fashina, and Ede [16], adequate sporting
activities, facilities and equipment can help and enhance
sports development in the school. Smith and Smoll [17],
argue that coaches play a significant role in the athletic
environment, and their behaviors influence the technical,
cognitive, strategic, and psychosocial developments of
athletes and outcomes of sports participation. Thus,
human resources and sports facilities could contribute in
such a way to student-athletes performance. Therefore, the
null hypothesis stating that there is no significant
relationship between the extent of implementation of
special program in sports and student-athletes
performance is hereby rejected.
5. Conclusions
Based on the results, it indicated that implementation of
a special program in sports was perceived as highly
sufficient in terms of planned curriculum for sports,
admission/retention policies, student support, manpower
resources, and instructional resources. High sufficiency in
these areas could be attributed to the proper application
and enactment of provisions in the program
implementation which are requisites to attain the
curricular program objectives. On the other hand, schools’
sports facilities were perceived as moderately sufficient
since acquiring sports facilities and equipment required
huge budget allocation.
Student-athletes performance in individual, dual, and
team sports indicated would be dependent on the notion
that the higher level of the competition they compete, the
lower sports performance they manifest. Winning at a
higher level of competition becomes tougher which is a
normal scenario in national level since all competing
athletes are already winners in their respective localities.
Furthermore, sports facilities and manpower resources
have been found to have a significant relationship with
student-athletes performance. Thus, both play significant
roles that complement student-athletes productivity in
sports.
6. Recommendation
Implementation in a special program in sports
categories such as sports facilities and human resources
796 Assessment on the Implementation of Special Program in Sports and Student-Athletes Performance in Sports Competition
had been found to have significant relationship with
student-athletes performance, it is suggested that School
heads and sports managers must consider providing
adequate sports facilities and equipment to coaches and
student-athletes since their performance in sports would
be dependent on these essential provisions. Furthermore,
school heads must also properly align teachers in
assigning designations as coaches. More so, proving
sufficient training and development would be deemed
necessary for coaches to enhance human resources.
Acknowledgements
No external financial support was received for this
study. The authors would like to thank all the respondents
who participated in this study.
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