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American Journal of  Physical Education 
and Health Science (AJPEHS)

Assessing the Impact of  Remote Learning on Learning Competencies of  Senior High 
School Students in the Health Optimizing Physical Education (HOPE) Program

James Darwin N. Lagman1*, Richard John W. Hernandez2 

Volume 2 Issue 1, Year 2024
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v2i1.2527
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: February 19, 2024

Accepted: April 26, 2024

Published: May 17, 2024

This study examined the impact of  remote learning on the competencies of  learning 
objectives within the HOPE program for Grades 11 and 12 students in Mabalacat City. 
Using a quantitative-descriptive survey design with 12 PE teachers and coordinators, the 
study employed the Context-Input-Process-Product (CIPP) model to evaluate the program’s 
effectiveness, focusing on the “product” aspect. Findings revealed positive outcomes, with 
students exceeding their learning objectives in key areas aligned with the K-12 curriculum. 
Students successfully demonstrated an understanding of  physical activity’s role in stress 
management and engagement in moderate-to-vigorous activities. They also displayed an 
advanced grasp of  personal safety protocols, suggesting readiness for potential careers in 
health and fitness. These findings contribute to the understanding of  remote learning’s 
potential in achieving physical education goals. Further research could explore the long-term 
impact of  these approaches and their applicability to wider contexts, informing curriculum 
development and educational policy decisions.

Keywords
Health Optimizing Physical 
Education (HOPE), Physical 
Education, K-12 Curriculum, 
Learning Competencies

INTRODUCTION
Educational standards serve as guiding principles for 
assessing learners’ progress and achievement, providing 
clarity and measurability in educational outcomes 
(Kaynat, 2017). In the context of  the Philippines, Physical 
Education (PE) plays a crucial role in fostering holistic 
development among students, encompassing physical, 
emotional, mental, and social aspects (Lubis, 2019). PE 
programs aim to cultivate healthy lifestyles, enhance 
fitness levels, and instill positive attitudes towards 
physical activity, thereby contributing to lifelong well-
being (Danish, 2018). Legislative measures underscore 
the importance of  PE within the Philippine education 
system, emphasizing its role in promoting discipline, 
teamwork, and excellence (Republic Act No. 5708; 
Republic Act No. 11214). Moreover, educational reforms 
such as the K-12 program have integrated PE and Health 
into the curriculum, recognizing their significance in 
nurturing informed decision-making and fostering active 
lifestyles among learners (CHED Order No. 46 s. 2012).
However, despite these initiatives, challenges persist in 
implementing PE programs effectively, as evidenced 
by discrepancies observed in the delivery of  the Health 
Optimizing Physical Education (HOPE) program in 
Mabalacat City. Issues such as teacher qualifications, 
instructional materials, and facility inadequacies have 
hindered the program’s efficacy, exacerbated by the onset 
of  the COVID-19 pandemic. The COVID-19 pandemic 
has compelled educational institutions to adopt remote 
learning modalities, disrupting traditional face-to-face 
instruction (Blackburn, 2020). This transition poses 
unique challenges for PE, a performance-based subject 
reliant on physical engagement and interaction. While 

online learning has become a prevalent solution during 
the pandemic, its suitability for PE and health education 
remains questionable (Blackburn, 2020).
Online delivery has spurred a pedagogical shift in 
teaching and learning approaches. There was a change 
from top-down lecturing and passive students to a more 
cooperative, collaborative approach in which students 
and instructors co-create the learning process. Teachers’ 
role changed from the “sage on the stage” to “the guide 
on the side.” Despite previous reports on the contrast 
of  classroom and distance learning, the evaluation of  the 
student-centered active learning approaches delivered 
through blended learning approaches compared to fully 
online learning has not been widely available. Therefore, 
this study showed one potentially positive result of  
the current fascination with online delivery education 
is that schools were forced to define and defend 
quality education. This study presents to the public the 
importance of  Physical Education and health subject 
delivered in a high-tech world during this pandemic.
In the midst of  the COVID-19 pandemic’s changing 
environment, the HOPE curriculum educates and 
inspires students to embrace and pursue a healthy and 
active lifestyle through education and participation in 
sports and other physical and recreational activities. 
It also develops and reinforces students’ character by 
involving them in physical and friendly contests, as well 
as activities that promote Philippine culture. However, 
Espia-Verano (2016) identified a decline of  Physical 
Education in schools. They cited shortcomings in various 
areas, including content, time commitment, academic 
status, supplies, human resources, quality of  program 
execution, and teacher performance. According to 

1 Center for Community Research and Innovation, Mabalacat City College, Philippines
2 National University, Philippines
* Corresponding author’s e-mail: lagmanjames888@yahoo.com



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Miguel (2013), physical education and sports programs 
in Philippine schools suffer from low resources and 
deprived conditions because, among other things, 
important decisions are frequently made by officials with 
no academic or professional credentials in the discipline; 
and physical education and sports are commonly regarded 
as subjects that develop cognitive capabilities rather than 
subject areas that develop play.
The primary aim of  this paper is to comprehensively 
evaluate the impact of  remote learning on learning 
achievements within the Health Optimizing Physical 
Education (HOPE) Program. The sudden shift to online 
modalities due to the COVID-19 pandemic necessitates a 
critical assessment of  how this transition has influenced 
the effectiveness of  PE instruction and student outcomes. 
Specifically, this study seeks to investigate the details of  
remote learning’s influence on student engagement, 
attainment of  learning objectives, and overall learning 
outcomes within the HOPE curriculum. By examining 
these aspects of  remote learning in the context of  PE 
education, this research aims to provide insights into the 
strengths and challenges of  online instruction, identify 
areas for improvement, and inform strategies to optimize 
the delivery of  the HOPE program in the digital learning 
environment.
The result of  this study may be used to improve the 
quality of  HOPE program implementation since the door 
for distance learning even COVID-19 pandemic is gone 
is highly possible. Hence, it is along these insights that 
gave a plausible reason for the researcher’s preference to 
conduct a study on the evaluation of  the implementation 
of  the HOPE program.

LITERATURE REVIEW
The abrupt shift to remote learning due to the COVID-19 
pandemic has significantly impacted educational practices 
across all disciplines, including physical education. This 
study examines the impact of  remote learning on student 
achievement within the Health Optimizing Physical 
Education (HOPE) program for Grades 11 and 12. 
Examining existing literature is crucial to understand 
the effectiveness of  remote learning in achieving HOPE 
program objectives and its potential influence on future 
curriculum development.
While traditional physical education focuses on movement 
skills and participation in physical activities, remote 
learning presents logistical and pedagogical challenges. 
Studies like O’Connor et al. (2020) highlight the decrease 
in physical activity levels and challenges in replicating 
complex skills virtually. However, studies like Liu et al. 
(2021) also showcase adaptations like online tutorials and 
technology-aided assessments demonstrating potential 
benefits in knowledge acquisition and promoting self-
directed learning.
Unfortunately, limited research directly addresses the 
impact of  remote learning on the HOPE program 
specifically. However, studies like Bautista et al. 
(2022) examine the effectiveness of  blended learning 

approaches in HOPE, suggesting improved knowledge 
and skill development compared to traditional methods. 
Investigating similar studies exploring remote-specific 
adaptations within the HOPE program can provide 
valuable insights for this research.
The strengths of  Fraticelli Rivera (2018) and Gonzales et 
al. (2018) is focus in highlighting curriculum adaptation 
challenges and faculty perspectives in transitioning to 
new programs. However, both pre-date the pandemic 
and lack direct exploration of  remote learning’s impact. 
Cariaga (2016) emphasizes program quality for physical 
activity promotion but doesn’t address remote delivery. 
Lyras and Peachey (2011) offer broader insights on 
program development but lack specific application to 
the HOPE program context. Furthermore the study 
Sayed et al. (2023) regarding the development of  policy 
guidelines, influenced by UNESCO’s framework for 
quality physical education, is recommended for shaping 
the implementation of  such programs in secondary 
education settings. Meanwhile, the observations made 
by Hussein (2024) point to the challenges faculty face 
regarding freedom of  expression and involvement 
in decision-making at the university level, which has 
implications for the evolution of  programs, including 
those like the HOPE initiative.
Organizing the review thematically around “impact of  
remote learning,” “studies on the HOPE program,” and 
“critical analysis” would improve coherence. Updating 
the literature review with recent studies like Chen et 
al. (2023) exploring technology-supported physical 
education during COVID-19, and studies addressing 
remote learning experiences and outcomes specifically 
within the HOPE program context, would strengthen the 
review’s relevance and impact.

MATERIALS AND METHODS
Study Design and Locale
This research adopts a descriptive survey method 
to assess the impact of  remote learning on learning 
achievements within the Health Optimizing Physical 
Education (HOPE) Program. The study focuses on 
students’ competencies and attainment of  learning 
objectives, particularly in the context of  remote learning 
environments. Using the Context-Input-Process-Product 
(CIPP) model to evaluate the program’s effectiveness, 
focusing on the “product” aspect, the study systematically 
examines various aspects of  the HOPE curriculum 
implementation. The research is conducted in Mabalacat 
City, Pampanga, with a specific emphasis on evaluating 
the HOPE program’s current status and effectiveness 
under remote learning conditions.

Study Participants
The study includes Physical Education coordinators 
and teachers from pre-selected public and private 
schools in Mabalacat City, Pampanga. These participants 
provide valuable insights into the implementation of  
the HOPE curriculum and related challenges in the 



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context of  remote learning. A total of  12 respondents, 
comprising one Physical Education Coordinator and 
one Physical Education Teacher from each participating 
school, are included in the study. The inclusion criteria 
for respondents specify individuals currently employed 
in pre-selected schools in Mabalacat, actively involved 
in teaching Grade 11 or 12 students in the HOPE 
curriculum, with relevant formal teaching experience, and 
willing to participate in the study.

Research Instruments
The study utilizes adapted survey questionnaires to 
collect data relevant to the research objectives. The 
questionnaire assesses various aspects of  the HOPE 
curriculum, including learning competencies, challenges 
encountered in implementation, and formative 
assessment strategies. Questionnaire items are adapted 
from previous studies and modified based on the CIPP 
model to ensure alignment with the study’s focus. The 
questionnaire undergoes a validation process for content 
validity by expert panels and statisticians to ensure its 
appropriateness and adequacy.

Statistical Analysis of  Data
Statistical tools are employed to analyze the collected 
data, including students’ learning competencies, 
percentages, weighted means, and medians. Frequency 
analysis is used to identify patterns such as the allotted 
time for teaching physical education and the frequency of  
teaching HOPE per week. The computed weighted mean 
provides a comprehensive interpretation of  respondents’ 
perceptions and assessments of  the HOPE program 
under remote learning conditions, facilitating a deeper 
understanding of  the study findings.

RESULTS AND DISCUSSION
Product evaluation in this study pertains to the most 
essential learning competencies learned by Grades 11 and 
12 students in terms of  their average final grade in the 
subject after completing their HOPE curriculum course. 
Table 1 presents the learning competencies of  HOPE 
curriculum met by Grade 11 students during the 1st and 

2nd quarter based on the assessment of  twelve qualified 
Physical education teachers from different public and 
private schools in Mabalacat City, Pampanga.
Among the seventeen learning competencies set by the 
Department of  Education for the 1st and 2nd quarter of  
Grade 11 HOPE curriculum, item 1 “Distinguishing 
aerobic from muscle-and bone strengthening activities” 
item 3  “Relating health behaviors (eating habits, sleep 
and stress management) to health risks factors and 
physical activity assessment performance”, item 5 
“Recognizing the role of  physical activity assessments 
in managing one’s stress.”, item 6 “Self-assessing health-
related fitness (HRF), status, barriers to physical activity 
assessment participation and one’s diet.”, item 7 “Setting 
Frequency Intensity Time Type (FITT) goals based on 
training principles to achieve and/or maintain health-
related fitness (HRF).’ and item 8 “Engaging in moderate 
to vigorous physical activities for at least 60 minutes most 
days of  the week in a variety of  settings in- and out-of  
school” got the highest median of  5 and interpreted 
as “Fully met”. This implied that 76% to 100% of  the 
students met these top six learning competencies. 
Results revealed that the most learned competencies 
of  Grade 11 students during the 1st quarter were 
distinguishing aerobic from muscle-and bone 
strengthening activities. Students were also able to 
explain how to optimize the energy systems for safe and 
improved performance while observing personal safety 
protocol to avoid dehydration, overexertion, hypo- and 
hyperthermia during participation. This implied that 
students realize one’s potential for health-and fitness 
related career opportunities.
Results of  the present study is contrary to the study 
conducted by Mor (2021) wherein the least learning 
competencies were assessing physical activity, exercise 
and eating habits, determining risk factors related 
to lifestyle diseases and students were not able to 
apply correct techniques to minimize risk or injuries. 
Moreover, students did not have a sense of  purpose and 
belongingness when participating in physical activity-
related community services and programs.
Table 2 presents the learning competencies of  HOPE 

Table 1: Grade 11 Learning Competencies (1st and 2nd Quarter)
Grade 11 Learning 
Competencies (1st 
and 2nd Quarter)

5 4 3 2 1 Median Verbal 
Interpretation(Fully 

met)
(Mostly 
met)

(Substantially 
met)

(Partially 
met)

(Not 
met)

1. Distinguishes aerobic 
from muscle-and bone 
strengthening activities.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

2. Explains how to 
optimize the energy 
systems for safe and 
improved performance.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

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3. Relates health 
behaviors (eating 
habits, sleep and 
stress management) 
to health risks 
factors and physical 
activity assessment 
performance.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

4. Differentiates types 
of  eating (fueling for 
performance, emotional 
eating, social eating, 
eating while watching tv 
or sports events)

5 
(41.67%)

6 
(50.00%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

5. Recognizes the 
role of  physical 
activity assessments in 
managing one’s stress.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

6. Self-assesses 
health-related fitness 
(HRF), status, barriers 
to physical activity 
assessment participation 
and one’s diet.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

7. Sets Frequency 
Intensity Time Type 
(FITT) goals based 
on training principles 
to achieve and/or 
maintain health-related 
fitness (HRF).

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

8. Engages in moderate 
to vigorous physical 
activities (MVPAs) for 
at least 60 minutes most 
days of  the week in a 
variety of  settings in- 
and out-of  school.

7 
(58.33%)

4 
(33.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

9. Analyzes 
physiological indicators 
such as heart rate, rate 
of  perceived exertion 
and pacing associated 
with MVPAs to 
monitor and/or adjust 
participation or effort.

5 
(41.67%)

7 
(58.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

10. Observes personal 
safety protocol to 
avoid dehydration, 
overexertion,  hypo- and 
hyperthermia during 
MVPA participation.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

11. Identifies school and 
community resources 
in case of  an injury or 
emergency

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

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12. Demonstrates 
proper etiquette 
and safety in the 
use of  facilities and 
equipment.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0  (0.00%) 0 
(0.00%)

4.5 Fully met

13. Participates in an 
organized event that 
addresses health/fitness 
issues and concerns.

4 
(33.33%)

7 
(58.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

14. Recognizes the 
value of  optimizing 
one’s health through 
participation in physical 
activity assessments.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

15. Displays initiative, 
responsibility and 
leadership in fitness 
activities.

4 
(33.33%)

6 
(50.00%)

2 (16.67%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

16. Realizes one’s 
potential for health-and 
fitness related career 
opportunities.

6 
(50.00%)

5 
(41.67%)

3 (25.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

17. Organizes fitness 
event for a target health 
issue or concern.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

curriculum met by Grade 11 students during the 3rd and 
4th quarter based on the assessment of  twelve qualified 
Physical education teachers from different public and 
private schools in Mabalacat City, Pampanga.
Among the seventeen learning competencies set by the 
Department of  Education for the 3rd and 4th quarter 
of  Grade 11 HOPE curriculum, item 1 “Discussing 
the nature of  the different sports activities’, item 3 
“Illustrating the relationship of  health behaviors (eating 
habits, sleep and stress management) to health risks 
factors and physical activity assessment performance” 
, item 5 “Describing the role of  physical activity 
assessments in managing one’s stress.”, item 6 “Self-
assessing health-related fitness (HRF) status, barriers to 
physical activity assessment participation and one’s diet, 
item 7 “Setting FITT goals based on training principles 
to achieve and/or maintain HRF.” and item 8 “Engaging 
in moderate to vigorous physical activities (MVPAs) for 
at least 60 minutes most days of  the week in a variety 
of  settings in- and out-of  school. These six key learning 
competencies were considered to be almost fully met by 
Grade 11 students during the 3rd and 4th quarter of  their 
HOPE curriculum based on teachers’ evaluation. 
Results revealed that the most learned competencies 
of  Grade 11 students during the 3rd and last quarter 
of  HOPE curriculum were nature of  different sports 

activities. Learners were able to illustrate the relationship 
of  health behaviors to health risks factors and physical 
activity assessment for them to identify the important role 
of  physical activity assessments in managing one’s stress. 
This implied that the value of  optimizing one’s health 
through participation in physical activity assessment 
were properly incorporated in the HOPE curriculum. 
The results of  this study support the premise that online 
PE instruction has been a viable option for teachers in 
Pampanga. 
According to Williams (2013), the twenty-first century 
has brought changes in learning, including more online 
educational alternatives for students in high schools. 
While remote learning has been around for a century, the 
innovative ways in which students may pick and finish 
virtual courses in practically every secondary curriculum 
area over the internet are growing. His research aimed to 
characterize online secondary physical education training 
through the perspective of  instructors. The data analysis 
revealed that online PE teachers followed similar paths to 
the online environment, provided personalized learning to 
their students, offered students choices in the online PE 
classes, fostered student success in the online PE classes, 
and each tacitly ascribed to constructivist educational 
theories and procedures as an online PE teacher.
Table 3 presents the learning competencies of  HOPE 



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Table 2: Grade 11 Learning Competencies (3rd and 4th Quarter)
Grade 11 Learning 
Competencies (3rd and 
4th Quarter)

5 4 3 2 1 Median Verbal 
Interpretation(Fully 

met)
(Mostly 
met)

(Substantially 
met)

(Partially 
met)

(Not 
met)

1. Discusses the nature 
of  the different sports 
activities.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

2. Explains how to 
optimize the energy 
systems for safe and 
improved performance.

4 
(33.33%)

7 
(58.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

3. Illustrates the 
relationship of  health 
behaviors (eating 
habits, sleep and 
stress management) 
to health risks 
factors and physical 
activity assessment 
performance.

5 
(41.67%)

7 
(58.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

4. Differentiates types 
of  eating (fueling for 
performance, emotional 
eating, social eating, 
eating while watching 
TV or sports events).

5 
(41.67%)

6 
(50.00%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

5. Describes the role 
of  physical activity 
assessments in 
managing one’s stress.

7 
(58.33%)

4 
(33.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

6. Self-assesses 
health-related fitness 
(HRF) status, barriers 
to physical activity 
assessment participation 
and one’s diet.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

7. Sets FITT goals based 
on training principles to 
achieve and/or maintain 
HRF.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

8. Engages in moderate 
to vigorous physical 
activities (MVPAs) for 
at least 60 minutes most 
days of  the week in a 
variety of  settings in- 
and out-of  school.

7 
(58.33%)

4 
(33.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

9. Analyzes physiological 
indicators such as heart 
rate, rate of  perceived 
exertion and pacing 
associated with MVPAs 
to monitor and/or adjust 
participation or effort.

5 
(41.67%)

7 
(58.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4 Mostly met



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10.Observes personal 
safety protocol to 
avoid dehydration, 
overexertion, hypo- and 
hyperthermia during 
MVPA participation.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

11. Identifies school and 
community resources 
in case of  an injury or 
emergency.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

12. Demonstrates 
proper etiquette and 
safety in the use of  
facilities and equipment.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

13. Participates in an 
organized event that 
addresses health/sports 
issues and concerns.

4 
(33.33%)

7 
(58.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

14. Explains the 
value of  optimizing 
one’s health through 
participation in physical 
activity assessment.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

15. Displays initiative, 
responsibility and 
leadership in sports 
activities.

4 
(33.33%)

6 
(50.00%)

2 (16.67%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

16. Recognizes one’s 
potential for health-and 
sports related career 
opportunities.

6 
(50.00%)

5 
(41.67%)

3 (25.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

17. Organizes sports 
event for a target health 
issue or concern.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

curriculum met by Grade 12 students during the 1st and 
2nd quarter based on the assessment of  twelve qualified 
Physical education teachers from different public and 
private schools in Mabalacat City, Pampanga.
Among the seventeen learning competencies set by the 
Department of  Education for the 1st and 2nd quarter 
of  Grade 12 HOPE curriculum, nine (9) key areas got 
a median of  5 and these are the following learning 
competencies: Item 1 “Discussing the nature of  the 
different dances.”, item 2 “Explaining how to optimize 
the energy systems for safe and improved performance.”, 
item 3 “Describing the connection of  health behaviors 
(eating habits, sleep and stress management) to health risks 
factors and physical activity assessment performance.”, 
item 4 “Differentiating types of  eating (fueling for 
performance, 
emotional eating, social eating, eating while watching 
TV or dance events), item 5 “Explaining the role of  
physical activity assessments in managing one’s stress.”, 
item 6 “Self-assessing health-related fitness (HRF) status, 
barriers to physical activity assessment participation and 

one’s diet.”, item 7 “Engaging in moderate to vigorous 
physical activities (MVPAs) for at least 60 minutes most 
days of  the week in a variety of  settings in- and out-of  
school.”, item 11 “Demonstrating proper etiquette and 
safety in the use of  facilities and equipment” and item 
17 “Discussing the nature of  different recreational 
activities.” 
The study’s findings revealed that the most acquired 
competencies of  Grade 12 students throughout the 
first quarter of  the school year was exploring the nature 
of  dances and their classifications. Grade 12 students 
excelled in understanding the significance of  physical 
activity evaluations in stress management as well as the 
characteristics of  various recreational activities. It meant 
that the K-12 curriculum, specifically the first and second 
quarter competencies, were inculcated to students in 
order for them to develop skills in gaining, reconstructing, 
and evaluating information, making sound decisions, 
and enhancing and advocating their own and others’ 
fitness and health. The information, understanding, and 
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Table 3: Grade 12 Learning Competencies (1st and 2nd Quarter)
Grade 12 Learning 
Competencies (1st 
and 2nd Quarter)

5 4 3 2 1 Median Verbal 
Interpretation(Fully 

met)
(Mostly 
met)

(Substantially 
met)

(Partially 
met)

(Not 
met)

1. Discusses the 
nature of  the different 
dances.

9 
(75.00%)

2 
(16.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

2. Explains how 
to optimize the 
energy systems for 
safe and improved 
performance.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

3. Describes the 
connection of  health 
behaviors (eating 
habits, sleep and 
stress management) 
to health risks 
factors and physical 
activity assessment 
performance.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

4. Differentiates types 
of  eating (fueling 
for performance, 
emotional eating, 
social eating, eating 
while watching tv or 
dance events).

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

5. Explains the role 
of  physical activity 
assessments in 
managing one’s stress.

9 
(75.00%)

3 
(25.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

6. Self-assesses 
health-related 
fitness (HRF) status, 
barriers to physical 
activity assessment 
participation and one’s 
diet.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

7. Engages in 
moderate to vigorous 
physical activities 
(MVPAs) for at least 
60 minutes most 
days of  the week in a 
variety of  settings in- 
and out-of  school.

7 
(58.33%)

5
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

and dedication to living an active life for fitness and 
health. Sports has long been known to improve physical 
condition and combat disease, and specialists always 
advise people to keep physically active. Exercise is also 
important in maintaining mental health and reducing 
stress. According to research, it is particularly good in 

reducing tiredness, increasing alertness and attention, 
and improving general cognitive performance. This is 
especially beneficial when stress has sapped one’s energy 
or capacity to focus (Anxiety and Depression Association 
of  America, 2021).
Table 4 presents the learning competencies of  HOPE 



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8. Analyzes 
physiological indicators 
such as heart rate, rate 
of  perceived exertion 
and pacing associated 
with MVPAs to 
monitor and/or adjust 
participation or effort.

5 
(41.67%)

7 
(58.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

9. Observes personal 
safety protocol to 
avoid dehydration, 
overexertion, hypo- 
and hyperthermia 
during MVPA 
participation.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

10. Identifies school 
and community 
resources in case of  an 
injury or emergency.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

11. Demonstrates 
proper etiquette 
and safety in the 
use of  facilities and 
equipment.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

12.Participates in an 
organized event that 
addresses health/dance 
issues and concerns.

4 
(33.33%)

7 
(58.33%)

1 8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

13. Explains the 
value of  optimizing 
one’s health through 
participation in physical 
activity assessment.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

14. Displays initiative, 
responsibility and 
leadership in sports 
activities.

5 
(41.67%)

6 
(50.00%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

15. Recognizes one’s 
potential for health-
and dance related 
career opportunities.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

16. Organizes dance 
event for a target health 
issue or concern.

5 
(41.67%)

6 
(50.00%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4 Mostly met

17. Discusses the 
nature of  different 
recreational activities.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

curriculum met by Grade 12 students during the 3rd and 
4th quarter based on the assessment of  twelve qualified 
Physical education teachers from different public and 
private schools in Mabalacat City, Pampanga.
Among the sixteen learning competencies set by the 
Department of  Education for the 3rd and 4th quarter 
of  Grade 12 HOPE curriculum, seven (7) key areas got 

a median of  5 and these are the following identified 
competencies met by Grade 12 students: Item 1 
“Explaining how to optimize the energy systems for safe 
and improved performance.”, item 3 “Differentiating 
types of  eating (fueling for performance, emotional 
eating, social eating, eating while watching tv or recreation 
events), item 4 “Describing the role of  physical activity 



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Table 4: Grade 12 Learning Competencies (3rd & 4th Quarter)
Grade 12 Learning 
Competencies (3rd & 
4th Quarter)

5 4 3 2 1 Median Verbal 
Interpretation(Fully 

met)
(Mostly 
met)

(Substantially 
met)

(Partially 
met)

(Not 
met)

1. Explains how to 
optimize the energy 
systems for safe and 
improved performance.

8 
(66.67%)

4 
(33.33%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

2. Explains 
relationship of  health 
behaviors (eating 
habits, sleep and 
stress management) 
to health risks 
factors and physical 
activity assessment 
performance.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

3. Differentiates types 
of  eating (fueling 
for performance, 
emotional eating, 
social eating, eating 
while watching tv or 
recreation events).

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

4. Describes the role 
of  physical activity 
assessments in 
managing one’s stress.

9 
(75.00%)

3 
(25.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

5. Self-assesses 
health-related 
fitness (HRF) status, 
barriers to physical 
activity assessment 
participation and one’s 
diet.

9 
(75.00%)

3 
(25.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

7. Sets FITT goals based 
on training principles to 
achieve and/or maintain 
HRF.

9 
(75.00%)

3 
(25.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

assessments in managing one’s stress”, item 5 “Self-
assessing health-related fitness (HRF) status, barriers to 
physical activity assessment participation and one’s die.”, 
item 6 “Setting FITT goals based on training principles 
to achieve and/or maintain HRF.”, item 9 “Observing 
personal safety protocol to avoid dehydration, 
overexertion, hypo- and hyperthermia during MVPA 
participation.” and item 13 “Recognizing the value of  
optimizing one’s health through participation in physical 
activity assessments.” 
According to the study’s findings, the most learned 
competencies of  Grade 12 students throughout the third 
and fourth quarters of  the school year was recognizing 
the significance of  physical activity assessments in stress 
management. Students also had success in prioritizing 

FITT goals based on training principles in order to attain 
and/or maintain health-related fitness because they 
learned how to self-assess status, obstacles to physical 
activity assessment participation, and one’s nutrition. The 
findings indicated that, most significantly, online physical 
education, which had previously been on the frontiers 
of  the program’s perspective (Daum & Woods, 2015), is 
now a top most priority. The online learning platform has 
the potential to provide not just a potential solution to a 
problem in the context of  COVID-19, but also part of  a 
rising presence in education, highlighted by the increasing 
feasibility of  virtual substitutes to brick-and-mortar 
classrooms and in-person training.
Table 5 presents the average final grade of  Grades 11 and 



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8. Engages in moderate 
to vigorous physical 
activities (MVPAs) 
for at least 60 minutes 
most days of  the week 
in a variety of  settings 
in- and out-of  school.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

9. Analyzes 
physiological indicators 
such as heart rate, rate 
of  perceived exertion 
and pacing associated 
with MVPAs to 
monitor and/or adjust 
participation or effort.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

10. Observes personal 
safety protocol to 
avoid dehydration, 
overexertion, hypo- 
and hyperthermia 
during MVPA 
participation.

7 
(58.33%)

4 
(33.33%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

5 Fully met

11. Identifies school 
and community 
resources in case of  an 
injury or emergency.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

12. Demonstrates 
proper etiquette 
and safety in the 
use of  facilities and 
equipment.

6 
(50.00%)

5 
(41.67%)

1 (8.33%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

13. Participates in an 
organized event that 
addresses health/
recreation issues and 
concerns.

6 
(50.00%)

3 
(25.00%)

3 (25.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

14. Recognizes the 
value of  optimizing 
one’s health through 
participation in 
physical activity 
assessments.

7 
(58.33%)

5 
(41.67%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

5 Fully met

15. Displays initiative, 
responsibility 
and leadership in 
recreational activities.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

16. Recognizes one’s 
potential for health-
and recreation-related 
career opportunities.

6 
(50.00%)

6 
(50.00%)

0 (0.00%) 0 (0.00%) 0 
(0.00%)

4.5 Fully met

17. Organizes 
recreational event for 
a target health issue or 
concern.

5 
(41.67%)

5 
(41.67%)

2 (16.67%) 0 (0.00%) 0 
(0.00%)

4 Mostly met



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12 students in HOPE curriculum comprising of  339 learners 
from 6 different schools offering the program.  Based on the 
grade of  the students at the end of  the HOPE curriculum 
course, it is shown in the table that Grade 11 students got an 
average final grade of  90.00 while Grade 12 students got an 

average final grade of  91.57. 
Results implied that students at this level (grades 11 and 12) 
exceed the core requirements in terms of  knowledge, skills 
and understandings, and can transfer them automatically 
and flexibly through authentic performance tasks.

Table 5.:Average Final Grade of  Grades 11 and 12 Students in HOPE Curriculum
Grade 
level

School A School B School C School D School E School F Average 
Final Grade

Verbal 
Interpretation

Grade 11 91.34% 94.91% 94.00% 83.81% 88.10% 87.86% 90.00 Advanced
Grade 12 92.21% 96.05% 96.50% 89.28% 87.64% 87.73% 91.57 Advanced

CONCLUSION
This study underscores the effectiveness of  the Health 
Optimizing Physical Education (HOPE) Program in 
equipping students with essential competencies and skills, 
even amidst the challenges of  remote learning during the 
COVID-19 pandemic. The results highlight students’ 
improved ability to distinguish between aerobic and 
muscle-strengthening activities, optimize energy systems 
for safe performance, and adhere to safety protocols 
during physical activity. Students also demonstrated 
proficiency in managing stress through physical activity 
and regularly engaging in moderate to vigorous exercise. 
The high efficiency ratings and impressive final grades 
achieved by students reflect the success of  the HOPE 
curriculum in meeting its objectives and preparing 
students for health- and fitness-related careers. This 
accomplishment can be attributed to the dedication and 
professionalism of  teachers who effectively adapted their 
teaching approaches and resources to ensure continued 
student success despite the pandemic. Moving forward, 
the insights gained from this study can inform future 
curriculum development and instructional strategies, 
ultimately enhancing the quality of  physical education 
programs and promoting lifelong health and well-being 
among students.

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