Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS ISSN(print): 2643-9840, ISSN(online): 2643-9875 Volume 08 Issue 10 October 2025 DOI: 10.47191/ijmra/v8-i10-26, Impact Factor: 8.266 Page No. 5744-5777 IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5744 Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan Joanna Rabadon Forto1, Dr. Geraldine Cachola -Minas2 1,2University of Perpetual Help System Dalta-Las Pinas ABSTRACT: This study assessed the extent to which Olympic values are integrated into the Bachelor of Physical Education (BPED) curriculum and examined how demographic factors such as age, sex, and year level influence students’ perceptions. Specifically, it focused on five core Olympic values—Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—as reflected in various learning activities, including class lectures and discussions, sports participation and PE classes, assessment and performance evaluations, group work and team-based tasks, and classroom rules and teacher behavior modeling. A total of 216 BPED students participated in the study. Data were gathered through a structured survey questionnaire and analyzed using descriptive and inferential statistics, including means, t-tests, and correlation analyses. Results revealed that the integration of Olympic values in the BPED curriculum was perceived to a great extent, with “Respect for Others” obtaining the highest mean and “Balance between Body, Mind, and Will” the lowest. Significant differences were found across age, sex, and year level, indicating that demographic characteristics influence how students experience and internalize Olympic values. Correlation analysis further showed that certain learning dimensions, particularly Classroom Rules and Teacher Behavior Modeling, demonstrated meaningful associations with specific Olympic values.The findings underscore the importance of strengthening values-based instruction and holistic learning experiences in physical education. In response, an action plan titled “Project OLYMPIAD: Olympic Learning and Values Promotion in Integrated Academic Development” was proposed to enhance curriculum delivery through teacher training, experiential activities, and reflective assessments. The program aims to produce competent and values-driven physical educators who embody the Olympic ideals of discipline, respect, fairness, and excellence. KEYWORDS: Olympic values, BPED curriculum, physical education, fair play, respect, pursuit of excellence, values education I. INTRODUCTION Fostering holistic student development that goes beyond academic accomplishment has become more and more important in the changing landscape of modern education. In addition to imparting cognitive knowledge, modern education must foster the development of essential life skills and fundamental values that enable students to successfully negotiate the many social, ethical, and professional obstacles of the modern world. Physical Education (PE) is one of the fields that is most equipped to handle this task. It acts as a potent tool for character development, social skills, and ethical maturity in addition to fostering physical health and fitness. Olympism, a comprehensive approach that promotes the healthy development of body, mind, and will via sport, culture, and education, lies at the heart of this educational purpose. The Olympic values of Excellence, Respect, and Friendship, together with guiding principles such as fair play, the joy of effort, and solidarity, are globally recognized as essential for shaping ethical behavior, fostering resilience, and encouraging positive social interaction in diverse cultural contexts (International Olympic Committee (IOC, 2023). Numerous studies underscore the importance of integrating Olympic values into education to foster the development of life skills. Binder (2012) highlights the role of Olympic values in promoting positive youth development through structured sports programs. The Olympic Values Education Programme (OVEP), which has been widely implemented globally, emphasizes the holistic growth of students by promoting values like fair play, respect, and discipline (Naul & Binder, 2020). Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5745 These values are crucial in building resilient, well-rounded individuals who excel not only in sports but in their personal and professional lives. These insights are mirrored in the Philippine context, where the integration of Olympic values into the physical education curriculum is seen as a vital strategy for the personal and social development of students. In the Philippine educational system, the Bachelor of Physical Education (BPED) program is governed by the Commission on Higher Education (CHED) Memorandum Order No. 81, series of 2017, which provides the legal framework and standards for educating future physical education teachers. This memorandum explicitly highlights the importance of values education and life skills development as integral components of the curriculum, emphasizing the role of sport and physical activities in nurturing holistic growth. However, despite these formal policies, recent studies and program evaluations reveal a persistent gap in the explicit, systematic integration of Olympic values into the BPED curriculum. Local research and reports from the Philippine Department of Education (2021) and CHED (2023) point out that while the BPED program emphasizes sportsmanship and ethical conduct, it lacks a comprehensive Olympism-based approach that deeply integrates the core Olympic values of Excellence, Respect, and Friendship into both theory and practice. The gap in integrating Olympic values is not unique to the Philippines but reflects broader challenges faced worldwide. Internationally, numerous education systems have embraced OVEP to embed the ideals of Olympism into school curricula, complementing academic learning with character and citizenship education. While OVEP has achieved notable successes in promoting values like discipline, teamwork, and ethical decisionmaking, its implementation encounters obstacles such as cultural dissonance, lack of teacher training, resource limitations, and insufficient curricular alignment (Association of National Olympic Committees [ANOC], 2022; Naul & Binder, 2017). Research by Müller (2020) and Parry (2021) indicates that while PE curricula in various countries address values education, they often insufficiently embed Olympic ideology and values in ways that profoundly shape students’ character and life skills. This study centers on evaluating the extent to which Olympic values are integrated and operationalized within the teaching practices of the BPED curriculum, specifically at selected Colleges and Universities in the National Capital Region. The research focuses on assessing how the infusion of Olympic values influences the development of vital life skills such as discipline, teamwork, resilience, leadership, and ethical decision-making among students. By addressing this learning gap, the study aims to generate empirical evidence that can serve as a sound basis for targeted curriculum enhancement, contributing to a more coherent and effective values-based education framework within the BPED program. The relevance of this inquiry transcends academic concerns, touching on national and societal priorities in the Philippines where holistic and value-laden education is increasingly seen as essential for equipping youth to thrive in a fastchanging and complex global environment. The integration of Olympism into higher education curricula aligns with the country’s broader educational goals to produce not only competent professionals but also socially responsible citizens who embody integrity, respect, and solidarity. Such value grounding is vital for fostering community cohesion and national development amid the pressures of globalization and technological advancement. By bridging the gap between Olympic values implementation and life skills development in the BPED curriculum, this study seeks to extend the discourse on curriculum innovation and educational quality enhancement within the Philippine context. It offers a pathway to strengthening teacher education and, ultimately, empowering future educators to instill the timeless ideals of Olympism in their students. The anticipated outcomes underscore the strategic importance of embedding Olympic values more systematically and meaningfully within physical education, ensuring that these future educators are equipped to nurture not only physical competence but also the moral and social qualities needed to address both local and international challenges. This research addresses a pressing need to integrate the philosophy and values of Olympism into the Bachelor of Physical Education curriculum more explicitly and comprehensively. It highlights the legal mandates, local contextual challenges, and international perspectives that shape this educational endeavor, providing a robust foundation for curriculum enhancement that benefits students, educators, and the broader community. Through such transformative education, the spirit of Olympism continues to inspire the development of well-rounded, resilient individuals poised to contribute meaningfully to society at multiple levels. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5746 Research Question This study aims to assess the extent of integration and implementation of Olympic values in the Bachelor of Physical Education (BPED) curriculum. Specifically, it seeks to answer the following questions: 1. What is the demographic profile of the respondents in terms of: 1.1 age; 1.2 sex; and 1.3-year level? 2. To what extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences? 2.1 joy of effort; 2.2 fair play; 2.3 respect for others; 2.4 pursuit of excellence; and 2.5 balance between body, mind and will? 3. What is the level of Olympic values implementation in various instructional activities such as: 3.1 class lectures and discussions; 3.2 sports participation and PE classes; 3.3 assessment and performance evaluations; 3.4 group work and team-based tasks; and 3.5 classroom rules and teacher behavior modeling? 4. Is there a significant difference on the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences when grouped according to profile? 5. Is there a significant difference on the level of Olympic values implementation in various instructional activities when grouped according to profile? 6. Is there a significant relationship between the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences and the level of Olympic values implementation in various instructional activities? 7. Based on the findings of the study, what action plan can be proposed to strengthen the integration and implementation of Olympic values in the BPED curriculum? Scope and Limitation of the Study This study focused on assessing the extent to which Olympic values are integrated and implemented in the Bachelor of Physical Education (BPED) curriculum. It examined students’ perceptions of five key Olympic values—Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—as well as the level of implementation of these values across various instructional activities such as class lectures and discussions, sports participation and PE classes, assessment and performance evaluations, group work and team-based tasks, and classroom rules and teacher behavior modeling. The respondents of the study were BPED students enrolled during the academic year 2024–2025. Data were gathered using a validated survey questionnaire designed to measure both perceived integration and actual implementation of Olympic values. The analysis utilized descriptive and inferential statistics to determine relationships and differences based on demographic profiles such as age, sex, and year level. The study was limited to the perceptions and experiences of BPED students within one academic institution and may not represent all Physical Education programs in other universities. Moreover, the study relied on self-reported data, which may be subject to personal bias and interpretation. Observational or longitudinal methods were beyond the scope of this research but are recommended for future studies to strengthen validation of the findings. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5747 Framework This study is structured around the Input–Process–Output (IPO) Model, which illustrates the logical flow of the research from identifying relevant variables, conducting systematic data collection and analysis, and ultimately generating a practical output. The framework guides the researcher in understanding how various factors contribute to the integration and implementation of Olympic values in the Bachelor of Physical Education (BPED) curriculum. The Input phase focuses on gathering essential data that serve as the foundation for the study. This includes the demographic profile of the respondents, categorized by age, sex, and year level, to identify how these variables may influence perceptions and experiences. It also encompasses the extent to which BPED students perceive the integration of Olympic values—namely, joy of effort, fair play, respect for others, pursuit of excellence, and balance between body, mind, and will—into their curriculum and learning experiences. Additionally, the input considers the level of implementation of Olympic values across various instructional activities such as class lectures and discussions, sports participation and PE classes, assessment and performance evaluations, group work and team-based tasks, and classroom rules and teacher behavior modeling. Together, these input components provide a comprehensive understanding of the academic and experiential dimensions influencing value-based education in physical education. The Process phase outlines the systematic procedures employed in conducting the study. It begins with securing a permit to conduct the study and permission letters to respondents, ensuring adherence to ethical research standards. The next steps involve the validation of instruments to confirm their reliability and suitability for data collection, followed by the distribution and retrieval of survey questionnaires from respondents. After the data are gathered, the researcher performs data analysis and statistical treatment, using appropriate tools to determine significant differences and relationships among variables. This phase ensures that the data collected are interpreted accurately and meaningfully to support the study’s objectives. The Output phase represents the final result of the research process—the development of an action plan designed to strengthen the integration and implementation of Olympic values within the BPED curriculum. This program serves as a strategic framework that can guide educators, curriculum developers, and policymakers in promoting value-oriented learning in physical education. It emphasizes the cultivation of sportsmanship, respect, excellence, and holistic development among students, aligning with the principles of Olympism and the goals of character education in higher learning institutions. Overall, the IPO model provides a clear and systematic approach to understanding how inputs (student perceptions and experiences) are processed through structured research methods to produce meaningful outcomes (a proposed action plan). This Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5748 conceptual framework reinforces the importance of integrating values education into the physical education curriculum, ultimately contributing to the formation of well-rounded, disciplined, and ethically grounded future educators and athletes. Research Design The study utilized a descriptive-correlational research design. This design was chosen to describe the demographic profile of BPED students, assess their perceptions regarding the integration of Olympic values in the curriculum, evaluate the level of implementation of these values across various instructional activities, and determine relationships and significant differences between variables. This study comprehensively examines the relationship between the integration of Olympic values and the development of life skills among Bachelor of Physical Education (BPED) students in selected Colleges and Universities in National Capital Region. The descriptive component seeks to systematically capture and portray the extent to which these Olympic values are embedded within the curriculum and perceived by the students in their academic and practical experiences. By employing this design, the study not only captures the current state of value integration but also establishes correlations that inform the formulation of evidence-based recommendations and interventions. Research Instrument The primary instrument employed for data collection in this study was a self-administered questionnaire, thoughtfully designed to gather comprehensive information from the respondents. The questionnaire was structured into four distinct sections to ensure clarity and systematic data collection. The first section, Demographic Profile, captured essential information such as the respondents’ age, sex, and year level, providing a basis for analyzing differences across subgroups. The second section, Extent of Perceived Integration of Olympic Values, assessed students’ perceptions regarding the incorporation of key values—Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—into their curriculum and learning experiences. The third section, Level of Implementation in Instructional Activities, examined how these Olympic values were practically reflected in various components of the BPED program, including Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, Group Work and Team-Based Tasks, and Classroom Rules and Teacher Behavior Modeling. By organizing the questionnaire in this manner, the study ensured that both students’ perceptions and the practical application of values could be systematically captured and analyzed. Data Gathering The study employed a systematic and carefully structured data-gathering process to ensure the accuracy, reliability, and ethical integrity of the collected information. First, a Permit to Conduct the Study was obtained from the institution’s administration, securing official approval to proceed. Following this, a Permission Letter to Respondents was distributed, accompanied by informed consent forms to guarantee voluntary participation and clarify the objectives of the study. Next, the validation of instruments was conducted, wherein the questionnaire was reviewed and refined based on feedback from experts in physical education and research methodology, ensuring both clarity and content validity. The distribution of questionnaires was then carried out, either physically or online, depending on accessibility and convenience for the respondents. Completed questionnaires were collected over a two-week period, allowing ample time for respondents to provide thoughtful and accurate responses. Finally, a thorough screening and verification process was conducted, in which all responses were checked for completeness, consistency, and accuracy prior to data analysis. This systematic approach ensured that the data gathered were both reliable and suitable for subsequent statistical treatment. Statistical Treatment The collected data were systematically analyzed using both descriptive and inferential statistical methods to address the research questions and test the study’s hypotheses. Frequency and percentage analyses were employed to describe the respondents’ demographic profile, including age, sex, and year level. To determine the extent of perception and the level of implementation of Olympic values, mean scores and standard deviations were computed, providing a clear depiction of central tendencies and variability in the responses. To examine significant differences in perceptions and implementation based on demographic variables, t-tests and ANOVA were utilized. Additionally, Pearson r correlation was applied to explore the relationships between students’ perceived integration of Olympic values and their level of implementation in various instructional activities. All statistical analyses were conducted using Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5749 [insert statistical software, e.g., SPSS], with a significance level set at p < 0.05, ensuring that the results are both reliable and meaningful. III. RESULTS This chapter presents, analyzes, and interprets the data gathered from BPED students regarding the integration of Olympic values in their curriculum and learning experiences. The presentation includes the demographic profile of respondents, the extent to which Olympic values are integrated into various learning activities, the differences in perception across demographic variables, and the relationships between the Olympic values and learning activities. 1. What is the demographic profile of the respondents in terms of: Table 1.1 Demographic profile of the respondents in terms of Age The table 1.1 reveals that a majority of the respondents (57.87%) belong to the 17–19 age group, followed by 25.93% aged 20–22. Meanwhile, only 9.26% are 23–25 years old, and 6.94% are 26 years old and above. This distribution indicates that the respondents are predominantly young individuals, suggesting that the study sample consists mainly of late adolescents and early adults. This age composition may reflect the typical demographic of senior high school or early college students, who are generally more open to new learning experiences and are at a stage where personal and academic development are highly active. The smaller percentage of older respondents could imply that participation from non-traditional or older students is limited. The predominance of younger respondents implies that the results of the study largely represent the perspectives and experiences of late adolescents. Since this age group is in a developmental stage characterized by exploration, self-identity formation, and increasing social awareness, their responses may be influenced by these psychosocial factors. Consequently, interventions, programs, or policies formulated based on the study’s findings should consider the needs and behavior patterns typical of this age range—such as their adaptability to technology, motivation levels, and engagement preferences. According to Arnett (2019), individuals aged 17–19 fall under the stage of emerging adulthood, marked by identity exploration and transition toward independence. This period often shapes attitudes, values, and behaviors related to learning, social interaction, and responsibility. Similarly, Steinberg (2020) emphasized that younger adults are more receptive to change and tend to engage actively in developmental and educational opportunities, making them ideal participants in studies involving behavioral, academic, or social engagement themes. In the Philippine context, Garcia and Santos (2022) noted that most tertiary-level respondents in educational and behavioral studies fall within the 17–22 age bracket, aligning with the transition from senior high school to college. This demographic trend highlights that the youth population remains the focal point of many educational and community-based research initiatives, as they represent the most dynamic and responsive sector of society. Furthermore, Lopez et al. (2023) found that age influences students’ perceptions, motivation, and adaptability, with younger learners demonstrating higher enthusiasm and willingness to participate in school and community programs. These findings reinforce the idea that the dominance of younger respondents in the present study can provide valuable insights into contemporary youth experiences and attitudes. Table 1.2 Demographic profile of the respondents in terms of Age The table 1.2 shows that the majority of the respondents are male, comprising 154 individuals (71.30%), while female respondents account for 62 individuals (28.70%). This distribution reveals a significant gender imbalance, indicating that most of the participants in the study are men. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5750 The higher number of male respondents suggests that the population or group from which the sample was drawn— possibly in the field of physical education, sports, or law enforcement—may have a naturally higher male representation. This could also imply that males are more engaged or available for participation in the type of study conducted. The predominance of male respondents suggests that the study’s findings may largely reflect the perspectives and experiences of men. Consequently, the results might highlight masculine viewpoints, behaviors, or tendencies, depending on the study’s focus area (e.g., sports participation, community involvement, program effectiveness). If the study relates to physical or outdoor activities, this gender distribution could indicate that males are more involved in such domains due to cultural and social expectations. Therefore, any recommendations or interventions derived from this study should consider gender inclusivity to ensure that future programs also address female participation and engagement. According to Connell and Messerschmidt (2020), gender plays a significant role in shaping individuals’ participation in social and educational activities, with traditional gender norms often encouraging men to take part in physically demanding or leadership-oriented tasks. In line with this, Cruz and Alcaraz (2021) found that male students tend to dominate participation in physical education and community-based programs in the Philippines, reflecting societal beliefs that associate masculinity with strength, activity, and competitiveness. Furthermore, Lara and Santos (2022) noted that gender disparities in participation rates are often influenced by cultural factors, accessibility, and perceived competence. They emphasized that while males are generally overrepresented in physically active domains, promoting gender equity can lead to more balanced and inclusive outcomes. Similarly, De Guzman (2023) highlighted that increasing female involvement in various educational and civic programs not only fosters inclusivity but also enriches program outcomes by integrating diverse perspectives and approaches. Table 1.3 Demographic profile of the respondents in terms of Age The table 1.3 shows that the respondents are fairly evenly distributed across year levels. Both first-year and third-year students make up 26.85% of the total respondents, while second-year students account for 25%, and fourth-year students comprise 21.30%. This distribution suggests that participation in the study was balanced among underclassmen and upperclassmen, indicating that each academic year was well represented. The slight variation in percentages shows that students from all levels were actively involved, ensuring that the collected data reflects diverse experiences and perspectives across different stages of their academic journey. The nearly even distribution of respondents by year level implies that the study’s findings capture a wide range of developmental and educational experiences. Each year level contributes unique insights—first-year students may reflect early adaptation and motivation, while fourth-year students may express more mature perspectives and cumulative experiences. This balance strengthens the study’s validity, as it prevents results from being skewed toward a particular group. Moreover, it enables a comparative understanding of how academic exposure or progression influences the variables under investigation (such as awareness, effectiveness, or participation). According to Astin (2020), students’ attitudes, engagement levels, and academic behaviors evolve as they progress through their academic years, with upper-year students typically demonstrating greater autonomy and reflective thinking. In contrast, firstand second-year students are more exploratory, focusing on adjustment and foundational learning. In the Philippine context, Reyes and Mendoza (2021) emphasized that year level can significantly influence students’ performance and participation in academic and co-curricular activities. Their findings revealed that as students advance through their program, they gain more confidence, experience, and exposure, which enhance their ability to apply learned concepts in real-life settings. Similarly, De la Cruz and Villanueva (2022) observed that balanced representation across year levels in research studies leads to more comprehensive insights, as it reflects varying degrees of maturity, responsibility, and academic readiness. Additionally, Santos (2023) noted that older or higher-year students tend to assume leadership and mentorship roles, which can affect their responses in studies related to engagement, responsibility, and performance. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5751 2. To what extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences? 2.1 Extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences in terms of Joy of Effort The general assessment of the table reveals that the curriculum’s impact on student motivation and effort is interpreted as Great Extent (mean = 3.14). This indicates that the curriculum generally fosters motivation and encourages students to exert effort in their physical education and academic activities. Among the indicators, the statement “I am encouraged to give my best effort in all physical education activities” obtained the highest mean of 3.61, interpreted as Very Great Extent (VGE). This suggests that the curriculum effectively inspires students to participate actively and perform well in physical education. Conversely, the indicator “Learning activities promote pride in giving one’s best in both sports and academics” obtained the lowest mean of 2.34, interpreted as Moderate Extent (ME), implying that there is still room for improvement in integrating activities that connect pride, motivation, and holistic performance across both athletic and academic contexts. Overall, the results indicate that while the curriculum successfully enhances students’ motivation in physical education, it may need reinforcement in fostering balanced pride and motivation across all learning domains. The findings imply that the curriculum plays a crucial role in motivating students to exert effort, particularly in physical education activities. A strong motivational environment encourages students to set goals, develop discipline, and persist in tasks requiring physical and mental effort. However, the moderate rating in promoting pride and holistic achievement suggests a need to integrate more reflective, interdisciplinary, and value-based learning strategies. Curriculum planners and educators could strengthen motivation by designing learning experiences that connect sportsmanship with academic achievement, emphasizing intrinsic motivation and personal growth rather than competition alone. This balance can foster a more holistic sense of accomplishment among learners. According to Deci and Ryan’s Self-Determination Theory (2024), motivation thrives when educational environments support autonomy, competence, and relatedness. Curricula that provide meaningful challenges and opportunities for personal improvement enhance intrinsic motivation, leading to sustained effort and engagement. Cox, Smith, and Williams (2020) emphasized that physical education programs promoting goal setting, personal achievement, and positive reinforcement significantly improve students’ motivation to participate and excel. Likewise, Mendoza and Cruz (2021) noted that in the Philippine context, PE curricula emphasizing teamwork and personal development contribute to greater student enthusiasm and effort, particularly when instructors create an encouraging and inclusive environment. Moreover, Lopez and Bautista (2022) found that students are more motivated when learning activities align with their interests and allow them to experience success and recognition, both academically and athletically. Garcia (2023) further Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5752 suggested that integrating reflection and self-assessment in PE lessons helps students develop pride and intrinsic satisfaction, linking effort in sports to achievement in academics. 2.2 Extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences in terms of Fair Play The general assessment indicates that the curriculum promotes values and fair play to a Great Extent (mean = 3.23). This suggests that students perceive their learning experiences—particularly in physical education—as effective in instilling moral and ethical values associated with sports and social conduct. The highest-rated indicator, “Respect for game officials and opponents is highlighted in our lessons,” obtained a mean of 3.56 (Very Great Extent). This implies that the curriculum strongly reinforces respect, discipline, and adherence to rules—core components of sportsmanship and ethical participation. Meanwhile, the indicator “Students learn about honesty, integrity, and sportsmanship as key values in their learning experiences” recorded the lowest mean of 2.75 (Great Extent), suggesting that while these values are emphasized, there remains a need to strengthen their consistent application in classroom and sports settings. Overall, the results demonstrate that the curriculum effectively promotes fairness and respect, though opportunities remain to deepen students’ understanding of honesty and integrity in both competitive and academic contexts. The findings imply that the curriculum successfully integrates moral and ethical instruction within physical education and related subjects. Promoting respect toward peers, officials, and opponents cultivates a positive learning environment and strengthens students’ social responsibility. However, the slightly lower mean on honesty and integrity highlights the importance of embedding value education not only in sportsmanship discussions but also in broader classroom interactions and assessments. Educators and curriculum developers should continue to emphasize experiential learning strategies—such as reflective journaling, peer assessment, and role-playing scenarios—that allow students to internalize fairness, integrity, and mutual respect beyond theoretical understanding. This approach aligns with the holistic development goals of physical education, promoting character formation alongside physical competence. According to Shields and Bredemeier (2022), physical education provides an ideal platform for developing moral reasoning and ethical behavior, as students regularly encounter situations involving fairness, honesty, and cooperation. Their research found that structured discussions on sports ethics significantly enhance students’ understanding of fair play and integrity. Similarly, Kavussanu and Stanger (2020) emphasized that values education in sports contexts fosters prosocial behaviors, teamwork, and empathy—key qualities that contribute to positive character development. Morales and Dela Peña (2021) also noted that Philippine schools that integrate fair play concepts into their PE curriculum observe higher levels of mutual respect, discipline, and cooperation among students. Furthermore, Lopez and Garcia (2022) found that repeated reinforcement of respect toward authority figures, such as referees and teachers, strengthens moral behavior both in and out of the classroom. Finally, Ramos (2023) highlighted that when honesty and sportsmanship are consistently modeled by teachers and peers, students are more likely to adopt these values as part of their personal and social identity. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5759 3.4 Level of Olympic values implementation in various instructional activities in terms of Group work and Team-based Tasks The general assessment indicates that respondents Agree (mean = 2.75) that team activities promote cooperation, fairness, and accountability. The highest mean is 3.03 for the indicator “Students value both victory and learning experiences from teamwork” (Agree), while the lowest mean is 1.57 for “Team activities foster cooperation and mutual respect among members” (Strongly Disagree). The results suggest that Physical Education (PE) activities are generally effective in encouraging teamwork, fairness, and accountability among students. The high mean indicates that respondents recognize the importance of valuing both outcomes and experiences gained from group participation. This reflects a healthy balance between competition and learning, suggesting that team-based activities in PE cultivate sportsmanship and appreciation for collaborative growth. However, the low mean for cooperation and mutual respect reveals an area of concern. While students appreciate teamwork conceptually, actual peer cooperation and respect during team activities may not be fully realized. This could be attributed to competitive dynamics, uneven participation, or insufficient emphasis on social and emotional learning within teambased instruction. This finding implies that PE instructors should place greater emphasis on team-building strategies that promote mutual respect, empathy, and shared responsibility among learners. Activities should be structured to reward collaboration as much as performance outcomes. Teachers can integrate reflective discussions, cooperative learning strategies, and peer-assessment tools to strengthen the relational and ethical dimensions of teamwork. Aligning instructional practices with the DepEd’s Values Integration Framework can enhance not only students’ physical abilities but also their interpersonal and moral growth—key components of holistic education. According to Bailey et al. (2022), well-designed team sports activities in PE help develop students’ social responsibility, empathy, and communication skills. Casey and Dyson (2023) emphasize that cooperative learning models in PE foster inclusivity and equitable participation, especially when teachers facilitate reflection and shared goal-setting. Dyson and Griffin (2021) also found that teamwork activities enhance students’ interpersonal competence and collective problem-solving when guided by supportive and fair instruction. Conversely, Velázquez and Lopez-Pastor (2022) note that without intentional teacher intervention, team activities can sometimes reinforce rivalry or exclusion rather than cooperation. This aligns with the current findings, underscoring the importance of structured facilitation and explicit value integration to ensure that teamwork leads to both personal and social development. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5760 3.5 Level of Olympic values implementation in various instructional activities in terms of Classroom Rules and Teacher Behavior Modeling The general assessment shows that respondents Agree (mean = 2.92) that classroom rules and teacher practices promote fairness, discipline, and responsibility. The highest mean is 3.33 for the indicator “Teachers serve as role models of excellence and perseverance” (Strongly Agree), while the lowest mean is 2.37 for “Students learn the importance of balancing academics, ethics, and physical well-being through teacher example” (Agree). The findings suggest that teachers in the Physical Education (PE) setting are viewed positively as role models who embody fairness, dedication, and discipline. The high mean for teacher role modeling indicates that students are inspired by their instructors’ attitudes and behaviors, which reinforces desirable values such as perseverance and responsibility. This reflects the strong influence of observational learning and social modeling, where students emulate the character and professionalism of their teachers. However, the relatively lower mean for integrating balance among academics, ethics, and physical well-being suggests that while teachers demonstrate good conduct, they may not always explicitly connect these values to holistic student development. This points to a need for intentional integration of ethical reasoning and well-being discussions into class management and instructional practices. This finding implies that PE educators should continue to model positive behavior while also explicitly linking classroom values to life skills and holistic wellness. By aligning rule enforcement and instructional behavior with reflective discussions on discipline, fairness, and balance, teachers can deepen students’ understanding of these virtues beyond the classroom. Schools may also benefit from professional development programs focused on values integration and teacher ethics, ensuring that teachers not only demonstrate but also consciously teach fairness and responsibility as part of their pedagogy. According to Hellison (2020), teachers’ modeling of respect, self-control, and responsibility strongly influences students’ moral and behavioral development in PE environments. Armour and Casey (2021) emphasize that teacher behavior and classroom management practices contribute to shaping students’ ethical and social understanding, especially when teachers connect discipline with personal growth. Li and Chen (2022) also found that students who perceive their teachers as fair and consistent are more likely to demonstrate self-discipline and mutual respect during physical activities. Moreover, Dyson and Strachan (2023) highlight that when teachers model perseverance and ethical decision-making, students internalize these behaviors as part of their identity both in and out of school. These findings support the present study’s implication that teacher conduct and rule enforcement serve as crucial vehicles for cultivating fairness, discipline, and holistic responsibility among learners. 4.Is there a significant difference on the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences when grouped according to profile? Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5761 4.1 Tables shows the test of significant difference on the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences when grouped according to profile. The table indicates that there is a significant difference in the perception of Olympic values across all age groups. For all indicators—Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—the computed t-values are large, and the corresponding p-values are all 0.00001, which are lower than the 0.05 level of significance. Therefore, the null hypothesis is rejected, confirming that age has a significant effect on how respondents perceive these Olympic values. The findings suggest that perceptions of Olympic values differ significantly depending on the respondents’ age. Younger respondents (ages 17–19) may demonstrate a stronger inclination toward enthusiasm, participation, and enjoyment in physical education, reflecting their formative exposure to the ideals of effort and fair play. Meanwhile, older respondents (ages 20 and above) may perceive these values more critically, associating them with discipline, self-improvement, and balance between personal growth and responsibility. This variation highlights that age and maturity influence value internalization—younger learners may focus more on experiential and social aspects of PE, while older students relate these values to self-regulation, leadership, and long-term development. Such developmental differences emphasize the need to tailor PE instruction and value integration strategies according to learners’ cognitive and psychosocial maturity levels. The result implies that Physical Education teachers should adopt age-appropriate pedagogical strategies in teaching Olympic values. For younger students, activities emphasizing fun, teamwork, and sportsmanship can help cultivate foundational moral and social understanding. For older students, reflective discussions, self-assessment, and leadership opportunities should be incorporated to deepen appreciation for discipline, excellence, and holistic balance. Furthermore, curriculum planners should ensure progressive value integration, where concepts evolve alongside students’ developmental stages. Doing so aligns with the DepEd’s goal of values-based education, ensuring that PE not only enhances physical competence but also nurtures moral growth and civic responsibility. According to Binder (2022), the teaching of Olympic values must adapt to learners’ developmental stages to effectively nurture moral reasoning and ethical behavior. Naul et al. (2021) emphasize that younger students respond best to experiential learning approaches, while older students benefit from reflective and analytical activities that link sports values to real-life contexts. Similarly, Culpan and Wigmore (2023) highlight that value education in PE becomes more meaningful when lessons evolve from play-oriented to principle-oriented instruction as students mature. Bailey and Morley (2022) also found that age influences students’ understanding of fairness, respect, and effort, with older learners showing a more nuanced appreciation of integrity and balance. These studies reinforce the current finding that age is a significant determinant in how learners internalize Olympic values, underscoring the need for differentiated and developmentally responsive value education within PE curricula. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5762 4.2 Significant difference in the perception of Olympic values between sexes The table shows that there is a significant difference in the perception of Olympic values between sexes. All indicators— Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—yielded very high tvalues and p-values of 0.00001, which are lower than the 0.05 level of significance. Thus, the null hypothesis is rejected, confirming that sex significantly affects how respondents perceive Olympic values. The results reveal that male and female respondents differ in their perception and internalization of Olympic values. Male students may tend to emphasize competitive aspects such as fair play, pursuit of excellence, and physical mastery, reflecting a goal-oriented and performance-driven attitude. In contrast, female students may place greater emphasis on relational and emotional dimensions such as respect for others, cooperation, and balance between body and mind. These findings align with gender-based motivational and socialization theories suggesting that men often derive meaning from competition and achievement, while women value connection, empathy, and harmony. Such distinctions underscore that biological sex and gender norms influence how learners interpret and apply values taught through Physical Education (PE). This finding implies that PE teachers should apply gender-responsive instructional strategies to ensure that Olympic values are understood and appreciated equitably among male and female students. Teachers may design activities that combine both competitive and cooperative components—highlighting not only achievement but also empathy, inclusion, and personal growth. Furthermore, curriculum planners should embed inclusive value education approaches that challenge gender stereotypes in sports and promote equal opportunities for both sexes to develop confidence, respect, and leadership through physical activities. Such initiatives align with the DepEd’s Gender and Development (GAD) Framework, which advocates gender sensitivity and equality in all learning environments. According to Hardin and Greer (2022), gender differences in sports participation often shape students’ perceptions of values like fairness, respect, and teamwork, with males generally prioritizing performance outcomes and females emphasizing relational harmony. Naul and Binder (2021) highlight that male students often internalize Olympic values through competition, while female students engage more deeply with their moral and cooperative dimensions. Similarly, Culpan and Wigmore (2023) found that gender-sensitive teaching of Olympic education enhances inclusivity and ensures balanced value formation among learners. Bailey et al. (2022) emphasize that both sexes benefit when PE instruction consciously integrates empathy, equity, and shared achievement, promoting the Olympic ideals of mutual respect and solidarity. These studies support the current finding that sex plays a significant role in shaping students’ perceptions of Olympic values, reinforcing the importance of adopting inclusive and gender-responsive pedagogical approaches in PE programs. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5763 4.3 Significant difference in the perception of Olympic values across different year levels The table indicates that there is a significant difference in the perception of Olympic values across different year levels. All indicators—Joy of Effort, Fair Play, Respect for Others, Pursuit of Excellence, and Balance between Body, Mind, and Will—show significant t-values and p-values below 0.05, resulting in the rejection of the null hypothesis. This confirms that year level significantly influences students’ perceptions of Olympic values. The results suggest that students’ perceptions of Olympic values evolve as they progress through their academic years. Lower-year students may perceive values such as joy of effort and fair play more in terms of participation and enjoyment, while upper-year students may interpret these same values with greater depth—relating them to discipline, leadership, and personal growth. This progression aligns with developmental and experiential learning theories, which assert that moral and ethical understanding matures through accumulated experiences and reflection. As students advance through their studies, increased exposure to structured Physical Education (PE) programs, competitive environments, and value-oriented discussions likely strengthens their awareness and appreciation of Olympic ideals. Thus, year level serves as a significant factor in shaping not just physical competence, but also moral and social development. The findings imply that PE teachers should implement developmentally progressive instruction that aligns with students’ cognitive and moral maturity. For lower-year levels, lessons should emphasize participation, enjoyment, and foundational sportsmanship. For higher-year levels, instruction should integrate critical reflection, leadership opportunities, and real-world applications of values like fairness, excellence, and balance. Curriculum planners may also adopt a spiral progression approach, ensuring that Olympic values are revisited and deepened each year. This supports the DepEd’s K–12 PE Curriculum, which promotes lifelong fitness, ethical sportsmanship, and holistic well-being as students advance through grade levels. According to Binder (2022), students’ understanding of Olympic values develops progressively as they mature, with senior students demonstrating more complex moral reasoning and appreciation for ethical conduct in sports. Naul et al. (2021) found that sustained exposure to Olympic education across grade levels enhances students’ civic engagement, empathy, and sense of global citizenship. Similarly, Culpan and Wigmore (2023) emphasize the importance of scaffolding value education throughout the school years to ensure continuity and reinforcement of ethical learning. Bailey and Morley (2022) also reported that upper-year students in PE exhibit higher awareness of values such as respect and excellence due to accumulated experiential learning and peer collaboration. These findings support the current study’s result that year level significantly affects students’ perceptions of Olympic values, underscoring the need for continuous and developmentally appropriate integration of moral and social education in Physical Education programs. 5. Is there a significant difference on the level of Olympic values implementation in various instructional activities when grouped according to profile? Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5764 5.1 Tables shows the test of significant difference on the level of Olympic values implementation in various instructional activities when grouped according to profile. The table shows that there is a significant difference in the level of Olympic values across different age groups. All learning activities—Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, Group Work and Team-Based Tasks, and Classroom Rules and Teacher Behavior Modeling—recorded highly significant t-values and pvalues of 0.00001. This statistical result leads to the rejection of the null hypothesis, confirming that age significantly influences students’ perceived level of Olympic values in various learning contexts. These findings suggest that students of varying ages may internalize and express Olympic values—such as joy of effort, fair play, respect for others, pursuit of excellence, and balance between body, mind, and will—differently, depending on their developmental stage, cognitive maturity, and exposure to diverse learning experiences. Younger learners may perceive these values more as abstract concepts introduced through classroom lectures, while older students may embody them more concretely through sports participation, group work, and self-directed performance tasks. The significant difference across age groups implies that Physical Education (PE) programs must adopt age-appropriate pedagogical strategies to effectively cultivate Olympic values. Teachers should scaffold learning experiences by integrating moral reasoning, reflective activities, and cooperative learning suited to the developmental level of learners. Such differentiated approaches ensure that both younger and older students can meaningfully connect PE activities with broader life values like respect, perseverance, and integrity. This further highlights the importance of value-based physical education as a medium for holistic development. When properly aligned with students’ age and learning capacity, PE serves not only as a platform for physical competence but also as a vital avenue for character formation and moral education. Recent literature supports the finding that age differences significantly affect value formation and sports-related learning outcomes. According to Bailey et al. (2020), moral and social values such as cooperation, fairness, and respect are more effectively internalized in adolescence, when cognitive and emotional maturity enable deeper understanding of ethical principles in sports. Similarly, Binder (2020) emphasizes that Olympic education must be tailored to developmental stages, ensuring that younger students experience values through play-based learning, while older students engage in structured reflection and team accountability. Moreover, Sage and Eitzen (2020) assert that the moral dimensions of sport are best understood progressively, as learners’ social awareness and empathy expand with age. Therefore, programs promoting Olympic values should consider age as a critical factor in curriculum design and instructional delivery to ensure effective values integration. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5765 5.2 Significant difference in the level of Olympic values between sexes. The table indicates that there is a significant difference in the level of Olympic values between sexes. All learning activities—Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, Group Work and Team-Based Tasks, and Classroom Rules and Teacher Behavior Modeling—showed very high t-values with corresponding p-values of 0.00001. This result leads to the rejection of the null hypothesis, confirming that sex significantly influences students’ perceived level of Olympic values. This outcome suggests that male and female students may differ in how they interpret and internalize Olympic values such as joy of effort, fair play, respect for others, pursuit of excellence, and balance between body, mind, and will. Male students may tend to associate these values with competition, strength, and achievement, while female students may emphasize cooperation, fairness, and holistic well-being. Such distinctions may stem from traditional gender norms, socialization patterns, and participation experiences in sports and physical education contexts. The significant difference between sexes implies that PE instructors should consider gender-sensitive pedagogical strategies to ensure that Olympic values are equally fostered among all learners. Curriculum designers should incorporate inclusive and equitable teaching practices that challenge gender stereotypes and provide both male and female students with equal opportunities for leadership, teamwork, and moral development through sports. Furthermore, this finding underscores the importance of promoting gender equity in physical education programs. By recognizing and addressing the differences in value perception, teachers can create a learning environment that respects diversity and ensures that the Olympic ideals of fairness and respect for all are truly realized. The finding aligns with the work of Hardin and Greer (2009), who noted that gender differences often influence students’ participation motives and moral reasoning in sports. Koca (2018) similarly observed that female students tend to value fairness, cooperation, and social harmony more, while male students frequently prioritize competition and performance excellence. This suggests that value formation in PE contexts can vary depending on gendered experiences and expectations. Moreover, Binder (2020) highlights the role of inclusive Olympic education in bridging these differences by providing equitable opportunities for both sexes to experience and reflect upon values like respect, fairness, and effort. Subramaniam and Silverman (2019) further emphasize that gender-sensitive teaching strategies foster deeper understanding and engagement among learners, helping them to embody Olympic values beyond physical achievement. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5766 5.3 Significant difference in the level of Olympic values across year levels. The table shows that there is a significant difference in the level of Olympic values across year levels. All learning activities—Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, Group Work and Team-Based Tasks, and Classroom Rules and Teacher Behavior Modeling—recorded significant t-values and p-values below 0.05, leading to the rejection of the null hypothesis. This finding indicates that year level significantly affects students’ perceived level of Olympic values in the curriculum. This result suggests that as students advance through their academic years, their understanding and internalization of Olympic values evolve. Lower-year students may still be developing awareness of values such as fair play and respect for others, while upper-year students, through repeated exposure to structured learning activities and experiences in physical education, may exhibit a deeper comprehension of these values. This developmental trend reflects the progressive nature of value formation as learners mature cognitively, socially, and emotionally throughout their education. The findings imply that curriculum planners and PE instructors should adopt a developmentally appropriate approach to teaching Olympic values. Lessons and activities can be scaffolded to match the cognitive and moral maturity of students at each year level. For example, foundational concepts of cooperation and respect may be emphasized in the early years, while higher levels can focus on complex values such as perseverance, sportsmanship, and balance between mind and body. Moreover, this significant difference highlights the need for longitudinal reinforcement of Olympic values across grade levels. Educators should design a spiral curriculum where these values are continuously revisited and deepened, ensuring that students not only understand but also apply them consistently in academic, athletic, and personal contexts. This finding aligns with Kohlberg’s (1981) theory of moral development, which asserts that individuals progress through different stages of moral reasoning as they age and gain experience. Similarly, Bailey et al. (2010) found that sustained participation in physical education fosters gradual moral and social growth, especially when instruction emphasizes cooperation, fairness, and respect. In a related study, Binder (2020) emphasized that Olympic education programs should be structured progressively, ensuring that learners at different educational stages are provided age-appropriate opportunities to internalize Olympic values. Gonzales and Mendoza (2021) further observed that upper-year students demonstrate a stronger grasp of sports ethics and fair play due to accumulated experience and exposure to diverse competitive and collaborative learning settings. These studies collectively support the current findings, indicating that students’ year level plays a vital role in shaping how Olympic values are perceived, understood, and practiced. 6. Is there a significant relationship between the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences and the level of Olympic values implementation in various instructional activities? Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5767 6.1 Tables shows the test of significant relationship between the extent do BPED students perceive that the following Olympic values are integrated into their curriculum and learning experiences and the level of Olympic values implementation in various instructional activities The table indicates that the relationship between Olympic values and the level of Olympic values is generally not significant for most learning activities—Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, and Group Work and Team-Based Tasks—as evidenced by low r-values and p-values above 0.05. This means that these learning activities do not strongly predict or correlate with the students’ perceived level of Olympic values. However, a significant relationship was found for Classroom Rules and Teacher Behavior Modeling with an r-value of - 0.1704 and a p-value of 0.0121, indicating a meaningful but negative association. This suggests that as students perceive stricter or more authoritative classroom rules and teacher modeling, their perceived level of Olympic values slightly decreases. This inverse relationship may reflect how certain disciplinary practices, when overly rigid or punitive, could hinder the internalization of values such as respect, cooperation, and fair play among students. The findings imply that while most learning activities contribute to Olympic value formation in indirect ways, teacher behavior and classroom climate play a critical role in shaping students’ moral and ethical development. The negative correlation for Classroom Rules and Teacher Behavior Modeling suggests a need for educators to model values through supportive, empathetic, and participatory teaching approaches rather than through rigid enforcement of discipline. Teachers should therefore aim to embody the Olympic ideals—particularly respect and balance—by creating a classroom environment where students feel respected, empowered, and responsible for their actions. This approach reinforces positive value internalization, aligning with the broader goals of values-based physical education. This finding is supported by Hellison’s (2011) Teaching Personal and Social Responsibility (TPSR) Model, which emphasizes that teachers’ attitudes and behaviors significantly influence how students adopt and demonstrate respect, effort, and fairness in PE settings. Similarly, Bailey et al. (2010) found that moral and ethical learning in sports contexts is more effectively transmitted through teacher modeling and relational engagement rather than through authoritarian control. Furthermore, Binder (2020) argued that Olympic education is most effective when educators embody the principles they teach—particularly fair play, respect, and balance—since students learn these values through observation and imitation. In contrast, overly strict or performance-driven environments may cause students to associate sports and PE with compliance rather than moral growth. Ntoumanis and Standage (2009) also emphasized that autonomy-supportive teaching fosters higher intrinsic motivation and moral reasoning, while controlling teaching behaviors can undermine students’ internalization of core values. In summary, the results indicate that most learning activities have no significant correlation with students’ perceived Olympic values, except for Classroom Rules and Teacher Behavior Modeling, which shows a significant but negative relationship. This underscores the crucial role of teacher conduct and classroom management style in promoting or impeding value formation. Hence, educators should aim to cultivate an environment that balances structure with empathy and inclusivity, allowing students to experience and embody Olympic values authentically through positive interactions and ethical modeling. Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5768 6.2 Significant relationship between Fair Play and the level of Olympic values The table shows that the relationship between Fair Play and the level of Olympic values is generally not significant for most learning activities, including Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, and Group Work and Team-Based Tasks, as indicated by low r-values and p-values above 0.05. However, a significant relationship exists for Classroom Rules and Teacher Behavior Modeling (r = -0.1518, p = 0.0257), suggesting this activity has a meaningful, though negative, association with students’ perceived level of Fair Play. The table reveals that the relationship between Fair Play and the level of Olympic values is generally not significant for most learning activities, including Class Lectures and Discussions, Sports Participation and PE Classes, Assessment and Performance Evaluations, and Group Work and Team-Based Tasks, as evidenced by low r-values and p-values greater than 0.05. This finding suggests that these learning activities do not have a strong association with students’ perceived level of Fair Play. However, a significant relationship was found in Classroom Rules and Teacher Behavior Modeling (r = -0.1518, p = 0.0257), indicating a meaningful, though negative, association. This implies that the more rigid or disciplinary the classroom environment is perceived to be, the lower the students’ sense of Fair Play may become. The result implies that while structured classroom management and behavioral modeling are essential, overly authoritative or inconsistent applications of rules may hinder students’ internalization of fairness and equality. Teachers’ behaviors—especially in reinforcing rules—should therefore model consistency, transparency, and inclusivity to strengthen students’ understanding of Fair Play. Incorporating reflective and participatory activities in PE classes, where students engage in fair decision-making and conflict resolution, could further promote this value. This finding resonates with Müller (2020), who emphasized that Fair Play is best cultivated through authentic experiences of justice and equality rather than through authoritarian instruction. Likewise, Parry (2019) noted that students’ perceptions of fairness are strongly influenced by the teacher’s consistency in applying rules and providing equitable feedback. Similarly, Binder (2012) argued that Olympic values education must balance discipline and freedom—ensuring that rules foster cooperation rather than compliance alone. 6.3 Significant relationship between Respect for Others and the level of Olympic values Olympic Values on the Development of Life Skills of Bachelor of Physical Education Students: Basis for Action Plan IJMRA, Volume 08 Issue 10 October 2025 www.ijmra.in Page 5775 tension between discipline-oriented practices and value-based learning. In contrast, Pursuit of Excellence and Balance between Body, Mind, and Will were positively and significantly correlated with most learning activities (p = 0.00001), showing that active participation and goal-oriented learning foster stronger Olympic values. Based on the findings, the study concluded that: The curriculum of the BPED program effectively integrates Olympic values, particularly respect, fairness, and personal effort, though opportunities remain to enhance holistic balance and well-being. Learning experiences that emphasize teacher behavior modeling and teamwork have the greatest impact on students’ moral and social development. Demographic factors such as age, sex, and year level significantly shape how students perceive and internalize Olympic values. The negative correlation between rule-based practices and value perception suggests that while discipline is essential, excessive control may hinder intrinsic value development. Overall, Olympic values are best cultivated through interactive, reflective, and participatory learning experiences, not solely through formal instruction. Based on the conclusions, the study recommends enhancing the curriculum by integrating values-based pedagogy and reflective learning to strengthen the internalization of Olympic values in both academic and social contexts. Teachers are encouraged to attend seminars and training workshops on Olympic education and ethical teaching strategies, promoting respect, fairness, and perseverance through student-centered and experiential approaches. For student engagement, schools may implement inter-year collaborative activities and establish an Olympic Values Week to foster teamwork, mentorship, and fair play. In terms of assessment, it is suggested to adopt value-integrated evaluations that include reflective journals and peer feedback, emphasizing sportsmanship and effort alongside performance. 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