INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-26, Impac Fac o : 8.266
Page No. 5744-5777
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5744
Olympic Values on he De elopmen o Li e Skills o Bachelo o Physical
Educa ion S uden s: Basis o Ac ion Plan
Joanna Rabadon Fo o1, D . Ge aldine Cachola -Minas2
1,2Uni e si y o Pe pe ual Help Sys em Dal a-Las Pinas
ABSTRACT: This s udy assessed he ex en o which Olympic alues a e in eg a ed in o he Bachelo o Physical Educa ion (BPED)
cu iculum and examined how demog aphic ac o s such as age, sex, and yea le el in luence s uden s’ pe cep ions. Speci ically,
i ocused on i e co e Olympic alues—Joy o E o , Fai Play, Respec o O he s, Pu sui o Excellence, and Balance be ween
Body, Mind, and Will—as e lec ed in a ious lea ning ac i i ies, including class lec u es and discussions, spo s pa icipa ion and
PE classes, assessmen and pe o mance e alua ions, g oup wo k and eam-based asks, and class oom ules and eache beha io
modeling. A o al o 216 BPED s uden s pa icipa ed in he s udy. Da a we e ga he ed h ough a s uc u ed su ey ques ionnai e
and analyzed using desc ip i e and in e en ial s a is ics, including means, - es s, and co ela ion analyses. Resul s e ealed ha
he in eg a ion o Olympic alues in he BPED cu iculum was pe cei ed o a g ea ex en , wi h “Respec o O he s” ob aining he
highes mean and “Balance be ween Body, Mind, and Will” he lowes . Signi ican di e ences we e ound ac oss age, sex, and
yea le el, indica ing ha demog aphic cha ac e is ics in luence how s uden s expe ience and in e nalize Olympic alues.
Co ela ion analysis u he showed ha ce ain lea ning dimensions, pa icula ly Class oom Rules and Teache Beha io
Modeling, demons a ed meaning ul associa ions wi h speci ic Olympic alues.The indings unde sco e he impo ance o
s eng hening alues-based ins uc ion and holis ic lea ning expe iences in physical educa ion. In esponse, an ac ion plan i led
“P ojec OLYMPIAD: Olympic Lea ning and Values P omo ion in In eg a ed Academic De elopmen ” was p oposed o enhance
cu iculum deli e y h ough eache aining, expe ien ial ac i i ies, and e lec i e assessmen s. The p og am aims o p oduce
compe en and alues-d i en physical educa o s who embody he Olympic ideals o discipline, espec , ai ness, and excellence.
KEYWORDS: Olympic alues, BPED cu iculum, physical educa ion, ai play, espec , pu sui o excellence, alues educa ion
I. INTRODUCTION
Fos e ing holis ic s uden de elopmen ha goes beyond academic accomplishmen has become mo e and mo e
impo an in he changing landscape o mode n educa ion. In addi ion o impa ing cogni i e knowledge, mode n educa ion mus
os e he de elopmen o essen ial li e skills and undamen al alues ha enable s uden s o success ully nego ia e he many
social, e hical, and p o essional obs acles o he mode n wo ld.
Physical Educa ion (PE) is one o he ields ha is mos equipped o handle his ask. I ac s as a po en ool o cha ac e
de elopmen , social skills, and e hical ma u i y in addi ion o os e ing physical heal h and i ness. Olympism, a comp ehensi e
app oach ha p omo es he heal hy de elopmen o body, mind, and will ia spo , cul u e, and educa ion, lies a he hea o
his educa ional pu pose.
The Olympic alues o Excellence, Respec , and F iendship, oge he wi h guiding p inciples such as ai play, he joy o
e o , and solida i y, a e globally ecognized as essen ial o shaping e hical beha io , os e ing esilience, and encou aging
posi i e social in e ac ion in di e se cul u al con ex s (In e na ional Olympic Commi ee (IOC, 2023).
Nume ous s udies unde sco e he impo ance o in eg a ing Olympic alues in o educa ion o os e he de elopmen o
li e skills. Binde (2012) highligh s he ole o Olympic alues in p omo ing posi i e you h de elopmen h ough s uc u ed spo s
p og ams.
The Olympic Values Educa ion P og amme (OVEP), which has been widely implemen ed globally, emphasizes he holis ic
g ow h o s uden s by p omo ing alues like ai play, espec , and discipline (Naul & Binde , 2020).
Olympic Values on he De elopmen o Li e Skills o Bachelo o Physical Educa ion S uden s: Basis o Ac ion Plan
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These alues a e c ucial in building esilien , well- ounded indi iduals who excel no only in spo s bu in hei pe sonal
and p o essional li es. These insigh s a e mi o ed in he Philippine con ex , whe e he in eg a ion o Olympic alues in o he
physical educa ion cu iculum is seen as a i al s a egy o he pe sonal and social de elopmen o s uden s.
In he Philippine educa ional sys em, he Bachelo o Physical Educa ion (BPED) p og am is go e ned by he Commission
on Highe Educa ion (CHED) Memo andum O de No. 81, se ies o 2017, which p o ides he legal amewo k and s anda ds o
educa ing u u e physical educa ion eache s. This memo andum explici ly highligh s he impo ance o alues educa ion and li e
skills de elopmen as in eg al componen s o he cu iculum, emphasizing he ole o spo and physical ac i i ies in nu u ing
holis ic g ow h.
Howe e , despi e hese o mal policies, ecen s udies and p og am e alua ions e eal a pe sis en gap in he explici ,
sys ema ic in eg a ion o Olympic alues in o he BPED cu iculum.
Local esea ch and epo s om he Philippine Depa men o Educa ion (2021) and CHED (2023) poin ou ha while he
BPED p og am emphasizes spo smanship and e hical conduc , i lacks a comp ehensi e Olympism-based app oach ha deeply
in eg a es he co e Olympic alues o Excellence, Respec , and F iendship in o bo h heo y and p ac ice.
The gap in in eg a ing Olympic alues is no unique o he Philippines bu e lec s b oade challenges aced wo ldwide.
In e na ionally, nume ous educa ion sys ems ha e emb aced OVEP o embed he ideals o Olympism in o school cu icula,
complemen ing academic lea ning wi h cha ac e and ci izenship educa ion.
While OVEP has achie ed no able successes in p omo ing alues like discipline, eamwo k, and e hical decision-
making, i s implemen a ion encoun e s obs acles such as cul u al dissonance, lack o eache aining, esou ce limi a ions,
and insu icien cu icula alignmen (Associa ion o Na ional Olympic Commi ees [ANOC], 2022; Naul & Binde , 2017).
Resea ch by Mülle (2020) and Pa y (2021) indica es ha while PE cu icula in a ious coun ies add ess alues
educa ion, hey o en insu icien ly embed Olympic ideology and alues in ways ha p o oundly shape s uden s’ cha ac e and
li e skills.
This s udy cen e s on e alua ing he ex en o which Olympic alues a e in eg a ed and ope a ionalized wi hin he
eaching p ac ices o he BPED cu iculum, speci ically a selec ed Colleges and Uni e si ies in he Na ional Capi al Region. The
esea ch ocuses on assessing how he in usion o Olympic alues in luences he de elopmen o i al li e skills such as discipline,
eamwo k, esilience, leade ship, and e hical decision-making among s uden s.
By add essing his lea ning gap, he s udy aims o gene a e empi ical e idence ha can se e as a sound basis o a ge ed
cu iculum enhancemen , con ibu ing o a mo e cohe en and e ec i e alues-based educa ion amewo k wi hin he BPED
p og am.
The ele ance o his inqui y anscends academic conce ns, ouching on na ional and socie al p io i ies in he Philippines
whe e holis ic and alue-laden educa ion is inc easingly seen as essen ial o equipping you h o h i e in a as - changing and
complex global en i onmen . The in eg a ion o Olympism in o highe educa ion cu icula aligns wi h he coun y’s b oade
educa ional goals o p oduce
no only compe en p o essionals bu also socially esponsible ci izens who embody in eg i y, espec , and solida i y.
Such alue g ounding is i al o os e ing communi y cohesion and na ional de elopmen amid he p essu es o globaliza ion and
echnological ad ancemen .
By b idging he gap be ween Olympic alues implemen a ion and li e skills de elopmen in he BPED cu iculum, his
s udy seeks o ex end he discou se on cu iculum inno a ion and educa ional quali y enhancemen wi hin he Philippine con ex .
I o e s a pa hway o s eng hening eache educa ion and, ul ima ely, empowe ing u u e educa o s o ins ill he imeless ideals
o Olympism in hei s uden s.
The an icipa ed ou comes unde sco e he s a egic impo ance o embedding Olympic alues mo e sys ema ically and
meaning ully wi hin physical educa ion, ensu ing ha hese u u e educa o s a e equipped o nu u e no only physical
compe ence bu also he mo al and social quali ies needed o add ess bo h local and in e na ional challenges.
This esea ch add esses a p essing need o in eg a e he philosophy and alues o Olympism in o he Bachelo o Physical
Educa ion cu iculum mo e explici ly and comp ehensi ely. I highligh s he legal manda es, local con ex ual challenges, and
in e na ional pe spec i es ha shape his educa ional endea o , p o iding a obus ounda ion o cu iculum enhancemen ha
bene i s s uden s, educa o s, and he b oade communi y. Th ough such ans o ma i e educa ion, he spi i o Olympism
con inues o inspi e he de elopmen o well- ounded, esilien indi iduals poised o con ibu e meaning ully o socie y a mul iple
le els.
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Resea ch Ques ion
This s udy aims o assess he ex en o in eg a ion and implemen a ion o Olympic alues in he Bachelo o Physical
Educa ion (BPED) cu iculum. Speci ically, i seeks o answe he ollowing ques ions:
1. Wha is he demog aphic p o ile o he esponden s in e ms o :
1.1 age;
1.2 sex; and
1.3-yea le el?
2. To wha ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o hei cu iculum and lea ning
expe iences?
2.1 joy o e o ;
2.2 ai play;
2.3 espec o o he s;
2.4 pu sui o excellence; and
2.5 balance be ween body, mind and will?
3. Wha is he le el o Olympic alues implemen a ion in a ious ins uc ional ac i i ies such as:
3.1 class lec u es and discussions;
3.2 spo s pa icipa ion and PE classes;
3.3 assessmen and pe o mance e alua ions;
3.4 g oup wo k and eam-based asks; and
3.5 class oom ules and eache beha io modeling?
4. Is he e a signi ican di e ence on he ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o
hei cu iculum and lea ning expe iences when g ouped acco ding o p o ile?
5. Is he e a signi ican di e ence on he le el o Olympic alues implemen a ion in a ious ins uc ional ac i i ies when g ouped
acco ding o p o ile?
6. Is he e a signi ican ela ionship be ween he ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e
in eg a ed in o hei cu iculum and lea ning expe iences and he le el o Olympic alues implemen a ion in a ious ins uc ional
ac i i ies?
7. Based on he indings o he s udy, wha ac ion plan can be p oposed o s eng hen he in eg a ion and implemen a ion o
Olympic alues in he BPED cu iculum?
Scope and Limi a ion o he S udy
This s udy ocused on assessing he ex en o which Olympic alues a e in eg a ed and implemen ed in he Bachelo o
Physical Educa ion (BPED) cu iculum. I examined s uden s’ pe cep ions o i e key Olympic alues—Joy o E o , Fai Play,
Respec o O he s, Pu sui o Excellence, and Balance be ween Body, Mind, and Will—as well as he le el o implemen a ion o
hese alues ac oss a ious ins uc ional ac i i ies such as class lec u es and discussions, spo s pa icipa ion and PE classes,
assessmen and pe o mance e alua ions, g oup wo k and eam-based asks, and class oom ules and eache beha io modeling.
The esponden s o he s udy we e BPED s uden s en olled du ing he academic yea 2024–2025. Da a we e ga he ed using a
alida ed su ey ques ionnai e designed o measu e bo h pe cei ed in eg a ion and ac ual implemen a ion o Olympic alues.
The analysis u ilized desc ip i e and in e en ial s a is ics o de e mine ela ionships and di e ences based on demog aphic p o iles
such as age, sex, and yea le el.
The s udy was limi ed o he pe cep ions and expe iences o BPED s uden s wi hin one academic ins i u ion and may no
ep esen all Physical Educa ion p og ams in o he uni e si ies. Mo eo e , he s udy elied on sel - epo ed da a, which may be
subjec o pe sonal bias and in e p e a ion. Obse a ional o longi udinal me hods we e beyond he scope o his esea ch bu
a e ecommended o u u e s udies o s eng hen alida ion o he indings.
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F amewo k
This s udy is s uc u ed a ound he Inpu –P ocess–Ou pu (IPO) Model, which illus a es he logical low o he esea ch
om iden i ying ele an a iables, conduc ing sys ema ic da a collec ion and analysis, and ul ima ely gene a ing a p ac ical
ou pu . The amewo k guides he esea che in unde s anding how a ious ac o s con ibu e o he in eg a ion and
implemen a ion o Olympic alues in he Bachelo o Physical Educa ion (BPED) cu iculum.
The Inpu phase ocuses on ga he ing essen ial da a ha se e as he ounda ion o he s udy. This includes he demog aphic
p o ile o he esponden s, ca ego ized by age, sex, and yea le el, o iden i y how hese a iables may in luence pe cep ions and
expe iences. I also encompasses he ex en o which BPED s uden s pe cei e he in eg a ion o Olympic alues—namely, joy o
e o , ai play, espec o o he s, pu sui o excellence, and balance be ween body, mind, and will—in o hei cu iculum and
lea ning expe iences. Addi ionally, he inpu conside s he le el o implemen a ion o Olympic alues ac oss a ious ins uc ional
ac i i ies such as class lec u es and discussions, spo s pa icipa ion and PE classes, assessmen and pe o mance e alua ions,
g oup wo k and eam-based asks, and class oom ules and eache beha io modeling. Toge he , hese inpu componen s p o ide
a comp ehensi e unde s anding o he academic and expe ien ial dimensions in luencing alue-based educa ion in physical
educa ion.
The P ocess phase ou lines he sys ema ic p ocedu es employed in conduc ing he s udy. I begins wi h secu ing a pe mi o
conduc he s udy and pe mission le e s o esponden s, ensu ing adhe ence o e hical esea ch s anda ds. The nex s eps in ol e
he alida ion o ins umen s o con i m hei eliabili y and sui abili y o da a collec ion, ollowed by he dis ibu ion and e ie al
o su ey ques ionnai es om esponden s. A e he da a a e ga he ed, he esea che pe o ms da a analysis and s a is ical
ea men , using app op ia e ools o de e mine signi ican di e ences and ela ionships among a iables. This phase ensu es ha
he da a collec ed a e in e p e ed accu a ely and meaning ully o suppo he s udy’s objec i es.
The Ou pu phase ep esen s he inal esul o he esea ch p ocess— he de elopmen o an ac ion plan designed o s eng hen
he in eg a ion and implemen a ion o Olympic alues wi hin he BPED cu iculum. This p og am se es as a s a egic amewo k
ha can guide educa o s, cu iculum de elope s, and policymake s in p omo ing alue-o ien ed lea ning in physical educa ion. I
emphasizes he cul i a ion o spo smanship, espec , excellence, and holis ic de elopmen among s uden s, aligning wi h he
p inciples o Olympism and he goals o cha ac e educa ion in highe lea ning ins i u ions.
O e all, he IPO model p o ides a clea and sys ema ic app oach o unde s anding how inpu s (s uden pe cep ions and
expe iences) a e p ocessed h ough s uc u ed esea ch me hods o p oduce meaning ul ou comes (a p oposed ac ion plan). This
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concep ual amewo k ein o ces he impo ance o in eg a ing alues educa ion in o he physical educa ion cu iculum,
ul ima ely con ibu ing o he o ma ion o well- ounded, disciplined, and e hically g ounded u u e educa o s and a hle es.
Resea ch Design
The s udy u ilized a desc ip i e-co ela ional esea ch design. This design was chosen o desc ibe he demog aphic p o ile o
BPED s uden s, assess hei pe cep ions ega ding he in eg a ion o Olympic alues in he cu iculum, e alua e he le el o
implemen a ion o hese alues ac oss a ious ins uc ional ac i i ies, and de e mine ela ionships and signi ican di e ences
be ween a iables. This s udy comp ehensi ely examines he ela ionship be ween he in eg a ion o Olympic alues and he
de elopmen o li e skills among Bachelo o Physical Educa ion (BPED) s uden s in selec ed Colleges and Uni e si ies in Na ional
Capi al Region. The desc ip i e componen seeks o sys ema ically cap u e and po ay he ex en o which hese Olympic alues
a e embedded wi hin he cu iculum and pe cei ed by he s uden s in hei academic and p ac ical expe iences.
By employing his design, he s udy no only cap u es he cu en s a e o alue in eg a ion bu also es ablishes co ela ions
ha in o m he o mula ion o e idence-based ecommenda ions and in e en ions.
Resea ch Ins umen
The p ima y ins umen employed o da a collec ion in his s udy was a sel -adminis e ed ques ionnai e, hough ully
designed o ga he comp ehensi e in o ma ion om he esponden s. The ques ionnai e was s uc u ed in o ou dis inc sec ions
o ensu e cla i y and sys ema ic da a collec ion.
The i s sec ion, Demog aphic P o ile, cap u ed essen ial in o ma ion such as he esponden s’ age, sex, and yea le el,
p o iding a basis o analyzing di e ences ac oss subg oups.
The second sec ion, Ex en o Pe cei ed In eg a ion o Olympic Values, assessed s uden s’ pe cep ions ega ding he inco po a ion
o key alues—Joy o E o , Fai Play, Respec o O he s, Pu sui o Excellence, and Balance be ween Body, Mind, and Will—in o
hei cu iculum and lea ning expe iences.
The hi d sec ion, Le el o Implemen a ion in Ins uc ional Ac i i ies, examined how hese Olympic alues we e p ac ically
e lec ed in a ious componen s o he BPED p og am, including Class Lec u es and Discussions, Spo s Pa icipa ion and PE
Classes, Assessmen and Pe o mance E alua ions, G oup Wo k and Team-Based Tasks, and Class oom Rules and Teache Beha io
Modeling.
By o ganizing he ques ionnai e in his manne , he s udy ensu ed ha bo h s uden s’ pe cep ions and he p ac ical applica ion
o alues could be sys ema ically cap u ed and analyzed.
Da a Ga he ing
The s udy employed a sys ema ic and ca e ully s uc u ed da a-ga he ing p ocess o ensu e he accu acy, eliabili y, and
e hical in eg i y o he collec ed in o ma ion. Fi s , a Pe mi o Conduc he S udy was ob ained om he ins i u ion’s
adminis a ion, secu ing o icial app o al o p oceed. Following his, a Pe mission Le e o Responden s was dis ibu ed,
accompanied by in o med consen o ms o gua an ee olun a y pa icipa ion and cla i y he objec i es o he s udy.
Nex , he alida ion o ins umen s was conduc ed, whe ein he ques ionnai e was e iewed and e ined based on eedback
om expe s in physical educa ion and esea ch me hodology, ensu ing bo h cla i y and con en alidi y. The dis ibu ion o
ques ionnai es was hen ca ied ou , ei he physically o online, depending on accessibili y and con enience o he esponden s.
Comple ed ques ionnai es we e collec ed o e a wo-week pe iod, allowing ample ime o esponden s o p o ide hough ul
and accu a e esponses.
Finally, a ho ough sc eening and e i ica ion p ocess was conduc ed, in which all esponses we e checked o comple eness,
consis ency, and accu acy p io o da a analysis. This sys ema ic app oach ensu ed ha he da a ga he ed we e bo h eliable and
sui able o subsequen s a is ical ea men .
S a is ical T ea men
The collec ed da a we e sys ema ically analyzed using bo h desc ip i e and in e en ial s a is ical me hods o add ess he
esea ch ques ions and es he s udy’s hypo heses. F equency and pe cen age analyses we e employed o desc ibe he
esponden s’ demog aphic p o ile, including age, sex, and yea le el. To de e mine he ex en o pe cep ion and he le el o
implemen a ion o Olympic alues, mean sco es and s anda d de ia ions we e compu ed, p o iding a clea depic ion o cen al
endencies and a iabili y in he esponses.
To examine signi ican di e ences in pe cep ions and implemen a ion based on demog aphic a iables, - es s and ANOVA
we e u ilized. Addi ionally, Pea son co ela ion was applied o explo e he ela ionships be ween s uden s’ pe cei ed in eg a ion
o Olympic alues and hei le el o implemen a ion in a ious ins uc ional ac i i ies. All s a is ical analyses we e conduc ed using
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[inse s a is ical so wa e, e.g., SPSS], wi h a signi icance le el se a p < 0.05, ensu ing ha he esul s a e bo h eliable and
meaning ul.
III. RESULTS
This chap e p esen s, analyzes, and in e p e s he da a ga he ed om BPED s uden s ega ding he in eg a ion o Olympic
alues in hei cu iculum and lea ning expe iences. The p esen a ion includes he demog aphic p o ile o esponden s, he ex en
o which Olympic alues a e in eg a ed in o a ious lea ning ac i i ies, he di e ences in pe cep ion ac oss demog aphic a iables,
and he ela ionships be ween he Olympic alues and lea ning ac i i ies.
1. Wha is he demog aphic p o ile o he esponden s in e ms o :
Table 1.1 Demog aphic p o ile o he esponden s in e ms o Age
The able 1.1 e eals ha a majo i y o he esponden s (57.87%) belong o he 17–19 age g oup, ollowed by 25.93% aged
20–22. Meanwhile, only 9.26% a e 23–25 yea s old, and 6.94% a e 26 yea s old and abo e. This dis ibu ion indica es ha he
esponden s a e p edominan ly young indi iduals, sugges ing ha he s udy sample consis s mainly o la e adolescen s and ea ly
adul s.
This age composi ion may e lec he ypical demog aphic o senio high school o ea ly college s uden s, who a e gene ally
mo e open o new lea ning expe iences and a e a a s age whe e pe sonal and academic de elopmen a e highly ac i e. The
smalle pe cen age o olde esponden s could imply ha pa icipa ion om non- adi ional o olde s uden s is limi ed.
The p edominance o younge esponden s implies ha he esul s o he s udy la gely ep esen he pe spec i es and
expe iences o la e adolescen s. Since his age g oup is in a de elopmen al s age cha ac e ized by explo a ion, sel -iden i y
o ma ion, and inc easing social awa eness, hei esponses may be in luenced by hese psychosocial ac o s. Consequen ly,
in e en ions, p og ams, o policies o mula ed based on he s udy’s indings should conside he needs and beha io pa e ns
ypical o his age ange—such as hei adap abili y o echnology, mo i a ion le els, and engagemen p e e ences.
Acco ding o A ne (2019), indi iduals aged 17–19 all unde he s age o eme ging adul hood, ma ked by iden i y explo a ion
and ansi ion owa d independence. This pe iod o en shapes a i udes, alues, and beha io s ela ed o lea ning, social
in e ac ion, and esponsibili y. Simila ly, S einbe g (2020) emphasized ha younge adul s a e mo e ecep i e o change and end
o engage ac i ely in de elopmen al and educa ional oppo uni ies, making hem ideal pa icipan s in s udies in ol ing beha io al,
academic, o social engagemen hemes.
In he Philippine con ex , Ga cia and San os (2022) no ed ha mos e ia y-le el esponden s in educa ional and beha io al
s udies all wi hin he 17–22 age b acke , aligning wi h he ansi ion om senio high school o college. This demog aphic end
highligh s ha he you h popula ion emains he ocal poin o many educa ional and communi y-based esea ch ini ia i es, as
hey ep esen he mos dynamic and esponsi e sec o o socie y.
Fu he mo e, Lopez e al. (2023) ound ha age in luences s uden s’ pe cep ions, mo i a ion, and adap abili y, wi h younge
lea ne s demons a ing highe en husiasm and willingness o pa icipa e in school and communi y p og ams. These indings
ein o ce he idea ha he dominance o younge esponden s in he p esen s udy can p o ide aluable insigh s in o
con empo a y you h expe iences and a i udes.
Table 1.2 Demog aphic p o ile o he esponden s in e ms o Age
The able 1.2 shows ha he majo i y o he esponden s a e male, comp ising 154 indi iduals (71.30%), while emale
esponden s accoun o 62 indi iduals (28.70%). This dis ibu ion e eals a signi ican gende imbalance, indica ing ha mos o
he pa icipan s in he s udy a e men.
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The highe numbe o male esponden s sugges s ha he popula ion o g oup om which he sample was d awn—
possibly in he ield o physical educa ion, spo s, o law en o cemen —may ha e a na u ally highe male ep esen a ion. This
could also imply ha males a e mo e engaged o a ailable o pa icipa ion in he ype o s udy conduc ed.
The p edominance o male esponden s sugges s ha he s udy’s indings may la gely e lec he pe spec i es and
expe iences o men. Consequen ly, he esul s migh highligh masculine iewpoin s, beha io s, o endencies, depending on he
s udy’s ocus a ea (e.g., spo s pa icipa ion, communi y in ol emen , p og am e ec i eness).
I he s udy ela es o physical o ou doo ac i i ies, his gende dis ibu ion could indica e ha males a e mo e in ol ed
in such domains due o cul u al and social expec a ions. The e o e, any ecommenda ions o in e en ions de i ed om his s udy
should conside gende inclusi i y o ensu e ha u u e p og ams also add ess emale pa icipa ion and engagemen .
Acco ding o Connell and Messe schmid (2020), gende plays a signi ican ole in shaping indi iduals’ pa icipa ion in
social and educa ional ac i i ies, wi h adi ional gende no ms o en encou aging men o ake pa in physically demanding o
leade ship-o ien ed asks. In line wi h his, C uz and Alca az (2021) ound ha male s uden s end o domina e pa icipa ion in
physical educa ion and communi y-based p og ams in he Philippines, e lec ing socie al belie s ha associa e masculini y wi h
s eng h, ac i i y, and compe i i eness.
Fu he mo e, La a and San os (2022) no ed ha gende dispa i ies in pa icipa ion a es a e o en in luenced by cul u al
ac o s, accessibili y, and pe cei ed compe ence. They emphasized ha while males a e gene ally o e ep esen ed in physically
ac i e domains, p omo ing gende equi y can lead o mo e balanced and inclusi e ou comes.
Simila ly, De Guzman (2023) highligh ed ha inc easing emale in ol emen in a ious educa ional and ci ic p og ams
no only os e s inclusi i y bu also en iches p og am ou comes by in eg a ing di e se pe spec i es and app oaches.
Table 1.3 Demog aphic p o ile o he esponden s in e ms o Age
The able 1.3 shows ha he esponden s a e ai ly e enly dis ibu ed ac oss yea le els. Bo h i s -yea and hi d-yea
s uden s make up 26.85% o he o al esponden s, while second-yea s uden s accoun o 25%, and ou h-yea s uden s
comp ise 21.30%.
This dis ibu ion sugges s ha pa icipa ion in he s udy was balanced among unde classmen and uppe classmen,
indica ing ha each academic yea was well ep esen ed. The sligh a ia ion in pe cen ages shows ha s uden s om all le els
we e ac i ely in ol ed, ensu ing ha he collec ed da a e lec s di e se expe iences and pe spec i es ac oss di e en s ages o
hei academic jou ney.
The nea ly e en dis ibu ion o esponden s by yea le el implies ha he s udy’s indings cap u e a wide ange o
de elopmen al and educa ional expe iences. Each yea le el con ibu es unique insigh s— i s -yea s uden s may e lec ea ly
adap a ion and mo i a ion, while ou h-yea s uden s may exp ess mo e ma u e pe spec i es and cumula i e expe iences.
This balance s eng hens he s udy’s alidi y, as i p e en s esul s om being skewed owa d a pa icula g oup.
Mo eo e , i enables a compa a i e unde s anding o how academic exposu e o p og ession in luences he a iables unde
in es iga ion (such as awa eness, e ec i eness, o pa icipa ion).
Acco ding o As in (2020), s uden s’ a i udes, engagemen le els, and academic beha io s e ol e as hey p og ess
h ough hei academic yea s, wi h uppe -yea s uden s ypically demons a ing g ea e au onomy and e lec i e hinking. In
con as , i s - and second-yea s uden s a e mo e explo a o y, ocusing on adjus men and ounda ional lea ning.
In he Philippine con ex , Reyes and Mendoza (2021) emphasized ha yea le el can signi ican ly in luence s uden s’
pe o mance and pa icipa ion in academic and co-cu icula ac i i ies. Thei indings e ealed ha as s uden s ad ance h ough
hei p og am, hey gain mo e con idence, expe ience, and exposu e, which enhance hei abili y o apply lea ned concep s in
eal-li e se ings.
Simila ly, De la C uz and Villanue a (2022) obse ed ha balanced ep esen a ion ac oss yea le els in esea ch s udies
leads o mo e comp ehensi e insigh s, as i e lec s a ying deg ees o ma u i y, esponsibili y, and academic eadiness.
Addi ionally, San os (2023) no ed ha olde o highe -yea s uden s end o assume leade ship and men o ship oles, which can
a ec hei esponses in s udies ela ed o engagemen , esponsibili y, and pe o mance.
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2. To wha ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o hei cu iculum and
lea ning expe iences?
2.1 Ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o hei cu iculum and lea ning
expe iences in e ms o Joy o E o
The gene al assessmen o he able e eals ha he cu iculum’s impac on s uden mo i a ion and e o is in e p e ed
as G ea Ex en (mean = 3.14). This indica es ha he cu iculum gene ally os e s mo i a ion and encou ages s uden s o exe
e o in hei physical educa ion and academic ac i i ies.
Among he indica o s, he s a emen “I am encou aged o gi e my bes e o in all physical educa ion ac i i ies” ob ained
he highes mean o 3.61, in e p e ed as Ve y G ea Ex en (VGE). This sugges s ha he cu iculum e ec i ely inspi es s uden s
o pa icipa e ac i ely and pe o m well in physical educa ion. Con e sely, he indica o “Lea ning ac i i ies p omo e p ide in gi ing
one’s bes in bo h spo s and academics” ob ained he lowes mean o 2.34, in e p e ed as Mode a e Ex en (ME), implying ha
he e is s ill oom o imp o emen in in eg a ing ac i i ies ha connec p ide, mo i a ion, and holis ic pe o mance ac oss bo h
a hle ic and academic con ex s.
O e all, he esul s indica e ha while he cu iculum success ully enhances s uden s’ mo i a ion in physical educa ion,
i may need ein o cemen in os e ing balanced p ide and mo i a ion ac oss all lea ning domains.
The indings imply ha he cu iculum plays a c ucial ole in mo i a ing s uden s o exe e o , pa icula ly in physical
educa ion ac i i ies. A s ong mo i a ional en i onmen encou ages s uden s o se goals, de elop discipline, and pe sis in asks
equi ing physical and men al e o . Howe e , he mode a e a ing in p omo ing p ide and holis ic achie emen sugges s a need
o in eg a e mo e e lec i e, in e disciplina y, and alue-based lea ning s a egies.
Cu iculum planne s and educa o s could s eng hen mo i a ion by designing lea ning expe iences ha connec
spo smanship wi h academic achie emen , emphasizing in insic mo i a ion and pe sonal g ow h a he han compe i ion alone.
This balance can os e a mo e holis ic sense o accomplishmen among lea ne s.
Acco ding o Deci and Ryan’s Sel -De e mina ion Theo y (2024), mo i a ion h i es when educa ional en i onmen s
suppo au onomy, compe ence, and ela edness. Cu icula ha p o ide meaning ul challenges and oppo uni ies o pe sonal
imp o emen enhance in insic mo i a ion, leading o sus ained e o and engagemen .
Cox, Smi h, and Williams (2020) emphasized ha physical educa ion p og ams p omo ing goal se ing, pe sonal
achie emen , and posi i e ein o cemen signi ican ly imp o e s uden s’ mo i a ion o pa icipa e and excel. Likewise, Mendoza
and C uz (2021) no ed ha in he Philippine con ex , PE cu icula emphasizing eamwo k and pe sonal de elopmen con ibu e
o g ea e s uden en husiasm and e o , pa icula ly when ins uc o s c ea e an encou aging and inclusi e en i onmen .
Mo eo e , Lopez and Bau is a (2022) ound ha s uden s a e mo e mo i a ed when lea ning ac i i ies align wi h hei
in e es s and allow hem o expe ience success and ecogni ion, bo h academically and a hle ically. Ga cia (2023) u he
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sugges ed ha in eg a ing e lec ion and sel -assessmen in PE lessons helps s uden s de elop p ide and in insic sa is ac ion,
linking e o in spo s o achie emen in academics.
2.2 Ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o hei cu iculum and lea ning
expe iences in e ms o Fai Play
The gene al assessmen indica es ha he cu iculum p omo es alues and ai play o a G ea Ex en (mean = 3.23). This
sugges s ha s uden s pe cei e hei lea ning expe iences—pa icula ly in physical educa ion—as e ec i e in ins illing mo al and
e hical alues associa ed wi h spo s and social conduc .
The highes - a ed indica o , “Respec o game o icials and opponen s is highligh ed in ou lessons,” ob ained a mean o
3.56 (Ve y G ea Ex en ). This implies ha he cu iculum s ongly ein o ces espec , discipline, and adhe ence o ules—co e
componen s o spo smanship and e hical pa icipa ion. Meanwhile, he indica o “S uden s lea n abou hones y, in eg i y, and
spo smanship as key alues in hei lea ning expe iences” eco ded he lowes mean o 2.75 (G ea Ex en ), sugges ing ha while
hese alues a e emphasized, he e emains a need o s eng hen hei consis en applica ion in class oom and spo s se ings.
O e all, he esul s demons a e ha he cu iculum e ec i ely p omo es ai ness and espec , hough oppo uni ies
emain o deepen s uden s’ unde s anding o hones y and in eg i y in bo h compe i i e and academic con ex s.
The indings imply ha he cu iculum success ully in eg a es mo al and e hical ins uc ion wi hin physical educa ion and
ela ed subjec s. P omo ing espec owa d pee s, o icials, and opponen s cul i a es a posi i e lea ning en i onmen and
s eng hens s uden s’ social esponsibili y. Howe e , he sligh ly lowe mean on hones y and in eg i y highligh s he impo ance
o embedding alue educa ion no only in spo smanship discussions bu also in b oade class oom in e ac ions and assessmen s.
Educa o s and cu iculum de elope s should con inue o emphasize expe ien ial lea ning s a egies—such as e lec i e
jou naling, pee assessmen , and ole-playing scena ios— ha allow s uden s o in e nalize ai ness, in eg i y, and mu ual espec
beyond heo e ical unde s anding. This app oach aligns wi h he holis ic de elopmen goals o physical educa ion, p omo ing
cha ac e o ma ion alongside physical compe ence.
Acco ding o Shields and B edemeie (2022), physical educa ion p o ides an ideal pla o m o de eloping mo al
easoning and e hical beha io , as s uden s egula ly encoun e si ua ions in ol ing ai ness, hones y, and coope a ion. Thei
esea ch ound ha s uc u ed discussions on spo s e hics signi ican ly enhance s uden s’ unde s anding o ai play and in eg i y.
Simila ly, Ka ussanu and S ange (2020) emphasized ha alues educa ion in spo s con ex s os e s p osocial beha io s,
eamwo k, and empa hy—key quali ies ha con ibu e o posi i e cha ac e de elopmen . Mo ales and Dela Peña (2021) also
no ed ha Philippine schools ha in eg a e ai play concep s in o hei PE cu iculum obse e highe le els o mu ual espec ,
discipline, and coope a ion among s uden s.
Fu he mo e, Lopez and Ga cia (2022) ound ha epea ed ein o cemen o espec owa d au ho i y igu es, such as
e e ees and eache s, s eng hens mo al beha io bo h in and ou o he class oom. Finally, Ramos (2023) highligh ed ha when
hones y and spo smanship a e consis en ly modeled by eache s and pee s, s uden s a e mo e likely o adop hese alues as
pa o hei pe sonal and social iden i y.
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3.4 Le el o Olympic alues implemen a ion in a ious ins uc ional ac i i ies in e ms o G oup wo k and Team-based Tasks
The gene al assessmen indica es ha esponden s Ag ee (mean = 2.75) ha eam ac i i ies p omo e coope a ion,
ai ness, and accoun abili y. The highes mean is 3.03 o he indica o “S uden s alue bo h ic o y and lea ning expe iences om
eamwo k” (Ag ee), while he lowes mean is 1.57 o “Team ac i i ies os e coope a ion and mu ual espec among membe s”
(S ongly Disag ee).
The esul s sugges ha Physical Educa ion (PE) ac i i ies a e gene ally e ec i e in encou aging eamwo k, ai ness, and
accoun abili y among s uden s. The high mean indica es ha esponden s ecognize he impo ance o aluing bo h ou comes
and expe iences gained om g oup pa icipa ion. This e lec s a heal hy balance be ween compe i ion and lea ning, sugges ing
ha eam-based ac i i ies in PE cul i a e spo smanship and app ecia ion o collabo a i e g ow h.
Howe e , he low mean o coope a ion and mu ual espec e eals an a ea o conce n. While s uden s app ecia e
eamwo k concep ually, ac ual pee coope a ion and espec du ing eam ac i i ies may no be ully ealized. This could be
a ibu ed o compe i i e dynamics, une en pa icipa ion, o insu icien emphasis on social and emo ional lea ning wi hin eam-
based ins uc ion.
This inding implies ha PE ins uc o s should place g ea e emphasis on eam-building s a egies ha p omo e mu ual
espec , empa hy, and sha ed esponsibili y among lea ne s. Ac i i ies should be s uc u ed o ewa d collabo a ion as much as
pe o mance ou comes. Teache s can in eg a e e lec i e discussions, coope a i e lea ning s a egies, and pee -assessmen ools
o s eng hen he ela ional and e hical dimensions o eamwo k. Aligning ins uc ional p ac ices wi h he DepEd’s Values
In eg a ion F amewo k can enhance no only s uden s’ physical abili ies bu also hei in e pe sonal and mo al g ow h—key
componen s o holis ic educa ion.
Acco ding o Bailey e al. (2022), well-designed eam spo s ac i i ies in PE help de elop s uden s’ social esponsibili y,
empa hy, and communica ion skills. Casey and Dyson (2023) emphasize ha coope a i e lea ning models in PE os e inclusi i y
and equi able pa icipa ion, especially when eache s acili a e e lec ion and sha ed goal-se ing. Dyson and G i in (2021) also
ound ha eamwo k ac i i ies enhance s uden s’ in e pe sonal compe ence and collec i e p oblem-sol ing when guided by
suppo i e and ai ins uc ion.
Con e sely, Velázquez and Lopez-Pas o (2022) no e ha wi hou in en ional eache in e en ion, eam ac i i ies can
some imes ein o ce i al y o exclusion a he han coope a ion. This aligns wi h he cu en indings, unde sco ing he
impo ance o s uc u ed acili a ion and explici alue in eg a ion o ensu e ha eamwo k leads o bo h pe sonal and social
de elopmen .
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3.5 Le el o Olympic alues implemen a ion in a ious ins uc ional ac i i ies in e ms o Class oom Rules and Teache Beha io
Modeling
The gene al assessmen shows ha esponden s Ag ee (mean = 2.92) ha class oom ules and eache p ac ices p omo e
ai ness, discipline, and esponsibili y. The highes mean is 3.33 o he indica o “Teache s se e as ole models o excellence and
pe se e ance” (S ongly Ag ee), while he lowes mean is 2.37 o “S uden s lea n he impo ance o balancing academics, e hics,
and physical well-being h ough eache example” (Ag ee).
The indings sugges ha eache s in he Physical Educa ion (PE) se ing a e iewed posi i ely as ole models who embody
ai ness, dedica ion, and discipline. The high mean o eache ole modeling indica es ha s uden s a e inspi ed by hei
ins uc o s’ a i udes and beha io s, which ein o ces desi able alues such as pe se e ance and esponsibili y. This e lec s he
s ong in luence o obse a ional lea ning and social modeling, whe e s uden s emula e he cha ac e and p o essionalism o hei
eache s.
Howe e , he ela i ely lowe mean o in eg a ing balance among academics, e hics, and physical well-being sugges s
ha while eache s demons a e good conduc , hey may no always explici ly connec hese alues o holis ic s uden
de elopmen . This poin s o a need o in en ional in eg a ion o e hical easoning and well-being discussions in o class
managemen and ins uc ional p ac ices.
This inding implies ha PE educa o s should con inue o model posi i e beha io while also explici ly linking class oom
alues o li e skills and holis ic wellness. By aligning ule en o cemen and ins uc ional beha io wi h e lec i e discussions on
discipline, ai ness, and balance, eache s can deepen s uden s’ unde s anding o hese i ues beyond he class oom. Schools
may also bene i om p o essional de elopmen p og ams ocused on alues in eg a ion and eache e hics, ensu ing ha
eache s no only demons a e bu also consciously each ai ness and esponsibili y as pa o hei pedagogy.
Acco ding o Hellison (2020), eache s’ modeling o espec , sel -con ol, and esponsibili y s ongly in luences s uden s’
mo al and beha io al de elopmen in PE en i onmen s. A mou and Casey (2021) emphasize ha eache beha io and class oom
managemen p ac ices con ibu e o shaping s uden s’ e hical and social unde s anding, especially when eache s connec
discipline wi h pe sonal g ow h. Li and Chen (2022) also ound ha s uden s who pe cei e hei eache s as ai and consis en
a e mo e likely o demons a e sel -discipline and mu ual espec du ing physical ac i i ies.
Mo eo e , Dyson and S achan (2023) highligh ha when eache s model pe se e ance and e hical decision-making,
s uden s in e nalize hese beha io s as pa o hei iden i y bo h in and ou o school. These indings suppo he p esen s udy’s
implica ion ha eache conduc and ule en o cemen se e as c ucial ehicles o cul i a ing ai ness, discipline, and holis ic
esponsibili y among lea ne s.
4.Is he e a signi ican di e ence on he ex en do BPED s uden s pe cei e ha he ollowing Olympic alues a e in eg a ed in o
hei cu iculum and lea ning expe iences when g ouped acco ding o p o ile?
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4.1 Tables shows he es o signi ican di e ence on he ex en do BPED s uden s pe cei e ha he ollowing Olympic alues
a e in eg a ed in o hei cu iculum and lea ning expe iences when g ouped acco ding o p o ile.
The able indica es ha he e is a signi ican di e ence in he pe cep ion o Olympic alues ac oss all age g oups. Fo all
indica o s—Joy o E o , Fai Play, Respec o O he s, Pu sui o Excellence, and Balance be ween Body, Mind, and Will— he
compu ed - alues a e la ge, and he co esponding p- alues a e all 0.00001, which a e lowe han he 0.05 le el o signi icance.
The e o e, he null hypo hesis is ejec ed, con i ming ha age has a signi ican e ec on how esponden s pe cei e hese Olympic
alues.
The indings sugges ha pe cep ions o Olympic alues di e signi ican ly depending on he esponden s’ age. Younge
esponden s (ages 17–19) may demons a e a s onge inclina ion owa d en husiasm, pa icipa ion, and enjoymen in physical
educa ion, e lec ing hei o ma i e exposu e o he ideals o e o and ai play. Meanwhile, olde esponden s (ages 20 and
abo e) may pe cei e hese alues mo e c i ically, associa ing hem wi h discipline, sel -imp o emen , and balance be ween
pe sonal g ow h and esponsibili y.
This a ia ion highligh s ha age and ma u i y in luence alue in e naliza ion—younge lea ne s may ocus mo e on
expe ien ial and social aspec s o PE, while olde s uden s ela e hese alues o sel - egula ion, leade ship, and long- e m
de elopmen . Such de elopmen al di e ences emphasize he need o ailo PE ins uc ion and alue in eg a ion s a egies
acco ding o lea ne s’ cogni i e and psychosocial ma u i y le els.
The esul implies ha Physical Educa ion eache s should adop age-app op ia e pedagogical s a egies in eaching
Olympic alues. Fo younge s uden s, ac i i ies emphasizing un, eamwo k, and spo smanship can help cul i a e ounda ional
mo al and social unde s anding. Fo olde s uden s, e lec i e discussions, sel -assessmen , and leade ship oppo uni ies should
be inco po a ed o deepen app ecia ion o discipline, excellence, and holis ic balance.
Fu he mo e, cu iculum planne s should ensu e p og essi e alue in eg a ion, whe e concep s e ol e alongside
s uden s’ de elopmen al s ages. Doing so aligns wi h he DepEd’s goal o alues-based educa ion, ensu ing ha PE no only
enhances physical compe ence bu also nu u es mo al g ow h and ci ic esponsibili y.
Acco ding o Binde (2022), he eaching o Olympic alues mus adap o lea ne s’ de elopmen al s ages o e ec i ely
nu u e mo al easoning and e hical beha io . Naul e al. (2021) emphasize ha younge s uden s espond bes o expe ien ial
lea ning app oaches, while olde s uden s bene i om e lec i e and analy ical ac i i ies ha link spo s alues o eal-li e
con ex s. Simila ly, Culpan and Wigmo e (2023) highligh ha alue educa ion in PE becomes mo e meaning ul when lessons
e ol e om play-o ien ed o p inciple-o ien ed ins uc ion as s uden s ma u e.
Bailey and Mo ley (2022) also ound ha age in luences s uden s’ unde s anding o ai ness, espec , and e o , wi h
olde lea ne s showing a mo e nuanced app ecia ion o in eg i y and balance. These s udies ein o ce he cu en inding ha age
is a signi ican de e minan in how lea ne s in e nalize Olympic alues, unde sco ing he need o di e en ia ed and
de elopmen ally esponsi e alue educa ion wi hin PE cu icula.
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4.2 Signi ican di e ence in he pe cep ion o Olympic alues be ween sexes
The able shows ha he e is a signi ican di e ence in he pe cep ion o Olympic alues be ween sexes. All indica o s—
Joy o E o , Fai Play, Respec o O he s, Pu sui o Excellence, and Balance be ween Body, Mind, and Will—yielded e y high -
alues and p- alues o 0.00001, which a e lowe han he 0.05 le el o signi icance. Thus, he null hypo hesis is ejec ed, con i ming
ha sex signi ican ly a ec s how esponden s pe cei e Olympic alues.
The esul s e eal ha male and emale esponden s di e in hei pe cep ion and in e naliza ion o Olympic alues. Male
s uden s may end o emphasize compe i i e aspec s such as ai play, pu sui o excellence, and physical mas e y, e lec ing a
goal-o ien ed and pe o mance-d i en a i ude. In con as , emale s uden s may place g ea e emphasis on ela ional and
emo ional dimensions such as espec o o he s, coope a ion, and balance be ween body and mind.
These indings align wi h gende -based mo i a ional and socializa ion heo ies sugges ing ha men o en de i e meaning
om compe i ion and achie emen , while women alue connec ion, empa hy, and ha mony. Such dis inc ions unde sco e ha
biological sex and gende no ms in luence how lea ne s in e p e and apply alues augh h ough Physical Educa ion (PE).
This inding implies ha PE eache s should apply gende - esponsi e ins uc ional s a egies o ensu e ha Olympic
alues a e unde s ood and app ecia ed equi ably among male and emale s uden s. Teache s may design ac i i ies ha combine
bo h compe i i e and coope a i e componen s—highligh ing no only achie emen bu also empa hy, inclusion, and pe sonal
g ow h.
Fu he mo e, cu iculum planne s should embed inclusi e alue educa ion app oaches ha challenge gende s e eo ypes
in spo s and p omo e equal oppo uni ies o bo h sexes o de elop con idence, espec , and leade ship h ough physical
ac i i ies. Such ini ia i es align wi h he DepEd’s Gende and De elopmen (GAD) F amewo k, which ad oca es gende sensi i i y
and equali y in all lea ning en i onmen s.
Acco ding o Ha din and G ee (2022), gende di e ences in spo s pa icipa ion o en shape s uden s’ pe cep ions o
alues like ai ness, espec , and eamwo k, wi h males gene ally p io i izing pe o mance ou comes and emales emphasizing
ela ional ha mony. Naul and Binde (2021) highligh ha male s uden s o en in e nalize Olympic alues h ough compe i ion,
while emale s uden s engage mo e deeply wi h hei mo al and coope a i e dimensions.
Simila ly, Culpan and Wigmo e (2023) ound ha gende -sensi i e eaching o Olympic educa ion enhances inclusi i y
and ensu es balanced alue o ma ion among lea ne s. Bailey e al. (2022) emphasize ha bo h sexes bene i when PE ins uc ion
consciously in eg a es empa hy, equi y, and sha ed achie emen , p omo ing he Olympic ideals o mu ual espec and solida i y.
These s udies suppo he cu en inding ha sex plays a signi ican ole in shaping s uden s’ pe cep ions o Olympic
alues, ein o cing he impo ance o adop ing inclusi e and gende - esponsi e pedagogical app oaches in PE p og ams.
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4.3 Signi ican di e ence in he pe cep ion o Olympic alues ac oss di e en yea le els
The able indica es ha he e is a signi ican di e ence in he pe cep ion o Olympic alues ac oss di e en yea le els.
All indica o s—Joy o E o , Fai Play, Respec o O he s, Pu sui o Excellence, and Balance be ween Body, Mind, and Will—show
signi ican - alues and p- alues below 0.05, esul ing in he ejec ion o he null hypo hesis. This con i ms ha yea le el
signi ican ly in luences s uden s’ pe cep ions o Olympic alues.
The esul s sugges ha s uden s’ pe cep ions o Olympic alues e ol e as hey p og ess h ough hei academic yea s.
Lowe -yea s uden s may pe cei e alues such as joy o e o and ai play mo e in e ms o pa icipa ion and enjoymen , while
uppe -yea s uden s may in e p e hese same alues wi h g ea e dep h— ela ing hem o discipline, leade ship, and pe sonal
g ow h.
This p og ession aligns wi h de elopmen al and expe ien ial lea ning heo ies, which asse ha mo al and e hical
unde s anding ma u es h ough accumula ed expe iences and e lec ion. As s uden s ad ance h ough hei s udies, inc eased
exposu e o s uc u ed Physical Educa ion (PE) p og ams, compe i i e en i onmen s, and alue-o ien ed discussions likely
s eng hens hei awa eness and app ecia ion o Olympic ideals. Thus, yea le el se es as a signi ican ac o in shaping no jus
physical compe ence, bu also mo al and social de elopmen .
The indings imply ha PE eache s should implemen de elopmen ally p og essi e ins uc ion ha aligns wi h s uden s’
cogni i e and mo al ma u i y. Fo lowe -yea le els, lessons should emphasize pa icipa ion, enjoymen , and ounda ional
spo smanship. Fo highe -yea le els, ins uc ion should in eg a e c i ical e lec ion, leade ship oppo uni ies, and eal-wo ld
applica ions o alues like ai ness, excellence, and balance.
Cu iculum planne s may also adop a spi al p og ession app oach, ensu ing ha Olympic alues a e e isi ed and
deepened each yea . This suppo s he DepEd’s K–12 PE Cu iculum, which p omo es li elong i ness, e hical spo smanship, and
holis ic well-being as s uden s ad ance h ough g ade le els.
Acco ding o Binde (2022), s uden s’ unde s anding o Olympic alues de elops p og essi ely as hey ma u e, wi h senio
s uden s demons a ing mo e complex mo al easoning and app ecia ion o e hical conduc in spo s. Naul e al. (2021) ound
ha sus ained exposu e o Olympic educa ion ac oss g ade le els enhances s uden s’ ci ic engagemen , empa hy, and sense o
global ci izenship.
Simila ly, Culpan and Wigmo e (2023) emphasize he impo ance o sca olding alue educa ion h oughou he school
yea s o ensu e con inui y and ein o cemen o e hical lea ning. Bailey and Mo ley (2022) also epo ed ha uppe -yea s uden s
in PE exhibi highe awa eness o alues such as espec and excellence due o accumula ed expe ien ial lea ning and pee
collabo a ion.
These indings suppo he cu en s udy’s esul ha yea le el signi ican ly a ec s s uden s’ pe cep ions o Olympic
alues, unde sco ing he need o con inuous and de elopmen ally app op ia e in eg a ion o mo al and social educa ion in
Physical Educa ion p og ams.
5. Is he e a signi ican di e ence on he le el o Olympic alues implemen a ion in a ious ins uc ional ac i i ies when g ouped
acco ding o p o ile?
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5.1 Tables shows he es o signi ican di e ence on he le el o Olympic alues implemen a ion in a ious ins uc ional
ac i i ies when g ouped acco ding o p o ile.
The able shows ha he e is a signi ican di e ence in he le el o Olympic alues ac oss di e en age g oups. All lea ning
ac i i ies—Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and Pe o mance E alua ions, G oup
Wo k and Team-Based Tasks, and Class oom Rules and Teache Beha io Modeling— eco ded highly signi ican - alues and p-
alues o 0.00001. This s a is ical esul leads o he ejec ion o he null hypo hesis, con i ming ha age signi ican ly in luences
s uden s’ pe cei ed le el o Olympic alues in a ious lea ning con ex s.
These indings sugges ha s uden s o a ying ages may in e nalize and exp ess Olympic alues—such as joy o e o ,
ai play, espec o o he s, pu sui o excellence, and balance be ween body, mind, and will—di e en ly, depending on hei
de elopmen al s age, cogni i e ma u i y, and exposu e o di e se lea ning expe iences. Younge lea ne s may pe cei e hese
alues mo e as abs ac concep s in oduced h ough class oom lec u es, while olde s uden s may embody hem mo e conc e ely
h ough spo s pa icipa ion, g oup wo k, and sel -di ec ed pe o mance asks.
The signi ican di e ence ac oss age g oups implies ha Physical Educa ion (PE) p og ams mus adop age-app op ia e
pedagogical s a egies o e ec i ely cul i a e Olympic alues. Teache s should sca old lea ning expe iences by in eg a ing mo al
easoning, e lec i e ac i i ies, and coope a i e lea ning sui ed o he de elopmen al le el o lea ne s. Such di e en ia ed
app oaches ensu e ha bo h younge and olde s uden s can meaning ully connec PE ac i i ies wi h b oade li e alues like
espec , pe se e ance, and in eg i y.
This u he highligh s he impo ance o alue-based physical educa ion as a medium o holis ic de elopmen . When
p ope ly aligned wi h s uden s’ age and lea ning capaci y, PE se es no only as a pla o m o physical compe ence bu also as a
i al a enue o cha ac e o ma ion and mo al educa ion.
Recen li e a u e suppo s he inding ha age di e ences signi ican ly a ec alue o ma ion and spo s- ela ed lea ning
ou comes. Acco ding o Bailey e al. (2020), mo al and social alues such as coope a ion, ai ness, and espec a e mo e e ec i ely
in e nalized in adolescence, when cogni i e and emo ional ma u i y enable deepe unde s anding o e hical p inciples in spo s.
Simila ly, Binde (2020) emphasizes ha Olympic educa ion mus be ailo ed o de elopmen al s ages, ensu ing ha younge
s uden s expe ience alues h ough play-based lea ning, while olde s uden s engage in s uc u ed e lec ion and eam
accoun abili y.
Mo eo e , Sage and Ei zen (2020) asse ha he mo al dimensions o spo a e bes unde s ood p og essi ely, as
lea ne s’ social awa eness and empa hy expand wi h age. The e o e, p og ams p omo ing Olympic alues should conside age as
a c i ical ac o in cu iculum design and ins uc ional deli e y o ensu e e ec i e alues in eg a ion.
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5.2 Signi ican di e ence in he le el o Olympic alues be ween sexes.
The able indica es ha he e is a signi ican di e ence in he le el o Olympic alues be ween sexes. All lea ning
ac i i ies—Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and Pe o mance E alua ions, G oup
Wo k and Team-Based Tasks, and Class oom Rules and Teache Beha io Modeling—showed e y high - alues wi h
co esponding p- alues o 0.00001. This esul leads o he ejec ion o he null hypo hesis, con i ming ha sex signi ican ly
in luences s uden s’ pe cei ed le el o Olympic alues.
This ou come sugges s ha male and emale s uden s may di e in how hey in e p e and in e nalize Olympic alues
such as joy o e o , ai play, espec o o he s, pu sui o excellence, and balance be ween body, mind, and will. Male s uden s
may end o associa e hese alues wi h compe i ion, s eng h, and achie emen , while emale s uden s may emphasize
coope a ion, ai ness, and holis ic well-being. Such dis inc ions may s em om adi ional gende no ms, socializa ion pa e ns,
and pa icipa ion expe iences in spo s and physical educa ion con ex s.
The signi ican di e ence be ween sexes implies ha PE ins uc o s should conside gende -sensi i e pedagogical
s a egies o ensu e ha Olympic alues a e equally os e ed among all lea ne s. Cu iculum designe s should inco po a e inclusi e
and equi able eaching p ac ices ha challenge gende s e eo ypes and p o ide bo h male and emale s uden s wi h equal
oppo uni ies o leade ship, eamwo k, and mo al de elopmen h ough spo s.
Fu he mo e, his inding unde sco es he impo ance o p omo ing gende equi y in physical educa ion p og ams. By
ecognizing and add essing he di e ences in alue pe cep ion, eache s can c ea e a lea ning en i onmen ha espec s di e si y
and ensu es ha he Olympic ideals o ai ness and espec o all a e uly ealized.
The inding aligns wi h he wo k o Ha din and G ee (2009), who no ed ha gende di e ences o en in luence s uden s’
pa icipa ion mo i es and mo al easoning in spo s. Koca (2018) simila ly obse ed ha emale s uden s end o alue ai ness,
coope a ion, and social ha mony mo e, while male s uden s equen ly p io i ize compe i ion and pe o mance excellence. This
sugges s ha alue o ma ion in PE con ex s can a y depending on gende ed expe iences and expec a ions.
Mo eo e , Binde (2020) highligh s he ole o inclusi e Olympic educa ion in b idging hese di e ences by p o iding
equi able oppo uni ies o bo h sexes o expe ience and e lec upon alues like espec , ai ness, and e o . Sub amaniam and
Sil e man (2019) u he emphasize ha gende -sensi i e eaching s a egies os e deepe unde s anding and engagemen
among lea ne s, helping hem o embody Olympic alues beyond physical achie emen .
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5.3 Signi ican di e ence in he le el o Olympic alues ac oss yea le els.
The able shows ha he e is a signi ican di e ence in he le el o Olympic alues ac oss yea le els. All lea ning
ac i i ies—Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and Pe o mance E alua ions, G oup
Wo k and Team-Based Tasks, and Class oom Rules and Teache Beha io Modeling— eco ded signi ican - alues and p- alues
below 0.05, leading o he ejec ion o he null hypo hesis. This inding indica es ha yea le el signi ican ly a ec s s uden s’
pe cei ed le el o Olympic alues in he cu iculum.
This esul sugges s ha as s uden s ad ance h ough hei academic yea s, hei unde s anding and in e naliza ion o
Olympic alues e ol e. Lowe -yea s uden s may s ill be de eloping awa eness o alues such as ai play and espec o o he s,
while uppe -yea s uden s, h ough epea ed exposu e o s uc u ed lea ning ac i i ies and expe iences in physical educa ion,
may exhibi a deepe comp ehension o hese alues. This de elopmen al end e lec s he p og essi e na u e o alue o ma ion
as lea ne s ma u e cogni i ely, socially, and emo ionally h oughou hei educa ion.
The indings imply ha cu iculum planne s and PE ins uc o s should adop a de elopmen ally app op ia e app oach o
eaching Olympic alues. Lessons and ac i i ies can be sca olded o ma ch he cogni i e and mo al ma u i y o s uden s a each
yea le el. Fo example, ounda ional concep s o coope a ion and espec may be emphasized in he ea ly yea s, while highe
le els can ocus on complex alues such as pe se e ance, spo smanship, and balance be ween mind and body.
Mo eo e , his signi ican di e ence highligh s he need o longi udinal ein o cemen o Olympic alues ac oss g ade
le els. Educa o s should design a spi al cu iculum whe e hese alues a e con inuously e isi ed and deepened, ensu ing ha
s uden s no only unde s and bu also apply hem consis en ly in academic, a hle ic, and pe sonal con ex s.
This inding aligns wi h Kohlbe g’s (1981) heo y o mo al de elopmen , which asse s ha indi iduals p og ess h ough
di e en s ages o mo al easoning as hey age and gain expe ience. Simila ly, Bailey e al. (2010) ound ha sus ained
pa icipa ion in physical educa ion os e s g adual mo al and social g ow h, especially when ins uc ion emphasizes coope a ion,
ai ness, and espec .
In a ela ed s udy, Binde (2020) emphasized ha Olympic educa ion p og ams should be s uc u ed p og essi ely,
ensu ing ha lea ne s a di e en educa ional s ages a e p o ided age-app op ia e oppo uni ies o in e nalize Olympic alues.
Gonzales and Mendoza (2021) u he obse ed ha uppe -yea s uden s demons a e a s onge g asp o spo s e hics and ai
play due o accumula ed expe ience and exposu e o di e se compe i i e and collabo a i e lea ning se ings.
These s udies collec i ely suppo he cu en indings, indica ing ha s uden s’ yea le el plays a i al ole in shaping
how Olympic alues a e pe cei ed, unde s ood, and p ac iced.
6. Is he e a signi ican ela ionship be ween he ex en do BPED s uden s pe cei e ha he ollowing Olympic
alues a e in eg a ed in o hei cu iculum and lea ning expe iences and he le el o Olympic alues implemen a ion in a ious
ins uc ional ac i i ies?
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6.1 Tables shows he es o signi ican ela ionship be ween he ex en do BPED s uden s pe cei e ha he ollowing Olympic
alues a e in eg a ed in o hei cu iculum and lea ning expe iences and he le el o Olympic alues implemen a ion in a ious
ins uc ional ac i i ies
The able indica es ha he ela ionship be ween Olympic alues and he le el o Olympic alues is gene ally no
signi ican o mos lea ning ac i i ies—Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and
Pe o mance E alua ions, and G oup Wo k and Team-Based Tasks—as e idenced by low - alues and p- alues abo e 0.05. This
means ha hese lea ning ac i i ies do no s ongly p edic o co ela e wi h he s uden s’ pe cei ed le el o Olympic alues.
Howe e , a signi ican ela ionship was ound o Class oom Rules and Teache Beha io Modeling wi h an - alue o -
0.1704 and a p- alue o 0.0121, indica ing a meaning ul bu nega i e associa ion. This sugges s ha as s uden s pe cei e s ic e
o mo e au ho i a i e class oom ules and eache modeling, hei pe cei ed le el o Olympic alues sligh ly dec eases. This
in e se ela ionship may e lec how ce ain disciplina y p ac ices, when o e ly igid o puni i e, could hinde he in e naliza ion
o alues such as espec , coope a ion, and ai play among s uden s.
The indings imply ha while mos lea ning ac i i ies con ibu e o Olympic alue o ma ion in indi ec ways, eache
beha io and class oom clima e play a c i ical ole in shaping s uden s’ mo al and e hical de elopmen . The nega i e co ela ion
o Class oom Rules and Teache Beha io Modeling sugges s a need o educa o s o model alues h ough suppo i e,
empa he ic, and pa icipa o y eaching app oaches a he han h ough igid en o cemen o discipline.
Teache s should he e o e aim o embody he Olympic ideals—pa icula ly espec and balance—by c ea ing a class oom
en i onmen whe e s uden s eel espec ed, empowe ed, and esponsible o hei ac ions. This app oach ein o ces posi i e
alue in e naliza ion, aligning wi h he b oade goals o alues-based physical educa ion.
This inding is suppo ed by Hellison’s (2011) Teaching Pe sonal and Social Responsibili y (TPSR) Model, which emphasizes
ha eache s’ a i udes and beha io s signi ican ly in luence how s uden s adop and demons a e espec , e o , and ai ness in
PE se ings. Simila ly, Bailey e al. (2010) ound ha mo al and e hical lea ning in spo s con ex s is mo e e ec i ely ansmi ed
h ough eache modeling and ela ional engagemen a he han h ough au ho i a ian con ol.
Fu he mo e, Binde (2020) a gued ha Olympic educa ion is mos e ec i e when educa o s embody he p inciples hey
each—pa icula ly ai play, espec , and balance—since s uden s lea n hese alues h ough obse a ion and imi a ion. In
con as , o e ly s ic o pe o mance-d i en en i onmen s may cause s uden s o associa e spo s and PE wi h compliance a he
han mo al g ow h. N oumanis and S andage (2009) also emphasized ha au onomy-suppo i e eaching os e s highe in insic
mo i a ion and mo al easoning, while con olling eaching beha io s can unde mine s uden s’ in e naliza ion o co e alues.
In summa y, he esul s indica e ha mos lea ning ac i i ies ha e no signi ican co ela ion wi h s uden s’ pe cei ed
Olympic alues, excep o Class oom Rules and Teache Beha io Modeling, which shows a signi ican bu nega i e ela ionship.
This unde sco es he c ucial ole o eache conduc and class oom managemen s yle in p omo ing o impeding alue o ma ion.
Hence, educa o s should aim o cul i a e an en i onmen ha balances s uc u e wi h empa hy and inclusi i y, allowing s uden s
o expe ience and embody Olympic alues au hen ically h ough posi i e in e ac ions and e hical modeling.
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6.2 Signi ican ela ionship be ween Fai Play and he le el o Olympic alues
The able shows ha he ela ionship be ween Fai Play and he le el o Olympic alues is gene ally no signi ican o
mos lea ning ac i i ies, including Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and
Pe o mance E alua ions, and G oup Wo k and Team-Based Tasks, as indica ed by low - alues and p- alues abo e 0.05. Howe e ,
a signi ican ela ionship exis s o Class oom Rules and Teache Beha io Modeling ( = -0.1518, p = 0.0257), sugges ing his
ac i i y has a meaning ul, hough nega i e, associa ion wi h s uden s’ pe cei ed le el o Fai Play.
The able e eals ha he ela ionship be ween Fai Play and he le el o Olympic alues is gene ally no signi ican o
mos lea ning ac i i ies, including Class Lec u es and Discussions, Spo s Pa icipa ion and PE Classes, Assessmen and
Pe o mance E alua ions, and G oup Wo k and Team-Based Tasks, as e idenced by low - alues and p- alues g ea e han 0.05.
This inding sugges s ha hese lea ning ac i i ies do no ha e a s ong associa ion wi h s uden s’ pe cei ed le el o Fai Play.
Howe e , a signi ican ela ionship was ound in Class oom Rules and Teache Beha io Modeling ( = -0.1518, p = 0.0257),
indica ing a meaning ul, hough nega i e, associa ion. This implies ha he mo e igid o disciplina y he class oom en i onmen
is pe cei ed o be, he lowe he s uden s’ sense o Fai Play may become.
The esul implies ha while s uc u ed class oom managemen and beha io al modeling a e essen ial, o e ly
au ho i a i e o inconsis en applica ions o ules may hinde s uden s’ in e naliza ion o ai ness and equali y. Teache s’
beha io s—especially in ein o cing ules—should he e o e model consis ency, anspa ency, and inclusi i y o s eng hen
s uden s’ unde s anding o Fai Play. Inco po a ing e lec i e and pa icipa o y ac i i ies in PE classes, whe e s uden s engage in
ai decision-making and con lic esolu ion, could u he p omo e his alue.
This inding esona es wi h Mülle (2020), who emphasized ha Fai Play is bes cul i a ed h ough au hen ic expe iences
o jus ice and equali y a he han h ough au ho i a ian ins uc ion. Likewise, Pa y (2019) no ed ha s uden s’ pe cep ions o
ai ness a e s ongly in luenced by he eache ’s consis ency in applying ules and p o iding equi able eedback. Simila ly, Binde
(2012) a gued ha Olympic alues educa ion mus balance discipline and eedom—ensu ing ha ules os e coope a ion a he
han compliance alone.
6.3 Signi ican ela ionship be ween Respec o O he s and he le el o Olympic alues
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ension be ween discipline-o ien ed p ac ices and alue-based lea ning. In con as , Pu sui o Excellence and Balance be ween
Body, Mind, and Will we e posi i ely and signi ican ly co ela ed wi h mos lea ning ac i i ies (p = 0.00001), showing ha ac i e
pa icipa ion and goal-o ien ed lea ning os e s onge Olympic alues.
Based on he indings, he s udy concluded ha :
The cu iculum o he BPED p og am e ec i ely in eg a es Olympic alues, pa icula ly espec , ai ness, and pe sonal
e o , hough oppo uni ies emain o enhance holis ic balance and well-being.
Lea ning expe iences ha emphasize eache beha io modeling and eamwo k ha e he g ea es impac on s uden s’
mo al and social de elopmen . Demog aphic ac o s such as age, sex, and yea le el signi ican ly shape how s uden s pe cei e and
in e nalize Olympic alues.
The nega i e co ela ion be ween ule-based p ac ices and alue pe cep ion sugges s ha while discipline is essen ial, excessi e
con ol may hinde in insic alue de elopmen . O e all, Olympic alues a e bes cul i a ed h ough in e ac i e, e lec i e, and
pa icipa o y lea ning expe iences, no solely h ough o mal ins uc ion.
Based on he conclusions, he s udy ecommends enhancing he cu iculum by in eg a ing alues-based pedagogy and
e lec i e lea ning o s eng hen he in e naliza ion o Olympic alues in bo h academic and social con ex s. Teache s a e
encou aged o a end semina s and aining wo kshops on Olympic educa ion and e hical eaching s a egies, p omo ing espec ,
ai ness, and pe se e ance h ough s uden -cen e ed and expe ien ial app oaches. Fo s uden engagemen , schools may
implemen in e -yea collabo a i e ac i i ies and es ablish an Olympic Values Week o os e eamwo k, men o ship, and ai play.
In e ms o assessmen , i is sugges ed o adop alue-in eg a ed e alua ions ha include e lec i e jou nals and pee eedback,
emphasizing spo smanship and e o alongside pe o mance. Las ly, u u e esea che s a e encou aged o conduc longi udinal
s udies on he de elopmen o Olympic alues and examine he in luence o eache a i udes, class oom clima e, and
ex acu icula in ol emen on hese alues.
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