by Ma. Fatima C. Buesing

It is the primary aim of the school to provide quality education to its students. Providing the best education always coincides with giving them much-needed physical readiness to work, participation, and enjoyment in school activities. However, there are some people who have negative connotations when it comes to spending time participating in physical activities that the school provides. Despite this misconception, Physical Education teachers would always say that “PE is indeed Powerful Education.”

A review of the existing Physical Fitness Tests (PFT) introduced by Dr. Aparicio H. Mequi, former Chairman, Philippine Sports Commission (PSC) and Director, Bureau of Physical Education and School Sports (BPESS) was conducted for the purpose of establishing testing protocols considered to be more current and appropriate for the Special Program in Sports (SPS) and in the new K to 12 program. Passing the prescribed standards in the Physical Fitness Tests is a requirement for admission into the SPS. Moreover, under the K-12 Basic Education Curriculum, Physical Fitness is one of the major goals of the Physical Education Program and shall be incorporated/adopted in the PE curriculum from Grades 4 to 10.

In determining the level of Health-related and Skill-related physical fitness status, several test items are applied. These tests were specifically selected to suit various conditions existing in schools such as a) the time it takes for a test to be completed, b) availability of equipment and facilities, c) ease and simplicity in administering the test, d) easy recording of tests results, and d) challenging yet joyful participation among the pupils and everyone involved in the program.

Hence, the author of this research aimed to understand and distinguish physical fitness status and academic performance in Physical Education (PE) and Health of Grade 10 Students as basis for a wellness and academic preparation program. Likewise, this study aims to predict probable causes and roots how these two factors affect with each other. Moreover, this also aims to suggest possible solutions to some problems that students encounter which hinder total success and achievements to their academic related standing.

Also, the researcher seeks to identify possible motivational awareness to excel both in academics and physical education and health which can be good foregrounds in designing wellness and academic preparation program.

The administration and implementation of the testing program shall be treated as an essential component of the Physical Education and School Sports Program for both in the Elementary (Grades 4, 5, and 6) and Secondary levels. The researcher performed basic ways of gathering data and information through surveys, tests and interviews conducted to the respondents. In doing so, concrete instances and situations were evidently seen and cited in the thorough discussion of the topic. Furthermore, based on the findings of this study, the author underscores the importance of considering not only academic achievements but also physical well-being in the overall assessment of students. While a significant portion of the grade 10 respondents displayed below-average fitness levels in various health-related and skill-related categories, it is noteworthy that academic performance in Health and Physical Education subjects was satisfactory for many.

The disconnection between academic success and physical fitness suggests that students may excel academically despite suboptimal physical health. This divergence emphasizes the need for a comprehensive approach to education that recognizes and addresses both academic and physical development. It prompts discussions about the broader goals of education systems and the role of physical well-being in shaping a holistic, well-rounded individual.

The implications of the research findings extend to the educational system, emphasizing the necessity for interventions to improve students’ health and fitness levels. Implementing targeted fitness programs within the school curriculum and promoting a culture of physical activity can contribute to enhancing overall student well-being. Additionally, incorporating wellness education that emphasizes the importance of maintaining a healthy lifestyle may foster a greater understanding of the significance of physical fitness among students.

Moreover, the disparity between academic achievement and fitness levels underscores the importance of recognizing and valuing diverse talents and abilities in students. While academic success is undoubtedly crucial, acknowledging and supporting students in their physical development can contribute to producing more resilient and well-rounded individuals.

In conclusion, the research findings call for a holistic approach to education that considers both academic achievements and physical well-being. Implementing interventions and educational strategies that prioritize physical fitness can contribute to the overall development of students, fostering a healthier and more balanced educational experience.

Ma. Fatima C. Buesing graduated Master of Arts in Education Major in Educational Management and Administration from the Philippine Christian University. She has been in the teaching profession for 20 years and currently teaches MAPEH to Junior High School students at Sampaguita Village National High School.