Level of Implementation of Safety and Health in Selected Secondary Schools in Lucena City-Sorianokim-Patrick-E.

Document Code: DCAVRKMI-F-URFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City Document Title: Undergraduate Research Final Report
An Autonomous University Page No.: Page 1 of 95
Revision No.: 0
DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: August 2017
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
LEVEL OF IMPLEMENTATION OF SAFETY AND HEALTH GUIDELINES IN
PHYSICAL EDUCATION IN SELECTED SECONDARY SCHOOLS
IN LUCENA CITY
An Undergraduate Thesis
Presented to the Faculty of the College of Education
Manuel S. Enverga University Foundation
Lucena City
In Partial Fulfilment of the Requirements
for the Degree Bachelor of Secondary Education
Major in MAPEH
by
KIM PATRICK E. SORIANO
December 2020
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Approval Sheet
This thesis hereto entitled:
LEVEL OF IMPLEMENTATION OF SAFETY AND HEALTH GUIDELINES IN

PHYSICAL EDUCATION IN SELECTED SECONDARY SCHOOLS IN LUCENA
CITY
prepared and submitted by KIM PATRICK E. SORIANO in partial fulfillment of the

requirements for the degree Bachelor of Secondary Education Major in MAPEH has
been examined and recommended for acceptance and approval for oral examination.
DEXTER S. VILLAMIN
Adviser
Approved by the Committee on Oral Examination with a rating of ____________

on ____________________.
DIVINIA J. GLIFONEA, Ed.D ROGEL L. LIMPIADA, DEM, DBA

Member Member
JOSELINA T. BAYLONGO, Ed.D

Chair
Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Secondary Education Major in English.
JOSELINA T. BAYLONGO, Ed.D

Dean, College of Education
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Table of Contents
Page
Title Page 1
Approval Sheet 2
Table of Contents 3
List of Figures and Tables 5
Acknowledgments 7
1. Abstract 8
2. Background 9
a. Rationale of the Research 9

b. Purpose of the Research 11
c. Theoretical Framework 12
d. Literature Survey 16
e. Significance of the Research 25
f. Statement of the Desired Outcomes 26
g. Target Beneficiaries of Research Results 26
h. Definition of Terms 27
i. Scope and Limitations of the Study 29
3. Description of Method or Approach 30
a. Research Design/Research Instrument/Data Gathering

Procedures 30
b. Respondents/Units of analysis/Subjects of the Study 32
c. Sampling Design and Procedures 32
d. Research Locale/Study Site 33
e. Assumptions or Hypotheses 33
f. Data Analysis Plan 34
g. Research Paradigm/Conceptual Framework 35
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4. Results and Discussion 37
5. Conclusions 62
6. Recommendations 65
7. References 67
8. Major Final Output 69
Appendices 105
A. Curriculum Vitae of the Researcher 105

B. Research Instruments 108
C. Informed Consent Form 118
D. Certificate of Originality 123
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List of Figures and Tables
Figure Title Page
1 Conceptual Framework of the Study 35
Table Title Page
1 Distribution of Respondents according to
Demo graphic Profile 37
2 Distribution of Respondents according to the Countermeasures
of the selected Secondary Schools for the provision of Safety
and Health in Physical Education in terms of Safety Signage 39
and Health in Physical Education in terms of Personal
Protective Equipment 42
and Health in Physical Education in terms of Environmental
Hazards 46
5 Distribution of Respondents according to existing components
of Safety and Health Guidelines and components for the new

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normal in Physical Education in terms of Routines and
Protocols for Safety and Health 49
normal in Physical Education in terms of School Administrative
Support 52
normal in Physical Education in terms of Physical Arrangements
in Physical Education Class 56
normal in Physical Education in terms of Physical Arrangements
in Sport Equipment 59
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Acknowledgments
The researcher would like to take this opportunity to thank and express his
gratitude to the following persons for their guidance and support throughout the entire
journey of making this research.
To DEXTER S. VILLAMIN, research adviser, for giving his time and effort in
order to help the researcher in conducting the study. For giving knowledge and
advice that helped the researcher step by step in completing the research paper.
To DR. JOSELINA BAYLONGO, DR. DIVINIA GLIFONEA, DR. ROGEL
LIMPIADO, for checking the research paper and sharing their insights. Also, for
always reminding the students to be responsible in doing the researches and sharing
words of wisdom to the researchers especially in hard times.
To the SCHOOL HEADS and PARTICIPANTS of the selected secondary
schools who gave approval to survey them and for giving overwhelming acceptance
to the researcher in their school. For letting the researcher explore and learn about
their respective schools.
And last but not least to GOD, for giving hope, courage and mostly
determination on this research. And giving support to accomplish this task and to also
not giving up on to the end.

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Research Title: Level of Implementation of Safety and Health Guidelines in

Physical Education in Selected Secondary Schools in
Lucena City
Name of Researcher : Kim Patrick E. Soriano

Degree : Bachelor of Secondary Education
Specialization : MAPEH
Researcher’s Contact Details : 09473155617
Name of Research Adviser : Dexter S. Villamin
1. Abstract
Safety and health guidelines in physical education can increase its resistance
or robustness and lower risk of accidents. Safety and health guidelines includes the
practices of the policies, strategies, procedures, and activities implemented or
followed by the school staffs, teachers, and the students. This research study
investigates the level of safety and health guidelines of physical education in the
three selected secondary schools in Lucena City. 5-point Likert scale questionnaire
was used to conduct survey to 30 Physical Education teachers as respondents for
evaluating the guidelines in their respective school. Mean statistical formula was
used in comparing the significant difference between guidelines implemented by the
selected schools. Based from the results, the researcher found out that there is no
difference between the implemented guidelines of the schools. The guidelines that
they implemented were mostly the basic safety and health. In order to make
improvement, a Safety and Health guideline was made in order to serve as a
reference for safety and health in physical education of the selected schools.
Keywords: Physical Education, Safety and Health, Safety and Health Guidelines
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2. Background
a. Rationale of the Research
Physical Education is a course or subject responsible for enhancing the
physical, health, and mental as well as spiritual aspects of students in school. It is
part of the school curriculum in order for students to develop their skills and ability in
terms of sports, behavior and physical training by performing physical activities. With
regards to the activities performed, the schools should take consideration of the
safety and health of every students. PE however, is similar to other core subjects in
that it is mandated to follow assessment and evaluation procedures, which Morgan
and Hansen (2008) acknowledge as an opportunity to improve and progress.
Safety and health of students is an important consideration in Physical
Education. Unexpected injuries and accidents are present in every working
environment such as schools. Safe and supportive environments will protect the
students and teachers from injury. Physical education safety, however, is the
responsibility of the entire community. Young people come to school with attitudes
about safety and health that they have learned at home and in the community. Every
safety conscious action taken by parents and community members sends a message
to young people and makes it easier to implement physical education safety
guidelines at school.
Safe practice should be an integral part of all aspects of physical education
and sports, at all ages and levels of ability. Accidents do happen, as the nature of
physical activities leads to a greater potential risk, and these accidents can highlight
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the importance of safe practice. Adopting good procedures can mean the difference
between a minor and a severe injury, and can reduce the likelihood of such
incidents occurring at all. Teachers, lecturers or coaches therefore have a duty of
care for those under their responsibility to ensure that all planning and
implementation includes recognition of safety as a main element. An example of
this was recently highlighted in the form of complaints regarding younger children
playing rugby. Writing in the British Medical Journal, neurosurgeon Michael Carter
argued that the encouraged aggressive nature of rugby has led to many youngsters
being injured needlessly. As Carter notes, the sport requires full contact collision
with extreme force in order to acquire and maintain possession of the ball, which
exposes players to the risk of serious physical injury (2015). Additionally,
organization-related principles should be taken into account, such as clear learning
outcomes and lesson structure, ensuring students are matched in terms of size and
ability (considering the vastly differing physical statures of growing children), use of
regular and approved practice, a suitable level of progression, on-going safety
checks, and awareness of offsite facilities.

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b. Purpose of the Research
The study aimed to identify the levels of implementation of the selected
Secondary Schools from public and private that have Safety and Health Guidelines in
Physical Education.
Specifically, the study seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of the following:
1.1 Age
1.2 Sex
1.3 Length of Service
2. What are the countermeasures of the secondary schools for the provision of safety
and health in physical education in terms of:
2.1 Safety Signage
2.2 Personal Protective Equipment and First-Aid
2.3 Environmental Hazards
3. What is the level of implementation of existing components of safety and health
guidelines and components for the new normal in physical education in the selected
secondary schools in terms of:
3.1 Routines and Protocols for Safety and Health
3.2 School Administrative Support
3.3 Physical Arrangements in Physical Education Class

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c. Theoretical Framework
The ABC theory of safety
A - Attitudes
A person’s behavior is arguably one of the greatest determinants in
workplace/school’s safety, especially as individuals interact amid a host of varying
safety issues. The human behavior thus plays a huge role to a task performed by a
person. The task can have a negative and a positive impact on connected to the
person doing the specified task.
Your work attitude not only affects how well you do your job, but it also affects how
safe you are when doing it. Positive people usually perform better in the working
environment because they maintain an open mind and consider the outcome of their
behavior. Negative people, on the other hand, complain about everything, including
having to practice safety. The person with the negative work attitude is less likely to
care about the quality of the job she is doing or how she does it. A negative work
attitude can lead to unsafe work habits and accidents.
B – Behavior
Behavior in the workplace such as school is all about emotions such as
aggression, happiness, or depression. Negative workplace behavior, such as school
bullying, is an important work‐related psychosocial hazard with the potential to
contribute to students and teacher’s ill health. Two major health issues can be noted;
poor mental and cardiovascular health.

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C – Conditions
The condition to follow or consequences are what happen after the behavior –
reward or punishment. Past conditions become influencers to future behavior. Most
people do not want to suffer the "consequences" of their behavior. When people
understand and believe in the potential conditions, behavior starts to change. The
motivating conditions are different for people. The impact an injury has on them
personally or their family is important. For others, losing their job, or having a
consequence directly impact their social life is more important and can lead to
behavior change. The point is, we are all motivated differently. So understanding the
motivations for safety in our people becomes important for long-term behavior
change.
During the project the following condition are followed:
• Conceptual, design, construction, commission, modification and decommissioning
phase.
Typical hazards to identify should risk minimize
• Mechanical, electrical, structural, chemical, physical, and biological hazards
(stresses)
Domino Theory of Safety
The Heinrich Domino Theory is based on the sequence of events that leads to an
incident.
 The potential injury only occurs as a result of an injury (Final Domino)

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 An accident only happens as result of personal or mechanical hazard
 Hazards only occur as result of people faults
 Faults of people are inherited, born bred and educated.
 Thus by removal of an optical domino caused the effect not to happen. This is
done by training the staff and to make them aware of danger in the workplace.
Franks Bird’s theory
Frank Bird Accident Triangle show the relationship between numbers of
accidents with different outcomes. Research shows that this relationship forms a
triangle, with the most serious outcomes being the least numerous at the top and
those with proportionally higher numbers but less serious results forming the base.
The important message of the accident triangle is that serious outcome accidents
tend to happened rarely and randomly. They are notoriously difficult to predict. Near
misses/incidents, on the other hand, happen far more frequently. Many near misses
will be minor events of little or no consequences; if they happen again there would be
no serous outcome. Some near misses will have the potential for very serious injury.
These near misses should be thoroughly investigated and preventive measures put
in place to avoid the recurrence.

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The 4 S’s
Reeves and Stein (1999) provide us with a positive way of conceptualizing a physical
education setting in which students should feel comfortable and confident in their
participation. These 4 S’s are “safe,” “success,” “satisfying,” and “skill appropriate.”
By safe, the authors refer to the conduct of activity in which the student is
protected from danger. A significant portion of this chapter deals with all issues of
physical safety. They would also like to add the notion of psychological or emotional
safety as part of this first S. Students should feel they will be free from
embarrassment or ridicule in their pursuit of physical activity.
By success, this means that students are able to attain a level of proficiency
at a level that is appropriate for them.
By satisfying, this means that children find their participation in physical activity
challenging and motivating. They need to have feelings of a sense of
accomplishment. Good teachers adapt the curriculum, task, and/or environment so
that all students can experience this satisfaction.
By skill appropriate, this means that the instructional context is designed after
a variety of individual characteristics such as developmental status, fitness and skill
levels, body size, and age have been considered.

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d. Literature Survey
The designation Health and Safety, or Occupational Health and Safety (OHS)
has been used to identify a scientiﬁc and professional area that is dedicated to the
analysis of the working conditions, its impact in workers’ health and/or well-being, to
propose solutions (Saari, 1995) to reduce occupational hazards and risk factors and
measure its effectiveness. Professionals working in this domain can be very
diversiﬁed in terms of education, and there is a large number of professionals
carrying out tasks under different titles (Hale, 1995b; Hale et al., 2005; Garrigou and
Peissel, 2008), including professionals such as physicians, engineers, psychologists,
nurses, chemists and many others.
Safety and Health Guidelines
According to Health and Safety Authority and Kilkenny Education Center, there
are moral, legal and ethical reasons for managing safety, health and welfare at work.
Hazards and risks are present in schools, just as in any other workplace. However,
schools are a unique environment as the workplace is shared with students, to whom
a high duty of care is owed because of their vulnerability. School accidents and
incidents cause pain and suffering to the individual and his/her family. They affect
people’s ability to work and their enjoyment of life outside work. Many accidents and
cases of occupational illhealth at work are due to a failure to manage safety, health
and welfare properly.

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A proactive safety, health and welfare management system promotes a safer working
environment and results in the avoidance of accidents and incidents. In addition to
reducing costs, an effective safety, health and welfare management system ensures
that:
• good safety, health and welfare arrangements are in place for staff, students and
anyone affected by the work activities of the school;
• teachers and other staff are confident that well planned safety, health and welfare
systems are in place when carrying out their responsibilities;
• resources are not wasted; financial priorities can be related to careful risk
assessments;
• staff absences due to injuries or occupational ill health are reduced;
• the number of accidents and associated costs are reduced;
• morale is improved in the school for students, staff and parents/guardians;
• the number and cost of compensation claims are reduced.
Safety and Health in Physical Education
Physical Education places students in a variety of high-risk settings where
injuries may occur. Indeed, 70% of boys’ and 65% of girls’ accidents in schools occur
in Physical Education and sport related programs. It is important then, that children’s
school experiences in physical activity are conducted in a safe and supportive
environment. Schools and teachers that create safe and supportive environments will
not only protect students from injury, but will encourage their lifelong participation in
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regular activity. Physical education safety, however, is the responsibility of the entire
community. Young people come to school with attitudes about safety that they have
learned at home and in the community. Every safety conscious action taken by
parents and community members sends a message to young people and makes it
easier to implement physical education safety guidelines at school. Nonetheless, we
have a responsibility to ensure a safe environment. Moreover, we are liable if we do
not.
Physical education represents the only time and place for every child to learn
knowledge and skills related to physical activity and to be physically active during the
school day. It also is currently the only time and place for all children to engage in
vigorous- or moderate-intensity physical activity safely because of the structured and
specialist-supervised instructional environment. It is expected that children will use
the skills and knowledge learned in physical education in other physical activity
opportunities in school, such as active recess, active transportation, and intramural
sports. For these reasons, physical education programming has been identified as
the foundation on which multicomponent or coordinated approaches incorporating
other physical activity opportunities can be designed and promoted.
“Students will meet the aim of the physical education program and lead an
active, healthy lifestyle if they have developed a desire to participate continually in
physical activity and experience programs that address the prescribed outcomes.
This can only be achieved in activity rooms where students are emotionally and
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physically safe, the climate is positive and a variety of skill-building experiences are
provided that are socially, emotionally, intellectually and physically developmentally
appropriate.”
Safe Practices
Safe practice should be an integral part of all aspects of physical education
and sports, at all ages and levels of ability. Accidents do happen, as the nature of
physical activities leads to a greater potential risk, and these accidents can highlight
the importance of safe practice. Adopting good procedures can mean the difference
between a minor and a severe injury, and can reduce the likelihood of such incidents
occurring at all. Teachers, lecturers or coaches therefore have a duty of care for
those under their responsibility to ensure that all planning and implementation
includes recognition of safety as a main element.
An example of this was recently highlighted in the form of complaints
regarding younger children playing rugby. Writing in the British Medical Journal,
neurosurgeon Michael Carter argued that the encouraged aggressive nature of rugby
has led to many youngsters being injured needlessly. As Carter notes, the sport
requires full contact collision with extreme force in order to acquire and maintain
possession of the ball, which exposes players to the risk of serious physical injury
(2015).
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An activity is deemed as safe where the associated risks are judged to be
acceptably low. The identification of these risks should come through good teaching
and analysis and management of a situation. Although the over-riding responsibility
for health and safety is placed on the employer (local authority, governors or
trustees), schools have a duty to apply the policies and guidance within the learning
environment and ensure that all young people are aware of safe practice. The
Association for Physical Education (AFPE) offers an updated handbook detailing the
latest changes to legislation with specific case studies, which educators will find
useful in applying safe practice in their own lessons.
Whatever the nature of the practical lessons, it is generally accepted that
some kind of risk assessment noting the main risks and relevant control measures
required should be included on the scheme of work or lesson notes. The more
intricate the potential risks, the more detailed the risk assessment should be. With
this in mind, educators should take into consideration the relevant safe teaching
principles before and during any physical class activity. These could include people-
related principles such as group-management skills; ensuring students wear suitable
clothing, managing any support staff, and involving the pupils in safety procedures. It
is important to be aware of the environment the activity will take place in; allowing
sufficient space for the activity, having fire safety provision, checking all equipment,
and establishing procedures for injury, evacuation or any critical incidents.
Additionally, organization-related principles should be taken into account, such as

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clear learning outcomes and lesson structure, ensuring students are matched in
terms of size and ability (considering the vastly differing physical statures of growing
children), use of regular and approved practice, a suitable level of progression, on-
going safety checks, and awareness of offsite facilities.
Principals and teachers must ensure that all Physical Education and Sport is
conducted safely by following the specific requirements outlined in this policy for:
 Sports activities
 The environments that they are undertaken in, and
 The associated equipment.
 All teachers conducting Physical Education and Sport must have first
aid training.
 All items of equipment — such as basketball rings and soccer goals,
are safe, regularly inspected, repaired and maintained in accordance
with the Workplace Inspections Policy and Procedure.
The principal is responsible for ensuring playground supervision is adequate during
school hours. This may be delegated to other staff including responsible volunteers
(refer to specific school board policy regarding hours of supervision). Staff should be
aware that if they miss an assigned supervision, they are potentially liable due to
negligent behavior. If an accident or injury occurs when they should have been on
supervision, they may be held responsible in the courts.

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These guidelines have also been developed to assist school authorities in
their formulation of site-specific safety guidelines for physical activity in different
schools. Implementation of safety guidelines should in all cases is preceded by a
close review of these guidelines and appropriate modification on the part of each
school authority in order to meet the specific requirements and circumstances of their
respective school program. The recommendations put forth here should be
considered within the overall context of the school authority’s responsibilities for
providing a safe, clean and healthy physical environment for students. Well-planned
physical activity programs reduce the frequency and severity of injuries. By
implementing safe instructional practices, such as use of sequential teaching
progressions, as well as the inclusion of developmentally appropriate activities in
program preparations, planning and daily teaching, the teacher guards against
foreseeable risks. A guideline alone does not eliminate risk regardless of how well it
is written or how effectively it is implemented. Safety awareness, based on up-to-date
information, common sense observation, the teacher’s ability to maintain a safe
learning environment, action and foresight are keys to safe programming.
At all times teachers and instructors must comply with the policies relating to
the physical activities conducted as specified by the board/authority for which they
are employed. By anticipating safety problems and actively addressing them, schools
increase their ability to avoid or respond to a crisis. Clearly articulated rules and
policies, established through community involvement and implemented fairly, will

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provide a solid foundation for a comprehensive approach to school safety. A
comprehensive approach to school safety involves meeting challenges on several
fronts. Administrative support is essential to provide the necessary resources for
violence prevention efforts. Careful planning and vigilant monitoring are required to
ensure the safety of the school facility. Schoolwide education and training about
safety prepare students to take careful action to avoid injuring themselves.
Involvement of parents and other concerned community members provides essential
resources and support. In the course of these activities, teachers and school leaders
will face important legal questions that affect many lives. These questions center on
issues involving privacy and school records, discipline and due process (including
zero tolerance policies), search and seizure, dress codes, security measures and
school resource officers, and general liability issues. In other words, even while
developing school policies and meeting legal requirements, schools, parents,
teachers, and communities will reap what they sow. Policies set the tone of school
administration and shape the culture of each classroom, school, and school district.
Accordingly, while it is important to focus on the legal implications and issues of
school safety efforts, this must be balanced by a strong sense of fairness and
concern for the dignity and integrity of every member of the school community.
Ultimately, a more secure school will grow from the sense of safety, integrity, fairness,
justice, and cooperative effort exhibited by school principals, teachers, and others in
positions of leadership. Allowing youth to learn the rules to repair a safe and secure
vision for their school and creating healing, restoration, and peace, will build their
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sense of values, personal integrity, and accountability to the larger community.
Involving students in the planning and policy development process presents a unique
and wonderful teaching moment.
To ensure they are not exposing students to unreasonable risk of injury, and
themselves to legal liability for negligence, teachers should be able to respond
positively to the following questions. If teachers can say that they are taking the
following precautions, they will be providing the standard of care owed to their
students to protect them from unreasonable risk of injury, and accordingly, it is
unlikely they will be found negligent for failing to provide reasonable care.
Teachers are responsible for assisting students in achieving the general and
specific outcomes identified in the program of studies. Some of the specific outcomes
focus on student responsibility in relation to safety and personal challenge. As these
outcomes are achieved, they will assist in creating a safe learning environment.
School authorities and teachers are ultimately responsible for ensuring the
environment is safe.
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e. Significance of the Research
The study, Level of Implementation of Safety and Health Guidelines in
Physical Education in Selected Secondary Schools in Lucena City would provide
basis for the effective formulation of health and safety policies in selected secondary
schools. This would provide the opportunity for physical education teachers and
students in the selected secondary schools (School A, School B, School C) in
identifying their specific respective roles in health and safety issues in physical
education.
The study would also benefit the researcher for it would give a greater
understanding and knowledge of providing Safety and Health Programs in school.
The researcher would also know more about the Safety and Health standards and
apply it in different situations.
Finally, the study would benefit the future researchers who would conduct
study related to safety and health, this may serve as reference of their own studies.
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f. Statement of the Desired Outcomes
This study desires to find and evaluate the level of implementation of safety
and health guidelines in secondary schools. Also, to distinguish the risks and hazards
present within the environment where the physical education takes place and
preventing such problems with safety tools and procedures.
g. Target Beneficiaries of Research Results
The primary target of the research study were Physical Education students
and Teachers who were directly involved and who have the direct experience in the
activities in PE that involves safety and health. The second beneficiary of the study
were the School Employees and Administration for they would positively benefit as
the students and teachers followed the safety and health guidelines for it would not
cause any negative effect on the school itself.

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h. Definition of Terms
The following terms along with a description were used in the research study
about the identification of the level of Safety and Health Guidelines in Physical
Education in Selected Secondary Schools in Lucena City.
5-point Likert Scale is used to allow the respondents to express how much they
agree
or disagree with a particular statement.
Accident is an unplanned or uncontrolled event that typically results in damage or
injuries during physical activities.
Evaluation is a process of verifying and assessing if the safety and health program
is
effectively implemented as intended.
Hazards is a potential source of harm. Substances, events, or circumstances can
constitute hazards when their nature would allow them, even just theoretically,
to cause damage to health, life, property, or any other interest of value.
Health is the general condition of the body and state of the mind that influence the
efficiency and effectivity of students learning physical education.
Injury is an act that damages or hurt an individual due to unsafe physical activities,
improper training and conditioning and the environment where the activities
are
performed.
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Physical Education is a subject taught in school to enhance and develop the
physical
fitness, health, and mental state of students.
Safety is the condition of being safe from hurt, injury, or loss upon the activity of
Physical Education.
Safety and Health Checklist is a tool used for evaluating rules and regulations
to comply with safety and Health.
Safety and Health Guidelines consist of policies, regulations and implementations
to prevent injuries and accidents.
Secondary School is an institution responsible for implementing proper and quality
education to high school students as well as the consideration for their safety
and health.
Weighted Mean is the average of the sum of the responses multiplies by the scale of
Likert scale.
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i. Scope and Limitations of the Study
This study focused on the identification and evaluation of the level of Safety
and Health Guidelines on Physical Education in selected secondary schools in
Lucena City. The researcher analyzed the existing Safety and Health Guidelines of
the selected secondary schools. The data collection involved 3 different high schools
namely school A, B, and C. The names of the schools were not specified due to
confidentiality. Physical Education Teachers were mainly the respondents. The
research covered the safety and health procedures and policies that were
appropriate to the hazards and risks of the physical education’s work activities.
The study was done through the utilization of questionnaires and checklist that
served as a reference in evaluating the Safety and Health guidelines of Secondary
Schools in Physical Education and to recommend for possible improvements.
Due to the current COVID-19 pandemic, the researcher used the internet and
social media platforms mostly in gathering information and making surveys.

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3. Description of Method or Approach
This chapter presented and discussed the procedures that the researcher
followed in conducting the study. It also described the research design, respondents,
data gathering and procedure, research locale, assumptions, data analysis, and
research paradigm.
a. Research Design/Research Instrument/Data Gathering Procedure
The researcher employed the descriptive type of research in conducting the study.
This helped to assess the safety and health guidelines of the 3 selected secondary
schools in Lucena City and identify the factors that needs improvement. Descriptive
research is a purposive type of data gathering, analyzing, classifying and tabulating
data about prevailing conditions, practices, beliefs, processes, trends, and cause-
effect relationship and accurate interpretation of data with or without aid of statistical
treatment.
The researcher seeks the necessary data and information through unstructured
interview and survey dealing mostly with the safety and health through the use of
checklist. A Safety and Health checklist through 5-point Likert scale for physical
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education was used to evaluate and asses the level of implementation of safety and
health guidelines of the selected schools.
The checklist helped in determining the different hazards present in the school
environment in terms of the physical activities performed, facilities and equipment
used, emergency action plan, and other safety and health protocols. The checklist
contained questions and the respondents checked their answer from numbers 1-5
which stands for 5-Strongly Not Implemented, 4-Not Implemented, 3-Neutral, 2
-Implemented, and 1-Highly Implemented. 5-point Likert Scale was used in
evaluating the responses.
In order to conduct the data gathering for the research study, the researcher
asked for permission to the selected secondary schools in Lucena City, namely,
School A, School B, and School C. The researcher created a permission letter
addressed to the physical education teachers, then sent it through email for this is
convenient and to avoid close contact. The letter contained the permission for having
surveys and interviews with the respondents.
The researcher prepared questionnaire to gather data necessary for the study.
The researcher gathered and read literatures relevant to the study. The researcher
consulted the research adviser for further corrections and approval of the created
questionnaire. After the questionnaire was approved, the researcher conducted the
survey through email and chat.

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After the survey, the researcher analyzed the gathered data. The researcher used
the 5-point Likert Scale. The data was interpreted and the a Safety and Health
Guidelines for Physical Education was created for further information and reference
for the policies with regards to Safety and Health in Physical Education.
b. Respondents/Units of analysis/Subjects of the Study
The respondents of the study were 30 physical education teachers each from
the 3 selected secondary schools (school A, B, C) in Lucena City. Each of the school
included 10 respondents. The teachers were the respondents for they mostly know
and experience the existing safety and health guidelines in physical education. The
respondents were interviewed and asked questions about the current condition of the
school’s environment and physical education’s safety and health guidelines.
c. Sampling Design and Procedures
Sampling is a method that allows the researcher to infer information about a
population based on results from a subset of the population, without having to
investigate every individual.
In this study, the researcher used convenience sampling which is a non-
probability sampling in selecting the number of respondents to be used in the

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research. Convenience sampling is where the participant are selected based on
availability. Based from the information gathered by the researcher, the selected
secondary schools in Lucena City has a finite number of teachers as the respondents
therefore this type of random sampling is convenient. The researcher only focused on
surveying Physical Education Teachers in the selected secondary schools and not
include other subject teachers.
Based from the information collected from the selected secondary schools,
School A has 30 Physical Education Teachers, School B has 15 and School C has 10
Physical Education Teachers. In order to have equal number of respondents, the
researcher used total of 30 respondents for each school. School A, B, and C includes
10 respondents each.
d. Research Locale/Study Site
The study was conducted in three different secondary schools located in
Lucena City. School A is a public school and is selected for it has many students from
1st year to 4th year high school. School B is a non-secretarian private school
established which aimed to give the needy yet deserving student to access higher
education. School C is also a private school which aims to empower communities of
learners and advocates of person in poverty situations.
e. Assumptions
The researcher determined the following assumptions about the study:

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1. A Safety and Health Guideline on Physical Education in the selected schools were
being followed.
2. Safety and Health Guidelines is an effective implementation in prevention of
injuries and hazards in physical education.
3. Teachers and students in selected secondary schools in Lucena City were aware
of safety and health guidelines involved in physical education.
f. Data Analysis Plan
After the response was collected, the researcher used the statistical formula of
weighted mean to know and interpret the most frequent responses. The average
score for each item will be compared to the range of 5-point likert scale.
∑ fw
Formula: WM =
N
Where:
WM – Weighted Mean
∑fw = sum of the product of frequency and the weight
f = frequency of response
w = weights
N = total number of respondents
Research Question Formula

.
Part I. Demographic Profile of the Respondents Percentage
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f
P= x 100
N
Part II. Countermeasures of Safety and Health Weighted Mean
∑ fw
WM =
N
Part III. Components of Safety and Health
Weighted Mean
Guidelines for the Current and New Normal
∑ fw
Conditions WM =
N
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g. Research Paradigm/Conceptual Framework
Figure 1. Conceptual Framework

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Figure 1 shows the conceptual framework of the study. The input of the
starting point of the study focused on the responses of the Physical Education
Teachers from the three selected secondary schools about the guidelines of safety
and health in their respective schools.
The method used in analyzing and evaluating the responses is 5-point Likert
Scale to know the significance between schools. Likert Scale is also referred to as
satisfaction scale that ranges from extreme attitude to another. This method helped to
uncover degrees of opinion that could make a real difference in understanding the
feedback from respondents. The 5-point Likert survey for safety and health guidelines
included items related to the safety signage, personal protective equipment and first-
aid, environmental hazards, routines and protocols for safety and health, schools
administrative support, and physical arrangements in Physical Education class.
This helped the researcher to identify and determines areas that needs
improvement and come up with the output, conclusion and recommendations.

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4. Results and Discussion
The following were the results of the data gathering that were necessary in
arriving in the findings of this study. The results were based on the 5-point Likert
scale questionnaire about Safety and Health guidelines in Physical Education in
selected secondary schools in Lucena City.
Part I. Demographic Profile of the Respondents
Table 1
Distribution of the Respondents according to the Demographic Profile.
Respondents
Profile Details
Frequency Percentage
20-29 10 33.33%
30-39 12 40.00%
40-49 7 23.33%
Age
50-59 1 3.33%
60 years old and above 0 0.00%
TOTAL 30 100%
Respondents
Details
Sex Male 12 40.00%
Female 18 60.00%
TOTAL 30 100%
Respondents
Details
School A 10 33.33%
School Name
School B 10 33.33%
School C 10 33.33%
TOTAL 30 100%
Respondents
Details
Less than 1 year 2 6.67%
Length of 1-3 years 6 20.00%
Service 4-6 years 11 36.67%
7-9 years 3 10.00%
10 years and above 8 26.67%
TOTAL 30 100%
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Table 1 shows the demographic information of the selected respondents for
the study. Table 1 shows that in terms of age, it revealed that the Physical Education
teachers in the selected secondary school belongs to the age of 30-39 years old of
the respondents with the frequency of 12 out of 30 respondents and has the highest
percentage of 40% while the lowest is at 50-59 years old with the percentage of
3.33% and frequency of only 1 out of the 30 respondents. Meanwhile, the majority of
the Physical Education teachers revealed that there were more female teachers than
male with the frequency of 18 out of 30 respondents or equivalent to 60% while the
male teachers were 12 equivalent to 40% out of 100%. On the other hand, the
selected secondary schools in Lucena City namely School A, School B and School C
has equal number respondents with 10 each school. In terms of the length of service
of the respondents, majority of the teachers have 4-6 years of teaching experience
with the frequency of 11 out of 30 respondents. It has the highest percentage of
36.67% while the lowest has less than 1 year teaching experience with only 2
respondents. It has the percentage of 6.67% out of 100%.
Based from the research study by Podolsky, T.K. (2016) about the effects of
teaching experience in students, it has been found out that within the review of 30
studies, length of teaching experience is positively associated with student
achievement gains throughout a teacher’s career. The longer the teacher’s service
the more students are more likely to do better on other measures. Teachers make
greater gains in their effectiveness when they teach in a supportive, safe and
collegial working environment.

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Part II. Countermeasures of Safety and Health
Table 2
Distribution of the Respondents according to the Countermeasures of the selected
secondary schools for the provision of Safety and Health in Physical Education in
terms of Safety Signage.
Safety Signage
FREQUENCY
WEIGHTED VERBAL
STATEMENTS SNI NI N I HI MEAN INTERPRETATION
RANK
(5) (4) (3) (2) (1)
Signage for proper NOT
lifting of PE equipment 4 13 9 4 0 3.57 1
IMPLEMENTED
are provided
NOT
Signage for location of 2 14 11 3 0 3.50 2
IMPLEMENTED
toilet are visible
NOT
No smoking signage is 3 12 10 5 0 3.43 3
IMPLEMENTED
provided
Posters for NOT
handwashing are present 2 13 11 4 0 3.43 3
IMPLEMENTED
and visible
Safety and Health
poster in physical NOT
2 13 11 4 0 3.43 3
education are posted and IMPLEMENTED
visible
Poster containing
instruction for NOT
2 12 13 3 0 3.43 3
performing a physical IMPLEMENTED
activity is displayed
Safety instructions are
posted for the conduct 4 10 5 11 0 3.23 NEUTRAL 7
of physical activities
Fire exit signage are
present and visible
0 11 14 5 0 3.20 NEUTRAL 8
within physical
education classes
Instructions for proper
use of PE equipment are 0 11 14 5 0 3.20 NEUTRAL 8
provided and displayed
No using Mobile phone
signage are present
0 10 15 5 0 3.17 NEUTRAL 10
during physical
education classes
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Signage for location of

PE equipment are 0 11 13 6 0 3.17 NEUTRAL 10
displayed and visible
Emergency contacts are
posted within the area of
1 9 14 5 1 3.13 NEUTRAL 12
physical education
classes
An assembly point is
clearly identified and in
2 7 13 7 1 3.07 NEUTRAL 13
safe of location in case
of emergency
There is a written
procedure for the
administration of
0 9 13 7 1 3.00 NEUTRAL 14
prescribed and non-
prescribed drugs for
emergency purposes
Fire extinguishers are
present and visible in
1 3 13 9 4 2.60 IMPLEMENTED 15
the area where physical
education is conducted
Fire alarm and fire
action notice are visible
within the area of 0 5 10 10 5 2.50 IMPLEMENTED 16
physical education
classes
Signage for wearing of
face masks are provided 1 3 9 11 6 2.40 IMPLEMENTED 17
and visible
Alcohol and 0 0 10 12 8 2.07 IMPLEMENTED 18
disinfectants are visible
LEGENDS:
1 to 1.80 Highly Implemented (HI)
1.81 to 2.60 Implemented (I)
2.61 to 3.40 Neutral (N)
3.41 to 4.20 Not Implemented (NI)
4.21 to 5.0 Strongly Not Implemented (SNI)
Table 2 shows the summary of the response of Physical Education Teachers
from selected Secondary Schools in Lucena City in terms of Safety Signage. The
table presented that the statement: "Signage for proper lifting of PE equipment are
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provided", ranked 1 with the weighted mean of 3.57 and the verbal interpretation of
NOT IMPLEMENTED. Statement: "Signage for location of toilet are visible" ranked
second with the weighted mean of 3.50 and verbal interpretation of NOT
IMPLEMENTED. This was followed by rank 3 with three statements with the same
weighted mean of 3.43 and verbal interpretation of NOT IMPLEMENTED.
Statements: “No smoking signage is provided", “Posters for handwashing are visible”,
and “Posters containing instruction for performing a physical activity is displayed”
were ranked 3.
On the other hand, the bottom three in the rankings were the statement:
"Fire alarm and fire action notice are visible within the area of PE classes", with the
weighted mean of 2.50, verbal interpretation of IMPLEMENTED and ranked as 16.
Also, in the bottom three was ranked 17 with statement: "Signage for wearing of face
masks are provided and visible", with the weighted mean of 2.40 and verbal
interpretation of IMPLEMENTED. Lastly, the statement: "Alcohol and disinfectants
are visible", has the least rank with the weighted mean of 2.07 and verbal
interpretation of IMPLEMENTED.
According to Serrano, C. (2019) of Stampers News Portal, a reason why
safety signage is vital in any schools is that it provides messages and warnings to
keep the area safe without having to announce the same news over and over again.
The school entrance and exit can sometimes be the source of problems when
students do not know where to go in and out of school. Things are different when
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signage are placed on the right spots to notify the students about the proper entrance
and exit.
Based from the results, the statement which ranked number 1 needs to be
prioritized and since it is Not Implemented yet, it has to be taken action while the
least in the rankings was already implemented and must be maintained.
Table 3
terms of Personal Protective Equipment and First Aid
Personal Protective Equipment and First-Aid
WEIGHTED VERBAL
RANK
FREQUENCY MEAN INTERPRETATION
STATEMENTS SNI NI N I HI
(5) (4) (3) (2) (1)
First aid kit contain the ff: 2 12 11 4 1 3.33 NEUTRAL 1

rubber ice bag
Personal Protective
Equipment for PE are
0 8 14 8 0 3.00 NEUTRAL 2
provided and worn such as:
Pads (knee/chest/thigh/hip)
Personal Protective
0 9 12 9 0 3.00 NEUTRAL 2
Gloves
Personal Protective
0 7 14 7 2 2.87 NEUTRAL 4
Shin guard (soccer)
Personal Protective
0 8 10 11 1 2.83 NEUTRAL 5
Helmet (Football/Baseball)
First aid contains the ff: 2 6 10 9 3 2.83 NEUTRAL 5
Scissors
Playing and sports
equipment are always in 0 3 16 11 0 2.73 NEUTRAL 7
good condition
Personal Protective 0 5 12 12 1 2.70 NEUTRAL 8

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equipment for PE are

Eye protection (goggles)
Personal Protective
provided and worn such as: 1 4 10 12 3 2.60 IMPLEMENTED 9
Safety shoes/boots/closed
shoes
Personal Protective
0 1 17 9 3 2.53 IMPLEMENTED 10
Face mask
Appropriate clothing and
footwear are followed 0 4 12 9 5 2.50 IMPLEMENTED 11
during PE class
Personal Protective
Equipment are regularly 0 2 12 14 2 2.47 IMPLEMENTED 12
cleaned and disinfected
First aid contains the ff: 0 3 10 14 3 2.43 IMPLEMENTED 13
medicines
Immediate first-aid
response are provided for 0 2 12 10 6 2.33 IMPLEMENTED 14
injured individuals
First-aid kit is adequate
and always ready in case 0 0 14 9 7 2.23 IMPLEMENTED 15
of emergency
First-aid emergency
response are planned and 0 2 9 13 6 2.23 IMPLEMENTED 15
provided
First aid contains the ff: 0 2 11 8 9 2.20 IMPLEMENTED 17
.bandages/dressings/tape
LEGENDS:
Table 3 reveals the result of the responses in countermeasure in the provision
of safety and health in PE of selected Secondary Schools in Lucena City in terms of

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Personal Protective Equipment and First Aid. According to Sterling, M. (2014) of
Results Staffing, using PPE, and wearing it properly, is vital to avoid unnecessary
injury in the work place. Choosing not to wear PPE can be dangerous especially
when it could save your life. In terms of first aid, First Aid for Schools (2016) cited that
first aid offers a range of benefits, therefore, it is a must for the teachers and students
to get a proper first aid training so that they can contribute to preserving lives.
Without an initial medical assistance, a mild injury might turn into a serious one.
Moreover, serious injuries when not treated on time can be fatal. To ensure the safety
of all the staff members and students, it is important to have first aid in the schools. It
is vital to make everyone aware of the basic methods they should apply after an
accident occurs.
The table shows that statement: "First-aid contains rubber ice bag", ranked 1st
with the weighted mean of 3.33 and the verbal interpretation of NEUTRAL.
Statements: "Personal Protective Equipment are provided and worn such as: Pads
and Gloves", respectively ranked second with the weighted mean of 3 and verbal
interpretation of NEUTRAL. This was followed by rank 4: ‘’Personal Protective
Equipment are provided and worn such as: Shin Guard", with the weighted mean of
2.87 and verbal interpretation of NEUTRAL.
Meanwhile, the bottom three in the rankings were statement: "First-aid
contains medicine", with the weighted mean of 2.43, verbal interpretation of
IMPLEMENTED and ranked as 13. Also, this was followed by rank 15 in which
statement 29 and 35 tied. It has the weighted mean of 2.23 and verbal interpretation
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of IMPLEMENTED. Lastly, the statement: "First-aid contains
bandages/tapes/dressing", has the least rank with the weighted mean of 2.20 and
verbal interpretation of IMPLEMENTED.
Based from the responses, it could be seen that most of the statements that
ranked at the top was mostly about some contents of first-aid. According to Siddiqui,
M.I. (2016) of Umm Al-Qura University, Neutral response denotes a state of
confirming their positions. The respondent have neither a positive response nor a
negative response, but undecided denotes a state of confusion of the respondent. It
should be based on what the statements are trying to denote.
Table 4
terms of Environmental Hazards
Environmental Hazards
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SNI NI N I HI WEIGHTED VERBAL

STATEMENTS MEAN INTERPRETATION
RANK
(5) (4) (3) (2) (1)
All defective NOT

electrical equipment 4 9 13 4 0 3.43 1
IMPLEMENTED
are labelled
PE activity grounds
have no uneven paving
2 11 14 3 0 3.40 NEUTRAL 2
slabs, walkways,
potholes, etc.
Adequate lights are
provided in the
0 12 13 5 0 3.23 NEUTRAL 3
physical education
classes
Roofing area are not
vulnerable to damage
in high winds where 0 11 13 6 0 3.17 NEUTRAL 4
physical education
classes takes place
School building
cracks were assessed
to ensure structure 1 8 15 6 0 3.13 NEUTRAL 5
stability and safety
during physical
education classes
There is a sufficient
number of safety mats
0 10 13 7 0 3.10 NEUTRAL 6
for placing under
equipment
Mats are stored safely 0 9 14 7 0 3.07 NEUTRAL 7
The mats are non-slip

0 6 15 9 0 2.90 NEUTRAL 8
type
The teacher always
check the premises
where physical 0 5 14 11 0 2.80 NEUTRAL 9
education takes place
prior to use
PE equipment are
stored safely, moved
0 5 15 9 1 2.80 NEUTRAL 9
carefully and secured
when being used
There are adequate
storage arrangements 0 5 14 9 2 2.73 NEUTRAL 11
for equipment
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Playing field are well

maintained and 0 2 14 14 0 2.60 NEUTRAL 12
cleaned
Teachers and other
authorized personnel 0 3 12 14 1 2.57 IMPLEMENTED 13
updates fire evaluation
policy
The school has a
written fire evacuation 0 4 10 15 1 2.57 IMPLEMENTED 13
policy
Teachers and members
of staff encouraged to
0 2 11 16 1 2.47 IMPLEMENTED 15
adopt a good
housekeeping policy
LEGENDS:
Table 4 reveals the result of the responses in countermeasure in the provision
of safety and health in PE of selected Secondary Schools in Lucena City in terms of
Environmental Hazards. Based from the article by Philips, M. (2014), physical
environment in class affects morale and students learning. The environment should
match the teacher and student objective both in terms of human interaction and
instructional approach
The table presented that statement: "All defective electrical equipment are
labelled", ranked first with the weighted mean of 3.43 and the verbal interpretation of
NOT IMPLEMENTED. This was followed by rank 2 which is Statement: "PE activity
grounds have no uneven paving slabs and walkways" with the weighted mean of
3.40 and verbal interpretation of NEUTRAL. Rank 3 in the results was statement:
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"Adequate lights are provided in PE classes" with the weighted mean of 3.23 and
verbal interpretation of NEUTRAL.
On the other side, the bottom three in the rankings were statements:
"Teachers and other authorized staffs updates fire evacuation policy", "The school
has written evacuation policy" were tied in rank 13 with the weighted mean of 2.57
and verbal interpretation of IMPLEMENTED. The bottom rank in terms of
environmental hazards was "Teachers and members of staff are encouraged to
adopt a good housekeeping policy" which was rank 15 and has a weighted mean of
2.47 and verbal interpretation of IMPLEMENTED.
Based from the results, the statement which ranked number 1 needs to be
prioritized and since it is Not Implemented yet, it has to be taken action while the
least in the rankings was already Implemented and must be maintained.
Part III. Components of Safety and Health Guidelines for the Current and New
Normal Conditions
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Table 5
Distribution of the Respondents according to existing components of Safety and
Health guidelines and components for the new normal in Physical Education in the
selected Secondary schools in terms of Routines and Protocols for Safety and Health
Routines and Protocols for Safety and Health
SURVEY SCALE
WEIGHTED VERBAL
STATEMENTS SNI NI N I HI MEAN INTERPRETATION
RANK
(5) (4) (3) (2) (1)
Safety signs
(including regulatory,
hazard, emergency NOT
2 13 11 4 0 3.43 1
information and fire IMPLEMENTED
signs) meet relevant
standards and codes
The safety and health
policy is updated 2 11 12 5 0 3.33 NEUTRAL 2
regularly
Regular inspection are
made of halls, floors,
1 9 14 6 0 3.17 NEUTRAL 3
gyms and equipment
prior to use
Safe procedures have
been developed for all
activities performed in
the PE, where a risk of 0 8 14 8 0 3.00 NEUTRAL 4
injury or illness to
students were
identified
The school ensure that
all students and
teachers know and 0 3 14 13 0 2.67 NEUTRAL 5
understand the safety
and health procedures
Safe procedures are
reviewed on a regular 0 3 13 14 0 2.63 NEUTRAL 6
basis
PE Teachers a lot a
specific period among
students for regular
and thorough 0 1 17 12 0 2.63 NEUTRAL 6
handwashing with
soap and water, in
every class
.Procedures for 0 3 13 13 1 2.60 NEUTRAL 8
students to sanitize
hands before and after
participating in PE and
after sharing
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equipment are
followed
Extra equipment on
hand are prepared to
0 3 12 12 3 2.50 IMPLEMENTED 9
replace those already
touched by students
Fresh drinking water

supplies are located in
0 6 7 11 6 2.43 IMPLEMENTED 10
the school and marked
accordingly
Regular fire
evacuation drills were 0 0 15 12 3 2.40 IMPLEMENTED 11
carried out
All the equipment
used in PE are
0 3 7 14 6 2.23 IMPLEMENTED 12
disinfected before and
after class
Practice of physical
distancing (at least 1
0 0 11 11 8 2.10 IMPLEMENTED 13
meter apart) at all
times.
Provision of thermal
scanner, hand soaps,
disinfectants in 0 0 9 14 7 2.07 IMPLEMENTED 14
restrooms, classes,
entrances are provided
Routine cleaning of
the environment are 0 0 9 11 10 1.97 IMPLEMENTED 15
strictly followed
Strict wearing of face 0 0 7 13 10 1.90 IMPLEMENTED 16
mask are followed
LEGENDS:
Table 5 demonstrates the result of the responses in components of safety and
health guidelines in PE of selected Secondary Schools in Lucena City in terms of
Routines and Protocol. It shows that statement: "Safety signs (including regulatory,
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hazard, emergency information and fire signs) meet relevant standards and codes",
ranked first with the weighted mean of 3.43 and verbal interpretation of NOT
IMPLEMENTED. The second in the ranking was statement: "The safety and health
policy is updated regularly", with weighted mean of 3.33 and verbal interpretation of
NEUTRAL. The top 3 in the ranking was statement: "Regular inspection are made for
halls, floors, gyms and equipment prior to use", with weighted mean of 3.13 and
verbal interpretation of NEUTRAL.
On the contrary, the bottom three in the rankings were statement: "Provision of
thermal scanner, hang soaps, disinfectants in restrooms, classes, entrances are
provided", which ranks 14 with weighted mean of 2.07. Rank 15 was statement:
"Routine cleaning of the environment are strictly followed", with weighted mean of
1.97. The last in the rank was statement: "Strict wearing of face mask are followed",
with weighted mean of 1.90. The verbal interpretation of the bottom 3 in the rankings
was IMPLEMENTED.
Based from the results, statements with the highest ranks and verbal
interpretation of NOT IMPLEMENTED needs to be prioritized and has to be taken
action while the least in the rankings was already Implemented and must be
maintained. According to North, D. (2020), as students embark on a new school year,
it is important for kids to understand the new health and safety protocols as they
head back to the classroom. Also according to UNICEF, a key lesson learned during
the pandemic is the important role teachers play in ensuring that learning continues.
As schools reopen, a lot will depend on teachers to ensure that children will be able
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to continue their education in a safe and healthy environment; and make up for
knowledge and skills that may have been lost.
Table 6
Selected Secondary Schools in terms of School Administrative Support
School Administrative Support
WEIGHTED VERBAL
RANK
SURVEY SCALE MEAN INTERPRETATION
STATEMENTS SNI NI N I HI
(5) (4) (3) (2) (1)
NOT
Safety signs and 2 13 11 4 0 3.43 1
IMPLEMENTED
notices
The school budget
make adequate
health and safety
0 8 14 8 0 3.00 NEUTRAL 2
provision for:
Personal Protective
Equipment
Trainings for safety
and health topics are
provided for 0 2 17 10 1 2.67 NEUTRAL 3
physical education
teachers and staffs
The school budget
make adequate
health and safety 0 0 19 10 1 2.60 NEUTRAL 4
provision for:
Training
School management
and teachers plans,
objectives and
targets are reviewed
0 1 16 11 2 2.53 IMPLEMENTED 5
and if necessary
amended to address
changes to physical
education activities
Teachers are
encouraged and
supported to report
0 1 16 11 2 2.53 IMPLEMENTED 5
hazards, incidents
and near misses in
their class
Teachers routinely
0 0 17 11 2 2.50 IMPLEMENTED 7
make reports of the
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hazards, incidents,
illnesses and injuries
that occurred
All reports of school
hazards, incidents,
0 1 15 12 2 2.50 IMPLEMENTED 7
illnesses and injuries
acted upon
Hazard and incident
reports are reviewed
to identify trends and 0 2 13 13 2 2.50 IMPLEMENTED 7
take appropriate
action
Availability of
resources, both
human and first-aids,
0 0 16 12 2 2.47 IMPLEMENTED 10
are provided to cope
with safety and
health challenges
There is a provision
of information on the
0 0 16 11 3 2.43 IMPLEMENTED 11
results of audits to
teachers and heads
All serious injury,
serious illness and
dangerous incidents
are reported to the 0 3 11 12 4 2.43 IMPLEMENTED 11
appropriate
authorities as
required by law
Audits and reviews
of safety systems are
carried out by the 0 0 15 12 3 2.40 IMPLEMENTED 13
teacher or school's
authorized person.
The school has
contingency plan in
case of accidents
0 0 16 10 4 2.40 IMPLEMENTED 13
during physical
activities and other
events
There are procedures
for teachers to make
reports of hazards, 0 0 14 11 5 2.30 IMPLEMENTED 15
incidents, illnesses
and injuries occurred
Disciplinary actions
are taken in case of
0 0 11 15 4 2.23 IMPLEMENTED 16
unexpected
occurrence of events
Health and physical 0 0 13 11 6 2.23 IMPLEMENTED 16
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examinations for
students prior to
performing PE
activities are
provided
Clinic teachers are
designated to
0 0 12 11 7 2.17 IMPLEMENTED 18
provide basic health
services
LEGENDS:
Table 6 demonstrates the result of the responses in components of safety and
School Administrative Support. According to National Center on Safe Supportive
Learning Environments, school support staff play an important role in ensuring
students are learning in a safe and supportive learning environment. They can foster
positive, trusting relationships with students and improve school climate by
encouraging parent and family involvement in education.
The table revealed that statement: "The school budget make adequate health
and safety provision for Safety signs and notices", ranked first with the weighted
mean of 3.43 and verbal interpretation of NOT IMPLEMENTED. The second in the
ranking was statement: "The school budget make adequate health and safety
provision for Personal Protective Equipment", with weighted mean of 3 and verbal
interpretation of NEUTRAL. The top 3 in the ranking was statement: "Trainings for
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safety and health topics are provided for physical education teachers and staffs", with
the weighted mean of 2.67 and verbal interpretation of NEUTRAL.
Meanwhile, the last three in the rankings, rank 16 to 18, were statement:
"Disciplinary actions are taken in case of unexpected occurrence of events", with
weighted mean of 2.23. Another was statement: "Health and physical examinations
for students prior to performing PE activities are provided", with weighted mean of
2.23. The bottom rank in the table was statement: "Clinic teachers are designated to
provide basic health services", with weighted mean of 2.17. The bottom three
statements have the verbal interpretation of IMPLEMENTED.
maintained.
Table 7
Selected Secondary schools in terms of Physical Arrangements in Physical
Education Class
Physical Arrangements in Physical Education Class
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RANK
(5) (4) (3) (2) (1)
Proper ventilations
in PE classes are 0 7 12 11 0 2.87 NEUTRAL 1
provided
Risk assessments
are conducted for all
physical education 0 5 12 12 1 2.70 NEUTRAL 2
activities with
uncontrolled hazards
Risk assessments
have been carried
out for the use of
equipment, and
0 5 12 12 1 2.70 NEUTRAL 2
undertaking
activities such as
gymnastics, and
outdoor pursuits
Personal mentoring
of teachers to
students regarding
0 2 13 14 1 2.53 IMPLEMENTED 4
safety and health in
PE classes virtually
are provided
Safety and Health
aspects are included 0 4 10 11 5 2.43 IMPLEMENTED 5
in each of physical
education classes
Information,
education,
communication
materials containing
key message about 0 0 14 13 3 2.37 IMPLEMENTED 6
safety and health are
displayed and
distributed to
students
Blended learning
and distance learning
0 1 14 10 5 2.37 IMPLEMENTED 6
of PE subjects are
provided
PE teachers devise
and implement
alternative means of
0 2 10 11 7 2.23 IMPLEMENTED 8
recording and
monitoring their
students' attendance
PE teachers provide 0 1 10 11 8 2.13 IMPLEMENTED 9
and maximize the
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use of online
platforms which do
not require physical
interactions for PE
performances
Presentations of PE
classes are prepared
for the students 0 1 10 9 10 2.07 IMPLEMENTED 10
virtually to avoid
physical contact
LEGENDS:
Table 7 shows the result of the responses in components of safety and health
guidelines in PE of selected Secondary Schools in Lucena City in terms of Physical
Arrangements in Physical Education Class. Statement: "Proper ventilations in PE
classes are provided", ranked first with weighted mean of 2.87 and verbal
interpretation of NEUTRAL. This was followed by statements: “Risk assessments are
conducted for all physical education activities with uncontrolled hazards” and “Risk
assessments have been carried out for the use of equipment, and undertaking
activities such as gymnastics, and outdoor pursuits” which are tied at rank 2.
Statement: "Risk assessments are conducted for all physical education activities with
uncontrolled hazards" and Statement: "Risk assessments have been carried out for
the use of equipment, and undertaking activities such as gymnastics, and outdoor
pursuits" have the weighted mean of 2.70 interpreted as NEUTRAL.

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The last three in the rankings, rank 8 to 10, were statements: "Disciplinary
actions are taken in case of unexpected occurrence of events", with weighted mean
of 2.23. Another was statement: "Health and physical examinations for students prior
to performing PE activities are provided", with weighted mean of 2.23. The bottom
rank in the table was statement: "Clinic teachers are designated to provide basic
health services", with weighted mean of 2.17. The bottom three statements have the
verbal interpretation of IMPLEMENTED.
interpretation of NEUTRAL also needs to be prioritized and has to be taken action
while the least in the rankings was already Implemented and must be maintained.
Table 8
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Selected Secondary schools in terms of Physical Arrangements in Sports Equipment
Physical arrangements for sports equipment
Badminton
RANK
(5) (4) (3) (2) (1)
Mini-trampoline are in good NOT
8 14 6 2 0 3.93 1
condition IMPLEMENTED
Floor protection pads used for NOT
2 17 7 4 0 3.57 2
long jumps are in good condition IMPLEMENTED
Ball game: Foam at base of NOT
3 14 8 5 0 3.50 3
backboard attached IMPLEMENTED
Ball game: Wall padding securely NOT
2 15 8 5 0 3.47 4
attached IMPLEMENTED
Ball: Winch condition not located
NOT
directly below a wall-mounted 2 13 9 4 0 3.46 5
IMPLEMENTED
backboard
Ball: Take-off boards for long jump NOT
1 16 8 5 0 3.43 6
is free from splinters IMPLEMENTED
Ball: Hooks, pulls and ratchet of
volleyball posts are in good 3 10 10 7 0 3.30 NEUTRAL 7
condition
Ball: Velcro strips on walls behind
backboards in good condition to 4 9 8 9 0 3.27 NEUTRAL 8
hold mats
Ball: Condition of pulleys and
2 11 9 8 0 3.23 NEUTRAL 9
cables
Ball: Backboards in good
2 9 12 7 0 3.20 NEUTRAL 10
condition
Ball: Cable and attachment from
3 8 11 8 0 3.20 NEUTRAL 10
backboard to wall secure
Ball: Rims attached and straight 3 8 11 8 0 3.20 NEUTRAL 10
Pool Equipment: Reaching assists

3 9 10 7 1 3.20 NEUTRAL 10
in working order
Ball: Volleyball net are free of
exposed wires along top and wires
3 8 10 9 0 3.17 NEUTRAL 14
along poles and free of tears and
holes
Parallel Bars/Uneven Parallel
Bars: Floor hooks are in good 2 9 12 6 1 3.17 NEUTRAL 14
condition
Pool Equipment: Changing rooms
and showers are well maintained 3 8 11 7 1 3.17 NEUTRAL 14
and cleaned
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Storage Room: Equipment

2 8 14 5 1 3.17 NEUTRAL 14
stored on designated shelves
Pool Equipment: Bench tops and
supports free from cracks and 2 7 15 5 1 3.13 NEUTRAL 18
splinters
Parallel Bars/Uneven Parallel Bars:
2 7 14 6 1 3.10 NEUTRAL 19
No kinks or knots in steel cables
2 7 14 6 1 3.10 NEUTRAL 19
No exposed frayed cables
Loops in cables are checked for 2 7 14 6 1 3.10 NEUTRAL 19
wear
2 7 13 7 1 3.07 NEUTRAL 22
Steel rail is straight
Pool Equipment: Life jackets in
2 9 11 5 3 3.07 NEUTRAL 22
good condition
Pool Equipment: Spinal board in
2 8 12 6 2 3.07 NEUTRAL 22
good condition
Pool Equipment: Starting blocks
3 7 11 7 2 3.07 NEUTRAL 22
are secure when in place
Pool Equipment: Lane ropes in
2 8 11 7 2 3.03 NEUTRAL 26
working order
Pool Equipment: Pool are well
3 7 10 8 2 3.03 NEUTRAL 26
maintained
Pool Equipment: Poolside well
3 7 10 8 2 3.03 NEUTRAL 26
maintained and cleaned
Badminton net are free of exposed
wires, tears, holes, and no sharp 1 8 12 8 1 3.00 NEUTRAL 29
edges
Pool Equipment: Ring buoy in
3 6 12 6 3 3.00 NEUTRAL 29
good condition
Height-adjustment mechanism is in 2 7 10 10 1 2.97 NEUTRAL 31
good condition
Pool Equipment: Bolts and screws
2 6 12 7 3 2.90 NEUTRAL 32
secure
Badminton rackets are useable and

0 5 16 8 1 2.83 NEUTRAL 33
free from broken strings
Hooks, pulleys and ratchet of

badminton posts are in good 0 7 11 12 0 2.83 NEUTRAL 33
condition
Ball: All balls are properly inflated 0 5 14 11 0 2.80 NEUTRAL 35
Storage Room:
Volleyball/badminton poles secure 2 0 17 8 3 2.67 NEUTRAL 36
to prevent injuries from tripping
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and falling from poles
Table 8 presents the result of the responses in components of safety and
Physical Arrangements for Sports Equipment. Statement: "Mini trampoline are in
good condition", ranked first with weighted mean of 3.93 and verbal interpretation of
NOT IMPLEMENTED. Ranking in second was statement: "Floor protection pads are
used for long jumps are in good condition", with weighted mean of 3.57 and verbal
interpretation of NOT IMPLEMENTED. Third in rank is statement: "Foam at base of
backboard in ball game is attached", with weighted mean of 3.50 and verbal
interpretation of NOT IMPLEMENTED.
The last three in the rankings, rank 33 to 36. Statements: “Badminton
rackets are useable and free from broken strings” and “Hooks, pulleys and ratchet of
badminton posts are in good condition” were tied to rank 33 with weighted mean of
2.83 and verbal interpretation of NEUTRAL. Rank 35 was statement: "All balls are
properly inflated", has a weighted mean of 2.80 and verbal interpretation of
NEUTRAL. The last in the ranking is statement: "Volleyball/Badminton poles are
secure go prevent injuries from tripping and falling from poles", with weighted mean
of 2.67 and the interpretation is NEUTRAL.

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maintained.
5. Conclusions
The research study was conducted to analyze and evaluate the level of safety
and health guidelines in physical education in selected secondary schools in Lucena
City. The following are the conclusions that the researcher formulated.
1. Based from the results presented, the researcher concluded that in terms of
the demographic profile of respondents, the length of service has direct effect on the
evaluation of the safety and health guidelines in Physical Education for it pertains to
how experienced in Physical Education class environment a teacher is. The longer
the service of the teacher the more knowledge they have in terms of the safety and
health procedures and policies that are being implemented in their school. In terms of
gender, according to Lahelma’s study in Finland (2000), it shows that high school
students do not give much importance to their teachers’ genders; Butler and
Christiansen’s (2003), the study of undergraduate teaching showed that the gender
of teaching assistant makes no significant and consistent effect on the actual
performance of the students; and Ehrenberg, Goldhaber & Brewer’s (1995) study in
the US found that matching of teachers and learners based on their gender and
ethnicity does not have any significant effect on the student’s educational
achievements (Carrington, Tymms and Merrell 2005). Therefore the gender has no
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effect on the level of implementation of safety and health guidelines as long as it is
being followed.
2. Based from the results of the responses regarding the provision of Safety
signage in Physical Education, the researcher concluded that most of the responses
in provision of Safety Signage were NOT IMPLEMENTED. Some of these are
signage for proper lifting of PE equipment, direction for toilet, no smoking signage,
posters containing instruction to perform PE activities, and safety and health posters.
The researcher also concluded that this conditions should be prioritized and not
overlooked.
3. In terms of Personal Protective Equipment and first aid, most of the
responses were in NEUTRAL state meaning the respondents are either positive nor
negative whether the statement is implemented or not. Based from the frequency and
the computed mean from the responses, the researcher concluded that statements
where majority falls in the scale of 3 to 5 must also be considered in continuous
implementation. First-aid materials such as rubber ice bag and other contents should
be maintained and be adequate. Personal protective equipment used in sports such
as pads and gloves for protection should also be strictly worn during Physical
Education activities.
4. With regards to the environmental hazards present in PE classes, the
researcher concluded that electrical aspects, walkways or ground, provision of
adequate lightning are in need of action. Most of the concerns in environmental

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hazards were in the physical aspects in which students and teachers have direct
contact and the place where PE activities takes place.
5. Based from the responses in terms of routines and protocols, provision,
monitoring and meeting relevant standards are important in the practice of safety and
health guidelines. Safety signs, environment where PE activities takes place, regular
monitoring and updating are some of the routines and protocols. As it also be
beneficial for future resume of face to face classes.
6. With regards to school administrative support, the researcher concluded
that based from the responses from the selected schools, the provision for safety
signage and adequate Protective Personal Equipment are of greater importance and
need to have allotted support and budget.
7. In terms of Physical Arrangements in PE Classes the responses were
mostly in NEUTRAL scale. Risk assessments and personal monitoring of teachers to
their students and the physical arrangements should be maintained to be
implemented. This should also be applied in physical arrangement in sports
equipment.
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6. Recommendations
The following are the recommendations based on the conclusions made in the
research:
1. The Physical education teachers with longer teaching experience have
more direct control and authority to implement safety and health guidelines in their
class. The teachers must always consider safety and health in their PE class, to their
students, as well as the school as a whole. There must be equality in these
responsibility even if there are gender differences.
2. The school must provide adequate safety signage that are appropriate for
the safety and health of every individual in school. Signage for Physical education
activities, the place where this activities are performed, and visible posters about
safety and health also needs to be provided to inform every individual in school.
3. Personal Protective Equipment for sports must be strictly wear and
sanitized for the safety of students performing Physical activities as well as those
Protective Equipment when in direct contact to avoid spreading of virus. Also first-aid
materials must also be maintained and adequate to be prepared in the occurrence of
accidents.
4. Obstacles and hazardous materials in place physical education classes
must be checked, labelled, and stored to avoid accidents. Grounds must be free from
paves and must be cleaned regularly.

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5. Safety and health protocols must be regularly updated and safety signage
must meet relevant standards and updates.
6. School Administration must allot budget for adequate safety signage and
Personal Protective Equipment. Teachers must be undergo trainings about safety in
Physical education class and do audits to monitor safety and health.
7. The sports equipment must be monitored and keep in good condition. Also,
regular risk assessment must be performed by the school and teachers.

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7. References
Abenes, R.D. & Bongco, R.T. (2019). Clash of Spheres – The Paradox of Being a
Female Teacher in the Philippines (Publication No. 00102012). Beijing
International Review of Education. https://brill.com/view/journals/bire/1/2
3/article-p443443.xmllanguage=en&bclid=IwAR0XR5V
42atezUCNdYupAmvnhnP9cWf7M-8UT2TOyrDZvtDyNYTtLvFy28
Alberta Centre for Injury Control & Research School of Public Health, University of
Alberta. (2014). Safety Guidelines for Physical Activity in Alberta Schools.
https://open.alberta.ca/dataset/5697e803-f123-411f-abba-
90cc0b183182/resource/b3056c47-08f0-40ee-877b-a8c018c3a6e/download/
2014-sg-pa-final-2014.pdf
Auburn Education. (2015).Safety in Physical
Education.https://webhome.auburn.edu/brocksj/4360hastietext/brock02_final
Department of Education and Early Childhood Development of Prince Edward Island.
(2010). Physical Education Curricular Intramural Interschool: Safety
Guidelines.https://www.gov.pe.ca/photos/original/eecd__phyeduguid.pdf
Education Authority. (2015). Health and Safety. https://www.eani.org.uk/school-
management/health-safety
National Institute for Occupational Safety and Health (NIOSH). (2013). Safety
Checklist Program for Schools. https://www.cdc.gov/niosh/docs/2004

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Ontario Physical and Health Education Association (Ophea). (2014). Safety
Guidelines for Physical Education in New Brunswick.
https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Health-
PhysicalEducation/SafetyGuidelines/ElementaryMiddleCurricular.pdf
Podolsky, T.K. (2016, June 3). Does Teaching Experience Increase Teacher
Effectiveness? A Review of the Research. Palo Alto Learning Policy Institute.
https://learningpolicyinstittute.org/product/brief-does-teaching-experience-
teacher-effectiveness-review-research
Podstawski, R. (2015, October 9). Problems of Safety and Risk in Physical Education
(Publication No. 1015561). University of Warmia and Mazur.
https://researchgate.net/publication/282670482_Problems_of_safety_and_risk
and_physical_education
Physical Education Safety Guidelines. (2015, October). https://ssrce.ca/wp-
content/uploads/2017/12/PESafety-Oct2015-010.pdf
Prince Edward Island. (2010). Physical Education Curricular Intramural Interschool.
http://www.gov.pe.ca/photos/original/eecd_phyeduguid.pdf
State of Victoria Education and Training. (2019). Physical and Sport Education –
Safety. https://www2.education.vic.gov.au/pal/physical-and-sport education-
safety/policy
The Institute for Work & Health. (2016). Workplace health and safety survey.
https://www.iwh.on.ca/sites/iwh/files/iwh/tools/ohs_vulnerability_measure_que
stionnaire_2016.pdf
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The Vermont Department of Education. (2005). School Safety Review Checklist.
https://files.eric.ed.gov/fulltext/ED486548.pdf
8. Major Final Output
The researcher created a Safety and Health Guidelines in order to serve as a
reference for secondary schools to know and be informed about some guidelines in
Physical Education that involves the safety and health of students as well as the
school staffs.
The Safety and Health Guidelines can be seen next page.

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Appendices
A. Curriculum Vitae of the Researcher
KIM PATRICK E. SORIANO
Ibabang Iyam, Lucena City

09473155617
kevinskh17@gmail.com
PERSONAL INFORMATION
NICKNAME: Kim RELIGION: Christian
AGE: 21 GENDER: Male
BIRTHDATE: September 2, 1998 CIVIL STATUS: Single
HEIGHT: 5’9 BIRTHPLACE: Lucena
NATIONALITY: Filipino WEIGHT: 180 lbs.
MOTHER: Julieta Soriano FATHER: Benjamin Soriano

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EDUCATIONAL BACKGROUND
Tertiary Education
Manuel S. Enverga University Foundation Emilio Aguinaldo College
Site, Lucena City Paco, Manila, Metro Manila
Bachelor in Music Arts PE and Health Bachelor in Music Arts PE and
Health
April 2019 to 2020 June 2015 to March 2019
Secondary Education
Quezon National High School
M. L. Tagarao Street, Lucena, 4301 Quezon
June 2012 to April 2015
Primary Education
West I Elementary School
Old Manila S Rd, Lucena, 4301 Quezon
June 2006 to April 2012

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ACHIEVEMENTS
 91st National Collegiate Athletic Association

3rd overall team ranking
Finalist
Rizal Memorial Swimming Pool
September 2015
 92nd National Collegiate Athletic Association

5th overall team ranking
Finalist
September 2016
 Inter-School Water Polo

4th placer
SEMINARS AND OTHER EVENTS ATTENDED
 Up Again After Stroke : Stroke Prevention and Stroke Rehabilitation
Manile Medical Center, 850 United Nations Ave, Paco, Manila, Metro
Manila, October 24 2018
 “While You Were Sleeping : Forum on Sleep Apnea And Snoring”
Manile Medical Center, 850 United Nations Ave, Paco, Manila, Metro
Manila, October 25 2018
B. Research Instruments
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Dear Respondents,
I, Kim Patrick E. Soriano, an education student, is currently conducting a
research study about the Level of implementation of safety and health guidelines of
physical education in school. In order to complete the study, the researcher would
like to ask for your time to participate. The study requires Physical Education
Teachers who are mostly involve and experience relevant to the research. I would
greatly appreciate your time for participating in this study.
The following information will be collected and rest assured that it will be confidential.
The researcher will help and guide the respondent in answering the items.
Part I. Demographic Profile
Directions: For the following items, put a check mark () inside the parenthesis for
your respective answer.
Age: ( ) 20 – 29 years old Sex: ( ) Male
( ) 30 – 39 years old ( ) Female
( ) 40 – 49 years old
( ) 50 – 59 years old
( ) 60 years old and above
Length of Service:
( ) Less than 1 year ( ) 7 -9 years
( ) 1 – 3 years ( ) 10 years and above
( ) 4 – 6 years
Part II. Countermeasures for Safety and Health

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Note: Listed below are statements about the countermeasures for the provision of safety and health in Physical
Education in school. For each one, put a check () mark on the cell corresponding to your answer.
SURVEY SCALE: 5 - Strongly Not Implemented 4 – Not Implemented 3 - Neutral 2 – Implemented
1 – Highly Implemented
Safety Signage
SURVEY SCALE
STATEMENTS/ STRONGLY
NO. NOT
NOT
NEUTRAL IMPLEMENTED
HIGHLY
QUESTIONS IMPLEMENTED
IMPLEMENTED
(3) (2)
IMPLEMENTED
(4) (1)
(5)
1 An assembly point is
clearly identified and in
safe of location in case of
emergency
2 No smoking signage is
provided and strictly
prohibited
3 Fire extinguishers are
present and visible in the
area where physical
education is conducted
4 Signage for location of
toilet are visible
5 Signage for wearing of
face masks are provided
and visible
6 Posters for handwashing
are present and visible
7 Alcohol and disinfectants
are visible
8 Safety and Health poster in
physical education are
posted and visible
9 Fire alarm and fire action
notice are visible within
the area of physical
education classes
10 Fire exit signage are
present and visible within
physical education classes
11 No using Mobile phone
signage are present during
12 Safety instructions are
posted for the conduct of
physical activities
13 Emergency contacts are
posted within the area of
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14 There is a written
procedure for the
administration of
prescribed and non-
prescribed drugs for
emergency purposes
15 Signage for location of PE
equipment are displayed
and visible
16 Instructions for proper use
of PE equipment are
provided and displayed
17 Poster containing
instruction for performing
a physical activity is
displayed
18 Signage for proper lifting
of PE equipment are
provided
Personal Protective Equipment and First-Aid
19 Appropriate clothing and
footwear are followed
during PE class
Personal Protective
20 Face mask
21 Pads
(knee/chest/thigh/hip)
22 Gloves
23 Safety
shoes/boots/closed shoes
24 Helmet
(Football/Baseball)
25 Eye protection
(goggles)
26 Shin guard (soccer)
27 Playing and sports
equipment are always in
good condition
28 Personal Protective
equipment are regularly
cleaned and disinfected
29 First-aid kit is adequate
and always ready in case of
emergency
First-aid kit contains the
following:
31 Scissors
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32 bandages/dressings/tape
33 medicines
34 rubber ice bag
Immediate first-aid
response are provided for
35 injured individuals
First-aid emergency
response are planned and
36 provided
Environmental Hazards
37 Adequate lights are
provided in the physical
education classes
38 Roofing area are not
vulnerable to damage in
high winds where physical
education classes takes
place
39 School building cracks
were assessed to ensure
structure stability and
safety during physical
education classes
40 All defective electrical
equipment labelled and
removed from use
41 Teachers and other
authorized staffs regularly
update a record of all
portable electrical
equipment held in the
school
42 The school has a written
fire evacuation policy
43 PE activity grounds have
no uneven paving slabs,
walkways, potholes, etc.
44 The teacher always check
the premises where
physical education takes
place prior to use
45 There are adequate storage
arrangements for
equipment
46 PE equipment are stored
safely, moved carefully
and secured when being
used
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47 There is a sufficient
number of safety mats for
placing under equipment
48 The mats are non-slip type
49 Mats are stored safely
50 Teachers and members of
staff encouraged to adopt a
good housekeeping policy
51 Playing field are well
maintained and cleaned
Part III. Components of Safety and Health Guidelines

Note: Listed below are statements about the level of implementation of safety and health in Physical
Education in school. For each one, put a check () mark on the cell corresponding to your answer.
SURVEY SCALE: 5 - Strongly Not Implemented 4 – Not Implemented 3 - Neutral 2 - Implemented 1

– Highly Implemented
Routines and Protocols for Safety and Health

SURVEY SCALE
STATEMENTS/ STRONGLY
NO. NOT
NOT
NEUTRAL IMPLEMENTED
HIGHLY
QUESTIONS IMPLEMENTED
IMPLEMENTED
(3) (2)
IMPLEMENTED
(4) (1)
(5)
1 Procedures for students to
sanitize hands before and
after participating in PE
and after sharing
equipment are followed
2 Safe procedures have been
developed for all activities
performed in the PE, where
a risk of injury or illness to
students were identified
3 Safe procedures are
reviewed on a regular basis
4 The school ensure that all
students and teachers know
and understand the safety
and health procedures
5 Safety signs (including
regulatory, hazard,
emergency information and
fire signs) meet relevant
standards and codes
6 The safety and health
policy is updated regularly
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7 Regular inspection are

made of halls, floors, gyms
and equipment prior to use
8 Practice of physical
distancing (at least 1 meter
apart) at all times.
9 PE Teachers a lot a specific
period among students for
regular and thorough
handwashing with soap and
water, in every class
10 Strict wearing of face mask
are followed
11 Provision of thermal
scanner, hand soaps,
disinfectants in restrooms,
classes, entrances are
provided
12 Routine cleaning of the
environment are strictly
followed
13 Regular fire evacuation
drills were carried out
14 Fresh drinking water
supplies are located in the
school and marked
accordingly
15 All the equipment used in
PE are disinfected before
and after class
16 Extra equipment on hand
are prepared to replace
those already touched by
students
School Administrative Support

17 Trainings for safety and health
topics are provided for physical
education teachers and staffs
18 Disciplinary actions are taken
in case of unexpected
occurrence of events
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19 Availability of resources, both

human and first-aids, are
provided to cope with safety
and health challenges
The school budget make
adequate health and safety
provision for:
20 Training
21 Personal Protective
Equipment
22
Safety signs and notices
23 School management and
teachers plans, objectives and
targets are reviewed and if
necessary amended to address
changes to physical education
activities
24
Audits and reviews of safety
systems are carried out by the
teacher or school's authorized
person
25 Health and physical
examinations for students prior
to performing PE activities are
provided
26 Clinic teachers are designated
to provide basic health services
27 The school has contingency
plan in case of accidents during
physical activities and other
events
28 There is a provision of
information on the results of
audits to teachers and heads
29 There are procedures for
teachers to make reports of
hazards, incidents, illnesses and
injuries occurred
30 Teachers routinely make
reports of the hazards,
incidents, illnesses and injuries
that occurred
31 Teachers are encouraged and
supported to report hazards,
incidents and near misses in
their class
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32 All reports of school hazards,

incidents, illnesses and injuries
acted upon
33 Hazard and incident reports are
reviewed to identify trends and
take appropriate action
34 All serious injury, serious
illness and dangerous incidents
are reported to the appropriate
authorities as required by law
Physical Arrangements in Physical Education Class
35 Safety and Health aspects are
included in each of physical
education classes
36 Personal mentoring of teachers
to students regarding safety and
health in PE classes virtually
are provided
37
Information, education,
communication materials
containing key message about
safety and health are displayed
and distributed to students
38 Blended learning and distance
learning of PE subjects are
provided
39 Presentations of PE classes are
prepared for the students
virtually to avoid physical
contact
40 PE teachers provide and
maximize the use of online
platforms which do not require
physical interactions for PE
performances
41 PE teachers devise and
implement alternative means of
recording and monitoring their
students' attendance
42 Proper ventilations in PE
classes are provided
43 Risk assessments are conducted
for all physical education
activities with uncontrolled
hazards
44 Risk assessments have been
carried out for the use of
equipment, and undertaking
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activities such as gymnastics,

and outdoor pursuits
Physical arrangements for sports equipment
Badminton
45 Badminton rackets are useable

and free from broken strings
46 Badminton net are free of
exposed wires, tears, holes, and
no sharp edges
47 Hooks, pulleys and ratchet of
badminton posts are in good
condition
Ball
48 All balls are properly inflated
49 Backboards in good condition
50 Cable and attachment from

backboard to wall secure
51 Rims attached and straight
52 Velcro strips on walls behind
backboards in good condition to
hold mats
53 Winch condition not located
directly below a wall-mounted
backboard
54 Foam at base of backboard

attached
55 Wall padding securely attached
56 Condition of pulleys and cables
57 Mini-trampoline are in good

condition
58 Take-off boards for long jump

is free from splinters
59 Floor protection pads used for
long jumps are in good
condition
60 Volleyball net are free of
exposed wires along top and

wires along poles and free of
tears and holes
61 Hooks, pulls and ratchet of
volleyball posts are in good
condition
Parallel Bars/Uneven Parallel Bars/High Bar
62 Floor hooks are in good

condition
63 No kinks or knots in steel
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cables
64 No exposed frayed cables
65 Loops in cables are checked for

wear
66 Height-adjustment mechanism

is in good condition
67 Steel rail is straight
Pool Equipment
68 Reaching assists in working

order
69 Lane ropes in working order
70 Life jackets in good condition
71 Spinal board in good condition
72 Ring buoy in good condition
73 Starting blocks are secure when

in place
74 Bench tops and supports free

from cracks and splinters
75 Bolts and screws secure
76 Pool are well maintained
77 Poolside well maintained and

cleaned
78 Changing rooms and showers

are well maintained and cleaned
Storage Room
79 Equipment stored on

designated shelves
80 Volleyball/badminton poles
secure to prevent injuries from
tripping and falling from poles
C. Informed Consent Form
TITLE
Level of Safety and Health Guidelines in Physical Education Classes in
Selected Secondary Schools in Lucena City
STUDY PROPONENT/PRINCIPAL INVESTIGATOR

This study will be conducted by Kim Patrick E. Soriano, a 4 th year MAPEH
education student currently studying in Manuel S. Enverga University Foundation –
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Lucena City. The proponent has the contact information of 09473155617 and the
email address of kevinskh17@gmail.com
CONFLICT OF INTEREST
Declaration
The study will to evaluate and assess the level of safety and health guidelines
in physical education classes of the three selected secondary schools in Lucena City,
namely School A, B, and C.
The budget for this study will be supported and funded by the proponent
himself. The respondents will not pay or contribute any amount for this research.
INTRODUCTION
You are being invited to participate in this study Level of Safety and Health
Guidelines in Physical Education Classes in Selected Secondary Education Classes
in Selected Secondary Schools in Lucena City because you have the direct authority
and experience in the field of physical education classes. This study will solely focus
on the safety and health in the field that you are teaching.
This consent form provides you with information to help you make an
informed choice. Please read this document carefully. If you have any questions, they
should be answered to your satisfaction before you decide whether to participate in
this research study.
STUDY BACKGROUND AND RATIONALE

Safety and Health are important in every field of study. Physical Education as
one of the subject taken by every secondary students is one of the subject that needs
to prioritize safety and health foe it requires physical, mental, and health aspects of
students. Evaluating safety and health guidelines are not common in secondary
schools especially when it comes to physical education. This study will aim to
determine the level of safety and health guidelines both in the past year and the new
normal state of physical education in the selected secondary schools.
BENEFITS
This study can provide basis for the effective formulation of health and safety
policies in different secondary schools. This will provide the opportunity for physical
education teachers and students in the selected secondary schools
The study will also benefit the researcher for it will give him/her a greater
understanding and knowledge of providing Safety and Health Programs in school.
The researcher will also know more about the Safety and Health standards and apply
it in different situations.
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ALTERNATIVES TO THIS STUDY

 If the respondents is not satisfied and comfortable towards the study, he/she
could withdraw his response and tell the proponent immediately
 The researcher will be open for any recommendations from the respondents
and be professional in accepting feedbacks
 The researcher will ask the respondent for the best time for the respondent to
answer the survey whenever he/she is free
 The respondents may ask the researcher to give a copy the response and the
results upon completion of the study.
ONE’S PARTICIPATION
 This study will be using survey questionnaire in order to know the evaluation
of safety and health in physical education classes. The survey will be
conducted in the selected secondary schools for three weeks. Appointments
for the respondents will be asked first and will be preferred in the time where
the respondents are free and comfortable. The communication between the
researcher and respondent will be through social media platforms which is
convenient due to pandemic. The response will be kept confidential.
RISKS
 The study has no physical risk for both the researcher and the respondents for
it will solely focus on the existing knowledge of the respondent. This will have
no harm and do not violate personal affairs.
PRIVACY AND CONFIDENTIALITY

 The respondents will be asked first for their permission to respond in the study
 The response of the respondents in the survey questionnaire will be kept
confidential. This will be done through giving them the option of not writing
their names on the survey.
 The researcher is one hundred percent certain that the data are private and
will be used only for basis in interpreting the study.
OPEN DATA
I understand that the information I’ll provide in this study will be used for research
purposes. It will not be used in any manner which would allow identification of my
individual responses.
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CONTACT INFO
If you have further questions or concerns about your participation in this study, or if
you suffer any injury related to the study, please contact:
Kim Patrick E. Soriano___ 09473155617

Name Telephone
If you have questions about your rights as a participant or about ethical issues
related to this study, you can talk to someone who is not involved in the study at all.
That person is:
____________________________ _________________________
Name Telephone
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SIGNATURES
● I understand that my taking part is voluntary; I can withdraw from the study at
any time and I do not have to give any reasons for why I no longer want to
take part.
● All of my questions and concerns have been answered
● I understand the information indicated this informed consent form
● I understand that my participation in this study includes being <<interviewed,
recorded (audio or video), <other activities expected>>>.
● [Optional (usually clinical trial)] I allow access to my records and specimens,
as explained in this consent form
● By signing this form, none of my legal rights have been given up
● [Optional: Clinical Trial: I understand that my doctor or healthcare provider
may be informed of my participation in this study.]
_____________________ __________ _________________

Signature Over Printed Name of Participant/ Date
Substitute Decision-Maker
KIM PATRICK E. SORIANO_______ __11/17/20_______

Signature Over Printed Name of Person Conducting Date
the study
DEXTER S. VILLAMIN________ __11/17/20________

Signature Over Printed Name of the Adviser Date Date
of the Person Conducting the Study
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ONLY IF the participant is unable to read or requiring oral translation, accomplish this
sub-section:
● This form was accurately explained to, and apparently understood by, the
participant/substitute decision-maker, and
● Informed consent was freely given by the participant/substitute decision-
maker.
___________________________________ _________________
Signature Over Printed Name Date
of Impartial Witness/Translator
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D. Certificate of Originality

Level of Implementation of Safety and Health in Selected Secondary Schools in Lucena City-Sorianokim-Patrick-E.

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Document Code: DCAVRKMI-F-URFR

MANUEL S. ENVERGA UNIVERSITY FOUNDATION

LEVEL OF IMPLEMENTATION OF SAFETY AND HEALTH GUIDELINES IN

PHYSICAL EDUCATION IN SELECTED SECONDARY SCHOOLS

Presented to the Faculty of the College of Education

Manuel S. Enverga University Foundation

In Partial Fulfilment of the Requirements

for the Degree Bachelor of Secondary Education

KIM PATRICK E. SORIANO

This thesis hereto entitled:

LEVEL OF IMPLEMENTATION OF SAFETY AND HEALTH GUIDELINES IN

prepared and submitted by KIM PATRICK E. SORIANO in partial fulfillment of the

Approved by the Committee on Oral Examination with a rating of ____________

DIVINIA J. GLIFONEA, Ed.D ROGEL L. LIMPIADA, DEM, DBA

JOSELINA T. BAYLONGO, Ed.D

JOSELINA T. BAYLONGO, Ed.D

List of Figures and Tables 5

a. Rationale of the Research 9

3. Description of Method or Approach 30

a. Research Design/Research Instrument/Data Gathering

4. Results and Discussion 37

8. Major Final Output 69

A. Curriculum Vitae of the Researcher 105

List of Figures and Tables

Figure Title Page

1 Conceptual Framework of the Study 35

Table Title Page

1 Distribution of Respondents according to

Demo graphic Profile 37

2 Distribution of Respondents according to the Countermeasures

of the selected Secondary Schools for the provision of Safety

and Health in Physical Education in terms of Safety Signage 39

3 Distribution of Respondents according to the Countermeasures

of the selected Secondary Schools for the provision of Safety

and Health in Physical Education in terms of Personal

4 Distribution of Respondents according to the Countermeasures

of the selected Secondary Schools for the provision of Safety

and Health in Physical Education in terms of Environmental

5 Distribution of Respondents according to existing components

of Safety and Health Guidelines and components for the new

normal in Physical Education in terms of Routines and

Protocols for Safety and Health 49

6 Distribution of Respondents according to existing components

of Safety and Health Guidelines and components for the new

normal in Physical Education in terms of School Administrative

7 Distribution of Respondents according to existing components

of Safety and Health Guidelines and components for the new

normal in Physical Education in terms of Physical Arrangements

in Physical Education Class 56

8 Distribution of Respondents according to existing components

of Safety and Health Guidelines and components for the new

normal in Physical Education in terms of Physical Arrangements

journey of making this research.

To DR. JOSELINA BAYLONGO, DR. DIVINIA GLIFONEA, DR. ROGEL

words of wisdom to the researchers especially in hard times.

To the SCHOOL HEADS and PARTICIPANTS of the selected secondary

their respective schools.

not giving up on to the end.

Research Title: Level of Implementation of Safety and Health Guidelines in

Name of Researcher : Kim Patrick E. Soriano

practices of the policies, strategies, procedures, and activities implemented or

was used to conduct survey to 30 Physical Education teachers as respondents for

used in comparing the significant difference between guidelines implemented by the