RESEARCH INSTRUMENT

PART I- DEMOGRAPHIC PROFILE OF THE RESPONDENT

Name (Optional) : ______BRAVO________KANDEE_________G._____________________
( Family Name, Given Name, Middle Initial )
Age: ____25_______ Sex: Male Female
Length of Service: Less than 5 years
5-15 years
Above 15 years
Field/ Area of Specialization:
English Mathematics Social Studies MAPEH Others
Filipino Science Values Education TLE (please specify)
____________

Teaching Level: Elementary Level

Secondary Level

PART II- SURVEY: Challenges in Teaching Inclusive Quality Physical Education

Instructions: For each statement, you are asked to provide your response based on the degrees of
the mentioned statements related to the status and challenges in teaching inclusive quality physical
education. Answer each item using the Likert-type scale:

80% and more: Very high problems degree,

70% - 79.9%: High problems degree,
60% - 69.9%: Medium problems degree,
50% - 59.9%: Low problems degree,
49.9% and less: Very low problems degree.

VERY HIGH HIGH MEDIUM LOW VERY

STATEMENTS LOW
80% and 70% - 60% - 50% - 49.9%
more 79.9% 69.9% 59.9% and less
A. Challenges related to the increased numbers of the students in the classroom
1. I cannot teach the skills very well in an inclusive
physical education class due to the large class size.
2. Inclusive physical education teachers deprives some
students from participation because of the large class
size.
3. Due to the number of students in an inclusive
physical education class, disorder prevails during the
lesson.
4. It is difficult to group the students because of the
increased class size in an inclusive physical education
setting.
5. Because of the increasing class size I cannot assist/
accommodate all the students needs.

B. Challenges related to the abilities, devices/instruments, and equipment

6. The instruments/ devices/equipment are not available
for most of the sport games used in an inclusive
physical education class
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7. Accessible places to store the instruments/

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devices/equipment used for an inclusive physical

education class are not available.
8. The number of instruments and equipment in the
schools are insufficient in teaching inclusive PE class.

9. Inability to maintain the instruments

devices/equipment used for an inclusive physical
continuously.
10. Availabity of the specialized sports
equipment/devices/ instrument for students with special
needs.

C. Challenges related to the content of the academic curriculum

11. The strategies/approaches/ techniques/ methods
(such as modification, differentiated instruction, etc.)
applicable to an inclusive physical education are rarely
used by the inclusive physical educators.
12. The curriculum doesn’t keep up with the ongoing
development or trends related to inclusive physical
education.
13. The curriculum prepared by the teachers doesn’t
accommodate the needs of the learners in an inclusive
PE class.
14. The curriculum assessment doesn’t take into
account the students’ needs in an inclusive physical
education class.
15. Collaboration with special education teachers when
there is a student with an Individualized Education Plan
in the class.

D. Challenges related to the school environment

16. Practice time is short and unsuitable for an inclusive
physical education class.
17. The security and safety factors in the playgrounds/
play fields are not available for an inclusive PE class.
18. Very few incentives/reinforcement that encourage
participation in sports and other physical activities
related to inclusive physical education.
19. The school environment doesn’t provide an
opportunity for students to become more understanding
of people with special needs.
20. Other stakeholders doesn’t provide support/ help
when students faced with challenges like behavioural
and learning difficulties.

E. Challenges related to the school management

21. The school management has negative perspective
on inclusive physical education.
22. The school management infringes the inclusive
physical education lesson.
23. Lack of financial support from the school
management for the inclusive physical education
activities and sports equipment.
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24. Doesn’t give opportunity for teachers (particularly

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the non-specialist) to have trainings, seminars in order

to gain the best knowledge and experience to
accommodate students with special needs in an
inclusive physical education class.
25. The school management lacks monetary support in
order to attend conferences/ workshops on teaching
physical education to students with special needs.

PART III- CHECKLIST FOR STATUS OF THE IMPLEMENTATION OF THE IQPE

INTERMS OF ACCOMODATION/ MODIFICATION

Description and Instruction:

This checklist is prepared to assess the implementation status of inclusive quality physical
education in school in terms of accommodation and modification. By completing the checklist one
can identify areas of improvement and priorities how teachers can cater the needs of the students
and take action towards making the PE class more inclusive and learner-friendly.
Answer each item by using the given scale below :

5-Always, 4-Very Often, 3-Sometimes, 2- Rarely and 1- Never

5 4 3 2 1
Always Very Sometimes Rarely Never
SNO Statements Often

A.INSTRUCTIONS
1 I modify the instructions by modelling what
the students are expected to do.
2 I prepare instructional materials with larger
fonts/ print size for the student to see during
the discussion.
3 I make sure to assign a buddy or peer support
for students with special needs.
4 I reduce the difficulty of assignments/
performance tasks and other PE activities for
students with special needs.
5 I see to it to use different way or format in
presenting information that is suitable to the
learners needs.
B.RULES/ EXPECTATTIONS
6 I modify the purpose / goal of the activity.

7 I eliminate time limits/ requirements and

outs.
8 I vary the number of turns each students
receives.
9 I reduce number of players per team to
increase participation.
10 I vary the movement requirements like some
students can walk while others run or
students can hit off a tee while others hit
balls that are tossed.
C.EQUIPMENT
11 I make use of variety sizes, weight, densities
of toss/ catchable/ and other equipment
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needed by the students.

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12 I see to it that targets could be made larger

and placed closer to the students.
13 I make sure to lower the nets or baskets if
needed.
14 I allow students to utilized tee to hold a ball
or use scoops for catching balls instead of
their hands.
15 I provide balance support like chair, bar,
buddy for student with limited balance.
D. ENVIRONMENT
16 I see to it the playground/playfield/ gym is
safe, secured and welcoming.
17 I make sure that playing field/ ground is
clearly defined by using taped/ painted areas
to make it easier for the students to see
boundaries.
18 I make sure that padding, hand holds and
adaptive equipment should be readily
available.
19 I praise the positive, reinforce anything the
child does correct such as skill or behaviour.
20 I allow student to sit where and how they
learn best.
E.HUMAN RESOURCE
21 I welcome collaborative teaching with special
education teachers when I have student with
an Individualized Education Plan (IEP) inside
the class.
22 I, as a teacher bond with the students so that
I can encourage, inspire, and greatly assist
them.
23 I allow students with special needs and
regular students to group and work together
in accomplishing certain tasks and other class
activities.
24 I provide an opportunity for students to
become more understanding and assistive of
people with special needs.
25 I see to it that teaching and admin staff can
provide help/ support to students when faced
with challenges like behavioural and learning
difficulties.

This checklist will help you identify areas of improvement and priorities in teaching
inclusive quality physical education and take action towards making the class, the school
more inclusive and learner-friendly.
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