The Filipino Learner
Physical Attributes
Salve A. Favila and Lordinio A. Vergara
Philippine Normal University, Philippine
Keywords: Attributes, physical attributes.
Abstract This research explores the physical attributes of Filipino learners with the end view that such characteristics
will provide data for developmental tasks of Filipino children. Various theories and expert’s assumptions
guided this research. Gallahue propelled the physical attributes of the learners. Using the case study method
with research techniques such as interview of students, teachers and parents, observation and survey of
teachers, result reveal that Filipino learners can be at par with the characteristics and developmental tasks
presented by educational theorist except in physical education where learners are lower by one year in the
developmental attributes presented by Gallahue. A number of tasks of Filipino learners are shown within the
context of Filipino culture and realities. Since this research is exploratory, new areas of study have emerged.
The physical attributes may be explored not only in Physical Education classes but also in learning areas such
as arts, playing of musical instruments or industrial arts. Studies comparing the developmental characteristics
of children and the competencies of various learning areas in the K-12 curriculum may also be investigated.
1 INTRODUCTION
In the past, studies on the Filipino learners focused on
nutrition and intellectual performance (Guthrie,
Guthrie and Tayag, 1968), cognitive development
(Acuña, 1981, Ventura, 1994),moral development
(Jimenez, 2002), school achievement, self-concept
and self-esteem, language and effects of
sociocultural, school and home environments
(Ventura, 1994). Other researches dealt with subject
specific characteristics of Filipino learners like
problem solving in Mathematics (e.g. Acido, n.d.,
Mabilangan, n.d.). There were also studies done about
the characteristics of Filipino learners by grade level
(e.g. Tan, 1999; Arcilla, 2000; Brigera, 2003; and
Rodriguez, 2007). These researches dealt with
understanding the Filipino learners and served as
platforms for students’ research interests,
development of instructional strategies, curricular
designs and understanding the Filipino children.
However, the studies seemed to be static,
fragmented and unable to provide a whole picture of
who the Filipino learners are. Moreover, these
researches have been limited in as far as publication
and dissemination to stakeholders were concerned.
In 1994, a ground breaking report was published
in the journal of the Center for Educational
Measurement. Ventura conducted a review of current
literature on the Filipino learners from 1971 to 1994
with the primary question of “What do we know of
the Filipino Child as a learner?” The study produced
a number of issues and recommendations, among
these are studies on school achievement are the most
directly related to the psychology of the child as a
learner. In the studies reviewed, achievement has
been related to parenting styles and its antecedents
and causal attributions have been explored. However,
dynamic approaches as to studying the cognitive
processes were not explored from among the
researches. Studies on self-concept and self-esteem
provide some data which can generate one or two
generalizations, but the related and seemingly more
important variable – that of self-control is absent from
the literature. This is important so that schools will
be able to find out how to teach children how to plan,
create and make decisions which deserve a lifetime
commitment.
Studies on language development point to
differentials in cognitive performance as a function of
language used. This emphasizes the need for more
systematic studies in this area as input for formulating
policy on the language of instruction. Parenting styles
were studied in the context of academic achievement,
however, areas where the environment of learning
(including the teacher) was not studied. Studies on
perception could likewise be systematized to serve as
inputs for planning a conducive environment for
learning and presenting materials for the child.
Bailon, J. and Vergara, L.
The Filipino Learner - Physical Attributes.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 359-363
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
359

An area of research deserving more attention is
creativity. The creative process should serve as
inputs for planning a conducive environment for
learning and presenting materials for the child.
Moreover, the creative process should be studied
especially in terms of scientific and artistic creativity.
While Piaget’s theory continues to attract
researchers, it must be stated that there is a need to
explore other theories of cognition. There is a need
to take the Filipino Child’s responses within the
context of his or her own culture and cease to use
Western standards in asserting the existence of
“lags.”
From the work of Ventura, there had been no
significant efforts in updating the existing literature
on learner development in a wider perspective
covering the areas mentioned above. Being the
National Center for Teacher Education and the
primary university that trains teachers, it is imperative
that pre service and in service teachers are not only
oriented with the approaches in the delivery of
content but with understanding of the receivers of
knowledge as well. Hence, this research intends to
explore the nature and characteristics of the Filipino
learners.
2 CONCEPTUAL FRAMEWORK
The study focuses on the physical attributes of
Filipino learners while being contextualized in
Philippine society and culture (See Figure 1). Several
developmental theories were used as tentative
theoretical framework in the absence of Filipino
researches about the Filipino children’s development
tasks from Kindergarten to Grade 10, or from ages
five to 16. However, Filipino attributes beyond these
theories have to be emphasized. The stages of
cognitive development of Piaget (1896-1980) guided
the analysis of cognitive attributes of the Filipino
learners. These stages include: 1) Sensorimotor
(birth- 2 years) 2) Pre-operational (2-7 years) 3)
concrete operation (7-11 years old) and 4) Formal
operational (11 years and up)
(http://www.learningandteaching.info/learning/piage
t.htm).
In addition, Vygotsky’s claim that children’s
cognitive development may also be influenced by
their socio-cultural contexts was also considered in
this study. Such claim can be seen in children’s
language and way of reasoning. Moreover, the
cognitive skills by grade level of Filipino learners
were analyzed using Bloom’s Taxonomy of
Educational Objectives; Ennis’s critical thinking and
Quellmaz and Hoskins’s cognitive skills (Mac
Millan, 2001).
To better explain the physical characteristics of
the Filipino learners, Gallahue’s hourglass Motor
Development theory is adapted. This theory describes
the phases and the sequence of motor development of
an individual and how factors like heredity and
environment play a role in the acquisition of
specialized skills. Gallahue (2001) identified the
phases of development such as phase 1: reflexive
movement or the information decoding and encoding
stage; phase 2: rudimentary movement or the reflex
inhibition stage; phase 3: fundamental movement or
mature, elementary and initial stage; and phase 4:
specialized movement or the lifelong utilization,
application and transitional stage. Motor
development was treated as both in terms of product
and process.
The sequential and gradual development of motor
skills during the first few years is highly predictable.
Every child is observed to learn how to sit before they
can stand, stand before they can walk, and walk
before they can run. However in the rudimentary
phase, the rate of development varies as environment
starts to play its role. If a person receives
encouragement, opportunities to practice and receive
instruction, his movement skill acquisition will be
enhanced. On the other hand, the absence of these
enabling factors will hamper movement skill
acquisition.
In the fundamental movement phase, children
begin to develop the basic movement skills such as
running, hopping, jumping, throwing and catching,
kicking and trapping. Given a conducive environment
for practice, a lot of encouragement and sound
instruction will aid in the development of the skills
from the initial stage to the stage of proficiency.
Figure 1: David Gallahue’s Motor Development
Framework.
At the specialized movement skill phase,
successful performance of the mechanics of
movement depends on mature fundamental
movements. After the transitional stage, specialized
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movement skills can now be used and apply to daily
life activity. As the person matures in age and enter
adulthood the hourglass will turn over. The social and
cultural factors will come in as it influences one’s
lifestyle. Lifestyle is determined by physical fitness,
nutritional status, diet, exercise, the ability to handle
stress and social and spiritual being.
Figure 2: Attributes of the Filipino learner.
The attributes of Filipino learners which can be
drawn in this research provide data that will guide
teachers, pre-service teachers, curriculum writers and
other stakeholders of the education sector in their
goals to provide relevant and quality instruction.
3 RESEARCH QUESTIONS
The study aims to provide a comprehensive view of
who the Filipino learner is. Specifically, it focuses on
the following objectives:
1. Analyze the Filipino learners’physical attributes
2. Describe the developmental characteristics of
Filipino learners through psychomotor
attributes.
4 METHODS
The study is a case study focusing on gathering data
cross-sectionally. It uses qualitative approach using
opportunistic sampling for survey, interview, and
observation. The research is composed of two (2)
phases; the First Phase focuses on mapping out the
attributes of the learners by year level which were
gathered from views of teachers, observation of
learners and interviews with parents and teachers.
About 150 teachers were asked about the attributes of
their learners in various subject areas. These views
were gathered through seminar workshops held in the
National Capital Region (NCR). On the other hand,
learners per year level were selected in the campuses
of a state university for teacher education and other
private schools in NCR. Six (6) cases per level were
chosen in the laboratory schools of a teacher
education university which are located in Manila,
Agusan, Cadiz and Isabela. Sampling was purposive
and stratified using certain criteria such as gender and
academic performance. Parents and teachers of the
cases were also interviewed to complete the process
of triangulation. Time-motion study was also used as
research technique to gather data about the routine of
learners. The Second Phase is the drawing of
developmental characteristics of the learners the
psychomotor dimensions. The responses were used as
developmental characteristics of the Filipino learners
in the different grade levels. Thematic and
componential analyses of the responses were
undertaken to consolidate and categorize responses
using the areas of development.
4.1 Physical Attributes and
Developmental Tasks of the
Learners
The dark green color signifies the motor development
phases that the selected Filipino learners have
undergone. The light green on the other hand affirms
the phase, stage and level they are in now based on
approximate age periods of development.
The students were observed in several setting;
during their PE classes, Family Day, Sports
Figure 3: Motor development characteristics of selected
Filipino learners.
Intramurals, SAYAWITAN and during their free
time (See Table 2). During physical education classes
they were observed in terms of basic movement skills,
manipulative skill, (K-grade3) simple low organized
The Filipino Learner - Physical Attributes
361

games, relays and races, basic sports skills (grade 4-
6), sports, dance, and recreational skills (Grade 7-10)
vis-à-vis Grade level competencies of the Department
of Education. On Family Day, the students were
observed on how they used the skills learned in the
PE classes as they participate in various fun games,
low organized games and sports competition prepared
for the said school activity. For Grade 9 and 10
students, observation continued until the culminating
activity which is the JS Prom and Turn-over
ceremony.
Based on observation, Kinder to Grade 3 students
participate in the fun games with their parents. The
activities are simple games using throwing and
catching skills, walking, running, jumping. Balance,
coordination of eye-hand; hands and feet, are
observed to be improving. As the Grade 4-6 students
compete in relays and races and kite-flying contest
with their parents, skills like running, skipping,
hopping and tagging are observed to have reached the
transition stage at novice level. They are beginning to
enjoy and getting interested in more vigorous
physical activities with family and friends.
During the Sports Intramurals, Grade 7-10
students participated in the volleyball, basketball
games, badminton and Table Tennis and Chess
games. They signed up and played in both team and
individual-dual games. Basic sports skills of boys and
girls are assessed to be ranging from novice to
intermediate level. As a requirement of the subject,
everyone is tasked to participate in any one event.
This requirement drives every student to practice in
their chosen sports thus developing the skills
necessary to participate or compete in the game.
In terms of body management, movement skills
and rhythmic skills, the kinder to grade 1 pupils have
learned the basic body movements using locomotor
and non-locomotor movements such as bending,
stretching, twisting, walking, running, jumping and
hopping. Activities like telling time and following
directions, action songs and singing games are
effective ways of learning the skills. Using
Gallahue’s framework, the fundamental movement
skills fall between elementary and mature stage at
intermediate and advanced level.
Grade 4 to 6 students are very much interested in
gymnastic skills as they are seen enjoying animal and
mechanical imitations, dancing using movements
seen on televisions, playing street games during
vacant periods such as habulan, piko, Chinese garter,
10-20, sipa, throwing and catching balls and the like.
Motor skills exhibited here falls on transition stage
and at novice level.
The grade 7-10 students were observed to have
developed their sports and dance skills at application
to lifelong utilization stage and from intermediate to
advance level based on Gallahue’s motor
development framework. This could be explained by
the massive participation of students in practice
games during their free time in preparation for the
intramurals. The challenges to play and participate in
any of the games have made them practice a lot in
order for them to be part of the competing team.
In terms of dance skills, the SAYAWITAN
activity has helped honed their rhythmical ability as
they create and perform their chosen dance forms.
The junior and senior students while preparing for the
JS Prom have spent hours of practice to execute the
standard waltz, waltz balance, waltz turn, star and all
the other steps combined to come up with a good
routine. They danced gracefully with their partner.
While in their best attire, it was observed that grade 9
and 10 students were conscious of their posture. They
all looked startling that night in Manila Hotel.
Looking into the fitness profile of Grade 7-10, the
Skill-related fitness test results show that in the
fitness components measured and tested, balance,
coordination, power, reaction time and speed fall on
50th-75th percentile which means average to above
average. Their fitness status have allowed them to
enjoy active participation in volleyball and basketball
games during the intramurals, the socialization and
dancing during the JS Prom and Turn-over
Ceremony.
The aforementioned description and analysis of the
motor development of the selected Filipino learners
show that students’ physical attributes observed
followed a definite pattern using Gallahue’s Motor
Development Model. Although the context of
activities is very Filipino such as family, games and
the like, the motor skills which are mastered activities
are within the level of skill proficiency. The level of
proficiency ranges from novice to advance depending
on the student’s genetic characteristics, exposure to
the task, the availability of materials and equipment,
the encouragement from people around and proper
instruction from the teacher and the provision for
conducive venue to name a few.
5 RESULTS AND DISCUSSION
This study presents the developmental tasks of the
Filipino learner from kindergarten to grade 10. These
tasks were analyzed using the observed behavior of
the learners as regards their motor development.
The matrix below can help analyze the motor
development of students from Grade1 to Grade 10 as
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362

observed and interviewed during their regular classes
at the Institute of Teaching and Learning. The
classroom observations are strengthened by interview
and motion log activity sheets answered by the
respondents.
6 CONCLUSION
The Filipino learners are found to have the universal
attributes of learners as regards the physical
dimensions. However, there are attributes which are
also very distinct as Filipinos since they were
nurtured in the social environment dominated by
Filipino culture.
The Filipino learners’ physical attributes are also
developmental; they start from simple physical
activities to more complex ones. Filipino children
love to play and they look at the tasks in physical
education as play or games. The physical attributes
are well developed through Filipino games and
dances. Overall, there are Filipino attributes that
match the description of western theorists. However,
there were cognitive, social, emotional, physical and
moral attributes which are uniquely Filipino. This is
possible since the learners operate in the Philippine
social context.
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