Pedagogical Knowledge in teaching grade 7 physical education and health in the revised K to 12 curriculum

This study assessed the pedagogical knowledge and teaching practices of Grade 7 MAPEH teachers, with particular focus on the Physical Education and Health components of the Revised K to 12 Curriculum in selected secondary schools in the Division of Albay, during the first quarter of School Year 2024–2025. The study aimed to determine teachers’ pedagogical knowledge as a basis for developing instructional materials aligned with curriculum standards and learner needs. Specifically, it examined the respondents’ profile in terms of age, sex, educational attainment, and length of service; assessed their pedagogical knowledge across constructivist, collaborative, reflective, integrative, and inquiry-based approaches; identified the constraints encountered in applying these strategies; determined the relationship between teachers’ profile and pedagogical knowledge; developed pedagogical innovations; and evaluated the acceptability of the proposed innovation.
The study employed descriptive-correlational research design and purposive sampling. Findings revealed that most respondents were female, aged 30–39, graduates of Bachelor of Secondary Education major in MAPEH, and had 11–15 years of teaching experience. Teachers demonstrated strong pedagogical knowledge overall, with the collaborative approach obtaining the highest rating, while inquiry-based teaching received the lowest score, indicating an area for further improvement. Results also showed no significant relationship between demographic profile and pedagogical knowledge, suggesting consistency in teachers’ expertise regardless of age, sex, educational attainment, or years of service. Based on the findings, Grade 7 MAPEH 4th quarter lesson exemplars were developed, integrating constructivist, collaborative, reflective, integrative, and inquiry-based strategies aligned with curriculum competencies.