A proposed enhanced resistance training program for the Special Program in Sports (SPS) Students

This study assessed the existing resistance training practices of Special Program in Sports (SPS) students at Basud National High School to develop an Enhanced Resistance Training Program for Grade 11 students. It evaluated the implementation level of training variables—including exercise selection, frequency, intensity, volume, rest intervals, progression, recovery, equipment, and individual factors—and analyzed perception differences between students and teachers.
The study was anchored on the Motor Learning Theory, Constructivist Learning Theory, Experiential Learning Theory, and the researcher’s Learner-Centered and Contextualized Resistance Training Theory. These frameworks emphasize guided practice, experiential learning, proper skill execution, and learner-centered materials.
Findings revealed that the overall implementation of existing practices was "High" (WM = 3.44). Training progression ranked highest (WM = 3.49), followed by recovery (WM = 3.47) and frequency (WM = 3.46). Individual factors scored lowest (WM = 3.40), highlighting a need for greater personalization based on student needs and physical conditions.
Consequently, the study concluded that while practices are generally well-implemented, areas like individualized programming, fatigue monitoring, progression, and equipment availability require enhancement. To address these gaps, an Enhanced Resistance Training Program was proposed to improve safety, participation, and performance.
The study recommends continuous improvement through individualized training plans, clearer objective communication, better recovery monitoring, and structured, learner-friendly materials. School administrators, Physical Education teachers, and curriculum developers are encouraged to adopt the proposed program to foster safer, scientifically guided training.