Explicit instruction in fitness exercise for PATHFit II (physical activities towards health and fitness)

Explicit instruction is a purposeful way of overtly teaching students. Explicit in this case, means a clear-cut and finite method of teaching that includes both teaching and delivery procedures. Using this learning, the students perform the skills of the different fitness exercises through practical demonstration with clear and specific instruction. The teachers would tell the students using direct instructions to demonstrate the skills, respectively. Thus, this research determined the efficacy of explicit instruction in fitness exercises for pathfit II at Biliran Province State University – Main, Naval, Biliran during the academic year 2021 – 2022, as basis for enhancement activities. The study used a quasi-experimental research design and had one hundred (100) respondents involved in the survey. Findings revealed the skills performance of the students was excellent after using explicit instruction in fitness exercises as to; muscular strength – push up, muscular endurance - planking, flexibility – sit and reach, and cardiovascular endurance – 3-step test. In other words, there was a significant difference between how well students performed their skills before and after using explicit instruction in fitness exercises. In essence, this paper recommends adopting explicit instruction in teaching fitness exercise to enhance students’ skill performance in terms of muscular strength, muscular endurance, flexibility, and cardiovascular endurance to ensure that the students can adhere to the proper method of exercise to successfully complete the tasks.


Introduction
Explicit instruction is a purposeful way of overtly teaching students.Explicit in this case, means a clear-cut and finite method of teaching that includes both teaching and delivery procedures.Torgesen (2004) described explicit instruction as "instruction that does not leave anything to chance and does not make assumptions about skills and knowledge that students will acquire on their own".Using this learning, the students perform the skills through practical demonstration with clear and specific instruction.The teachers would tell the students using direct instructions to demonstrate the skills, respectively.
For instance, in teaching fitness exercises, these are muscular strength, muscular endurance, flexibility, and cardiovascular endurance.These health-related components of fitness exercises help build strong, healthier muscle and bones.This is very important to maintain good posture and relieve back pain from working longer periods.Activities that lengthen and stretch muscles can help you prevent injuries, back pain, and balance problems.In fact, regular fitness exercises will strengthen the immune system and contributes to a healthy body which is one of the main issues of the public today.
This issue is clearly stated in the 1987 Philippine Constitution of Article XIV section 19, "The state shall promote physical education and encourage sports programs, leagues, competitions and amateur sports including training for international competitions, to foster self-discipline and alert citizenry" (Tagare & Villaluz, 2021).
The provision tells us that the institution has a great responsibility to address the need to make Filipino people physically fit through regular fitness exercises.It means that the schools will facilitate the learning of the students by applying a wide range of teaching physical fitness and delivery mode so that program outcomes will be achieved as stipulated in the Philippine Standards Guidelines for Bachelor of Physical Education (CMO, 2017).
To facilitate students' learning, the teacher needs to adopt something new strategy, based on learners' ability to internalize the skills.This strategy is being used to allow students to practice and make it easy to achieve the skills quickly.The model can be applied to other tasks, especially when it is a complex.It means that teachers will provide daily reviews of previously learned knowledge and skills on fitness exercises so that they become automatically respond to the task given to them.
In accordance with CMO No. 39 (2021) stated that Physical Activities Towards Health & Fitness (PATHFit) is a tertiary PE course where students actively seek physical activity (PA) opportunities out of habit.In order to make this habit, students will achieve consistency in their execution of movements and exercise techniques, make each movement challenging through progression, and achieve their fitness and PA goals.In this course, students will undertake exercise programs, to experience how fundamental movement patterns progress or become more challenging through time-under-tension or tempo, external loading, an increase in exercise complexity.In conjunction with PA, exercise, and movement concepts, students will also set and assess their personal fitness and PA goals, as well as become familiar with the basic principles of healthy eating.
Archer & Hughes (2010) emphasized that explicit instruction has been shown to promote great achievements for all students when it comes to performance-based activities, and it was proven by Marin & Halpern (2011) that explicit instruction provides robust evidence as an effective method in teaching practical training and enhance students' critical thinking skills.For instance, fitness exercises which will be performed through practical demonstration for both learners and teacher.It means that the teacher is necessary to plan the fitness exercises activities to reach the targets of becoming physically fit and well.
As stipulated in DepEd Order No. 32, series 2019 emphasized that Physical fitness is crucial for well-being and active life.The actual progress of an individual should be prioritized in terms of the physical, mental, emotional, social aspects and health through a comprehensive physical fitness program and assessment.The learners can only perform at the height of their performance when they are healthy and robust.Thus, the learners need to actively engage in lifelong regular physical activities for their overall health improvement and quality of life.
However, this target can be done if the objective is clearly defined what you want to achieve and by when the target is to be accomplished.For example, if the students focus on muscle enhancement, then they need a completely different activity from those who want to lose weight.Based on this observation, the researcher studies explicit instruction in teaching fitness exercises a basis for skills enhancement activity.The present study contributes to the sustainable development goal under the education sector.It aims to ensure that all learners acquire the skills in fitness exercises are promoting lifelong learning and achieve the outcomes.The outcomes begin with how it is being implemented using instruction and empower teachers to help foster the creativity of learning, respectively.

Research Design
The study uses survey approach of research for the quasi-experimental method.It utilizes this approach to apply and describe various variables.The students will be assessed using a 4-point rubric to determine the skills performance of the students before and after using explicit instruction in teaching fitness exercises to management and entrepreneurship students, specifically: muscular strength-push up; muscular endurance-planking, flexibility-sit & reach, and cardiovascular endurance-3-minute step test.

Flow of the Study
The study utilizes the input, process, and output shown in figure 2. Input includes the skills performance before and after using explicit in teaching fitness exercises.The process involves sending transmittal letters, rubrics formulation and application, gathering of data, tabulation and presentation, and statistical treatment of data using weighted mean, standard deviation and descriptive correlation analysis.Findings of the study will be used as basis for skills enhancement activities in teaching fitness exercises, and it will serve as an output of the study.

Environment
Biliran Province State University (BiPSU) is the only university producing higher quality education in the province wherein one of the schools is the School of Management and Entrepreneurship (SME).The School of Management and Entrepreneurship is composed of twenty-seven (27) regular faculty, six (6) contract of service, and seventeen (17) part-timers.Most of the teachers are master's degree holders teaching in different courses from various fields of specialization.Usually, they are competent because before accepting them to the University, teachers undergo the scrutiny of their documents submitted pass the examinations, and interviews as well.The Hiring Selection Committee under Human Resource Management Office (HRMO) strictly follows the Institutional Quality Management System (IQMS) of the University.The criteria for hiring new applicants are based on the standard policy of the University, Civil Service Commission and other Statutory and Regulatory Bodies.

Respondents
The respondents of this research focus on Bachelor of Science in Tourism Management (BSTM) students currently enrolled at the School of Management and Entrepreneurship of Biliran Province State University -Main, Naval, Biliran from School Year 2021 -2022.  1 presents the distribution of the respondents.The respondents are randomly selected and distributed to males and females from the different sections.There are one hundred (100) overall respondents involved in this study.

Instrument
The study uses rubric variables that are quantifiable, and it is usually suitable, according to Timmerman et al. (2011) to apply a scoring guide tool with a consistent set of criteria to measure the skills performance of the students in explicit instruction.Thus, the researcher is using a rubric in gathering the data.It contains a 4-point rating scale, wherein four is the highest and one is the lowest, respectively.The first column of the rubric is the skills such as muscular strength, muscular endurance, flexibility, and cardiovascular endurance.The researcher is using it to measure the efficacy of explicit instruction in teaching fitness exercises.

Data Gathering Procedure
The letter request was sent to the Dean of School of Management, for permission to conduct the study.The researcher is personally conducting a practical assessment to measure the skills performance of the students using a 4-point rubric to assess the scores.A modified questionnaire is utilized to determine the efficiency of explicit instruction in teaching fitness exercises.The Skills Enhancement Activities (SEA) was created as a planning guide to generate the skills of the students in fitness exercises.

Statistical Treatment of the Data
The data was retrieved and encoded in MS Excel for statistical analysis.The gathered data would be treated according to the specific sub-problem presented.The researcher will be utilizing the following tools: The Frequency, Weighted Mean, and Percentage were used to determine the skills performance of the students before and after using explicit instruction in Fitness Exercises, muscular strength, muscular endurance, flexibility, and cardiovascular endurance.The mean and standard deviation were used to determine the significant difference in skills performance before and after using explicit instruction in fitness exercises for PATHFit II for management and entrepreneurship students.

Gender
Male Female The data are categorized according to the specific sub-problems.The following are adopted: The skills performance of the students before and after using explicit instruction was categorized as follows: The students properly executed and met the Healthy Fitness Zone (HFZ) by completing 25 repetitions or more push-ups, observing the following: a respondent achieves a 90-degree bend in the elbows with the upper arms parallel to the floor with each repetition and maintained proper body position, keeping a straight line from the head to toes with arms fully extended on all push-ups.
3 Good The students able to perform 16 -24 repetitions of a push-up observing the following: a respondent achieves a 90-degree bend in the elbow and fully extends their arms on nearly all repetitions.
2 Fair The students able to perform 8 -15 repetitions of a push-up observing the following: a respondent nearly achieve a 90-degree bend in the elbows and does not fully extend their arms on any repetitions.

Poor
The students able to perform 0 -7 repetitions of a push-up observing the following: a respondent does not achieve a 90-degree bend in the elbow and does not fully extend their arms on any repetition.The students properly executed and met the HFZ by completing 1 minute & 30 seconds or more plank observing the following: a respondent performs the techniques of the plank very well; posture from head to toe, straight/ aligned, feet together, abs up, hands under shoulders, no adjusting, strong and focused.

Good
The students able to perform 1 minute of a plank observing the following: a respondent performs the techniques of the plank well; posture from head to toe, straight/ aligned, feet together, abs up, hands under shoulders, no adjusting, strong and focused with only few errors in form.

Fair
The students able to perform 30 seconds of a plank observing the following: a respondent slightly performs the techniques of plank; posture from head to toe, straight/ aligned, feet together, abs up, hands under shoulders, no adjusting, strong and focused with more errors in form.

Poor
The students able to perform 15 seconds of a plank observing the following: a respondent does not perform the correct technique but does attempt.Several areas of weakness, constant adjusting and not holding form.The students properly executed sit and reach and met the HFZ by completing 31cm-40cm or more of a measurement and by observing the following: respondent's flexibility is within an optimal healthy range where bend performs at waist and knees always touch the floor.
3 Good The students able to perform sit and reach with a measurement of 21cm-30cm and by observing the following: respondent's flexibility is within a healthy range where bend slightly performs at waist and knees slightly touch the floor.

Fair
The students able to perform sit and reach with a measurement of 11cm-20cm and by observing the following: respondent's flexibility is average where bend does not perform at waist and knees sometimes touch the floor.

Poor
The students able to perform sit and reach with a measurement of 0-10cm and by observing the following: a respondent's flexibility is at low level and needs improvement.The students properly executed and met the HFZ by completing 3 minutes or more of a step test observing the following: respondent's endurance is within an optimal healthy range.

Good
The students able to perform 2 minutes & 30 seconds of a step test observing the following: respondent's endurance is within a healthy range.

Fair
The students able to perform 1 minutes & 30 seconds of a step test observing the following: respondent's endurance is average.

Poor
The students able to perform 1 minute of a step test observing the following: respondent's endurance is at low level and needs improvement.

Results and Discussion
This chapter presented, analyzed, and interpreted the explicit instruction in teaching fitness exercises to management and entrepreneurship students; skills performance of the students before and after utilizing explicit instruction in teaching fitness exercises: muscular strength, muscular endurance, flexibility, cardiovascular endurance, and the significant difference of variables.

Skills Performance of The Students Before Utilizing Explicit Instruction
This section presents the skills performance of the students before utilizing explicit instruction in fitness exercises: Muscular Strength, Muscular Endurance, Flexibility, and Cardiovascular Endurance.

Muscular Strength
Table 6 presents the skills performance of the students before utilizing explicit instruction in fitness exercises in muscular strength.As shown in Table 6, out of one hundred (100) respondents in explicit instruction utilizing muscular strength, 12 or 12% got very good, 31 or 31% obtained good, 38 or 38% fair, and 19 or 19% evaluated poor.It means that majority of the skills performance of the students on muscular strength before utilizing explicit instruction was fair, with a mean of 2.36.This implies that the students perform 0 -7 repetitions of a push-up and observe that the students do not achieve a 90-degree bend in the elbow and as well as does not fully extend their arms on any repetition.

Muscular Endurance
Table 7 presents the skills performance of the students before utilizing explicit instruction in teaching fitness exercises in muscular endurance.As reflected in table 7, out of one hundred (100) respondents in explicit instruction utilizing muscular endurance -planking, 18 or 18% got very good, 42 or 42% earned good, 28 or 28% obtained fair, and 12 or 12% evaluated poorly.It means that majority of the skills performance of the students in muscular endurance -planking before utilizing explicit instruction was good with a mean of 2.67.This result implies that the students perform 1 minute of a plank observing the following such as respondent performs the techniques of the plank well; posture from head to toe, straight/ aligned, feet together, abs up, hands under shoulders, no adjusting, intense and focused with only a few errors in the form.

Flexibility
Table 8 presents the skills performance of the students before utilizing explicit instruction in teaching fitness exercises in flexibility.100) respondents in explicit instruction utilizing flexibility -sit and reach, 14 or 14% got very good, 35 or 35% earned good, 29 or 29% obtained good, and 22 or 22% evaluated poorly.It means that majority of the skills performance of the students in flexibility -sit and reach before utilizing explicit instruction was good with a mean of 2.41.This result implies that the students perform well on sit and reach with a measurement of 11cm-20cm and by observing the following: respondent's flexibility is average where bend does not perform at waist and knees sometimes touch the floor.

Cardiovascular Endurance
Table 9 presents the skills performance of the students before utilizing explicit instruction in teaching fitness exercises in cardiovascular endurance.As mentioned in table 5, out of one hundred (100) respondents in explicit instruction utilizing cardiovascular endurance, 11 or 11% got very good, 31 or 31% earned good, 42 or 42% obtained good, and 16 or 16% evaluated poorly.It means that majority of the skills performance of the students in cardiovascular endurance before utilizing explicit instruction was poor with a mean of 2.37.This result implies that the students perform 1 minute of a step test observing the following: respondent's endurance is at low level and needs improvement.

Skills Performance of The Students After Utilizing Explicit Instruction
This section presents the skills performance of the students after utilizing explicit instruction in teaching fitness exercises: Muscular Strength, Muscular Endurance, Flexibility, and Cardiovascular Endurance.

Muscular Strength
Table 10 presents the skills performance of the students after utilizing explicit instruction in teaching fitness exercises in muscular strength.As shown in Table 10, out of one hundred (100) respondents in explicit instruction utilizing muscular strength -push up, 51 or 51% got very good, 39 or 39% obtained good, 10 or 10% fair, and without poor evaluated.
It means that majority of the skills performance of the students on muscular strength -push up before utilizing explicit instruction was very good with a mean of 3.38.This implies that the students are properly executed and met the Healthy Fitness Zone (HFZ) by completing 25 repetitions or more pushup and observing the students achieves a 90-degree bend in the elbows with the upper arm parallel to the floor with each repetition and maintained proper body position, keeping a straight line from the head to toes with arms fully extended on all push-ups.
The utilization of push-up exercise without kinematics adjustment on in rehabilitation should be considered cautiously.In addition, trainers and physical therapists should be aware of AC and GH joints kinematics when prescribing and monitoring exercise progression.Therefore, we suggest both trainers and physical Contents lists available at therapists consider the kinematics variables before the prescriptions of push-up.Our results will provide further knowledge for trainers and physical therapists in prescribing rehabilitation exercises for the upper body, especially closed chain exercises for hand locations (Golfeshan et al., 2020).

Muscular Endurance
Table 11 presents the skills performance of the students after utilizing explicit instruction in teaching fitness exercises in muscular endurance -planking.As reflected in table 11, out of one hundred (100) respondents in explicit instruction utilizing muscular endurance -planking, 57 or 57% got very good, 43 or 43% earned good, and without fairly & poorly evaluated.It means that majority of the skills performance of the students in muscular endurance -planking before utilizing explicit instruction was very good with a mean of 3.57.This result implies that the students are properly executed and met the HFZ by completing 1 minute & 30 seconds or more plank observing the following: a respondent performs the techniques of the plank very well; posture from head to toe, straight/ aligned, feet together, abs up, hands under shoulders, no adjusting, strong and focused.

Flexibility
Table 12 presents the skills performance of the students after utilizing explicit instruction in teaching fitness exercises in flexibility.As stated in table 12, out of one hundred (100) respondents in explicit instruction utilizing flexibility -sit and reach, 33 or 33% got very good, 47 or 47% earned good, 13 or 13% obtained good, and 7 or 7% evaluated poor.It means that majority of the skills performance of the students in flexibility -sit and reach before utilizing explicit instruction was good with a mean of 3.06.This result implies that the students are able to perform sit and reach with a measurement of 21cm-30cm and by observing the following: respondent's flexibility is within a healthy range where bend slightly performs at waist and knees slightly touch the floor.

Cardiovascular Endurance
Table 13 presents the skills performance of the students after utilizing explicit instruction in teaching fitness exercises in cardiovascular endurance -3-minute step test.As mentioned in table 13, out of one hundred (100) respondents' in explicit instruction utilizing cardiovascular endurance, 67 or 67% got very good, 32 or 32% earned good, 1 or 1% obtained good, and without evaluated poor.It means that majority of the skills performance of the students in cardiovascular endurance after utilizing explicit instruction was very good with a mean of 3.66.This result implies that the students are properly executed and met the HFZ by completing 3 minutes or more of a step test observing the following: respondent's endurance is within an optimal healthy range.

Significant Difference Between the Skills Performance Before and After Using Explicit Instruction in Fitness Exercises
Table 14 summarizes the test results significant difference between the skills performance before and after utilizing explicit instruction in teaching fitness exercises.The p-value of <0.001 was lesser at 0.05 level of significance.This led to the rejection of the null hypothesis.Hence, there is a significant difference between the skills performance before and after using explicit instruction in fitness exercises.Meaning there was a higher positive difference between paired values.Therefore, using explicit instruction has a higher positive impact on the skill performance of the students.

Discussion
Explicit instruction is a systematic method of teaching specifically in teaching fitness exercises.This method provides step-by-step, checking for understanding and achieving active participation in relation to learning the skills (Rosenshine,1987) and most of the teacher used this method specifically in fitness exercises because it provides direct instruction to the students on what they need to do during practical activity.Meaning the students has frequent opportunities to respond with an independent practice of the skills.This implies that explicit instruction has positive impact in teaching fitness exercises to the students.Explicit instruction is systematic, direct engaging, and success oriented-and has been shown to promote achievement for all students.This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level of content area (Archer & Hughes, 2010).
The effectiveness of explicit instruction is supported by the existence of a large volume of convergent research, conducted over almost five decades, and emanating from a variety of disciplines and theories.There have been numerous descriptive literature reviews, syntheses, and meta-analyses published in peer-reviewed journals that identify effective instructional approaches used with students with learning difficulties across a variety of content areas.These reviews all identified explicit instruction as effective for teaching students with learning difficulties in the skills in teaching fitness exercises (e.g., Archer & Hughes, 2010;Hulstijn & De Graaff, 1994;Ellis, 1993;DeKeyser, 2007).
In adapting the explicit instruction, teachers should provide a clear and specific objective to their lessons specifically in teaching of the skills in fitness exercises.The broader topics in fitness exercises will break the information into specific lessons so that the students are able to internalize the skills.The teachers demonstrate the skills with clear explanations using the explicit process in learning fitness exercise skills.
Based on the results, majority of the fitness exercises in muscular strength, muscular endurance, flexibility, and cardiovascular endurance were obtained very good meaning explicit instruction has positive impact in teaching fitness exercises to the students and has frequent opportunities to respond with an independent practice of the skills.
Therefore, explicit instruction model provides the students an opportunity to practice the skills to improve their muscular strength; muscular endurance; flexibility; and cardiovascular endurance.This model also empowers to the students to take more responsibility for their own learning and supports the move to a greater student engagement in learning the skills.

Conslusions
Based on the gathered data, the following findings have shown that the skills performance of the students before using the explicit instructions in teaching fitness exercises along; muscle strength, muscle endurance, flexibility, and cardiovascular endurance were poor.Then, the performance of the students after using the explicit instructions on the skills obtained very good.
Based on the findings of the study, explicit instruction is very efficient in teaching fitness exercises.Therefore, the explicit instruction in teaching fitness exercises is an effective method or strategy for improving student performance and is used to ensure their full participation so that students become more skillful and competent.
Based on the conclusion, it is recommended to adopt the explicit instruction in teaching fitness exercises to improve the skills performance of the students in muscular strength, muscular endurance, flexibility, and cardiovascular endurance.
The school has two (2) programs and recently received the Certificate of Program Compliance (COPC) both programs: Bachelor of Science in Tourism Management (BSTM) and Bachelor of Science in Hospitality and Restaurant Management (BSHRM).The School of Management and Entrepreneurship has state-of-the-art facilities, and ISO Certified 9001: 2015.It is also accredited by various agencies such as the Commission on Higher Education (CHED), Technical Skills and Development Authority (TESDA), Det Norski Veritas (DNV), and Accrediting Association of Colleges and University of the Philippines (AACUP).

Table 1 .
Distribution of the Respondents Figure 1.Distribution of the Respondents Table

Table 6 .
Skills Performance of the Students Before Utilizing Explicit Instruction in Fitness Exercises in

Table 7 .
Skills Performance of the Students Before Utilizing Explicit Instruction in Fitness Exercises in

Table 8 .
Skills Performance of the Students Before Utilizing Explicit Instruction in Fitness Exercises in

Table 9 .
Skills Performance of the Students before Utilizing Explicit Instruction in Fitness Exercises in

Table 10 .
Skills Performance of the Students After Utilizing Explicit Instruction in Fitness Exercises in

Table 11 .
Skills Performance of the Students After Utilizing Explicit Instruction in Fitness Exercises in

Table 12 .
Skills Performance of the Students After Utilizing Explicit Instruction in Fitness Exercises in

Table 13 .
Skills Performance of the Students After Utilizing Explicit Instruction in Fitness Exercises in

Table 14 .
Significant Difference Between the Skills Performance of the Students Before and After Utilizing Explicit Instruction in Teaching Fitness Exercises