The Difficulties of Teaching Traditional Filipino Games Online

Abstract

This study examines the experience of elementary physical education (PE) teachers who teach traditional Filipino games online. The study, which is anchored on the Giorgi's descriptive phenomenology and the Community of Inquiry theory, examines how teachers conduct online classes, how interpersonal relationships and interactions occur, and how, in the process, student learning happens. The analysis of interview transcripts using Giorgi's phenomenological reduction helped shed light on the experiences of the 30 elementary PE teachers. Specifically, the study found that the trial-and-error method of teaching traditional Filipino games online still exists despite teachers' participation in several training activities. Additionally, teachers face several technological challenges due to the need for more technical support and services, despite several requests that they made to their administrators. Furthermore, the limited social interaction and space in online education, alongside their pedagogical and technical problems, hamper the quality of teaching, resulting in diluted enthusiasm, learning, and appreciation for traditional games among students. Thus, teaching traditional Filipino games online has pedagogical and technological issues that should be addressed. However, PE teachers' determination and initiative ensured that students continue with their online learning despite the various problems faced. PE teachers self-studied, self-financed, and harnessed their networks, especially in learning the foundations of technology for online teaching and resolving technical issues. Therefore, more initiatives to help them acquire up-to-date and relevant knowledge, skills, and tools for teaching skill-based topics are necessary to succeed in online education.