PHILIPPINE SCHOOL OF SPORTS:

INTEGRATED INCLUSIVE SPORTS AND ACADEMIC EDUCATION

A Thesis
Presented to
The College of Architecture
University of Santo Tomas
Manila, Philippines

In Partial Fulfilment
of the Requirements for the Degree of
BACHELOR OF SCIENCE IN ARCHITECTURE

By
MARION JEUSS C. GARCIA
May 2019
 “Show me a people composed of vigorous, sturdy individuals, of men and women

healthy in mind and body, courteous, industrious, self-reliant, purposeful in thought as well as in action,

imbued with sound patriotism and profound sense of righteousness, with high social ideals and a strong

moral fiber, and I will show you a great nation, a nation that will not submerged, a nation that will

emerge victorious from the trials and bitter strife of distracted world, a nation that will live forever,

sharing the common task or advancing the welfare and promoting the happiness of mankind.”

Manuel L. Quezon: 1936 (Commonwealth Presid

Chapter I INTRODUCTION

1.1 Background and Nature of the Project

Education is a dynamic social force that is crucial in the development of a nation. The

Filipino people have deep concern for education as it plays an important role in the political,

economic, social and cultural aspects in the Philippines. It has undergone several stages of

development and reforms from the pre-Spanish time to the present (La Consolacion College,

2012). However, recent studies have shown that the education system in the Philippines is still

ineffective even up to this day.

As cited by PBEd executive director Love Basillote, “Filipino kids are falling behind,

they are not learning.”. A lot of emphasis and focus is being put on problems such as funding,

affordability and access to education. However, the physical and holistic welfare of the students is

often addressed to be a key problem in the issue of academic failure. Current reforms are focused

more on access rather than quality. “Too much emphasis on access detached from quality has led

to our children not learning enough” says PBEd chairperson Ramon Del Rosario. This decline in

the quality of education can be seen in the students ‘poor results in both national and international

tests, low passing grades, poor participation rates and high dropout rates in both public and private

elementary and secondary levels.

The results in the 2008 Functional Literacy, Education and Mass Media Survey

(FLEMMS) showed that the number one reason of dropout youths is the lack of personal interest,

with 35.0% of the results. This surpasses cost of education which places second at 18.7% as a

major factor for not going to school. In another survey conducted by Thomas Watson, the students

felt the need for more improvement in the education curriculum rather than the issue of funding.
DepEd undersecretary Nepomuceno Malaluan also stressed that accessibility of education was not

mainly the major reason for dropping out among students, but loss of interest. These results and

data show that aside from affordability and access to education, quality and interest is a much more

urgent matter according to students when it comes to addressing the issues of academic failure.

With this information, we learn that student interest is essential to academic success.

Interest is a powerful motivational process that energizes learning and guides academic and career

paths (Harackwiewicz, J.M. et. al., 2018). When students are interested in an academic topic, they

are more likely to attend their classes, have longer attention spans, become engaged, take more

courses, as well as process information effectively and ultimately perform well (Hidi &

Harackiewicz, 2000). Interest is, therefore, a psychological, mental and emotional state as well as

an enduring predisposition to reengage with a particular object or topic over time (Hidi &

Renninger, 2006).

Academic failure can therefore be traced back to the individual’s state of mind. Mental

health is an academic risk factor especially during the phase of adolescence. Students who have

interest in their course of education leads them to a better mental state. This results to excellence

in their academics and later on to adulthood. What appears merely to be an aspect of adolescent

experience actually has far-reaching social consequences. Academic failure can therefore have

implications for larger social problems, thus requiring further attention.

The school environment is a major factor which contributes crucially on this subject. The

school is the social institution that is most directly associated to the physical, mental and emotional

development of adolescents. Aside from family and peer risks which can contribute to academic

struggles of students, the school system and environment is more amenable to change compared

to other institutions and should be reconstructed to meet the varying needs of times and interests
of its clientele. School and school systems are being challenged to develop new quality educational

paradigms (de Guzman, 2003) in order to cater to the interests and welfare of the students.

In mind of the interests of Filipino students, the Philippines ‘passion for sports is

immense. Whether as an athlete or just mere spectators, Filipinos crave for sports entertainment

and achievements. Physical Education also proved to have great benefits to students in their

academics. Studies show that Sports and Education work well together. Sports can teach values

such as discipline, perseverance, equality, teambulding, and respect. It stimulates critical learning

and a healthy mental and physical state. Research shows that schools which offer more sports

produce higher test scores and graduation rates.

However, the passion and talent that the Filipinos have for sports are not being utilized.

Not since Fidel V. Ramos has there been a president that given much attention on sports. It was

during his term that Philippines last won an Olympic medal. The government gives little priority

to the welfare and recognition of athletes and their capabilities and the quality of sports facilities.

Compared to other countries, the Philippines is evidently falling behind, and this has shown in the

results of international sports competitions. Fewer youth are showing interest in athletics as an

academic track. Figures obtained from DepEd showed that only 0.17% or 2,145 senior high school

students enlisted in sports academics.

Despite their interest in the field of sports, Filipino students choose to not pursue their

passion and talents for it as it is given very little recognition and importance as a career path. It is

believed that a career path in the field of sports will bring one nowhere compared to a career in

science and math strands. As such, students enter an academic track that is not within his/her

interest, resulting in poor academic results along the way. The utilization of talents, passion and

capabilities of Filipino youth in the field of sports is declining.

 The desirable benefits that sports can bring to the students’ academic development, and

also to the economic, political, social and cultural development of the Philippines as a whole, are

not being put into best use.

1.2 Statement of the Problem

The current condition of the school environment in the Philippines does not promote the

existing interest and passion that Filipino students have for sports. The lack of quality sports

facilities further discourages students from pursuing a career path in the field of sports despite their

interest for it.

Due to these problems, the talents and passion that Filipino students have in sports are

not utilized for the enhancement of their academic experience and capabilities. They are not able

to harvest the possible life-long values that sports could contribute to their holistic development.

At the same time, the national development and global recognition and competence of the

Philippines in the field of sports declines.

1.3 Project Goal, Objectives and Strategies

1. The proposed Philippine Sports School aims to provide elite training and education that

focuses on sports, academics and student development.

2. The proposed Philippine Sports School aims to provide an Integrated Inclusive Sports

and Academic Education Programme aimed to develop student-athletes optimally

based on long-term athlete development principles, while acknowledging their

academic aspirations and instilling values for character development.

 3. The proposed Philippine Sports School aims to provide good quality sports facilities

for student-athletes of all abilities, promoting participation in sports, even for the

marginalized social classes, such as the PWDs, and enabling them to gain social

recognition and self-esteem.

4. The proposed Philippine Sports School aims to produce future world-champions in the

field of sports, who will one day bring pride and international recognition for the

country.

5. The project aims to educate Filipinos the significance of sports and its major role in the

overall development of the country.

1.4 Significance of the Project

The proposed development of the Philippine Sports school shall be beneficial to the

following:

a. User

The student-athletes who will be using the facility will have access to world-class

sports training equipment and facilities that will equip them with the skills they need

to excel in both national and international sports competitions. With the Integrated

Inclusive Sports and Academic Education Programme, they will be exposed to an

alternative learning curriculum that puts their passion in sports first, and then use this

interest to help them build a strong physical and mental health which will lead them

to successful academic and career paths. Through Sports Education, the students in

the Philippine Sports School will also be instilled with values such as perseverance,

respect, confidence, team building, equality and discipline, which will strengthen their
 character even up to adulthood. Encouraging participation in sports also promotes

social inclusion for the marginalized social class such as the PWDs, bringing about

recognition of their capabilities and gaining self-esteem and autonomy.

b. Community

The facility shall increase awareness and significance to the importance of Sports in

the overall development of the country. The Philippine Sports school shall solve the

problem of academic failure of students at the adolescent stage through the integrated

and alternative learning curriculum which puts their interest at a priority. By doing

so, larger social problems such as dropout rates, incompetency and unemployment

shall be solved. Promoting sports will also help the community by lessening the

growing number of youths being involved in the use of illegal drugs and commitment

of crimes. The Sports School shall mold future world-champions in the field of sports,

which will bring pride and global recognition to the Philippines and develop

patriotism among the Filipinos.

c. Field of Architecture

The Philippine Sports School shall suffice for the inadequacy of good quality sports

equipment and facilities in the country. Moreover, the introduction of accessible and

flexible sports facilities for both fully-abled and disabled student-athletes shall be a

design innovation that will benefit the field of architecture.

 d. Education Sector

The Education Sector shall also benefit from this project as it introduces an alternative

learning programme which is different from the current traditional curriculum. The

Integrated Inclusive Sports and Academic Education programme shall equip students

with life-long values, physical and mental strength, and the skills they need to bring

out their fullest potential, leading them to successful academic and career paths.

1.5 Scope and Limitations

The project focuses on the major role of the school system and its environment on the

overall development of students and how integrating sports in the education curriculum will

contribute to the development of the education standards in the Philippines.

The proposal will cover the necessary facilities of a Sports School. The types of sports

academy programmes shall be limited to the following: Olympic Sports such Badminton,

Bowling, Fencing, Football, Aquatics, Table Tennis, Archery, Athletics, Cycling and Track &

Field. Other Sports include Basketball, Volleyball, Baseball, Softball, Boxing and Wrestling.

Traditional Sports include Arnis, Sikaran, Dumog and Sipa. Adapted sports for the disabled

include Athletics, Football, Wheelchair Fencing, Wheelchair Basketball, Sitting Volleyball,

Wheelchair Tennis, Aquatics, Cycling, Archery and Bowling.

Innovations will mostly revolve around flexible and accessible sports equipment and

facilities for student-athletes of all abilities and energy efficient technology.

 The project is limited to architectural design. Design innovation in sports facilities,

architectural space planning, architectural interiors, site development planning, architectural and

structural conceptualization are included.

List of Government Bodies

• Philippine Olympic Committee (POC) – A private, non-government related body that is

recognized by the International Olympic Committee.

• Philippine Sports Commission (PSC) – The funding arm for development of amateur

sports in the Philippines.

• National Sports Association (NSA) – The coordinating body of all amateur sports in

charge or policy making and development programs and institutions.

• National Paralympic Committees (NPC) – Receive financial support for the training &

development of Paralympic teams and athletes.

• National Paralympic Committee of the Philippines (NPCP) - The national sports

association for Filipino Athletes with impairments who oversee and manages all activities

related to sports and physical activities of Filipinos with disabilities.

1.6 Definition of Terms

• Academics – Associated with a school especially of higher learning wherein it related to

performance such as academic excellence and achievements.

• Accessible Sports Facilities – Sports facilities that have adjusted to meet the interests

needs of athletes with disabilities.

• Adapted Sports – Also known as parasports which are played by athletes with

disabilities, some requiring different materials for their aid.

 • Alternative Learning – A substitute made for the youth who have not discovered their

full potential and one that is more inclined in practical options than the formal education.

• Education – A gradual process of acquiring knowledge through learning and instruction.

• Gymnasium - An athletic facility that provides for several sports performances and

trainings.

• Holistic Development - A practical way used in alternative learning system where

physical, social, emotional, and mind of a child is taken care of.

• Inclusive Sports – Sports that are lined to cater the needs and interest of athletes of all

abilities, promoting inclusion in play.

• Social Inclusion – A process of having the individuals and groups to join in the society

to improve their ability and opportunities especially of those disadvantaged.

• Sports Education – A curriculum designed for delivery in physical education, integrated

with academics and character development.

• Sports School – An academy that specialized in physical culture and sports education.

• Student-Athletes – They are learners who not only focuses on academic, but also are

part of the school’s varsities and play in several competitions.

• Values Education – Includes methods and programmes that are used to create and

provide learning experiences with moral values to learners.

Chapter II REVIEW OF RELATED LITERATURE

Academic Failure
 Education in the Philippines is one of the pillars of development and a primary

avenue for social and economic mobility. It is a dynamic, time-tested social force (de Guzman,

2013) that has undergone several stages of changes and reforms from the pre-Spanish times to

the present. Despite the efforts to provide access to education to Filipinos, the quality of

education in the Philippines is still lacking compared to that of other countries. Many Filipinos

are still unsatisfied with the quality of education in the Philippines and this issue of Academic

Failure in the Philippines has led to bigger social problems.

So we come to the question, what is really causing the Academic Failure in the

Philippines? Many would argue that the major problems in Philippine education is access, budget

and affordability. However, according to recent surveys and data, the leading reason for the poor

performance of students and high dropout rates is the lack of interest in the students and the

unmotivating curriculum itself, which are direct factors influencing the academic performance of

the students.

A lot of focus and efforts are being spent on solving problems such as funding,

affordability and access to education. However, this too may be a problem. Current reforms are

focused more on access rather than quality. “Too much emphasis on access detached from quality

has led to our children not learning enough” says PBEd chairperson Ramon Del Rosario. This

decline in the quality of education can be seen in the students ‘poor results in both national and

international tests, low passing grades, poor participation rates and high dropout rates in both

public and private elementary and secondary levels.

A decline can be seen in the net participation rates in private and public schools. Few

children of school age proceed to the high school level and an even smaller number of them pursue

college education. (Figure 1)

 Likewise, a problem in efficiency is seen in the high dropout rates in the Philippines.

Majority of these school dropout come from the male group. (Figure 2)

The ineffective quality of Education in the Philippines can also be seen in the low tests

scores both in national and international exams.

 Despite the improvement in the mean percentage scores (MPS) in the National

Achievement Test (NAT), they still remain low and underperforming, with an MPS of 75% as

the passing mark.

In international tests like the Trends in International Mathematics and Science Study

(TIMMS), Philippines is among the worst participating countries, ranking 23 out of the 25

participating countries .
Reasons for Academic Failure in the Philippines

Many believes that the major reasons for the poor quality of education in the Philippines

are accessibility, funding and affordability. However, results show that there is a greater factor to

the Academic Failure in the Philippines. The results in the 2008 Functional Literacy, Education

and Mass Media Survey (FLEMMS) showed that the number one reason of dropout youths is the

lack of personal interest, with 35.0% of the results. This surpasses cost of education which places

second at 18.7% as a major factor for not going to school.

In another survey conducted by Thomas Watson, the students felt the need for more

improvement in the education curriculum, followed by the quality of teachers and technology in

schools and funding.

 DepEd undersecretary Nepomuceno Malaluan also stressed that accessibility of education

was not mainly the major reason for dropping out among students, but loss of interest. These results

and data show that aside from affordability and access to education, quality and interest is a much

more urgent matter according to students when it comes to addressing the issues of academic

failure.

Theoretical Framework

- Long-Term Athlete Development (LTAD) Framework

The Long Term Athlete Development (LTAD) model is a framework for an

optimal athletic development. This model is a realistic and scientific approach where a

methodological and integrated system is built based on the stages of development that are

identified with appropriate levels of competition. The 3 key stages, Train to Train, Train to

Compete, and Train to Win stages provide elite training for student-athletes with specialized

sports and help them compete at the highest level. The LTAD model will also contribute to the
academic performance of the students in the Sports School by maximizing physical, mental and

emotional development. The LTAD Model caters to the needs of student athletes aged 13 to 18

years old. This academic framework strives to open vast opportunities for the student-atheletes to

grow into confident, healthy and active adults. It shall thus be the basis of the curriculum in the

sports school which will cater to the overall holistic, academic and athletic development of the

student-athletes.

Case Studies

a. China Football University

Beihai Hongyuan Institute of Football is an institution located in Beihai Guangxi, China,

founded in 2003 as the first professional soccer college approved by the Ministry of Education in

China. According to the institution, academic learning and sports education are complementary.

Academic curriculum accompanied by sports education contributes to the overall personality

development of the students. They get qualities of leadership, sharing and team spitir from the

sports. Currently, the institute has set up 10 majors. The institute is in cooperation with the

Chinese Football Association. The institute covers an area of 21 hectares. It has founded 26

football courts, a standard athletic playground, 3 basketball playground, 2 innter badminton

courts, 1 strength gym, 1 shaping gem and a part of modern facility for treating and recovering.

On accommodation, the institute provides rooms for 2 and 4, equipped with a telephone, TV,

drinking machine, safe, desk, chair and internet input. The institute has a large number of

qualified and skilled teachers, some of which are leaders and experts from various Football

Associations.
b. Singapore Sports School

Singapore Sports School is a Specialized Independent School in Singapore which offers an

integrated sports and academic programme in a world-class environment for secondary and post-

secondary students. It was founded on April 2 2004 by Singapore’s second Prime Minister Goh

Chok Tong. Singapore Sports School adopts the LTAD Model. The school is equipped with

sports equipment and facilities that caters to the overall academic and athletic development of the

student athletes. To keep up with the hectic schedule of the students, the school also provides

boarding so that their time can be optimized for training, academic, learning and rest. Living in a

community of inspired student athletes will also help the students develop important life skills in

self-management and living in a community. The Academy Programmes offered in the school

are Badminton, Bowling, Fencing Football, Netball, Shooting, Swimming, Table Tennis and

Track and Field.

Chapter III RESEARCH METHODOLOGY

3.1 Research Design

Qualitative Study - The researcher deemed the use of Qualitative method as an

appropriate approach for this project. This method grasps the understanding of people involved

in real-world scenarios (Groat & Wang, 2013). This type of research allows the researcher to

know the relationship of the students-athletes with the school environment and education

programme. It is an efficient tool to identify the factors that affect their academic needs and

athletic interests.
 Case Studies - Local and International Case studies on existing Sports Schools shall be

conducted by the researcher. Through case studies, the researcher shall know the effectiveness of

alternative education programmes and models that have integrated sports in their curriculum on

the overall development of the child and how it contributes to the overall development of the

community.

Survey - The respondents of this survey is composed of potential users of the facility,

such as aspiring student athletes, coaches, trainers, sports scientists, and educators. A group of

100 students in their adolescent stage, aging from 10-19, will be picked to answer the prepared

survey made for this research. Questions in the survey shall revolve around their interest,

preference and engagement in sports, their opinion of the quality of education in the Philippines

and its problems, the quality of sports facilities in the country, and the effect of integrating sports

in their academic performance.

Interviews - Interviews with aspiring student athletes, actual athletes, coaches and

trainers, sports scientists, LGUs and education sector officials will be transcribed by the

researcher and will be member checked to ensure the validity of their claims (Aguilar, 2015).

Interview questions will be open-ended and can be based on the interviewee’s point of view

(Goga, 2015).

Chapter IV SITE PROFILE AND ANALYSIS

4.1 Overview

The proposed site for the project is the emerging New Clark City in Capas, Tarlac. Clark

is an emerging sports center in the country. The Philippine Sports City or Philippine Olympic City
is expected to emerge inside the vicinity of the New Clark City under the supervision of Bases

Conversion Development Authority (BCDA), a GOCC that is tasked to develop Clark, in

partnership with the Philippine Sports Committee (PSC).

The project expected to cost Php 97 billion. The sports complex is part of the Phase 1A

of the mixed-used development of Clark. The whole Phase 1A of the National Government

Administrative Center (NGAC) is hoped to be completed by October 2019. Construction of the

New Clark City Sports Complex began in April 25, 2018 and is expected to be completed by

August 2019.

The soon-to-rise sports city will house national athletes and sports facilities and shall

include a main Athletics Stadium, Aquatic Center, an Athletes Village and a sports training center

with an athletics track.

The 50-hectare complex is expected to be one of the venues of the 2019 Southeast Asian

Games and the 2020 ASEAN Para Games.

This site is a potential site for the project as the site is expected to be the next urban

capital in the Philippines. It has great economic opportunities for investors. The New Clark City

is expected to boost Philippine’s economy. Once built, New Clark City is expected to have 1.12

million residents and 800,000 workers.

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