Lailia Joy R. Marquez

Tuyo Integrated School

Completed 2026

ABSTRACT

This study aimed to determine the effectiveness of Project SIPA (Sports Intervention for Physical Activity) in enhancing students’ physical fitness and academic engagement through a structured Play-Learn Model. It specifically examined changes in learners’ endurance, strength, flexibility, coordination, attention, participation, motivation, and task completion, as well as their experiences and teachers’ perceptions of the intervention. A mixed-methods participatory action research design was employed involving 30 male learners from Grades 4 to 6 of Tuyo Integrated School. Quantitative data were gathered using Likert-scale surveys administered before, during, and after the intervention, while qualitative data were collected through interviews, observations, and reflection activities. The intervention was implemented from August 2025 to February 2026 through structured after-school sports sessions integrated with reflective learning activities. Findings revealed significant improvements in all physical fitness domains, with coordination showing the greatest enhancement. Students also demonstrated higher levels of academic engagement, particularly in motivation, followed by attention, participation, and task completion. Qualitative results further indicated that learners experienced enjoyable, meaningful, and socially enriching participation, while teachers reported improved instructional practices through reflective engagement. The study also found that the Play-Learn Model supports values formation and social understanding, contributing to its sustainability. However, the study was limited to a small, single-school, all-male sample, which may affect generalizability. It is concluded that structured sports interventions integrated with reflective learning effectively promote holistic learner development. The study implies that schools may adopt similar programs to strengthen both physical well-being and academic engagement.