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Abstract
Educational philosophy provides a strong pillar of support and guidance to an institution. The scoping review aims to examine the significance of educational philosophies to curriculum implementation in Physical Education. The purpose was to provide a comprehensive overview of other relevant literature to identify gaps and observe existing cases related to this review. Additionally, it explores how these theoretical-based approaches influence the selection of content, teaching pedagogy, and preferred learning styles to deliver instructions effectively. Arksey and O’Malley’s (2005) five-stage framework was employed for a comprehensive and transparent process. Moreover, the study covered a criterion for inclusion and exclusion studies. The researchers selected articles from 1998 to 2024 that focused on the accuracy and consistency of the scope and material and underwent a rigorous evaluation to identify peer-reviewed papers. Further, the references list was manually searched and extracted from Google Scholar. The results indicate that educational philosophies are the common basis of reflection on how certain curriculum content should be properly implemented. Though learning contents might vary, teachers could still find an effective way to sustain the demands of learners providing substantial experiences in academic pursuit.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
M. Luprandado , R. J., Sazon, P. J. C., Agrano, J. O., Zapata, K. M. C., Gania, M. J. C., Pansuelo, C. A., Rodriguez, M. M. Y., & Fernandez , P. M. Q. (2024). Exploring the Value of Philosophy in Curriculum Implementation in Physical Education: A Scoping Review. International Journal of Multidisciplinary: Applied Business and Education Research, 5(12), 5115-5124. https://doi.org/10.11594/ijmaber.05.12.15
References
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Almario, J. I. F., Castro, R. L. G., Castro, R. L. G., Pabustan, C. J. S., David, C. J. P., Macabali, A. J., Tolentino, J. C. G., & Valenzuela, L. R. (2023). fostering pre-service physical ed-ucators’ retention of concepts in a profes-sional education course using Moneypoly game. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(9), 3366-3389. https://doi.org/10.11594/ijmaber.04.09.24
Arksey, H., & O'Malley, L. (2005). Scoping stud-ies: Towards a methodological frame-work. International Journal of Social Re-search Methodology, 8(1), 19–32. https://doi.org/10.1080/13645570320 0011 9616
Bariao, H. C., Punu, P. A. T., Llave, D. L., Gue-varra, C. D., & Tolentino, J.C.G. (2024). Psychological well-being in physical edu-cation curriculum: A scoping review. Journal of Physical Education Research, 11(III), 01-10. https://www.joper.org/JOPER/JOPERVolume_11_Issue_3_7_9_2024_294.pdf
Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philoso-phies, educational philosophies, and phi-losophy. Journal of Management Educa-tion, 33(1), 99-114. https://doi.org/10.1177/10525629073 10557
Bhavnani, S. K., Bichakjian, C. K., Johnson, T. M., Little, R. J., Peck, F. A., Schwartz, J. L., & Strecher, V. J. (2006). Strategy hubs: Domain portals to help find comprehen-sive information. Journal of the American Society for Information Science and Tech-nology, 57(1), 4-24. https://doi.org/10.1002/asi.20238
Bjørke, L., & Casey, A. (2022). Practicing col-laboration in model implementation in physical education. Physical Education and Sport Pedagogy, 1-14. https://doi.org/10.1080/17408989.2022.21 25945
Carr, D. (2002). Making Sense of Education: An introduction to the philosophy and theory of education and teaching (1st ed.). Routledge. https://doi.org/10.4324/97802039947 02
Campo, J. C., Licup, T. O., Lumba, E. G., Lingat, E. G., & Tolentino, J. C. G. (2024). Tech-nology Integration in Physical Education Curriculum Implementation in the Philip-pines: A Scoping Review. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 5(7), 2906-2918. https://doi.org/10.11594/ijmaber.05.07.37
Çelik, R. & Orçan, F. (2016). A Study on pro-spective teachers’ educational beliefs. Kuram ve Uygulama, 12(1), 63-77. https://dergipark.org.tr/en/download/article-file/262382
Chaudhary, G. K. (2015). Factors affecting cur-riculum implementation for students. In-ternational Journal of Applied Research, 1(12), 984-986. https://www.allresearchjournal.com/archives/2015/vol1issue12/PartN/2-5-158-343.pdf
Choobforoushzadeh, A., Saberifard, M., Mo-hammadpanah, A., & Shirovi, E. (2023). The effectiveness of philosophy educa-tion on cognitive flexibility and reasoning skills in children. Quarterly Journal of Child Mental Health, 10(1), 93- 107. https://doi.org/10.61186/jcmh.10.1.8
Daniel, M. F., & Bergman-Drewe, S. (1998). Higher-order thinking, Philosophy, and Teacher Education in Physical Education. Quest, 50(1), 33–58. https://doi.org/10.1080/00336297.1998.10 484263
Dizon, S. G., Fernandez, P. M. Q., Dalangin, H. R. S., Mungcal, K. S., Tolentino, J. C., & Valenzuela, L. R. (2022). Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Inter-active Buzz Sessions. International Jour-nal of Multidisciplinary: Applied Business and Education Research, 3(8), 1526-1547. https://doi.org/10.11594/ijmaber.03.08.15
Dizon, S.G., & Tolentino, J. C. G. (2022). Inter-nal assessment of a physical education teacher education program in the Philip-pines using the Engagement Theory of Program Quality (ETPQ). Multidiscipli-nary Journal for Education, Social and Technological Sciences. 9(2), 46-80. https://doi.org/10.4995/muse.2022.16959
Elliott, J. (2015). Educational action research as the quest for virtue in teaching. Educa-tional Action Research, 23(1), 4-21. https://doi.org/10.1080/09650792.2014.994017
Fjellner, R. L., Varea, V., & Barker, D. (2022). How physical education teachers are po-sitioned in models’ scholarship: A scoping review. Physical Education and Sport Pedagogy, 1-17. https://doi.org/10.1080/17408989.2022.20 83098
Francis, N. M. (2013). Towards a national phi-losophy of education: A conceptual anal-ysis of the philosophical foundations of the Kenyan education system. Kenyatta University, Nairobi. https://ir-li-brary.ku.ac.ke/server/api/core/bitstreams/5be7651a-6bb1-47be-9c03-5592be224425/content
Gheyssens, E., Coubergs, C., Griful- Freixenet, J., Engels, N., & Struyven, K. (2020). Dif-ferentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Jour-nal of Inclusive Education, 26(14), 1383–1400. https://doi.org/10.1080/13603116.2020.1812739
Green, K. (1998). Philosophies, ideologies and the practice of physical education. Sport, Education and Society, 3(2), 125-143. https://doi.org/10.1080/1357332 980030201
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementa-tion, OECD Education Working Papers. https://doi.org/10.1787/efe8a48c-en
Karakus, M. (2019). Views of teachers and stu-dents on the problems of Syrian children in a refugee school in Turkey. Interna-tional Journal of Education and Literacy Studies, 7(2), 211-219. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.211
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA state-ment. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 19-34. https://doi.org/10.1111/j.1469- 5812.2007.00394
Obilo, I. P., & Sangoloye, S. A. (2010). Curricu-lum implementation and the teacher: Challenges and way forward. Global Aca-demic Group. https://www.globalacademicgroup.com/jour-nals/academic%20excellence%20/CURRICU-LUM%20IMPLEMENTATION%20AND%20THE%20TEACHER.pdf
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253. https://doi.org/10.1016/j.system.2008.11.004
Obilo, P. I., & Sangoleye, S. A. (2010). Curricu-lum implementation and the teacher: Challenges and way forward. In A paper presented at the 9th National Conference of the school of social sciences, AIFCE, Owerri. http://www.globalacademicgroup.com/jour-nals/academic%20excellence%20/CURRICU-LUM%20IMPLEMENTATION%20AND%20THE%20TEACHER.pdf
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253. https://doi.org/10.1016/j.system.2008.11.004
Ortega, H. C., Castro, R., Tolentino, J. C., Pusung, D. S., & Abad, R. (2022). The hid-den curriculum in a Filipino pre-service physical educators’ virtual ecology. Edu Sportivo: Indonesian Journal of Physical Education, 3(1), 25–40. https://doi.org/10.25299/es:ijope.2022.vol3(1).8851
Pala, F. (2022). The effect of philosophy edu-cation for children (P4C) on students' conceptual achievement and critical thinking skills: Mixed method research. Education Quarterly Reviews, 5(3). https://doi.org/10.31014/aior.19 93.05.03.522
Pandey, N. (2018). Barriers to effective curric-ulum implementation. Techno Learn: An International Journal of Educational Technology, 8(2), 65-69. https://scholarworks.waldenu.edu/cgi/viewcon-tent.cgi?article=6514&context=dissertations
Pauzi, P. (2024). Critical Thinking In Learning Perspectives On Educational Philosophy. El- Ghiroh: Jurnal Studi Keislaman, 22(1), 1-17. https://doi.org/10.37092/elghiro h.v22i1.699
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implemen-tation. Journal of Research in Science Teaching: The Official Journal of the Na-tional Association for Research in Science Teaching, 44(7), 883-907. https://doi.org/10.1002/tea.20180
Sinio, C. D., & Tolentino, J. C. G. (2024). Imple-mentation of the revitalized tertiary phys-ical education program in a higher educa-tion institution in Pampanga grounded on the statutory policy of the Commission on Higher Education and UNESCO’s Quality Physical Education Model. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 5(2), 488-512. https://doi.org/10.11594/ijmaber.05.02.11
Soccorsi, L. (2013). Instilling a personal teach-ing philosophy in pre-service teachers:
Vitally important but not always easy to achieve. Journal of Student Engagement: Education Matters, 3(1), 21-28. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1025&context=jseem
Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers' ex-periences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. https://doi.org/10.1016/j.tate.2017.04. 013
Syomwene, A. (2018). Effective school indica-tors for quality curriculum implementa-tion process. African Journal of Educa-tion, Science and Technology, 4(3), 150-159. https://doi.org/10.2022/ajest.v4i3.116
Tolentino, J. C. G., Valenzuela, L. R., & Cruz, S. L. (2024). Research experience through the lens of undergraduate Filipino pre-service physical educators: An Interpreta-tive Hermeneutic Phenomenological Study. International Journal of Learning, Teaching and Educational Research, 23(6), 306-326. https://doi.org/10.26803/ijlter.23.6.14
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educa-tional Strategies, Issues and Ideas, 84(5), 204-212. https://doi.org/10.1080/00098655.2011.568989
Wahyudin, D. (2016). A view on teaching phi-losophy in curriculum implementation at the Indonesia University of Education. SOSIOHUMANIKA, 9(2), 235-248. https://doi.org/10.2121/sosiohumanika.v9i2.7
Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: Implication for research, teaching and learning. Global Journal of Arts Humani-ties and Social Sciences, 4(10), 1-9. https://www.eajournals.org/wp-content/uploads/Constructivism-Philosophical-Paradigm-Implication-for-Research-Teaching-and-Learning.pdf
Almario, J. I. F., Castro, R. L. G., Castro, R. L. G., Pabustan, C. J. S., David, C. J. P., Macabali, A. J., Tolentino, J. C. G., & Valenzuela, L. R. (2023). fostering pre-service physical ed-ucators’ retention of concepts in a profes-sional education course using Moneypoly game. International Journal of Multidisci-plinary: Applied Business and Education Research, 4(9), 3366-3389. https://doi.org/10.11594/ijmaber.04.09.24
Arksey, H., & O'Malley, L. (2005). Scoping stud-ies: Towards a methodological frame-work. International Journal of Social Re-search Methodology, 8(1), 19–32. https://doi.org/10.1080/13645570320 0011 9616
Bariao, H. C., Punu, P. A. T., Llave, D. L., Gue-varra, C. D., & Tolentino, J.C.G. (2024). Psychological well-being in physical edu-cation curriculum: A scoping review. Journal of Physical Education Research, 11(III), 01-10. https://www.joper.org/JOPER/JOPERVolume_11_Issue_3_7_9_2024_294.pdf
Beatty, J. E., Leigh, J. S., & Dean, K. L. (2009). Philosophy rediscovered: Exploring the connections between teaching philoso-phies, educational philosophies, and phi-losophy. Journal of Management Educa-tion, 33(1), 99-114. https://doi.org/10.1177/10525629073 10557
Bhavnani, S. K., Bichakjian, C. K., Johnson, T. M., Little, R. J., Peck, F. A., Schwartz, J. L., & Strecher, V. J. (2006). Strategy hubs: Domain portals to help find comprehen-sive information. Journal of the American Society for Information Science and Tech-nology, 57(1), 4-24. https://doi.org/10.1002/asi.20238
Bjørke, L., & Casey, A. (2022). Practicing col-laboration in model implementation in physical education. Physical Education and Sport Pedagogy, 1-14. https://doi.org/10.1080/17408989.2022.21 25945
Carr, D. (2002). Making Sense of Education: An introduction to the philosophy and theory of education and teaching (1st ed.). Routledge. https://doi.org/10.4324/97802039947 02
Campo, J. C., Licup, T. O., Lumba, E. G., Lingat, E. G., & Tolentino, J. C. G. (2024). Tech-nology Integration in Physical Education Curriculum Implementation in the Philip-pines: A Scoping Review. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 5(7), 2906-2918. https://doi.org/10.11594/ijmaber.05.07.37
Çelik, R. & Orçan, F. (2016). A Study on pro-spective teachers’ educational beliefs. Kuram ve Uygulama, 12(1), 63-77. https://dergipark.org.tr/en/download/article-file/262382
Chaudhary, G. K. (2015). Factors affecting cur-riculum implementation for students. In-ternational Journal of Applied Research, 1(12), 984-986. https://www.allresearchjournal.com/archives/2015/vol1issue12/PartN/2-5-158-343.pdf
Choobforoushzadeh, A., Saberifard, M., Mo-hammadpanah, A., & Shirovi, E. (2023). The effectiveness of philosophy educa-tion on cognitive flexibility and reasoning skills in children. Quarterly Journal of Child Mental Health, 10(1), 93- 107. https://doi.org/10.61186/jcmh.10.1.8
Daniel, M. F., & Bergman-Drewe, S. (1998). Higher-order thinking, Philosophy, and Teacher Education in Physical Education. Quest, 50(1), 33–58. https://doi.org/10.1080/00336297.1998.10 484263
Dizon, S. G., Fernandez, P. M. Q., Dalangin, H. R. S., Mungcal, K. S., Tolentino, J. C., & Valenzuela, L. R. (2022). Sustaining Pre-Service Teachers’ Virtual Engagement in a Health Education Course through Inter-active Buzz Sessions. International Jour-nal of Multidisciplinary: Applied Business and Education Research, 3(8), 1526-1547. https://doi.org/10.11594/ijmaber.03.08.15
Dizon, S.G., & Tolentino, J. C. G. (2022). Inter-nal assessment of a physical education teacher education program in the Philip-pines using the Engagement Theory of Program Quality (ETPQ). Multidiscipli-nary Journal for Education, Social and Technological Sciences. 9(2), 46-80. https://doi.org/10.4995/muse.2022.16959
Elliott, J. (2015). Educational action research as the quest for virtue in teaching. Educa-tional Action Research, 23(1), 4-21. https://doi.org/10.1080/09650792.2014.994017
Fjellner, R. L., Varea, V., & Barker, D. (2022). How physical education teachers are po-sitioned in models’ scholarship: A scoping review. Physical Education and Sport Pedagogy, 1-17. https://doi.org/10.1080/17408989.2022.20 83098
Francis, N. M. (2013). Towards a national phi-losophy of education: A conceptual anal-ysis of the philosophical foundations of the Kenyan education system. Kenyatta University, Nairobi. https://ir-li-brary.ku.ac.ke/server/api/core/bitstreams/5be7651a-6bb1-47be-9c03-5592be224425/content
Gheyssens, E., Coubergs, C., Griful- Freixenet, J., Engels, N., & Struyven, K. (2020). Dif-ferentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Jour-nal of Inclusive Education, 26(14), 1383–1400. https://doi.org/10.1080/13603116.2020.1812739
Green, K. (1998). Philosophies, ideologies and the practice of physical education. Sport, Education and Society, 3(2), 125-143. https://doi.org/10.1080/1357332 980030201
Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementa-tion, OECD Education Working Papers. https://doi.org/10.1787/efe8a48c-en
Karakus, M. (2019). Views of teachers and stu-dents on the problems of Syrian children in a refugee school in Turkey. Interna-tional Journal of Education and Literacy Studies, 7(2), 211-219. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.211
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA state-ment. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Morrison, K. (2008). Educational philosophy and the challenge of complexity theory. Educational Philosophy and Theory, 40(1), 19-34. https://doi.org/10.1111/j.1469- 5812.2007.00394
Obilo, I. P., & Sangoloye, S. A. (2010). Curricu-lum implementation and the teacher: Challenges and way forward. Global Aca-demic Group. https://www.globalacademicgroup.com/jour-nals/academic%20excellence%20/CURRICU-LUM%20IMPLEMENTATION%20AND%20THE%20TEACHER.pdf
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253. https://doi.org/10.1016/j.system.2008.11.004
Obilo, P. I., & Sangoleye, S. A. (2010). Curricu-lum implementation and the teacher: Challenges and way forward. In A paper presented at the 9th National Conference of the school of social sciences, AIFCE, Owerri. http://www.globalacademicgroup.com/jour-nals/academic%20excellence%20/CURRICU-LUM%20IMPLEMENTATION%20AND%20THE%20TEACHER.pdf
Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing communicative curriculum reform. System, 37(2), 243-253. https://doi.org/10.1016/j.system.2008.11.004
Ortega, H. C., Castro, R., Tolentino, J. C., Pusung, D. S., & Abad, R. (2022). The hid-den curriculum in a Filipino pre-service physical educators’ virtual ecology. Edu Sportivo: Indonesian Journal of Physical Education, 3(1), 25–40. https://doi.org/10.25299/es:ijope.2022.vol3(1).8851
Pala, F. (2022). The effect of philosophy edu-cation for children (P4C) on students' conceptual achievement and critical thinking skills: Mixed method research. Education Quarterly Reviews, 5(3). https://doi.org/10.31014/aior.19 93.05.03.522
Pandey, N. (2018). Barriers to effective curric-ulum implementation. Techno Learn: An International Journal of Educational Technology, 8(2), 65-69. https://scholarworks.waldenu.edu/cgi/viewcon-tent.cgi?article=6514&context=dissertations
Pauzi, P. (2024). Critical Thinking In Learning Perspectives On Educational Philosophy. El- Ghiroh: Jurnal Studi Keislaman, 22(1), 1-17. https://doi.org/10.37092/elghiro h.v22i1.699
Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implemen-tation. Journal of Research in Science Teaching: The Official Journal of the Na-tional Association for Research in Science Teaching, 44(7), 883-907. https://doi.org/10.1002/tea.20180
Sinio, C. D., & Tolentino, J. C. G. (2024). Imple-mentation of the revitalized tertiary phys-ical education program in a higher educa-tion institution in Pampanga grounded on the statutory policy of the Commission on Higher Education and UNESCO’s Quality Physical Education Model. International Journal of Multidisciplinary: Applied Busi-ness and Education Research, 5(2), 488-512. https://doi.org/10.11594/ijmaber.05.02.11
Soccorsi, L. (2013). Instilling a personal teach-ing philosophy in pre-service teachers:
Vitally important but not always easy to achieve. Journal of Student Engagement: Education Matters, 3(1), 21-28. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1025&context=jseem
Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers' ex-periences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. https://doi.org/10.1016/j.tate.2017.04. 013
Syomwene, A. (2018). Effective school indica-tors for quality curriculum implementa-tion process. African Journal of Educa-tion, Science and Technology, 4(3), 150-159. https://doi.org/10.2022/ajest.v4i3.116
Tolentino, J. C. G., Valenzuela, L. R., & Cruz, S. L. (2024). Research experience through the lens of undergraduate Filipino pre-service physical educators: An Interpreta-tive Hermeneutic Phenomenological Study. International Journal of Learning, Teaching and Educational Research, 23(6), 306-326. https://doi.org/10.26803/ijlter.23.6.14
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educa-tional Strategies, Issues and Ideas, 84(5), 204-212. https://doi.org/10.1080/00098655.2011.568989
Wahyudin, D. (2016). A view on teaching phi-losophy in curriculum implementation at the Indonesia University of Education. SOSIOHUMANIKA, 9(2), 235-248. https://doi.org/10.2121/sosiohumanika.v9i2.7