EXPLICIT INSTRUCTION IN SOFTBALL THROWING FOR GRADE 8 MAPEH
Keywords:
Explicit Instruction, Softball Throwing, MAPEH, Grade 8, Teaching Guide, Montealegre National High School, Physical Education, Motor SkillsAbstract
Explicit instruction is a structured, teacher-led approach in which concepts and skills are taught directly and unambiguously. It breaks learning into manageable steps and avoids guesswork by relying on clear explanations, active modeling, and guided practice. Traditional physical education often relies on discovery-based learning, which can lead to the development of improper mechanics in complex motor tasks such as the overhand throw. This study investigated the effectiveness of explicit instruction in developing the fundamental softball throwing skills (grip, stance and set-up, arm and body motion, and follow-through) of Grade 8 students within the MAPEH (Music, Arts, Physical Education, and Health) curriculum, explored students’ experiences of the approach, and used the findings as the basis for a teaching guide. An explanatory sequential mixed-methods design was used at Montealegre National High School, Tuburan, Cebu, Philippines, during School Year 2025–2026. Thirty-five (35) Grade 8 students, selected through convenience sampling, took a pre-test, took part in a six-week explicit instruction intervention characterized by clear modeling, guided practice, and immediate corrective feedback, and then took a post-test. Performance was rated with a researcher-made, expert-validated 4-point rubric. Frequency, percentage, weighted mean, and standard deviation described performance; a paired-samples t-test and Cohen’s d tested the pre–post difference; and focus group discussion data were analyzed thematically. Pre-test performance was Fair in all four skills (weighted means 1.89–2.14). Post-test performance was Very Good in all four skills (weighted means 3.54–3.80), and no student was rated Poor. The improvements were statistically significant for every skill, t(34) = 10.8–14.0, p < .001, with very large effects (Cohen’s d = 1.82–2.37; largest for stance and set-up). Students reported motivation through peer collaboration, personal progress, enjoyment, teacher support, future goals, and a sense of achievement. Breaking complex athletic movements into discrete, manageable parts through explicit instruction was associated with significant improvement in the technical execution of the overhand throw and with positive student experiences, which suggests that it helps learners overcome coordination barriers and build self-efficacy in team sports. A one-group design limits causal claims; controlled and follow-up studies are recommended.
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