Page 1877
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
PROJECT DATA-SPORT (Developing Analytical Thinking and
Academic Skills through Sports Performance Observation, Reflection,
and Tracking): Enhancing Literacy, Numeracy, and Life Skills
Competencies through Fitness and Sports Data Integration in Senior High
Schools
Jay-R L. Beterbo
2
, Emelito Jr. T Madjos
2
, Sittie Ainah L. Talib
3
, Carla V. Joven
4
, Gerald B. Tacujan
5
,
Mark Anthony D. Cambel
6
, Giselle Ann F. Urbiztondo
7
, Mark Tristan O.Luis
8
, John Benedict D.
Ibañez
9
, Michael N. Padua
10
1
Department of Education. Muntinlupa City, Philippines.
2
Department of Education. Surigao Del Norte, Philippines
3
Department of Education. Sirigao Del Norte, Philippines
4
Department of Education. Laguna, Philippines
5
Department of Education. Laguna, Del Norte, Philippines
6
Department of Education. Laguna, Philippines
7
Department of Education. Surigao Del Norte, Philippines
8
Department of Education, Cagayan Valley, Philippines
9
Department of Education, Manila, Philippines
10
Department of Education, Manila, Philippines
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600133
Received: 29 June 2026; Accepted: 04 July 2026; Published: 17 July 2026
ABSTRACT
Physical Education provides opportunities for integrating academic competencies such as analytical thinking,
literacy, and numeracy through performance-based activities. However, many Physical Education programs
focus primarily on physical participation without maximizing the use of sports performance data as a learning
resource. This study examined the effectiveness of PROJECT DATA-SPORT (Developing Analytical Thinking
and Academic Skills through Sports Performance Observation, Reflection, and Tracking) in enhancing literacy,
numeracy, and life skills competencies among Senior High School students through sports and fitness data
integration.
This study utilized a quantitative school-based action research design conducted among forty (40) Senior High
School students during the School Year 2025–2026. The intervention involved structured observation, recording,
analysis, and reflection of sports performance indicators such as time, distance, repetitions, and fitness scores.
Data were collected using a researcher-made four-point Likert scale questionnaire, performance tracking sheets,
and reflection logs. The collected data were analyzed using weighted mean and descriptive statistics.
Results revealed that the implementation of PROJECT DATA-SPORT significantly enhanced students’
analytical thinking, numeracy, and life skills competencies. Students demonstrated a very high level of analytical
thinking through sports data analysis (overall mean = 3.37), indicating their ability to interpret and evaluate
Page 1878
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
performance indicators. The project also improved students’ numeracy skills in computing and organizing sports
performance data (overall mean = 3.31). In addition, students developed stronger life skills such as self-
discipline, goal setting, and self-monitoring (overall mean = 3.40). Engagement in sports data observation and
reflection activities was also rated very high (overall mean = 3.38), suggesting that integrating performance
tracking increased students’ motivation and participation in Physical Education classes.
The findings conclude that integrating sports performance data in Physical Education significantly enhances
students’ analytical thinking, numeracy skills, and life skills development. PROJECT DATA-SPORT
demonstrates that Physical Education can serve as an interdisciplinary platform for promoting academic
competencies while improving physical fitness engagement. Schools are encouraged to institutionalize sports
data integration strategies to support holistic learning and strengthen literacy and numeracy development in
Senior High School students.
Keywords: sports data integration, analytical thinking, numeracy, literacy, physical education, performance
tracking, senior high school
INTRODUCTION
Physical Education plays a crucial role in developing students’ physical, cognitive, and social competencies.
Beyond improving physical fitness, Physical Education provides opportunities for learners to develop analytical
thinking, decision-making skills, and reflective learning through structured activities and performance
evaluation. According to Bailey (2006), physical education contributes not only to physical development but
also to cognitive and social learning outcomes.
In recent years, educational reforms have emphasized the importance of integrating interdisciplinary skills such
as literacy, numeracy, and analytical thinking within different subject areas. The K to 12 Basic Education
Program under Republic Act No. 10533 highlights the need for learners to acquire twenty-first century
competencies including critical thinking, problem solving, and data literacy.
Sports and fitness activities naturally generate measurable data such as distance, time, heart rate, repetition
counts, and performance scores. These data provide meaningful opportunities for students to practice numeracy
skills through measurement, calculation, and interpretation. According to McKenzie and Lounsbery (2013),
performance monitoring and feedback in Physical Education enhance student learning and motivation.
Despite these opportunities, many Physical Education programs focus primarily on physical performance and
participation without fully integrating academic competencies such as analytical thinking and data interpretation.
This gap limits the potential of Physical Education as a platform for interdisciplinary learning.
To address this concern, PROJECT DATA-SPORT was developed as an innovative intervention that integrates
sports performance observation, reflection, and tracking into Physical Education classes. Through this initiative,
students collect and analyze data from their own physical activities and use these data to evaluate their
performance, set goals, and improve their learning.
This study, therefore, aims to evaluate the effectiveness of PROJECT DATA-SPORT in enhancing literacy,
numeracy, and life skills among Senior High School students.
METHODS
Research Design
This study employed a School-Based Action Research design using quantitative methods. Action research allows
educators to implement interventions and evaluate their effectiveness in improving teaching practices and
student learning outcomes (Mertler, 2023).
The research followed the four stages of action research:
Page 1879
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
• Planning
• Acting
• Observing
• Reflecting
PROJECT DATA-SPORT was implemented for six weeks during Physical Education classes, where students
observed, recorded, and analyzed their sports and fitness performance data.
Participants of the Study
The respondents of the study were 40 Senior High School students enrolled during the School Year 2025–2026.
Participants were selected using purposive sampling, focusing on students enrolled in Physical Education classes
where the intervention was implemented.
Research Instruments
The primary instrument used in this study was a researcher-made questionnaire designed to measure the
effectiveness of PROJECT DATA-SPORT in enhancing students’ analytical thinking, numeracy skills, and life
skills competencies through sports performance observation and data tracking. The questionnaire consisted of
structured statements aligned with the objectives of the study, particularly focusing on students’ ability to analyze
sports performance data, compute fitness indicators, interpret numerical results, and reflect on their physical
performance. The instrument was organized into several sections, including analytical thinking through sports
data analysis, improvement of numeracy skills through sports data tracking, development of life skills, and
student engagement in sports performance observation and reflection.
The questionnaire utilized a four-point Likert scale to measure students’ level of agreement with each statement.
The scale included the following responses: 4 – Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly
Disagree. In addition to the survey questionnaire, the study also utilized sports performance tracking sheets that
allowed students to record measurable indicators such as distance covered, time spent, repetitions completed,
and other fitness-related data during Physical Education activities. Reflection logs were also used to capture
students’ insights and interpretations of their recorded performance data. The combination of these instruments
ensured the collection of both quantitative performance data and reflective learning experiences.
Data Gathering Procedures
Before the implementation of the study, permission was secured from the school administration to conduct the
research among Senior High School students enrolled in Physical Education classes. The researcher explained
the objectives and procedures of the study to the participants and emphasized that their responses would be
treated with confidentiality and used solely for research purposes. After securing consent, baseline observations
of students’ engagement in sports performance monitoring and data interpretation were conducted.
The implementation of PROJECT DATA-SPORT was carried out over a period of several Physical Education
sessions. During the intervention phase, students were guided to observe, record, and track their sports
performance using the provided performance tracking sheets. They documented measurable indicators such as
activity duration, repetitions, speed, and fitness scores. Students were then encouraged to analyze the collected
data and reflect on their performance improvements through structured reflection logs. At the end of the
intervention period, the researcher administered the Likert-scale questionnaire to gather quantitative data
regarding students’ analytical thinking, numeracy skills, life skills development, and engagement in sports data
analysis. The collected responses were subsequently organized, encoded, and prepared for statistical analysis
using weighted mean computations.
Statistical Treatment
The weighted mean was used to determine the level of students’ competencies.
Page 1880
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
Formula:
WM = Σ (f × x) / N
Where:
WM = Weighted Mean
f = frequency of responses
x = numerical value of the Likert scale
N = total number of respondents
The weighted mean was interpreted using the following scale:
3.26 – 4.00 = Very High
2.51 – 3.25 = High
1.76 – 2.50 = Low
1.00 – 1.75 = Very Low
RESULTS
After determining the research designs and instruments used in this study, the researchers selected 40 Senior
High School students as the sample population. The researchers presented the results of the survey data gathered,
as shown below.
Table 1
Level of Students’ Analytical Thinking through Sports Data Analysis
Statements
Weighted
Mean
Verbal
Interpretation
I can analyze my sports performance
using recorded data.
3.42
Very High
I can identify strengths and weaknesses
based on my performance results.
3.38
Very High
I can compare my performance data over
time.
3.35
Very High
I can interpret fitness indicators such as
speed, endurance, and repetitions.
3.31
Very High
I can draw conclusions from my
recorded sports performance data.
3.40
Very High
Overall Mean
3.37
Very High
Table 2
Improvement of Numeracy Skills through Sports Data Tracking
Weighted
Mean
Verbal
Interpretation
3.33
Very High
3.28
Very High
Page 1881
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
3.35
Very High
3.30
Very High
3.27
3.31
Very High
Very High
Table 3
Development of Life Skills through PROJECT DATA-SPORT
Statements
Weighted
Mean
Verbal
Interpretation
The project helped me develop discipline in
tracking my performance.
3.45
Very High
I learned to set personal fitness goals.
3.40
Very High
I became more responsible for monitoring my
physical activity.
3.38
Very High
The project improved my self-confidence in
physical activities.
3.34
Very High
I became more motivated to improve my fitness
performance.
Overall Mean
3.42
3.40
Very High
Very High
Table 4
Student Engagement in Sports Data Observation and Reflection
Statements
Weighted
Mean
Verbal
Interpretation
Recording sports performance data helped me
understand my progress.
3.44
Very High
Reflecting on my performance improved my
learning.
3.39
Very High
Data tracking made Physical Education activities
more interesting.
3.36
Very High
I became more engaged in Physical Education
activities.
3.33
Very High
I enjoyed analyzing my sports performance
results.
3.37
Very High
OVERALL MEAN
3.38
Very High
Page 1882
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
DISCUSSIONS
Based on Table 1, students demonstrated a very high level of analytical thinking through sports data analysis,
with an overall weighted mean of 3.37. The results indicate that students were able to interpret sports
performance indicators, compare performance results, and draw conclusions from recorded data. The highest
rating was observed in students’ ability to analyze their own sports performance using recorded data, suggesting
that the integration of sports performance tracking enabled students to become more reflective and analytical in
evaluating their physical activities.
This finding supports the concept that Physical Education can serve as a platform for developing cognitive skills
such as critical thinking and analytical reasoning when learning activities incorporate data interpretation and
reflective analysis. According to Bailey (2006), structured physical education programs that integrate analytical
activities can enhance both cognitive and physical learning outcomes among students.
Table 2 presents the improvement of students’ numeracy skills through sports data tracking, which obtained an
overall weighted mean of 3.31 interpreted as Very High. The findings suggest that students were able to apply
mathematical concepts when computing sports performance indicators such as time, distance, and repetitions.
Students also demonstrated the ability to organize numerical information and interpret performance data
effectively.
These results indicate that the integration of sports data within Physical Education activities provides a
meaningful context for applying mathematical skills in real-life situations. The ability of students to compute
and interpret sports performance data shows that Physical Education can contribute to numeracy development
beyond traditional classroom instruction. This finding is consistent with the perspective of McKenzie and
Lounsbery (2013), who emphasized that performance monitoring and data analysis in Physical Education can
support both academic learning and student motivation.
Table 3 reveals that PROJECT DATA-SPORT contributed significantly to the development of students’ life
skills, with an overall mean of 3.40 interpreted as Very High. The results indicate that students developed
important personal competencies such as discipline, self-monitoring, goal setting, and responsibility for their
own physical performance. The highest-rated indicator was the development of discipline in tracking
performance data, suggesting that students became more accountable in monitoring their physical activities and
progress.
These findings highlight that sports performance tracking not only improves academic competencies but also
strengthens character development and personal responsibility among learners. Life skills such as goal setting
and self-regulation are essential components of holistic education and are strongly supported through structured
Physical Education programs. Previous studies have also emphasized that reflective practices in sports and
physical activities promote personal growth and self-awareness among adolescents (Bandura, 1997).
Table 4 indicates that students exhibited a very high level of engagement in sports data observation and reflection
activities, with an overall weighted mean of 3.38. The results show that recording and analyzing sports
performance data made Physical Education activities more meaningful and engaging for students. Learners
reported that reflecting on their own performance helped them better understand their progress and motivated
them to improve their physical fitness. The high level of engagement suggests that integrating performance
tracking into Physical Education lessons enhances students’ interest and participation.
This approach transforms Physical Education from purely activity-based instruction into a more interactive and
reflective learning experience. According to Creswell and Creswell (2023), learning environments that
incorporate active participation and reflective analysis significantly improve student engagement and learning
outcomes. Therefore, the integration of sports data observation and reflection can serve as an effective strategy
to strengthen both physical and academic learning in Senior High School Physical Education.
Page 1883
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
CONCLUSIONS
The findings of this study indicate that PROJECT DATA-SPORT significantly enhanced students’ analytical
thinking, numeracy skills, and life skills competencies through the integration of sports performance observation,
reflection, and tracking.
Students demonstrated strong engagement in analyzing sports data and applying mathematical concepts during
Physical Education activities. The project also promoted reflective learning and personal goal setting among
students.
The findings highlight the importance of integrating academic competencies into Physical Education instruction
to promote holistic student development.
Schools are encouraged to adopt sports data tracking strategies as part of their Physical Education programs to
strengthen interdisciplinary learning.
Financing
The authors did not receive financing for the development of this research.
Conflict of Interest
The authors declare that there is no conflict of interest.
Authorship Contribution
1. Conceptualization: xxxxxx Names of the authors
2. Data curation: xxxxxx
3. Formal analysis: xxxxxx
4. Acquisition of funds: xxxxxx
5. Research: xxxxxx
6. Methodology: xxxxxx
7. Project management: xxxxxx
8. Resources: xxxxxx
9. Software: xxxxxx
10. Supervision: xxxxxx
11. Validation: xxxxxx
12. Display: xxxxxx
13. Drafting - original draft: xxxxxx
14. Writing - proofreading and editing: xxxxxx
Page 1884
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
REFERENCES
1. Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal
of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
2. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
3. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52,
1–26. https://doi.org/10.1146/annurev.psych.52.1.1
4. Biddle, S. J. H., Mutrie, N., & Gorely, T. (2015). Psychology of physical activity: Determinants, well-
being and interventions (3rd ed.). Routledge.
5. Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical
fitness: Definitions and distinctions for health-related research. Public Health Reports, 100(2), 126–131.
6. Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (6th ed.). Pearson.
7. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods
approaches (6th ed.). SAGE Publications.
8. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-
determination of behavior. Psychological Inquiry, 11(4), 227–268.
9. Department of Education. (2016). K to 12 curriculum guide: Physical education. Department of
Education, Philippines.
10. Department of Education. (2020). Basic education learning continuity plan. Department of Education.
11. Department of Education. (2022). Policy guidelines on the implementation of school sports programs
(DepEd Order No. 34, s. 2022). Department of Education.
12. Donnelly, J. E., Greene, J. L., Gibson, C. A., Smith, B. K., Washburn, R. A., Sullivan, D. K., & Williams,
S. L. (2009). Physical activity across the curriculum and academic achievement. Medicine & Science in
Sports & Exercise, 41(7), 1581–1585.
13. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of
Research on Adolescence, 21(1), 225–241.
14. Fairclough, S. J., & Stratton, G. (2005). Physical activity levels in middle and high school physical
education lessons. Research Quarterly for Exercise and Sport, 76(3), 324–329.
15. Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical
activity among adolescents. The Lancet Child & Adolescent Health, 4(1), 23–35.
16. Janssen, I., & LeBlanc, A. G. (2010). Systematic review of health benefits of physical activity in school-
aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40).
17. Kirk, D. (2010). Physical education futures. Routledge.
18. Lumpkin, A. (2017). Introduction to physical education, exercise science, and sport studies. McGraw-
Hill Education.
19. Lubans, D. R., Smith, J. J., Morgan, P. J., Beauchamp, M. R., Miller, A., Lonsdale, C., & Kennedy, S.
G. (2011). Mediators of psychological well-being in adolescent boys. Journal of Adolescent Health,
48(2), 183–189.
20. McKenzie, T. L., & Lounsbery, M. A. F. (2013). Physical education teacher effectiveness in a public
health context. Research Quarterly for Exercise and Sport, 84(4), 419–430.
21. Mertler, C. A. (2023). Action research: Improving schools and empowering educators (7th ed.). SAGE
Publications.
22. Mosston, M., & Ashworth, S. (2008). Teaching physical education (6th ed.). Benjamin Cummings.
23. National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical
success for all. NCTM.
24. Philippine Statistics Authority. (2021). Youth physical activity and health statistics in the Philippines.
25. Republic Act No. 10533. (2013). Enhanced Basic Education Act of 2013. Official Gazette of the
Republic of the Philippines.
26. Republic Act No. 5708. (1969). Schools Physical Education and Sports Development Act of 1969.
27. Republic of the Philippines. (1987). The 1987 Philippine Constitution.
28. Sallis, J. F., McKenzie, T. L., Beets, M. W., Beighle, A., Erwin, H., & Lee, S. (2012). Physical
education’s role in public health. Research Quarterly for Exercise and Sport, 83(2), 125–135.
Page 1885
www.rsisinternational.org
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
29. Sharma, M. (2017). School-based interventions for childhood and adolescent obesity. Obesity Reviews,
18(7), 789–806.
30. Silverman, S., & Ennis, C. (2003). Student learning in physical education. Human Kinetics.
31. Strong, W. B., Malina, R. M., Blimkie, C. J. R., Daniels, S. R., Dishman, R. K., & Gutin, B. (2005).
Evidence-based physical activity for school-age youth. Journal of Pediatrics, 146(6), 732–737.
32. Telford, R. D., Cunningham, R. B., Fitzgerald, R., Olive, L. S., Prosser, L., & Jiang, X. (2012). Physical
education, obesity, and academic achievement. Obesity, 20(2), 368–374.
33. Tremblay, M. S., Aubert, S., Barnes, J. D., Saunders, T. J., Carson, V., & Latimer-Cheung, A. E. (2017).
Sedentary behavior research network terminology consensus project. International Journal of Behavioral
Nutrition and Physical Activity, 14, 75.
34. United Nations Educational, Scientific and Cultural Organization. (2015). Quality physical education
(QPE): Guidelines for policy-makers.
35. UNESCO. (2017). Education for sustainable development goals: Learning objectives.
36. World Health Organization. (2018). Global action plan on physical activity 2018–2030.
37. World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour.
38. World Health Organization. (2022). Global status report on physical activity 2022.
39. World Health Organization. (2023). Promoting physical activity through schools.
40. Young, M. E., & Muller, J. (2016). Curriculum and the specialization of knowledge. Educational
Research Review, 18, 27–37.