Development and Validation of Instructional Videos on Philippine Folk Dance Basic Terms and Students’ Performance in Physical Education

The adage, “We cannot give what we don’t have” (Brené Brown), reflects a principle applicable not only to personal life but also to teaching. In General Santos City, anecdotal evidence suggests similar challenges. Physical Education teachers may struggle to demonstrate intricate folk dance steps, thereby hindering students' proper learning. One feedback item from Learning Action Cell (LAC) Sessions indicated that some teachers lack confidence in demonstrating the steps in their classes because they are not Physical Education major graduates. This study aimed to develop and validate instructional videos on Philippine folk dance basic terms and to investigate their impact on students' performance in Physical Education, specifically focusing on cognitive understanding and psychomotor skills. The need for accessible and reliable teaching resources for Philippine folk dance, particularly for teachers with diverse backgrounds, motivated this research. Literature-based instructional videos were developed and validated. The study then compared the performance of students using the instructional videos with those receiving traditional instruction, which emphasized direct feedback and physical practice. Assessments included measures of cognitive knowledge and psychomotor skill development. The developed videos demonstrated high validity and usability, effectively enhancing students' cognitive knowledge of the cultural and contextual aspects of the dances. However, a significant discrepancy emerged between cognitive learning and psychomotor performance. Students exposed to traditional instruction exhibited superior psychomotor skill development compared to those using the videos. This finding highlights a potential 'knowing-doing' gap, where cognitive understanding does not necessarily translate to improved physical execution. The study concludes that while instructional videos are valuable for delivering cognitive content and enhancing cultural appreciation, traditional teaching methods remain crucial for psychomotor skill development in folk dance. A hybrid approach, integrating the cognitive benefits of multimedia with the practical advantages of direct instruction, is recommended. Future research should explore strategies to bridge the 'knowing-doing' gap, refine video psychomotor components, and examine the long-term effectiveness of blended teaching methods in physical education. The development of standardized, validated resources for teaching Philippine folk dance is essential to support teachers in providing consistent and effective instruction.