CHAPTER 1
Research Title: “Culturally Responsive Approaches in Physical Education and Cognitive
Skills of Senior High School Students”
Introduction
Culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) or Culturally Responsive
Teaching (CRT) (Gay, 2002) comes from the much earlier multicultural education literature
of the early to mid-nineties, especially the works of Banks (1994) and Delpit (1995). In an
Introduction to Multicultural Education, Banks posits that pre-service teachers would
require more in-depth understanding of culture, the impact of culture on schooling and how
increasingly diverse the student population is that they are expected to teach. Despite in
Other People’s Children: Cultural Conflict in the Classroom would resonate with Banks'
charge but stresses that teachers need to confront the cultural biases they have before they
can recognize minority students' cultural backgrounds not as deficits or disabilities but as
valuable stores of knowledge that can be accessed to enrich school experiences for all.
Understanding the complexity of cultural diversity and how the culture of the school affects
the learning of students is a first step towards the accomplishment of CRP. It should also be
appreciated that there are elements of culture beyond food, clothing, and celebrations, that
define culture and are core and deep factors that make a difference in learning, such as
values and beliefs, family structures, verbal and nonverbal communication, and
expectations of individual roles (Diaz-Rico and Weed, 2010). The application of this teaching
framework extends across multiple academic subjects although its implementation in
Physical Education (PE) continues to develop as a new field of research.
Physical Education serves two vital purposes because it helps students achieve physical
wellness while building their cognitive abilities. Studies prove that physical exercise
promotes brain development and strengthens memory functions and attention span and
problem-solving abilities (Álvarez-Bueno et al., 2017; Singh et al., 2019). Research indicates
that well-planned PE programs using suitable methods will enhance student development in
physical and intellectual areas.
The implementation of a culturally responsive approach in PE programs enhances the
existing advantages of physical education. Research shows that PE classes which incorporate
diverse games and culturally appropriate movements and teaching methods that show
respect toward students' backgrounds lead to better student participation and engagement
(Young & Sternod, 2011). The practice of inclusion in education creates spaces where
students feel valued and motivated which can lead to better cognitive development.
As for students nearing completion of high school, especially those who have taken on
particularly challenging strands such as the STEM programs, culturally responsive PE may
have added value. (Wrench and Garrett 2015) argue that to the extent PE instruction
includes different cultural practices, students do not only feel more included, but they also
become better thinkers and decision makers. This suggests that responsive culturally PE
instruction may positively relate to some mental outcomes of students engaged in physical
activities as well as students engaged in more academic activities.
However, few studies have investigated the relationship between culturally relevant
cultures in PE and cognitive abilities among senior high school students. Most previous
studies focus on the levels specifically, physical activity or general participation of children's
lives rather than the high-order cognitive results. Therefore, this study seeks to fill this gap
by examining how culturally responsive PE practices are associated with the cognitive skills
of senior high school students, which can facilitate a better understanding about the role of
Physical Education (PE) in students' overall development.
Theoretical Framework
The study anchored on Culturally Responsive Teaching Theory by Geneva Gay (2018)
because it states that teaching ought to respond to the various cultural experiences and
backgrounds of learners regarding what is included in an effective teaching and learning
process. In this particular theory, learning becomes much more important when it affirms
the student's identities, aligns with their cultural knowledge, and connects classroom
learning with their lived experiences. An example in terms of Physical Education (PE) can be
putting in culturally responsive approaches by synthesizing indigenous games, recognizing
the various physical practices, and promoting inclusivity in teaching strategies. In doing so,
students can feel that they belong and engage in the learning environment, making it
conducive to development.
The Sociocultural Theory of Cognitive Development (1978) developed by Vygotsky, who
viewed learning as a socially mediated process, with culture and interaction determining its
quality. Vygotsky maintained that higher thinking skills such as problem-solving and critical
thinking develop through active participation in culturally relevant activities. In PE, when
teachers apply culturally responsive teaching strategies, students are more exposed to
learning activities suited to their cultural contexts, thereby enhancing the development of
cognitive skills such as decision-making, memory, and analytical reasoning.
In addition, the Information Processing Theory suggests that meaningful engagement leads
to greater cognitive functioning. This means that students may process, store, and retrieve
new information in a far better manner when the experience in question is meaningful and
engaging. In this context, culturally responsive approaches to PE provide such relevance by
connecting physical activities to cultural identity and experience, thereby engaging students
cognitively and enriching their learning.
Thus, from these theories the basis of the study can be established. The understanding is
that culturally responsive actions in Physical Education not only promote participation and
motivation but, more importantly, contribute to both cognitive skills development of senior
high school students. Therefore, this study intends to analyze such a connection in order to
link culturally inclusive pedagogy with cognitive outcome variables, thereby providing a
wider view of how PE can affect both physical and intellectual development.
Conceptual Framework
The figure showed the conceptual framework of the study indicating the Independent
variable and Dependent variable.
Independent Variable Dependent Variable
Culturally Responsive Approaches in Cognitive Skills of Senior High
Physical Education School
Use of Indigenous games and Critical Thinking
Traditional activities Problem Solving
Inclusive teaching strategies Memory and Attention
Respect for student diversity Decision making
Integration of cultural traditions
in PE
Figure 1. Research Paradigm
The first frame listed the Independent Variable. These were the identified Culturally
Responsive Approaches in Physical Education in terms of: Using of Indigenous games and
Traditional activities, inclusive teaching strategies, respecting diversity of student, and
Integration of cultural traditions in PE.
For Dependent Variable in last frame the researcher may know the level of Cognitive Skills
of Senior High School respondents, which encompassed their critical thinking, problem
solving, memory and attention and decision making.
Statement of the Problem
This study aims to establish the relationship between culturally responsive approaches in
Physical Education and cognitive skills for senior high school students. Particularly, the
respondents included the Grade11 and Grade12 students.
Specifically, this study seeks to answer the following questions:
1. How do inclusive teaching strategies contribute to the development of these
cognitive skills?
2. How often are culturally responsive approaches utilized in senior high school
Physical Education lessons?
3. What is the level of cognitive skills for senior high school students in terms of;
a. critical thinking
b. memory,
c. attention,
d. problem-solving, and
e. decision-making?
4. In what ways does the integration of students’ cultural backgrounds influence their
cognitive performance in PE?
5. Is there a significant relationship between culturally responsive approaches in
Physical Education and cognitive skills for senior high school students?
Significance of the study
Scope and Limitation
Definitions of Terms