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PARTICIPATION MOTIVES, HEALTH AWARENESS, AND PHYSICAL

WELL-BEING OF CATHOLIC HIGHER EDUCATIONAL INSTITUTION
INSTRUCTORS IN DAVAO REGION: BASIS FOR
DEVELOPMENT OF FITNESS PROGRAM

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A Dissertation
Presented to the Faculty of the Graduate School

_________________________

In Partial Fulfilment
of the Requirements for the Degree
Doctor of Education
Major in Educational Management

__________________________

Maria Teresa D. Orig

November 2017
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CHAPTER I

The Problem and its Scope

Maintaining a healthy lifestyle should not only be a temporary undertaking

to be able to make up for a bad eating habit or to justify several indulgences that

may put one’s health at risk. In the case of the teachers, they are prime movers

in promoting health advocacies for the youth; through massive information

dissemination in the classroom and by becoming role models to the students

(Gilbert, Richard, Lapie-Legouis, Beck,Vercambre, 2015). It is said that health is

wealth and being healthy would also mean being able to actively and dynamically

perform the duties and responsibilities as educators.

Participation motives according to the Dictionary of Sport and Exercise

Science and Medicine by Churchill Livingstone (2008) is a person’s reason for

participating in a particular activity, thus, an individual’s drive why he or she

engages into something apart from the responsibility of educating learners,

teachers are also influenced in their participation motivation to live a healthy life.

Baker, Little, Browner (2003) put it this way: “Given that children’s and

adolescents’ perceptions of the eating and activity behaviours of their parents

and friends can influence their own behaviours”. This implies that immediate

circles such as family and friends can have a huge impact or influence in the

participation motives. Similarly, social media is also very helpful in terms of

health promotion as people who are at risk when it comes to health may opt to

have a personal research and may make use of internet provided information
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that serves as a remedy to their health problems, because apart from it can be

easily accessed, it also protects an individual’s privacy (Bandura, 2004).

Furthermore, health risk awareness means how dangerous a

circumstance in which one finds oneself (Davidse, Vlakveld, Doumen, &Craen,

2010). Catholic schools’ Higher Education Insitution (HEI) instructors in general

must be knowledgeable on the importance of knowing what it is to be mentally,

physically, emotionally, socially, and spiritually well because as emphasized by

Pillay (2008), health and well-being concerns in the workplace are very essential

in keeping an employee active and effective in the performance of his or her

duties and responsibilities. Unfortunately however, health and wellness programs

are taken for granted which is supposed to be one of the most important

considerations in the work environment because good health is relative with

efficiency and effectiveness in performing the duties and responsibilities. In

South Africa, international enterprises observe a high standard of working

conditions as compared to small corporations (South African Department of

Labour, 2004). Poor health and work-related stress results to low productivity,

high number of repeat jobs or rework, accident, high turnover, occurrence of

tardiness and absenteeism and high hospitalization expense (Schabracq,

Winnubst, & Cooper, 2003).

In the Philippines, the Department of Labor and Employment have been

steadfast in their duty to uphold the rights of the workers-that is to protect them

against work-related sickness, injuries and unhealthy practice that can hamper

the work efficiency and performance. Citing the International Labor Organization
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(2016) “global estimates show that every year over 2.3 million women and men

die at work from an occupational injury or disease with young workers

consistently suffering among the highest rates of workplace injury. More than

350,000 of these deaths are due to fatal accidents and almost 2 million are due

to fatal work-related diseases”. It only reveals that generally, there is a need to

revisit policies and programs on health related aspects because it is oftentimes

taken for granted but may create a huge implication to company’s overall

operation and performance.

In the local setting, a study of Pagoto and Sherry (2012) from the Ateneo

de Manila was conducted regarding the fitness activity involvement of students

and professors. The professors administered lectures and trainings for students

to determine their perceptions about fitness and measured their level of

proficiency in such fitness activities. Results proved that participating in regular

physical fitness activities at a level sufficient to promote health-related physical

fitness is an important behaviour for an individual. Increase in physical fitness

activity helps control weight, obtain good cholesterol, reduce blood pressure and

risk in diabetes and some types of cancer. Furthermore, in the study conducted

by Allender, Cowburn and Foster (2006), it revealed that “the enjoyment and

social networks offered by sport and physical activity are clearly important

motivators for many different groups of people aged between 18 and 50 years.

The reasons for participation can, however, differ subtly between people within a

single group. For example, Smith (1998) interviewed members of a running club

and found a distinction between ‘runners’ and ‘joggers’. Runners were elite
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members of the club and were motivated by intense competition and winning.

Conversely, joggers did not consider themselves competitive in races but aimed

to better their own previous best time. Joggers were more motivated by the

health benefits of running and the increased status afforded to them by non-

exercisers who saw them as fit and healthy”. It only implies that there are

several reasons why people participate in any health related activities. It in fact

varies from various age groups and thus, the participation motives depend on the

persons’ interest and way of living. Does it follow that once a person is health

conscious, he or she has a great likelihood to participate in health related

activities.

Hence, according to Diamante and Tan (2015), most health organizations

nowadays offer health insurance coverage to their employees because of the

very high cost of health care. It is a fact that a person can only become aware on

the importance of good wealth when he or she is unhealthy. Prevention is

certainly better than a pound of cure. Maintaining a healthy lifestyle after all is a

choice of an individual and there are several factors that can influence a person’s

decision to have a healthy way of living. It is for the abovementioned insights that

the researcher wants to pursue the study to find out if significant relationship

exists between participation motives, health risk awareness and physical well-

being of the catholic HEI instructors in Digos City. Results and findings of the

study are the basis for a fitness development program that can be very useful in

the campaign to maintaining a healthy way of living especially in the workplace.

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Rationale of the Study

To be healthy means that our mind and body generally function as we

perform our everyday undertakings. According to Kurtus (2012), a healthy person

has a healthy life’s disposition and allows him/her to be effective in all the

activities he/she does. One of the human resource management activities is

health and wellness. It is the duty of the human resource department to ensure

that health and wellness activities are incorporated in the goals and activities of

the organization. Thus, in the case of the academic institutions, teachers are

expected to be the lead in advocating health awareness and programs, because,

although these terms “health and wellness” are not their main subject matter, it is

still part and parcel of our way of living as human beings. The World Health

Organization (1986) stressed that the dominant view of wellness is the absence

of sickness and that well-being of every person is very important.

Furthermore, this study looks into the magnitude of relationship between

participation motives, health risk awareness and physical well-being of catholic

HEI instructors as basis for fitness development program. By determining the

level of participation motives of the HEI instructors in the health and wellness

aspect of the workplace, the level of the HEI instructors ‘health risk awareness,

and the level of the physical well-being, the researcher would be able to

measure the teachers’ perception in the relationship of the variables.

Additionally, the conduct of the study will be beneficial to the school

administrators for them to sincerely and seriously implement health and wellness
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program through the human resource department. The result of the study is

beneficial to the teachers as it will shed light to those who are not conscious on

maintaining a healthy lifestyle. It would also encourage HEI instructors to change

from a bad healthy habit to a healthy lifestyle. Moreover, the study will provide

insights and idea to the HR Head on initiating an effective fitness enhancement

that can be incorporated in the health and wellness program of the organization.

And last but not the least, the result of the study can also provide information for

future and potential researchers who want to study other variables and indicators

related with health of healthy lifestyle.

Statement of the Problem

The study aimed to find the magnitude of relationship between

participation motives and health risk awareness and the physical well being of

catholic HEI instructors in the Davao Region.

Specifically, it sought to answer the following sub-problems:

1. What is the level of participation motives of the catholic HEI instructors in

terms of:

1.1 autonomy;

1.2 competence; and

1.3 relatedness?

2. What is the level of health risk awareness of the catholic HEI instructors in

terms of:

2.1 mental wellness;

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2.2 physical wellness;

2.3 emotional wellness;

2.4 social wellness; and

2.5 spiritual wellness?

3. What is the level of physical well-being of the catholic HEI instructors in terms

of:

3.1 physical activity;

3.2 nutrition and diet;

3.3 medical self-care; and

3.4 rest and sleep?

4. Is there a significant relationship between the participation motives and the

health risk awareness of the catholic HEI instructors?

5. Is there a significant relationship between health risk awareness and physical

well-being of the catholic HEI instructors?

6. Is there a significant difference in the level of participation motives of the

catholic HEI instructors when classified according to autonomy in terms of mental

wellness, physical wellness, emotional wellness, social wellness and spiritual

wellness?

7. Which among the indicators of health risk awareness is significantly related to

the catholic HEI instructors’ physical well being in terms of physical activity,

nutrition and diet, medical self-care and rest and sleep?

8. What intervention program can be designed based on the findings of the

study?
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Hypothesis of the Study

The null hypothesis was be tested at 0.05 alpha level of significance.

HO1: There is no significant relationship between the participation motives

and health risk awareness of the catholic HEI instructors.

HO2: There is no significant relationship between health risk awareness

and physical well being of catholic HEI instructors.

HO3: There is no significant difference in the level of participation motives

of the catholic HEI instructors when classified according to autonomy in terms of

mental wellness, physical wellness, emotional wellness, social wellness and

spiritual wellness.

HO4: The indicators of health risk awareness is not significantly related to

the catholic HEI instructors’ physical well being in terms of physical activity,

nutrition and diet, medical self-care and rest and sleep.

Review of Related Literature

This section presents the related literature and studies that supports the

two variables namely participation motives in terms of competence, autonomy

and relatedness; the health risk awareness in terms of mental, physical,

emotional, social and spiritual wellness; and the physical well-being in terms of

physical activity, nutrition and diet, medical self care, and rest and sleep.

Participation Motives

According to Livingston, (2008), participation motive refers to “an

individual's reason for engaging in activity. It is often applied to reasons for

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engaging in exercise or sport, such as to manage weight, for enjoyment or for

social reasons”. This means a person’s desire to participate in a particular

undertaking including his or her primary intentions of indulging into something

that either brings him/her interest.

The most commonly cited motives for

participating in sport are developing and displaying competence (from learn

ing new skills), experiencing

challenges and success, acquiring social benefits

that arise from affiliation to a group or team,

improving fitness, and having fun. Motivation can certainly play a huge role of

influencing the performance of an individual most especially in situations when

he/she is not confident with his/her competence and abilities. In general terms,

motivation refers to the intensity and direction of behaviour. Ultimately, it always

essentially means whether or not someone expects they will be successful when

they attempt a particular skill (Kondric, Sindik, Furjan-Mandic,&Schiefler, 2013.

Research on participation motivation revealed males and females exhibit

different motives for participation in physical activities. Egli et al. (2011) found

that male college students were motivated most by intrinsic factors (strength,

competition, and challenge), whereas females were motivated by extrinsic factors

(weight management and appearance). In another study, Chowdhury (2012)

discovered similar differences between the motives reported by males and

females. Male adults has higher motivation for affiliation and challenge, whereas

female adults has higher motivation for appearance.

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Moreover, Molanorouzi, K., Khoo, S., & Morris, T. (2015) concluded that

“strong and important motives for participation in physical activity are different

across type of activity, age, and gender in adults. Understanding the motives that

influence physical activity participation is critical for developing interventions to

promote higher levels of involvement”. It implies that participation motives vary

across different dimension and therefore it is very important to get a full grasp of

what truly motivates an individual to engage in specific physical activities. Higher

level of involvement enables an individual to fulfil ultimate personal goals.

Basic Psychological Need Satisfaction in Self Determination Theory

In Self Determination Theory, basic psychological need satisfaction is

assumed to represent the underlying motivational mechanism that energizes and

directs people’s behaviour (Deci&Ryan, 2000).Psychological need satisfaction is

regarded as the essential nutriment for individuals’ optimal functioning and well-

being, as water, minerals, and sunshine are essential forplants to bloom (Deci

&Ryan,2000; Ryan, 1995). In SDT, three basic needs are distinguished: the

needs for autonomy, competence, and relatedness. First, the needfor autonomy

represents individuals ’inherent desire to feel volitional and to experience a sense

of choice and psychological freedom when carrying out an activity (deCharms,

1968; Deci &Ryan, 2000).Although related, SDT’s concept of autonomy is

somewhat the conceptualizations of autonomy typically held in organizational

psychology (e.g., Morgeson&Humphrey, 2006). Employees might, for instance,

follow-up a request from their supervisor (and thus fail to be independent) but

nonetheless act willingly because their supervisor provided them a meaningful

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rationale for doing so (Soenens et al.,2007). Second, the need for competence is

defined as individuals’ inherent desire to feel effective in interacting with the

environment (Deci &Ryan,2000; White, 1959). It is prominent in the propensity to

explore and manipulate the environment and to engage in challenging tasks to

test and extend one’s skills. Competence satisfaction allows individuals to adapt

to complex and changing environments, whereas competence frustration is likely

to result in helplessness and a lack of motivation (Deci &Ryan, 2000).The need

for competence is rather uncontroversial in organizational psychology. The need

for competence, on the other hand, represents an inborn need. Competence

satisfaction refers to a more general, affective experience of effectiveness which

results from mastering a task.

Additionally, Self-determination theory is an organismic approach built on

the assumption that people are actively involved in their own development with

evolved tendencies towards growth and mastery (Ryan and Deci 2000b). The

theory outlines three universal, innate needs that serve as the avenue through

which the social context influences development throughout the lifespan:

autonomy, competence, and relatedness. The need for autonomy is understood

as our need for feeling that we are acting out of our own volition and in

accordance with our personal values as opposed to feeling as though our

behavior stems from coercion or pressure (Grolnick and Raftery-Helmer 2013).

The need for competence reflects our inherent desire to feel effective when

interacting with our environment (Deci and Ryan, 2000). It follows that when our

need for competence is fulfilled, feelings of self-efficacy and self-esteem may be

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at the center of more general feelings of well-being. The need for relatedness is

our needs for deep and meaningful connections with close others, as well as a

need for broader connections to society in general. This need is satisfied when

we experience social support and feel close to others (Deci and Ryan 2008).

Self-determination theory posits that all three needs are essential; when they are

fulfilled via the social context, an individual is in the position to maintain optimal

functioning and achieve positive personalgrowth. However, when any one need

is thwarted, anindividual’s overall well-being and psychological healthare at risk

(Ryan and Deci 2000a).

Health Risk Awareness

Risk awareness is the degree of concurrence between the perceived task

demands and the real ones – how dangerous does someone think it is, and how

dangerous is it really? The more they coincide, the better the risk awareness. It is

a fact that health is very important to all human beings. Similarly, wellness is a

general term that describes the overall aspect of a human being when it comes

to health-related issues. Health must be a priority for everyone. One’s approach

to personal wellness must be holistic, which in turn help one to obtain well

balanced relationships and better management in academic and extra-curricular

activities.

Being healthy means that the body and mind function as they are

supposed to. Jones (2005) elaborated on the difference between health and

wellness. Wellness is a way of life and living in which explores, searches and
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finds new questions and discovers new answers, along with three primary

dimensions of living: the physical,, the mental and the social; which is a way of

life designed to enable human beings to achieve, in each the dimensions, the

maximum potentials that is realistically and rationally feasible at any given time.

Rickhi et al. (2006) believed that creating health and wellness awareness means

focusing on practices the benefit one or all of the three dimensions-body, mind

and spirit. Physical health and wellness awareness includes drinking clean water,

healthy eating, healthful touch such as massage and physical activity. Mental

and spiritual wellness require mind and body based stress reduction programs,

adapting the boy to nature and being aware of the senses.

Mental wellness

Initially, mental wellness was a clearly defined dimension associated with

the degree that one engages in creative and stimulating activities, as well as the

use of resources to expand knowledge and focus on the acquisition,

development, application, and articulation of critical thinking (Hatfield et al. 1992).

Hales (2005) mentioned that intellectual wellness represents commitment to

lifelong learning, an effort to share knowledge with others, and developing skills

and abilities to achieve a more satisfying life. More recently, the distinction

between cognitive (intellectual) and emotional (psychological) processes are

considered as closely affecting one another (Myers et al., 2005; Oguz-Duran et

al.,2009), and classification around intellectual wellness is still evolving. Ryff et

al., (2006) states that realizing ones’ personal potential involves cognitive

processes and comprehension of life’s purpose. The perception of being

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energized by an optimal amount of intellectually stimulating activity which

involves critical reasoning is also important (Adams et al., 1997).

Physical wellness

Physical wellness is primarily aimed at cardiovascular fitness, flexibility,

and strength. Actions to improve physical wellness include maintaining a healthy

exercise regime and diet and monitoring internal and external physical signs of

the body’s response to events including stress. This includes seeking medical

care when appropriate and taking action to prevent and avoid harmful behaviours

(ex. Tobacco and excess alcohol use) and detect illnesses (Case et al., 2006).

National Collaborating Centre for Determinants of Health, (2010); Public Health

Agency of Canada, (2008); Renger et al., (2000); Ryanet et al., (2001) detailed

physical wellness to include physical indices (muscle tone, cholesterol level,

blood pressure) and behaviours (eating habits, exercise levels). Problems in

physical wellness included, physical injuries and disabilities, and sexually

transmitted diseases.

Ryffa et al., (2006) found that avoiding negative behaviours such as

smoking and inactive living as well as somatotype affects physical wellness with

benefits including better autoimmune functioning. Ryan et al., (2001) also noted

that physical wellness however, does not always correlate to one’s sense of well

being; a person can be ill and have a positive state of mind while a physically

healthy person can experience a poor sense of well being.

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Emotional wellness

The emotional dimension of wellness involves developing awareness and

acceptance of one’s feelings. Emotionally well people are able to express

feelings freely and manage feelings effectively. Emotional wellness is not an end

stage but a continual process of change and growth. It enables one to maintain

satisfying relationships, deal with conflict and remain grounded during stressful

times. It implies the ability to be aware of and accept our feelings, rather deny

them, have an optimistic approach to life and enjoy life despite the

disappointments and frustrations.

Thus, according to American Psychology Association (2014), emotional

health can lead to success in work, relationship and health. In the past,

researchers believed that success made people happy. Newer research reveals

that it is the other way around. Happy people are more likely to work toward

goals, find the resources they need and attract others with their energy and

optimism-key building blocks of success.

Social wellness

Social wellness encompasses the degree and quality of interactions with

others, the community, and nature. It includes the extent to which a person works

towards supporting the community and environment in everyday actions

including volunteer work (Commission on Social Determinants of Health, 2008).

Getting along with others and being comfortable and willing to express ones’

feelings, needs, and opinions; supportive, fulfilling relationships (including sexual

relations), and intimacy; and the interaction with the social environment and the
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contribution to one’s community are included in the definitions of social wellness

(Renger, et al., 2000). The National Collaborating Centre for Determinants of

Health (2010) confirmed the importance of significant relationships and the

quality and extent of one’s social network especially family. Helliwell (2005)

examines the nature of relational styles and patterns focusing on one’s attitude

towards relationships and seeking help from others as key elements. Ryff et al.,

(2006) cite epidemiological studies stating that mortality is significantly lower

among persons who are more socially integrated. Features of social support

consists of the size or density of one’s social network and frequency of contact

with relatives and friends.

Durlak (2000) and May (2007) included peer acceptance, attachments and

bonds with others, and social skills (communication, assertiveness, conflict

resolution) as fundamental components of social wellness. Helliwell (2005) found

that married people (both men and women are happier than those who are

divorced). Findings from Frey et al., (2000; 2002) found no gender difference with

the variables. Those with additional voluntary group membership are one-tenth

happier again.

Spiritual wellness

Cohen (2002) found that within religions there are differences in the

strength of people’s beliefs, the degree to which they use a deity to help cope

with difficulties and their degree of spirituality, all of which have been found to be

associated with different levels of sense of well-being. Renger et al., (2000)

defined spiritual wellness as the process of seeking meaning and purpose in

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existence. Spiritual wellness involves an appreciation for the complexities of

existence and accepting that the universe cannot be completely understood as it

stands outside our own experience. The depth and expanse of life both known

and unknown, as well as questioning the meaning and purpose in life, while also

recognizing, accepting, and tolerating the complex nature if the world is all part of

spiritual wellness. These add a meditational and harmonious approach to

spiritual wellness, focusing on harmony with the self and harmony with others

and the universe and the search for a universal value system. This value system

strives toward a worldview that gives unity, purpose, and goals to the thoughts

and actions of individuals so that there is cohesion, and harmony becomes

paramount.

Physical Well-being

According to Belong To Resources (2010), physical health is connected to

mental and emotional health. Taking care of the body is a powerful first step

towards mental and emotional health. The mind and the body are linked. When

you improve your physical health, you’ll automatically experience greater mental

and emotional well-being. This only implies that a persons’ everyday activity is

dependent of his or her life choices and dispositions. One has to be aware of the

activities that would keep both our mind and body healthy. For example, exercise

not only strengthens our heart and lungs, but also releases endorphins, powerful

chemicals that energize us and lift our mood. The activities you engage in and

the daily choices you make affect the way you feel physically and
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emotionally. Get enough rest. To have good mental and emotional health, it’s

important to take care of your body. That includes getting enough sleep. Most

people need seven to eight hours of sleep each night in order to function

optimally. Learn about good nutrition and practice it. The subject of nutrition is

complicated and not always easy to put into practice. You will feel better if you

learn about what you eat, how it affects your energy and mood, and practice

healthy eating habits. Exercise to relieve stress and lift your mood. Exercise is a

powerful antidote to stress, anxiety, and depression. Look for small ways to add

activity to your day, like taking the stairs instead of the elevator or going on a

short walk. To get the most mental health benefits, aim for 30 minutes or more of

exercise per day. Get a dose of sunlight every day. Sunlight lifts your mood, so

try to get at least 10 to 15 minutes of sun per day. This can be done while

exercising, gardening, or socializing. Limit alcohol and avoid cigarettes and other

drugs. It is very important to take good care of our physical well being because it

can help us maintain a happy and fruitful life. Having a healthy lifestyle does not

happen overnight, instead, one has to work on it and make it happen by

constantly and consistently making it as a habit.

Division of Human Resources (2017) mentioned that physical wellbeing is

commonly regarded as the body's overall condition. It is recognised that to

achieve optimum physical health a regime of good eating, regular exercise and

getting adequate sleep should be adopted. This results in feeling better and

having sufficient energy and motivation to get things done in our daily lives.
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Furthermore, Econation for People and Planet (2017 ) emphasized that

physical well-being is about being safe, sheltered and in good health and it is

closely connected to mental well-being. If we have good physical health, we

will automatically experience better mental and emotional well-being. On the

other hand mental stress and anxiety will put stress on internal organs,

increase blood pressure, decrease immune function and upset chemical

balances.

Similarly, Nutritionist Resource (2010) stressed that being physically

healthy is hugely important. It can be the key to a long, fulfilling life. Having a

healthy body means you are equipped to deal with the challenges of everyday

life, fight off illnesses and function well, allowing you to do the things you want to

do. In order to achieve and maintain physical health, the body must be given the

right nutrients, in a balanced diet, with regular exercise. An unhealthy body can

mean an unhealthy lifestyle, resulting in constant tiredness, sluggishness and

general apathy, which can spread to work, relationships and many other areas of

life. Taking care of physical health is an excellent first step to taking care of

other areas of your life.

Physical Activity

Physical activity is any body movement that works your muscles and

requires more energy than resting. Walking, running, dancing, swimming, yoga,

and gardening are a few examples of physical activity.Exercise is a type of

physical activity that's planned and structured. Lifting weights, taking an aerobics
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class, and playing on a sports team are examples of exercise.Physical activity is

good for many parts of your body. This article focuses on the benefits of physical

activity for your heart and lungs. The article also provides tips for getting started

and staying active. Physical activity is one part of a heart-healthy lifestyle. A

heart-healthy lifestyle also involves following a heart-healthy eating, aiming for a

healthy weight, managing stress, and quitting smoking (National Institute of

Health, 2017).

According to the World Health Organization (2017), physical activity is

defined as any bodily movement produced by skeletal muscles that requires

energy expenditure. Physical inactivity (lack of physical activity) has been

identified as the fourth leading risk factor for global mortality (6% of deaths

globally). Moreover, physical inactivity is estimated to be the main cause for

approximately 21–25% of breast and colon cancers, 27% of diabetes and

approximately 30% of ischaemic heart disease burden. The term "physical

activity" should not be mistaken with "exercise". Exercise, is a subcategory of

physical activity that is planned, structured, repetitive, and purposeful in the

sense that the improvement or maintenance of one or more components of

physical fitness is the objective. Physical activity includes exercise as well as

other activities which involve bodily movement and are done as part of playing,

working, active transportation, house chores and recreational activities.

Increasing physical activity is a societal, not just an individual problem. Therefore

it demands a population-based, multi-sectoral, multi-disciplinary, and culturally

relevant approach.
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Nutrition and Diet

US News Health (2017) explained that a healthy diet doesn't require a lot

of money or newfangled appliances or subsisting on any kind of scheme that

sounds like a gimmick. Because it's true what they say about what seems too

good to be true: Eating well means listening to that little voice inside that knows

what healthy foods generally look like – fresh and recognizable in nature – and

what they don't – prepackaged and processed. That sensibility may not fit so well

with our on-demand culture, where we want results now – be it dinner or weight

loss. But if you want a program that works for the long run, you'll need a lifestyle

you can live with and like. That means a diet that's nutritious and delicious, but

one that will take a bit of planning and commitment from you. While staying lean

is a big part of good health, weight lost doesn't always equal health gained. That

new diet that took inches off your waistline could be harming your health if it

locks out or severely restricts entire food groups, relies on supplements with little

scientific backing or clamps down on calories to an extreme.

Furthermore, according to Family Doctor.org (2017), good nutrition is one

of the keys to a healthy life. One can improve health by keeping a balanced diet.

You should eat foods that contain vitamins and minerals. This includes fruits,

vegetables, whole grains, dairy, and a source of protein. It can be hard to change

your eating habits. It helps if you focus on small changes. Making changes to

your diet may also be beneficial if you have diseases that can be made worse by

things you are eating or drinking. Symptoms from conditions such as kidney

disease, lactose intolerance, and celiac disease can all benefit from changes in
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diet. It is therefore a necessity to be watchful of our food intake because it is

really a fact that we are what we eat.

Medical Self Care

As emphasized by Carlson (2009), one of the changes occurring in the

health care system is the expectation that individuals will take more responsibility

for their own health. Practicing medical self care is one way of taking more

control. Medical self-care is defined as those things that individuals do to deal

with minor illness and injuries at home. This includes preventing, detecting, and

treating illness and disease. Data suggests that self care is already a fact of life.

Over 80% of health problems are treated at home. For example every time

someone takes an over-the-counter drug for a headache they are practicing self

care. Studies also suggest that an even larger number of health care problems

could be treated at home. As many as 70% of all visits to doctors for new

problems, have been termed unnecessary. For example, 11% of such visits are

for uncomplicated colds. Many other visits are for minor cuts that do not require

stitches, for tetanus shots even though the person is current on their

immunizations, and for minor ankle sprains.

Medical self-care does not involve learning large amounts of information. It

is not about practicing alternative medicine or using weird home remedies. Self-

care is not a substitute for professional care. One of the important self-care

decisions individuals always have to make is, "Do I see my health care provider

or do I apply home treatment?" Your goal is to protect your health and that of
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your family so you want to practice sound self care skills. This is very true about

learning the basics of medical self care as it becomes a huge help for first aid

and remedy before finally going to the doctor to seek for medical help.

Additionally, Bednez, (n.d), stated that medical self-care programs are a critical

component for the success of any workplace wellness strategy. They help

empower employees to live healthy lifestyles through preventive maintenance.

They also create awareness towards knowing when to treat common illness or

minor injuries at home and when to get medical attention. Self-care programs

provide a sense of preparedness for responding to emergencies, while cultivating

ongoing communication between doctors and caregivers. Medical self-care

programs have the power to help contain employers escalating costs and

contribute to the solution of our health care crisis.

Rest and Sleep

According to National Institute of Health (2017), “sleep plays a vital role in

good health and well-being throughout your life. Getting enough quality sleep at

the right times can help protect your mental health, physical health, quality of life,

and safety. The way you feel while you're awake depends in part on what

happens while you're sleeping. During sleep, your body is working to support

healthy brain function and maintain your physical health. In children and teens,

sleep also helps support growth and development.The damage from sleep

deficiency can occur in an instant (such as a car crash), or it can harm you over

time. For example, ongoing sleep deficiency can raise your risk for some chronic
 25

health problems. It also can affect how well you think, react, work, learn, and get

along with others”.

As discussed by providentliving.lds.org (n.d), “Lack of adequate rest has

become a significant health problem for many people. The brain and body need

sufficient, regular sleep to recover from the stresses of each day and to bring

order to mind and body functions. In a normal sleep pattern, the brain cycles

through various stages of wakefulness and deep slumber. Some conditions may

disturb the progression of these stages. Insomnia disturbs the sleep pattern by

interfering with the plunge into deep sleep. Sleep apnea causes breathing to

repeatedly stop for one or more breaths, resulting in periodic low blood oxygen.

There are also conditions that make it difficult for people to fall asleep. All of

these conditions that disturb a normal sleep pattern deprive the body and mind of

needed recovery from daily stress and leave the person tired, functioning poorly,

and susceptible to disease. However, there are things that can be done to

improve the quality of sleep and rest by practicing to free our minds from stress

and pressure because it creates positive energy.

Moreover, according to American Psychological Association, (2017), sleep

is essential for a person’s health and wellbeing, according to the National Sleep

Foundation (NSF). Yet millions of people do not get enough sleep and many

suffer from lack of sleep. For example, surveys conducted by the NSF (1999-

2004) reveal that at least 40 million Americans suffer from over 70 different sleep

disorders and 60 percent of adults report having sleep problems a few nights a

week or more. Most of those with these problems go undiagnosed and untreated.
 26

In addition, more than 40 percent of adults experience daytime sleepiness severe

enough to interfere with their daily activities at least a few days each month - with

20 percent reporting problem sleepiness a few days a week or more.

Furthermore, 69 percent of children experience one or more sleep problems a

few nights or more during a week.

Stress is the number one cause of short-term sleeping difficulties,

according to sleep experts. Common triggers include school- or job-related

pressures, a family or marriage problem and a serious illness or death in the

family. Usually the sleep problem disappears when the stressful situation passes.

However, if short-term sleep problems such as insomnia aren't managed properly

from the beginning, they can persist long after the original stress has passed.

Drinking alcohol or beverages containing caffeine in the afternoon or evening,

exercising close to bedtime, following an irregular morning and night time

schedule, and working or doing other mentally intense activities right before or

after getting into bed can disrupt sleep.(American Psychological Association,

2017).

All the cited literature and studies are important and relevant to the

present study. It provided sufficient insights and data for theoretical basis for the

participation motives as the independent variable in terms of competence,

autonomy and relatedness and health risk awareness as the dependent variable

in terms of mental, physical, emotional, social and spiritual wellness.

 27

Theoretical and Conceptual Framework

The study was anchored on the Self Determination Theory of Deci and

Ryan (1985) that highlights the importance of humans' evolved inner resources

for personality development and behavioral self-regulation. The theory

postulates that human beings have an innate drive to

maximize their positive feelings and effectively

master challenging tasks. According to the Self Determination Theory,

people have three universal needs that must be

fulfilled. These needs are competence (the need

to feel behaviours and interactions are effective),

autonomy (the need to perceive behaviours and

thoughts are freely chosen), and relatedness (the need to feel connected to

people around us). This implies that participation motives of the HEI instructors in

the health and wellness programs of their respective institutions is based on their

perceived competence, autonomy and relatedness with health issues and

concerns which can have an effect or relationship with the level of their health

risk awareness in the aspects of mental, physical, emotional, social and spiritual

wellness.

Furthermore, it also supported by the healthy risk awareness concept

advocated by Hjalmarson, Strandmark&Klässbo (2007) which states that healthy

risk awareness is developed through the interaction of emotional and cognitive

processes. As emphasized by the three authors, it means that recognizing one’s

weaknesses and by practically allowing oneself to be cognizant on the factors

 28

that can make people unhealthy, can inspire an individual to maintain a healthy

lifestyle and behaviour. In this way, teachers are able to bring forth lifestyle

changes and preventive habits. Similarly, as this healthy risk awareness is

developed in ones heart and mind, it can help nurture a person’s confidence and

ability to both understand and experience the social benefits of acting

preventively. Also, Division of Human Resources (2017) mentioned that physical

well-being is commonly regarded as the body's overall condition. It is recognised

that to achieve optimum physical health a regime of good eating, regular exercise

and getting adequate sleep should be adopted. This results in feeling better and

having sufficient energy and motivation to get things done in our daily lives. The

independent variables are the participation motives in terms of competence,

autonomy and relatedness and the health risk awareness in terms of mental,

physical, emotional, social and Spiritual wellness which can affect the dependent

variable that is physical well-being in terms of physical activity, nutrition and diet,

medical self care and rest and sleep.

 29

Independent Variables Dependent Variable

Participation Motives Physical Well-Being

Autonomy Physical Activity

Competence Nutrition and Diet

Relatedness Medical Self Care

Fitness
Rest and Sleep Develop
Health Risk Awareness
ment
Physical Wellness Program
(FDP)
Mental Wellness

Emotional Wellness

Social Wellness

Spiritual Wellness

Figure 1.Conceptual Framework of the Study.

 30

CHAPTER II

METHOD

Research Design

The study made use of the descriptive-correlational research design.

According to Stangor (2011), the goal of descriptive research is to provide an

impression or overview of what is being studied or the subject matter, and while

correlational design provides an evaluation as well as assessment of the two

variables that are considered in the study. From the design, it aimed to find the

significant relationship and difference between participation motives; health risk

awareness and the physical well-being of the catholic higher educational

institution instructors in the Davao Region.

Research Locale

The study was conducted within Region XI Davao Region in the island of

Mindanao. There were five private catholic colleges: Cor Jesu College in Digos,

Saint Peter’s College of Toril, University of Immaculate Concepcion in Davao,

San Pedro College of Davao and Holy Cross of Davao, Davao City.

Respondents
 31

The respondents of the study were the higher educational institution

instructors of the different private catholic school in Davao Region.: Cor Jesu

College in Digos, Saint Peter’s College of Toril, University of Immaculate

Concepcion in Davao, San Pedro College of Davao and Holy Cross of Davao,

Davao City. It made used of the purposive sampling method which according to

David (2002), the proponent uses specific purpose in selecting a sample which

means that there is a specific criterion in the selection of the participants of the

study.

Research Instrument

In measuring the variables, a researcher-made questionnaire and some

adopted items from the Health and Wellness Questionnaire were utilized. Part I

consisted of questions pertaining to the level of participation motives of catholic

HEI instructors in terms of autonomy, competence and relatedness. Part II

consisted of questions about the level of health risk awareness of catholic school

teachers in terms of mental, physical, emotional, social and spiritual wellness.

And Part III consisted of questions about the physical well being of HEI

instructors in terms of physical activity, nutrition and diet, medical self-care and

rest and sleep.

Respondents were asked to answer the questionnaires provided. In order

to arrive at an accurate interpretation, a 5-point likert scale was used as shown

below.
 32

Table 1.Level of participation motives of the catholic HEI Instructors

Weight Interval Level Descriptive Rating Descriptive Interpretation

Range
5 4.51-5.00 Very High Strongly Agree The respondent strongly
favors to the statement in
all cases

4 3.51-4.50 High Agree The respondent strongly

favors to the statement in
majority of the cases

3 2.51-3.50 Moderate Neither The respondent are

Disagree/Agree undecided

2 1.51-2.50 Low Disagree The respondent is not in

favor to the statement in
30
few cases

1 1.00-1.50 Very Low Strongly Disagree The respondent is not

totally in favour of the
statement

Table 2.Level of health risk awareness of the catholic HEI Instructors

Weight Interval Level Descriptive Descriptive Interpretation

Range Rating
5 4.51-5.00 Very High Extremely Aware It means that the
(EA) respondent does it daily
(everyday)

4 3.51-4.50 High Moderately It means that the

Aware (MA) respondent does it
regularly (4-6 times per
week)

3 2.51-3.50 Moderate Somewhat Aware It means that the

(SWA) respondent does it often
(2-4 times per month)

2 1.51-2.50 Low Slightly Aware It means that the

(SLA) respondent does it
occasionally (2-12 times
per year)
 33

1 1.00-1.50 Very Low Not at all aware It means that the

(NAA) respondent never do it
(once a year or less)

Table 3. Level of Physical Well-Being of the catholic HEI Instructors

Weight Interval Level Descriptive Descriptive Interpretation

Range Rating
5 4.51-5.00 Very High Always (A) It means that the respondent
is extremely concerned

4 3.51-4.50 High Often (O) It means that the respondent

is moderately concerned

3 2.51-3.50 Moderate Sometimes (S) It means that the respondent

is somewhat concerned

2 1.51-2.50 Low Rarely (R) It means that the respondent

is slightly

concerned

1 1.00-1.50 Very Low Never (N) It means that the respondent

is not at all concerned

Data Gathering Procedure

The following steps were undertaken by the researcher in order to conduct

the study.

The researcher sent a letter of request to the Deans of the Department of

every schools were considered respondents of the study.

A letter of request was also sent to the Human Resource Head of the

School in order to get data on the number of teachers employed in the institution.
 34

Upon the approval of the letter of request, the researcher informed the

respondents prior to the conduct of the study to give them an idea on the

contents of the survey questionnaire that was distributed.

Then the researcher distributed the survey questionnaires to the

respondents. The distribution and collection of the questionnaires were done on

the same day.

After gathering the questionnaires, the researcher tallied, tabulated and

analyzed the interpreted data.

Data Analysis

The statistical tools that were used to analyze the study were the

following;

Mean score was employed to determine the level of participation motives,

health risk awareness and physical well-being of the catholic HEI instructors.

One-way Analysis of Variance (One-Way ANOVA) was utilized to test

whether significant difference exist in the level of participation motives of the

catholic HEI instructors when classified according to autonomy in terms of mental

wellness, physical wellness, emotional wellness, social wellness and spiritual

wellness?

Pearson-Product Moment Correlation was utilized to test whether

significant difference exists in the level of participation motives when classified

according to autonomy in terms of mental wellness, physical wellness, emotional

wellness, social wellness and spiritual wellness.

 35

Post hoc analysis was used to detect some specific size and scores which

will further identify the difference that will be observed in the study. Hence, it was

only employed when significant difference was observed in the ANOVA test.

Multiple Linear Regression was employed to determine which among the

indicators of health risk awareness is significantly related to the catholic teachers’

physical well being in terms of physical activity, nutrition and diet, medical self-

care and rest and sleep?

All interpretations were based on 0.05 alpha level of significance.

 36

CHAPTER 3

Results and Discussions

This chapter includes the results, findings and interpretation of the study.

Level 1 Participation Motives of the Catholic HEI Instructors in terms of

autonomy, competence, and relatedness. Level 2 the Health Risk Awareness of

the Catholic HEI Instructors in terms of physical, mental, emotional, social, and

spiritual wellness. Level of Physical Well-Being of the Catholic HEI Instructors in

terms of physical activity, nutrition and diet, medical self-care, and rest and sleep.

The result from the first, second and third level were the basis of the proposed

fitness development program.

Table 1. Level of Participation Motives of the Catholic HEI Instructors

N Minimu Maximu Mean Std. Skewness Kurtosis
m m Deviatio
n
Statisti Statistic Statistic Statisti Statistic Statisti Std. Statisti Std.
c c c Error c Error
100 2.80 5.00 4.074 .50903 -.271 .241 -.512 .478
autonomy
0
100 3.40 5.00 4.454 .40587 -.473 .241 -.518 .478
competence
0
 37

100 2.80 5.00 4.224 .47929 -.392 .241 -.144 .478

relatedness
0
overall_participati 100 3.13 5.00 4.250 .35821 -.380 .241 .013 .478
on 7
Valid N (listwise) 100

This study aimed to determine the level of participation motives of the

catholic HEI instructors.

The level of different indicators of participation motives is indicated in the table.

The study revealed that the mean score of autonomy is 4.07 with a

description of high. Thus, catholic HEI instructors are motivated on the statement

in majority of the cases. According to Deci & Ryan, (2000), the need for

autonomy represents individuals ’inherent desire to feel volitional and to

experience a sense of choice and psychological freedom when carrying out an

activity. This implies that HEI instructors value their autonomy in choosing to take

good care and to be conscious of their physical well-being. Added to that, HEI

instructors have their own personal choice in carrying out activities that are

related with health and wellness and that they believe in their own psychological

freedom because they personally know what is best for their own self.

Employees might, for instance, follow-up a request from their supervisor (and

thus fail to be independent) but nonetheless act willingly because their supervisor

provided them a meaningful rationale for doing so (Soenens et al.,2007). This

also means that HEI instructors may have the freedom not to be meticulous with

their physical well-being, however, they willingly adhere to what is supposed to

be done in their body because they are aware that it is also for their own good.
 38

Therefore, the manner that they participate in any health related activity can be

influenced through their own free will as they perceive it.

For the second indicator, competence, study showed a mean score of

4.45 which has the same description of high that is interpreted as catholic HEI

instructors is motivated on the statement in majority of the cases. The need for

competence is defined as individuals’ inherent desire to feel effective in

interacting with the environment (Deci &Ryan,2000; White, 1959). This attests

that HEI instructors agree to the idea that their competence can also be

associated with their knowledge of maintaining a healthy lifestyle because they

are aware of its advantages. They also believe that they seek and accept

feedback and learn from experiences in order to strengthen personal

effectiveness. And because of these individual competences, the HEI instructors

are able to demonstrate a genuine interest in understanding needs and takes

personal responsibility for meeting these needs especially when it comes to

health related concerns.

For third indicator, relatedness, it has a mean score of 4.22 with the same

description high and the same interpretation that catholic HEI instructors is

motivated on the statement in majority of the cases. The need for relatedness is

our needs for deep and meaningful connections with others, as well as a need for

broader connections to society in general. It implies that the HEI instructors

perceived relatedness is having to deal and connect with peers as a way of

motivating oneself to attend to the needs of their physical well-being. Through

relatedness, HEI instructors usually seek advice from friends every time they
 39

make decisions related with health and wellness. This need is satisfied when we

experience social support and feel close to others (Deci and Ryan 2008). Thus,

the need for relatedness through social support is very essential in order to

achieve personal growth.

The overall mean revealed a mean score of 4.25. Thus, it has the same

description and interpretation with the three previous indicators, which is high

and the catholic HEI instructors are motivated on the statement in majority of the

cases. Generally, participation motives of the HEI instructors indicates that they

perceive that their reason for engaging into health related activities is dependent

with their personal autonomy, competence and relatedness in the area of health

and well-being.

Table 2.Level of Health Risk Awareness of the Catholic HEI Instructors

N Minimu Maximu Mean Std. Skewness Kurtosis

m m Deviation
Statistic Statisti Statistic Statisti Statistic Statistic Std. Statistic Std.
c c Error Error
physical 100 1.40 5.00 3.5440 .74837 -.404 .241 -.172 .478
emotional 100 2.60 5.00 4.2340 .53489 -.490 .241 .090 .478
social 100 2.60 5.00 4.1540 .56843 -.581 .241 -.056 .478
spiritual 100 1.40 5.00 4.2700 .62174 -1.575 .241 4.321 .478
Valid N
100
(listwise)
This study aimed to determine the level of health risk awareness of the

catholic HEI instructors. The level of different indicators of health risk awareness

is indicated in the table. For the first indicator, physical wellness was found to

have a mean score of 3.54. It is described as high level of physical awareness. It

is implied that the catholic HEI instructors are often aware of the physical

wellness and he/she does it regularly. “Physical wellness is primarily aimed at

 40

cardiovascular fitness, flexibility, and strength. Actions to improve physical

wellness include maintaining a healthy exercise regime and diet and monitoring

internal and external physical signs of the body’s response to events including

stress. The term “physically fit” denotes the HEI instructors’ awareness of their

health-related activities in order to keep the body active and healthy. This

includes seeking medical care when appropriate and taking action to prevent and

avoid harmful behaviours (ex. Tobacco and excess alcohol use) and detect

illnesses” (Case et al., 2006).

Furthermore, Ryan et al., (2001) also noted that physical wellness

however, does not always correlate to one’s sense of well being; a person can be

ill and have a positive state of mind while a physically healthy person can

experience a poor sense of well being. This means that a persons’ drive to

achieve a healthy lifestyle is dependent on his/her drive to practice living healthy.

Our mind therefore, is very powerful because it is responsible of commanding

what we ought to do.

Emotional wellness is the next indicator. The result showed a mean score

of 4.23 which means that catholic HEI instructors have high emotional wellness.

It is implied that catholic HEI instructors are often aware of the emotional

wellness and he/she does it regularly. According to American Psychology

Association (2014), emotional health can lead to success in work, relationship

and health. The emotional dimension of wellness involves developing awareness

and acceptance of one’s feelings. HEI instructors consider their selves as

emotionally well people because they believe that they are able to express
 41

feelings freely and manage feelings effectively. Emotional wellness is not an end

stage but a continual process of change and growth. It enables one to maintain

satisfying relationships, deal with conflict and remain grounded during stressful

times. It implies the ability to be aware of and accept our feelings, rather deny

them, have an optimistic approach to life and enjoy life despite the

disappointments and frustrations. For the next indicator, social wellness

displayed a mean score of 4.15. This means that catholic HEI instructors have

high social wellness. Meaning, catholic HEI instructors are often aware of the

social wellness and he/she does it regularly. Social wellness encompasses the

degree and quality of interactions with others, the community, and nature. It

includes the extent to which a person works towards supporting the community

and environment in everyday actions including volunteer work (Commission on

Social Determinants of Health, 2008). Durlak (2000) and May (2007) included

peer acceptance, attachments and bonds with others, and social skills

(communication, assertiveness, conflict resolution) as fundamental components

of social wellness. This further explains the HEI instructors positive response on

social well-being because they believe that they find association and relatedness

with peers and love ones who are instrumental to their decision to maintain a

healthy lifestyle.

Spiritual wellness is the last health risk awareness indicator. The results

revealed a mean score of 4.27 which means that catholic HEI instructors have

high spiritual wellness. This implied that catholic HEI instructors are often aware

of the spiritual wellness and he/she does it regularly. Cohen (2002) found that
 42

within religions, there are differences in the strength of people’s beliefs, the

degree to which they use a deity to help cope with difficulties and their degree of

spirituality, all of which have been found to be associated with different levels of

sense of well-being. Renger et al., (2000) defined spiritual wellness as the

process of seeking meaning and purpose in existence. Spiritual wellness

involves an appreciation for the complexities of existence and accepting that the

universe cannot be completely understood as it stands outside our own

experience. The depth and expanse of life both known and unknown, as well as

questioning the meaning and purpose in life, while also recognizing, accepting,

and tolerating the complex nature if the world is all part of spiritual wellness.

These add a meditational and harmonious approach to spiritual wellness,

focusing on harmony with the self and harmony with others and the universe and

the search for a universal value system. This value system strives toward a

worldview that gives unity, purpose, and goals to the thoughts and actions of

individuals so that there is cohesion, and harmony becomes paramount.

This study aimed to determine the level of physical well-being of the

catholic HEI instructors. The level of different indicators of physical well-being is

indicated in the table below.

Table 3. Level of Physical Well-Being of the Catholic HEI Instructors

N Minimu Maximu Mean Std. Skewness Kurtosis
m m Deviatio
n
Statisti Statistic Statistic Statisti Statistic Statisti Std. Statisti Std.
c c c Erro c Erro
r r
physicalactivity 100 1.00 5.00 2.8480 .96153 .279 .241 -.173 .478
 43

Nutrition and 100 1.60 5.00 3.4440 .63027 -.412 .241 1.026 .478
diet
Medical self 100 2.00 5.00 3.9520 .70617 -.340 .241 -.641 .478
care
Rest and sleep 100 1.60 5.00 4.0680 .68827 -1.149 .241 1.806 .478
overall_wellbein 100 2.74 5.97 4.5903 .59514 -.416 .241 .494 .478
g
Valid N 100
(listwise)

For the first indicator, physical activity, the study revealed a mean score of

2.85. It is described as moderate, which means that the catholic HEI instructors

are sometimes aware about physical activity and he or she does it often (2-4

times per month). According to BelongTo Resources (2010), physical health is

connected to mental and emotional health. Taking care of the body is a powerful

first step towards mental and emotional health. The mind and the body are

linked. When you improve your physical health, you’ll automatically experience

greater mental and emotional well-being. This only implies that a persons’

everyday activity is dependent of his or her life choices and dispositions. One has

to be aware of the activities that would keep both our mind and body healthy.

For the second indicator, nutrition and diet. The study showed a mean

score of 3.44. This is described as moderate. Meaning, the catholic HEI

instructors is sometimes aware about nutrition and diet, and he or she does it

often (2-4 times per month). According to Family Doctor.org (2017), good

nutrition is one of the keys to a healthy life. One can improve health by keeping a

balanced diet. The HEI instructors rated nutrition and diet as sometimes aware

maybe because they could no longer attend to conscientiously preparing a

healthy meal or opting to eat healthy food because of their busy schedule, and
 44

so, they eat according to the dictates of their mind which sometimes result to

eating unhealthy food.

Now, for the third indicator which is medical sefl-care. The result revealed

a mean score 3.95. This is described as high. It implies that the catholic HEI

instructors is often aware about medical self care and he or she does it regularly

(4-6 times per week). As emphasized by Carlson (2009), one of the changes

occurring in the health care system is the expectation that individuals will take

more responsibility for their own health. Practicing medical self care is one way of

taking more control. Medical self-care is defined as those things that individuals

do to deal with minor illness and injuries at home. This includes preventing,

detecting, and treating illness and disease. Data suggests that self care is

already a fact of life. Over 80% of health problems are treated at home. For

example every time someone takes an over-the-counter drug for a headache

they are practicing self care. Studies also suggest that an even larger number of

health care problems could be treated at home. HEI instructors believed that

performing self medication saves them time and effort in going to the doctor.

They also are aware of preventive medicine as they rated it high and does it

regularly 4-6 times per week.

Then, the fourth indicator is rest and sleep. The study showed a mean

score of 4.06 which is described as high. It means that the catholic HEI

instructors is often aware about rest and sleep and he or she does it regularly (4-

6 times per week).

 45

According to National Institute of Health (2017), “sleep plays a vital role in

good health and well-being throughout your life. Getting enough quality sleep at

the right times can help protect your mental health, physical health, quality of life,

and safety. The way you feel while you're awake depends in part on what

happens while you're sleeping. During sleep, your body is working to support

healthy brain function and maintain your physical health. This indicates that HEI

instructors give value to rest and sleep and despite their busy schedule, they

take time to rest and sleep because they believe it is very essential to recover the

energy used in the daily activities.

Lastly, for the overall well-being, the result revealed a mean score of 4.59

which is described as very high. Thus, it is interpreted that catholic HEI

instructors are always aware about his or her overall well-being and he or she

does it daily (everyday). Moreover, Division of Human Resources (2017)

mentioned that physical wellbeing is commonly regarded as the body's overall

condition. It is recognised that to achieve optimum physical health a regime

of good eating, regular exercise and getting adequate sleep should be adopted.

This results in feeling better and having sufficient energy and motivation to get

things done in our daily lives.

Table 4. Relationship between the Participation Motives and Health

RiskAwareness
overall_participation overall_risk
Pearson Correlation 1 .618**
overall_participation Sig. (2-tailed) .000
N 100 100
Pearson Correlation .618** 1
overall_risk
Sig. (2-tailed) .000
 46

N 100 100
**Correlation is significant at the 0.01 level (2-tailed).

In this study, the researcher tried to determine if there is a significant

relationship between participation motives and health risk awareness. In order to

answer the research problem, Pearson product-moment correlation was utilized.

The results revealed that the significance value is .000 which is found to be lower

than 0.05 level of significance. Thus, the null hypothesis is rejected. It implies

that there is a significant relationship between participation motives and health

risk awareness. Moreover, the result on the Pearson r value which is equal to

.618 further confirms the existence of such relationship and that the magnitude of

the relationship is interpreted to be moderately positive correlation. This indicates

that if the level of participation motives increases, health risk awareness also

increases. Similarly, if participation motives decreases, health risk awareness

also decreases.

. Motivation can certainly play a huge role of influencing the performance

of an individual most especially in situations when he/she is not confident with

his/her competence and abilities. In general terms, motivation refers to the

intensity and direction of behaviour. Ultimately, it always essentially means

whether or not someone expects they will be successful when they attempt a

particular skill (Kondric, Sindik, Furjan-Mandic,&Schiefler, 2013). It is very

important to get a full grasp of what truly motivates an individual to engage in

specific physical activities. Higher level of involvement enables an individual to

fulfil ultimate personal goals. Risk awareness is the degree of concurrence

between the perceived task demands and the real ones – how dangerous does
 47

someone think it is, and how dangerous is it really. It reveals that the more HEI

instructors engage themselves in health related activities, the more they

development health risk awareness.

 48

Table 5. Relationship between Health Risk Awareness and Physical Well-

Being
overall_risk overall_wellbein
g
Pearson Correlation 1 .767**
overall_risk Sig. (2-tailed) .000
N 100 100
Pearson Correlation .767 ** 1
overall_wellbeing Sig. (2-tailed) .000
N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

In this study, the researcher tried to determine if there is a significant

relationship between health risk awareness and physical well-being. In order to

answer the research problem, Pearson product moment correlation was

employed. The results revealed that the significance value is .000 which is found

to be lower than 0.05 level of significance. Thus, the null hypothesis is rejected.

It implies that there is a significant relationship between health risk awareness

and physical well-being. Moreover, the result on the Pearson r value which is

equal to .767 further confirms the existence of such relationship and that the

magnitude of the relationship is interpreted to be high positive correlation. This

indicates that if the level of health risk awareness increases, physical well-being

also increases. Similarly, if health risk awareness decreases, physical well-being

also decreases. Being healthy means that the body and mind function as they

are supposed to. Rickhi et al. (2006) believed that creating health and wellness

awareness means focusing on practices the benefit one or all of the three

dimensions-body, mind and spirit. Physical health and wellness awareness

includes drinking clean water, healthy eating, healthful touch such as massage

and physical activity.

 49

Therefore, as the HEI instructors level of health risk awareness increases,

their physical well-being also significantly increases.

Table 6. Coefficients

Model Unstandardized Standardized t Sig.

Coefficients Coefficients
B Std. Error Beta
(Constant) .348 .541 .644 .521
autonomy .244 .097 .240 2.514 .014
1
competence .155 .129 .122 1.203 .232
relatedness .366 .104 .339 3.524 .001
a. Dependent Variable: overall lwellbeing
b. Adjusted R-value: .278
c. ANOVA (sig. value) : .000

This study aims to determine if participation motives specifically its

indicators (autonomy, competence, relatedness) can influence to the physical

well-being of catholic HEI instructors. In order to answer the research problem,

multiple linear regression was utilized. The results revealed from the ANOVA

table of a sig-value of .000 which is found to be lower than the .05 level of

significance set for this study. This implies that overall, the model reflected to be

significant and the model fits the data.

Among the three indicators of participation motives, only autonomy and

relatedness found to have an influenced to physical well-being. The value of the

data coefficient for autonomy implies that holding all other variables constant, the

coefficient indicates that for every 1 unit increase in the autonomy, would give

.244increase in the physical well-being. This implies that the higher the level of
 50

autonomy, the higher it would be for the physical well-being. The resulted

significance value is .014 which is lower than the significance value used in this

study which also confirms the empirical findings that the higher the level of

autonomy, the higher it would be for the physical well-being. The need for

autonomy is understood as our need for feeling that we are acting out of our own

volition and in accordance with our personal values as opposed to feeling as

though our behavior stems from coercion or pressure (Grolnick and Raftery-

Helmer 2013). It is therefore imperative that if there is a high level of autonomy of

oneself, the drive of taking care and valuing the physical well-being is also high.

On the other hand, the value of the data coefficient for relatedness implies

that holding all other variables constant, the coefficient indicates that for every1

unit increase in the relatedness, would give .366increase in the physical well-

being. This implies that the higher the level of relatedness, the higher it would be

for the overall being. The resulted significance value is .001 which is lower than

the significance value used in this study which also confirms the empirical

findings that the higher the level of relatedness, the higher it would be for the

physicalwell- being. The need for relatedness is our needs for deep and

meaningful connections with close others, as well as a need for broader

connections to society in general. This need is satisfied when we experience

social support and feel close to others (Deci and Ryan 2008). It can be inferred

that as the HEI instructors need for relatedness increases, or the more they

become associated with others, the more they give importance to their physical

well-being
 51

To sum up, the predictive power of autonomy and relatedness are

considered to be somehow low because it could only account to 27.8 percent of

the variation in the overall well-being. This is shown in the model summary table

which shows that the value of adjust r square is .278 which implies that about

27.8 percent of the variation of autonomy and relatedness can be explained by

the variations in the physical well-being.

Table 7. Regression of Physical Well-Being Using Indicators of Health

Risks as Predictors

Model Unstandardized Standardized t Sig.

Coefficients Coefficients
B Std. Error Beta
(Constant) 1.217 .377 3.226 .002
mental .020 .088 .018 .224 .823
physical .440 .063 .638 6.992 .000
1
emotional .057 .086 .059 .662 .509
social .250 .083 .275 3.032 .003
spiritual -.131 .071 -.158 -1.852 .067

a. Dependent Variable: overallwellbeing

b. adjusted r-square value: .568
c. ANOVA (sig. value) : .000

This study aims to determine if health risk awareness specifically its

indicators (mental, physical, emotional, social, spiritual wellness) can influence to

the physical well-being of catholic HEI instructors. In order to answer the

research problem, multiple linear regression was utilized. The results revealed

from the ANOVA table of a sig-value of .000 which is found to be lower than the

.05 level of significance set for this study. This implies that overall, the model

reflected to be significant and the model fits the data.

 52

Among the five indicators of health risk awareness, only physical and

social wellness found to have an influenced to physical well-being. The value of

the data coefficient for physical wellness implies that holding all other variables

constant, the coefficient indicates that for every 1 unit increase in the physical

wellness, would give .440increase in the physical well-being. This implies that the

higher the level of health risk awareness specifically the physical awareness

aspect, the higher it would be for the physical well-being. The resulted

significance value is .000 which is lower than the significance value used in this

study which also confirms the empirical findings that the higher the level of

physical wellness, the higher it would be for the physical well-being. Physical

wellness according to Case et al., 2006 includes seeking medical care when

appropriate and taking action to prevent and avoid harmful behaviours (ex.

Tobacco and excess alcohol use) and detect illnesses. While physical well being

according to Econation for People and Planet (2017) is about being safe,

sheltered and in good health and it is closely connected to mental well-being. If

we have good physical health, we will automatically experience better mental and

emotional well-being. Thus, the more the HEI instructors acquire high level of

physical wellness, the higher they can also achieve physical well-being.

On the other hand, the value of the data coefficient for social wellness

implies that holding all other variables constant, the coefficient indicates that for

every 1 unit increase in the social wellness, would give .250increase in the

physical well-being. This implies that the higher the level of social wellness, the

higher it would be for the physical being. The resulted significance value is .003
 53

which is lower than the significance value used in this study which also confirms

the empirical findings that the higher the social wellness, the higher it would be

for the physical well-being. Social wellness encompasses the degree and quality

of interactions with others, the community, and nature. It includes the extent to

which a person works towards supporting the community and environment in

everyday actions including volunteer work (Commission on Social Determinants

of Health, 2008). As the HEI instructors further develop their social interactions

and community involvement, the more they improve their state of physical well-

being.

To sum up, the predictive power of physical and social wellness is

considered to be between high and low because it could account to 56.8 percent

of the variation in the physical well-being. This is shown in the model summary

table which shows that the value of adjust r square is .568 which implies that

about 56.8 percent of the variation of social wellness can be explained by the

variations in the physical well-being.

 54

CHAPTER 4

Conclusions and Recommendations

This study is entitled “Participation Motives, Health Risk Awareness and

Physical Well-being of Catholic Higher Educational Institution Instructors in

Davao Region: Basis for Fitness Development Program”. It was conducted to

assess the fitness activity involvement among HEI instructors in Davao Region

and to formulate fitness development program for them. It also aimed to find the

significant relationship and difference between participation motives, health risk

awareness and physical well-being of the catholic Higher Educational Institution

Instructors.

The study made used of the descriptive-correlational research design. The

respondents of the study were the instructors of the different private catholic

school in Davao Region.: Cor Jesu College in Digos, Saint Peter’s College of

Toril, University of Immaculate Concepcion in Davao, San Pedro College of

Davao and Holy Cross of Davao, Davao City. It will made used of the purposive

sampling method which according to David (2002), the proponent uses specific

purpose in selecting a sample which means that there is a specific criterion in the

selection of the participants of the study.

In measuring the variables, a researcher-made questionnaire and some

adopted items from the Health and Wellness Questionnaire were utilized. Part I

consisted of questions pertaining to the level of participation motives of catholic

 55

school teachers in terms of autonomy, competence and relatedness. Part II

consisted of questions about the level of health risk awareness of catholic school

teachers in terms of mental, physical, emotional, social and spiritual wellness.

And Part III consisted of questions about the physical well being of HEI

instructors in terms of physical activity, nutrition and diet, medical self-care and

rest and sleep.

For the data analysis the following statistical tools were used:

Mean score is employed to determine the level of participation motives,

health risk awareness and physical well-being of the catholic HEI instructors.

One-way Analysis of Variance (One-Way ANOVA) is utilized whether

significant difference exist in the level of participation motives of the catholic HEI

instructors when classified according to autonomy in terms of mental wellness,

physical wellness, emotional wellness, social wellness and spiritual wellness?

Pearson-Product Moment Correlation will be utilized to test whether

significant difference exists in the level of participation motives when classified

according to autonomy in terms of mental wellness, physical wellness, emotional

wellness, social wellness and spiritual wellness.

Post hoc analysis is used to detect of some specific size and scores which

will further identify the difference that will be observed in the study. Hence, it will

only be employed when significant difference will be observed in the ANOVA

test.

Multiple Linear Regression will be employed to determine which among

the indicators of health risk awareness is significantly related to the catholic

 56

teachers’ physical well being in terms of physical activity, nutrition and diet,

medical self-care and rest and sleep?

All interpretations are based on 0.05 alpha level of significance.

The findings of the study are as follows:

On the the level of health risk awareness of the catholic HEI instructors:

The study revealed that the mean score of autonomy is 4.07 with a description of

high. Thus, catholic HEI instructors is motivated on the statement in majority of

the cases.

For the second indicator, competence, study showed a mean score of

4.45 which has the same description of high that is interpreted as catholic HEI

instructors is motivated on the statement in majority of the cases.

For third indicator, relatedness, it has a mean score of 4.22 with the same

description high and the same interpretation that catholic HEI instructors is

motivated on the statement in majority of the cases.

And the last indicator for participation motives, the overall participation,

study revealed a mean score of 4.25. Thus, it has the same description and

interpretation with the three previous indicators, which is high and the catholic

HEI instructors are motivated on the statement in majority of the cases.

On the level of the health risk awareness: For the first indicator, physical

wellness was found to have a mean score of 3.54. It is described as high level of

physical awareness. It is implied that the catholic HEI instructors are often aware

of the physical wellness and he/she does it regularly.

 57

Emotional wellness is the next indicator. The result showed a mean score

of 4.23 which means that catholic HEI instructors have high emotional wellness.

It is implied that catholic HEI instructors are often aware of the emotional

wellness and he/she does it regularly.

For the next indicator, social wellness displayed a mean score of 4.15.

This means that catholic HEI instructors have high social wellness. Meaning,

catholic HEI instructors are often aware of the social wellness and he/she does it

regularly.

Spiritual wellness is the last health risk awareness indicator. The results

revealed a mean score of 4.27 which means that catholic HEI instructors have

high spiritual wellness. This implied that catholic HEI instructors are often aware

of the spiritual wellness and he/she does it regularly.

On the level of physical well-being: For the first indicator, physical activity,

the study revealed a mean score of 2.85. It is described as moderate, which

means that the catholic HEI instructors are sometimes aware about physical

activity and he or she does it often (2-4 times per month).

For the second indicator, nutrition and diet. The study showed a mean

score of 3.44. This is described as moderate. Meaning, the catholic HEI

instructors is sometimes aware about nutrition and diet, and he or she does it

often (2-4 times per month).

Now, for the third indicator which is medical and self-care. The result

revealed a mean score 3.95. This is described as high. It implies that the catholic
 58

HEI instructors is often aware about medical and self-care and he or she does it

regularly (4-6 times per week).

Then, the fourth indicator is rest and sleep. The study showed a mean

score of 4.06 which is described as high. It means that the catholic HEI

instructors is often aware about rest and sleep and he or she does it regularly (4-

6 times per week).

Lastly, the fifth indicator is the overall well-being. The result revealed a

mean score of 4.59 which is described as very high. Thus, it is interpreted that

catholic HEI Instructors are always aware about his or her overall well-being and

he or she does it daily (everyday).

To determine if there is a significant relationship between participation

motives and health risk awareness, pearson product moment correlation was

utilized. The results revealed that the significance value is .000 which is found to

be lower than 0.05 level of significance. Thus, the null hypothesis is rejected. It

implies that there is a significant relationship between participation motives and

health risk awareness.

To determine if there is a significant relationship between health risk

awareness and physical well-being, pearson product moment correlation was

employed. The results revealed that the significance value is .000 which is found

to be lower than 0.05 level of significance. Thus, the null hypothesis is rejected. It

implies that there is a significant relationship between health risk awareness and

physical well-being.

To determine if participation motives specifically its indicators (autonomy,

 59

competence, relatedness) can influence to the physical well-being of catholic HEI

instructors, multiple linear regression was utilized. The results revealed from the

ANOVA table of a sig-value of .000 which is found to be lower than the .05 level

of significance set for this study. This implies that overall, the model reflected to

be significant and the model fits the data. Among the three indicators of

participation motives, only autonomy and relatedness found to have an

influenced to physical well-being. The value of the data coefficient for autonomy

implies that holding all other variables constant, the coefficient indicates that for

every 1 unit increase in the autonomy, would give .244increase in the physical

well-being. This implies that the higher the level of autonomy, the higher it would

be for the physical being.

On the other hand, the value of the data coefficient for relatedness implies

that holding all other variables constant, the coefficient indicates that for every1

unit increase in the relatedness, would give .366increase in the physical well-

being. This implies that the higher the level of relatedness, the higher it would be

for the overall being. The resulted significance value is .001 which is lower than

the significance value used in this study which also confirms the empirical

findings that the higher the level of relatedness, the higher it would be for the

physical being.

To determine if health risk awareness specifically its indicators (mental,

physical, emotional, social, spiritual wellness) can influence to the physical well-

being of catholic HEI instructors. In order to answer the research problem,

 60

multiple linear regression was utilized. The results revealed from the ANOVA

table of a sig-value of .000 which is found to be lower than the .05 level of

significance set for this study. This implies that overall, the model reflected to be

significant and the model fits the data.

Among the five indicators of health risk awareness, only physical and

social wellness found to have an influenced to physical well-being. The value of

the data coefficient for physical wellness implies that holding all other variables

constant, the coefficient indicates that for every 1 unit increase in the physical

wellness, would give .440increase in the physical well-being. This implies that the

higher the level of health risk awareness specifically the physical awareness

aspect, the higher it would be for the physical well-being. The resulted

significance value is .000 which is lower than the significance value used in this

study which also confirms the empirical findings that the higher the level of

physical wellness, the higher it would be for the physical well-being.

On the other hand, the value of the data coefficient for social wellness

implies that holding all other variables constant, the coefficient indicates that for

every 1 unit increase in the social wellness, would give .250increase in the

physical well-being. This implies that the higher the level of social wellness, the

higher it would be for the physical being. The resulted significance value is .003

which is lower than the significance value used in this study which also confirms

the empirical findings that the higher the social wellness, the higher it would be

for the physical well-being.

 61

Conclusions

Based on the findings of the study, the following conclusions are

presented:

1. There is a significant relationship between participation motives and health

risk awareness. This indicates that if the level of participation motive increases,

health risk awareness also increases. Similarly, if participation motives

decreases, health risk awareness also decreases.

2. There is a significant relationship between health risk awareness and physical

well-being. This indicates that if the level of health risk awareness increases,

physical well-being also increases. Similarly, if health risk awareness decreases,

physical well-being also decreases.

3. Among the three indicators of participation motives, only autonomy and

relatedness found to have an influenced to physical well-being. Therefore, the

higher the level of autonomy, the higher it would be for the physical being and

thus, the higher the level of relatedness, the higher it would be for the physical

being.

4. Among the five indicators of health risk awareness, only physical and social

wellness found to have an influenced to physical well-being. Therefore, the

higher the level of health risk awareness specifically the physical awareness

aspect, the higher it would be for the physical well-being and thus, that the higher

the level of social wellness, the higher it would be for the physical being.
 62

Recommendations

In view of the results of the study, and the corresponding conclusions, the

following recommendations are proposed.

1. Since participation motives have something to do with health risk awareness,

school management must strengthen their health and wellness program in the

institution by consistently conducting the health and wellness activities. By

constantly doing it, the HEI instructors shall put in their heart and mind the

importance of health in the performance of their work.

2. Results revealed that health risk awareness is related with physical well-being.

The HEIs together with the support of the management and the administration,

should conduct either monthly or quarterly health forums that talks about health

and wellness issues. They should invite credible speakers that can speak about

maintaining a healthy lifestyle.

3. Since autonomy and relatedness has an influence on the physical well-being

of the HEI instructors, the school management and administration should

develop various programs that would provide several options to them. For

instance, obliging them to choose a particular health and wellness program that

they can relate on such as zumba, biggest looser program, fun run with

competition, etc.

4. Since physical and social wellness has something to do with physical well-

being, it also best that HR Department makes it as an initiative to have a monthly

group session for all of the Department in the institution. This can be done by
 63

clustering or dividing the departments during the sessions. The HEI instructors

will have their own support group and shall meet on a monthly basis so they can

talk about their health and wellness experiences. This can help motivate each

other to pursue their goal to maintaining a healthy way of living.

FITNESS DEVELOPMENT PROGRAM

Rationale

Whatever we want to accomplish in life, it is best to be able to identify

specific plans that is accompanied by goals. This will create a venue to focus and

be motivated to achieve the purpose of maintaining a healthy lifestyle.

A fitness program is clearly defining exercise and nutritional program. It is

very important to note that the plan must be executed consistently to achieve
good results.
The seven primary elements consist of the following:
1. Cardiovascular/Aerobic Conditioning
2. Strength Training and Muscular Development
3. Stretching - Muscle, Ligament, and Tendons
4. Core Stability
5. Nutrition and Supplementation
6. Mental Rest and Relaxation
7. Sleep

Focusing on incorporating these seven primary elements into the personal

fitness routine, is a way to living a healthier and more prosperous life. There are

countless combinations of exercises that can be utilized to achieve the physical

 64

and mental benefits of each of the seven primary elements associated with true

health and well-being. The catholic HEI instructors can choose on the five (5)

different fitness programs that suits their needs and their interests:

Fitness Program #1

1. Brisk walking 3 times a week (no less than 30 minutes per session)
2. Weight training 2 times per week (10-15 minutes of stretching then train all
muscle groups per session)
3. Yoga (no less than 3 times per week)

Fitness Program #2

1. Aerobic classes 3 times a week (10-15 minutes of stretching and no less

than a total of 50 minutes per aerobic session)
2. Weight training 2 times per week (train all muscle groups per session)
3. Meditation (no less than 3 times per week)

Fitness Program #3

1. Weight training 3 times per week (10-15 minutes of stretching then train all
muscle groups per session)
2. Mountain biking 2 times a week (no less than 1 hour per session)
3. Relaxing walk 3 times per week (no less than 45 minutes per session)

Fitness Program #4

1. Swimming 3 times a week (no less than 30 minutes per session)

2. Weight training 2 times per week (10-15 minutes of stretching then train all
muscle groups per session)
3. Yoga (no less than 3 times per week)

Fitness Program #5

1. Aerobic classes with dumbbell routine 3 times a week (10-15 minutes of

stretching and no less than a total of 50 minutes per aerobic session)
2. Jogging 2 times per week (no less than 30 minutes per session)
3. Yoga (no less than 3 times per week)
 65

Program Mechanics:

These five (5) different fitness programs shall be included in the health

and wellness program of the Human Resource Department which shall be

incorporated in the Faculty Manual. The following are the guidelines to

strengthen the implementation of the fitness program:

1. At the start of the school year, each catholic HEI instructor shall choose one

(1) program that suits their interests.

2. Once they have chosen a fitness program, they will have to register to the

Human Resource Office.

3. The Human Resource Department in coordination with the School Clinic shall

ensure that there are already accredited fitness gyms, aerobic and yoga centers,

and health hubs where the catholic HEIs will enrol every start of each semester.

4. The fitness incharge/coach shall issue a control card that serves as a checklist

of the activities undertaken by the HEI instructor. The fitness in-charge/coach

shall have to sign in every completed fitness activity. This will serve as an overall

evaluation in the course of the fitness activity.

4. Each catholic HEI instructor is allowed of Php1,000 that will be shouldered by

the school management every year. In excess to that, the instructor will have to

personally pay it.

5. The School Clinic shall have the master control of the programs that the

instructor chose for monitoring purposes.

 66

6. At the end of the semester, the catholic HEI instructor shall ensure that he/she

is able to complete his/her chosen fitness program. Failure to comply means no

signing of clearance from the HR and School Clinic in-charge.

7. The participation to the fitness program of an HEI instructor can be verified

through the following:

a. official receipts

b. complete signature of the fitness coach for every sessions

8. There will be an evaluation from the previous medical examination results to

the present medical examination result after completing the fitness program.

9. It must be noted that yearly physical examination shall be scheduled at the

end of the semester after the fitness sessions are completed by the HEI

instructor.

10. The Human Resource Department Head together with the clinic in-charge

shall have a yearly report and evaluation of the program for enhancement and

improvement. This will be submitted to the VP-Academics and Cc to the School

President.
 67

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APPENDICES
 73

Letter of Seeking Permission to Conduct

Research Assessment Validation Sheet Questionnaires

SURVEY QUESTIONNAIRE

TO THE RESPONDENTS:

The questions in this form are asked for the purpose of determining the

Participation Motives, Health Risk Awareness and Physical Well-being of the HEI

Catholic Instructors. Please read every information carefully. Participating in

survey is voluntary, and confidentiality is assured. No individual data will be

reported. Thank You.

Truly

Researcher

I. LEVEL OF PARTICIPATION MOTIVES

Direction: Please indicate the extent of your agreement or disagreement by
encircling your choice from 1 to 5. Corresponding to each item below are the five
(5) rating scales with the following qualitative equivalents.
 74

Weight Interval Descriptive Rating Descriptive Interpretation

Range
5 4.51-5.00 Strongly Agree (SA) It means that the respondent
strongly favors to the statement
in all cases

4 3.51-4.50 Agree (A) It means that the respondent

strongly favors to the statement
in majority of the cases

3 2.51-3.50 Neither It means that the respondent

Disagree/Agree are undecided
(NDA)

2 1.51-2.50 Disagree (DA) It means that the respondent is

not in favor to the statement in
few cases

1 1.00-1.50 Strongly Disagree It means that the respondent is

(SDA) not totally
in favour of the statement

1. Autonomy SA A NDA DA SDA

1.1 I have my personal choice in carrying out 5 4 3 2 1
activities that are related with health and wellness.
1.2 I believe in my own psychological freedom 5 4 3 2 1
because I personally know what is best for my
own self.
1.3 When people ask me what I want, I 5 4 3 2 1
immediately know the answer.
1.4 I find it easy to start a new health related 5 4 3 2 1
activity on my own.
1.5 I often agree with others, even if I’m not sure. 5 4 3 2 1
2. Competence SA A NDA DA SDA
2.1 I seek and accept feedback and learn from 5 4 3 2 1
experiences in order to strengthen effectiveness.
2.2 I demonstrate common courtesies to all, 5 4 3 2 1
showing compassion, concern, sensitivity and
patience towards others.
2.3 I use information to consider alternatives and 5 4 3 2 1
possible consequences of decisions and actions.
 75

2.4 I demonstrate a genuine interest in 5 4 3 2 1

understanding needs and takes personal
responsibility for meeting these needs..
2.5 I use information to consider alternatives and 5 4 3 2 1
possible consequences of my decisions and
actions.
3. Relatedness SA A NDA DA SDA
3.1 Being on the go and being busy all the time 5 4 3 2 1
together with people close to me are important.
3.2 I usually seek advice from friends every time I 5 4 3 2 1
make decisions related with health and wellness.
3.3 Social support is very essential in order to 5 4 3 2 1
achieve personal growth
3.4 I indulge in health and wellness programs 5 4 3 2 1
because I am influenced by my family members
3.5 I am a team player that is why I always 5 4 3 2 1
support and cooperate in every activities that the
school management requires

II. LEVEL OF HEALTH RISK AWARENESS

Direction: Please indicate your answers by encircling your choice from 1 to 5.
Corresponding to each item below are the five (5) rating scales with the following
qualitative equivalents.

Weight Interval Descriptive Rating Descriptive Interpretation

Range
5 4.51-5.00 Extremely Aware It means that the respondent does it
(EA) daily (everyday)

4 3.51-4.50 Moderately Aware It means that the respondent does it

(MA) regularly (4-6 times per week)

3 2.51-3.50 Somewhat Aware It means that the respondent does it

(SWA) often (2-4 times per month)

2 1.51-2.50 Slightly Aware (SLA) It means that the respondent does it

occasionally (2-12 times per year)

1 1.00-1.50 Not at all aware It means that the respondent never do

(NAA) it(once a year or less)
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1. Mental Wellness EA MA SWA SLA NAA

1.1 I have the ability to concentrate for extended 5 4 3 2 1
periods of time.
1.2 I use visualization or mental imagery to help 5 4 3 2 1
attain my goals or enhance my performance.
1.3I engage in meditation, contemplation, or 5 4 3 2 1
psychotherapy to better understand my feelings.
1.4 I take the time to let down and relax, or make 5 4 3 2 1
time for activities that constitute the abandon or
absorption of play.
1.5 I explore the symbolism and emotional content 5 4 3 2 1
of my dreams.

2. Physical Wellness EA MA SWA SLA NAA

2.1 maintain a healthy diet (low fat, low sugar, 5 4 3 2 1
fresh fruits, grains and vegetables)
2.2 My water intake is adequate (at least 1/2 oz/lb 5 4 3 2 1
of body weight; 160 lbs. = 80 oz.)
2.3 I engage in regular physical workouts lasting at 5 4 3 2 1
least 20 minutes.
2.4 I have more than enough energy to meet my 5 4 3 2 1
daily responsibilities.
2.5 I am free of chronic aches, pains, ailments and 5 4 3 2 1
diseases.
3. Emotional Wellness EA MA SWA SLA NAA
3.1 give myself more supportive messages than 5 4 3 2 1
critical messages.
3.2I am willing to take risks or make mistakes in 5 4 3 2 1
order to succeed.
3.3I am able to adjust beliefs and attitudes as a 5 4 3 2 1
result of learning from painful experiences.
3.4I am able to fully experience (feel) painful 5 4 3 2 1
feelings such as fear, anger, sadness, and
hopelessness.
3.5 I maintain peace of mind and tranquillity. 5 4 3 2 1
4. Social Wellness EA MA SWA SLA NAA
4.1 I observe a day of rest completely away from 5 4 3 2 1
work, dedicated to nurturing yourself and your
family
4.2 I confide in or speak openly with one or more 5 4 3 2 1
close friends
4.3 I go out of your way or give time to help others 5 4 3 2 1
4.4 I am able to let go of your attachment to 5 4 3 2 1
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specific outcomes and

embrace uncertainty
4.5 I let go of self-interest in deciding the best 5 4 3 2 1
course of action for a given situation
5. Spiritual Wellness EA MA SWA SLA NAA
5.1 I actively commit time to my spiritual life. 5 4 3 2 1
5.2 I take time for prayer, meditation, or reflection. 5 4 3 2 1
5.3 I have faith in a God, spirit guides, or angels. 5 4 3 2 1
5.4 I am grateful for the blessings in my life. 5 4 3 2 1
5.5 My experience of pain enabled me to grow 5 4 3 2 1
spiritually.

III. LEVEL OF PHYSICAL WELL BEING

Direction: Please indicate your answers by encircling your choice from 1 to 5.
Corresponding to each item below are the five (5) rating scales with the following
qualitative equivalents.

Weight Interval Descriptive Rating Descriptive Interpretation

Range
5 4.51-5.00 Always (A) It means that the respondent is
extremely concerned

4 3.51-4.50 Often (O) It means that the respondent is

moderately concerned

3 2.51-3.50 Sometimes (S) It means that the respondent is

somewhat concerned

2 1.51-2.50 Rarely (R) It means that the respondent is

slightly concerned

1 1.00-1.50 Never (N) It means that the respondent is

not at all concerned
 78

1. Physical Activity A O S R N
1.1 I perform a 20-minutesor more of vigorous- 5 4 3 2 1
intensity physical activity that makes me sweat
or puff and pant (for example, heavy lifting,
digging or jogging)
1.2 I perform 30 minutes or more of walking (for 5 4 3 2 1
example, walking from place to place for
exercise or recreation)
1.3 I attend a workplace health and wellbeing activity 5 4 3 2 1
1.4 do stretching exercises for five minutes or more to 5 4 3 2 1
improve flexibility of your back, neck, shoulders, and
legs?
1.5 I attend exercise sessions at the gym 5 4 3 2 1
2. Nutrition and Diet A O S R N
2.1 I eat breakfast, more than just a roll and a cup of 5 4 3 2 1
coffee.
2.2 I eat “junk” snack foods between meals (e.g. 5 4 3 2 1
chips, pastries, candy, ice cream, cookies)
2.3 I eat food with high fat like hamburgers, hot dogs, 5 4 3 2 1
bologna, steaks, sour cream, cheese, whole milk,
eggs, butter, cake, pastry, ice cream, chocolate, fried
foods, and many fast foods.
2.4 I eat food with low fat like lean meats, skinless 5 4 3 2 1
poultry, fish, skim milk, low fat dairy products, fruit
desserts, vegetables, pasta, legumes (peas and
beans).
2.5 I eat fruits and vegetables. 5 4 3 2 1
3. Medical Self-Care A O S R N
3.1 I ensure that basic items, such as bandages, 5 4 3 2 1
lozenges, and over-the-counter pain-relieving
medications, should be easily accessible from home.
3.2I addresslong-term coughing, fevers, or other 5 4 3 2 1
ailments should through primary care.
3.3 I seek Emergency treatment when signs and 5 4 3 2 1
symptoms are significant or life-threatening.
3.4 I address minor ailments or injuries and seeking 5 4 3 2 1
emergency care as necessary.
3.5 I get Get regular medical care for prevention 5 4 3 2 1
4. Rest and Sleep A O S R N
4.1 I spend time relaxing or taking a short nap 5 4 3 2 1
whenever I can.
 79

4.2 I sleep in a quiet, dark environment and should 5 4 3 2 1

last approximately 7-9 hours.
4.3 I consider sleeping as part of my daily routine. 5 4 3 2 1
4.4 I naturally get to sleep during the night. 5 4 3 2 1
4,5 I have a short-term sleeping difficulty. 5 4 3 2 1

THANK YOU SO MUCH FOR YOUR COOPERATION!

 80

Approval Sheet

This dissertation is entitled, “Participation Motives, Health Risk

Awareness, and Physical Wellbeing of Catholic Higher Educational
Institution Instructors in Davao Region: Basis for Fitness Development
Program” prepared and submitted by Maria Teresa dela Sierra Orig, in partial
fulfilment of the requirements for the degree Doctor of
Education Major in Educational Management, has been examined, and is
recommended for oral examination, acceptance and approval.

Emma M. Unciano, EdD

Adviser
________________________________________________________________
PANEL OF EXAMINERS

APPROVED by the Panel of Examiners with a grade of _____.

Sixto O. Daleon, EdD, PhD

Chairman

Wilfreda Julve, EdD. Oscar J. Cervales, EdD

Member Member

Edroslyn J. Fernandez, PhD Lourdes C. Cabintoy, EdD

Member Member

Accepted in partial fulfilment of the requirements for the degree Doctor of

Education Major in Educational Management

EMMA M. UNCIANO, EdD

Dean, Graduate School

Comprehensive Examination : Passed

Date of Comprehensive Exam : June 3,4 &5, 2017
Oral Examination :
Date of Oral Examination :
 81

ACKNOWLEDGEMENT

First and foremost, this manuscript would not have not been possible at all

without Him.To our Almighty God for giving me the courage and strength to fulfil

this work.

This dissertation writing would not be possible without the support of

individuals who are always willing to extend their unconditional assistance. The

researcher would like to express her heartfelt thanks and gratitude to the

following individuals for without them this would be possible.

To Dr. Emma M. Unciano, her very supportive and considerate adviser,

for her undying help, and for her inspiring words of wisdom for the researcher;

To Dr. Sixto O. Daleon, the chair of the panel committee, for his

suggestions and comments and profession assistance which enabled the

researcher to have a clearer direction in the pursuance of this study;

To Dr. Oscar J. Cervales, Dr. Lourdes C. Cabinoty, Dr. Edroslyn J.

Fernandez and Dr. Wilfreda Julve, the members of the panel committee, for

willingly and generously giving their positive comments, suggestions and insights

which help the importance to this study, and for being such an approachable and

very understanding panels;

To the validators, Dr. Bonifacio Gabales, Dr. Edroslyn J. Fernandez, Dr.

Veronica Merlas and Dr. Maria Venice O. Sumaljag for spending time in reading,

critiquing and validating the questionnaires;

 82

Without the shred of doubts I am grateful for having a person who have

been advising and guiding me this challenging task who gives me courage to

work on my weakness as a researcher. Thank you very much Dr. Errika June D.

Forosuelo.

To all who help me from the start to the end Christian, Intet, Dianne, Iene,

and Ferlyn thank you very much.

Finally, I would like to thank my family for having confidence in me, and

encouraging all the time, for moral and financial support, for giving me inspiration

to be able to pursue this. To my mama and daddy in heaven thank you for

guidance everyday. I love you both so much.

M.T.O.
 83

ABSTRACT

HEI instructors from five private catholic schools in Davao Region were

assessed to ascertain their involvement in fitness activities as basis for fitness

development program. The study sought to answer the following questions:

What is the level of participation motives of the catholic HEI instructors in terms

of: a) autonomy, b) competence, and c) relatedness? What is the level of health

risk awareness of the catholic HEI instructors in terms of: a) mental wellness, b)

physical wellness, c) emotional wellness, d) social wellness, and e) spiritual

wellness? What is the level of physical well-being of the catholic HEI instructors

in terms of; a) physical activity, b) nutrition and diet, c) medical self-care; and d)

rest and sleep? Is there a significant relationship between the participation

motives and the health risk awareness of the catholic HEI instructors? Is there a

significant relationship between health risk awareness and physical well-being of

the catholic HEI instructors? Is there a significant difference in the level of

participation motives of the catholic HEI instructors when classified according to

autonomy in terms of mental wellness, physical wellness, emotional wellness,

social wellness and spiritual wellness? Which among the indicators of health risk

awareness is significantly related to the catholic HEI instructors’ physical well-

being in terms of physical activity, nutrition and diet, medical self-care and rest

and sleep? What intervention program can be designed based on the findings of

the study? The researcher utilized a descriptive correlation method which refers

to a type of study in which information is collected without making any changes to

the study subject. By using an adopted and modified survey questionnaire from
 84

the ACSM and AHA from 2007 and 2008, we collected the necessary information

needed for this study. Thus, the researcher came out with a conclusion that since

the respondents are college instructors and they are engage in a whole day

work, the researcher presume they are not quite involved in activities related to

fitness. That is the reason why a basis for fitness development is proposed.

With this program, college instructors can now determine what activities they can

engage in, in spite of a whole day work. The researcher recommend the

significance of having or engaging to fitness activities and letting the

development program be their guide.

 85

Table of Contents

Title Page

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract v

Table of Contents vi

List of Tables viii

List of Figures x

CHAPTER

1 The Problem and Its Scope 1

Rationale of the Study 5

Statement of the Problem 6

Hypothesis of the Study 8

Review of Related Literature 8

Theoretical and Conceptual Framework 26

2 Method 29

Research Design 29

Research Environment/Local 29
 86

Research Respondents 29

Research Instruments 30

Data Gathering Procedure 32

Data Analysis 33

3 Results and Discussions 35

4 Conclusions and Recommendations 52

Conclusion 59

Recommendation 60

References 65

Appendences 70

A Survey Questionnaires

B Letter to the Validators

C Summary of Ratings of the Validators

D Validation Sheets

E Letter Seeking Permission and Approval from Schools

Deans and Presidents to Conduct the Study

F Letter of Approval from Schools Dean and President

to Conduct the Study

G Certificate of Recognition as Colloqium Presenter

Curriculum Vitae
 87

List of Tables

Table Title Page

1 Level of Participation Motives of the

HEI Catholic Instructors

2 Level of Health Risk Awareness of the

HEI Catholic Instructors

3 Level of Physical Well-being of the

HEI Catholic Instructors

4 Relationship between the Participation

Motives and Health Risk Awareness

5 Relationship between Health Risk

Awareness and Physical Well-being

6 Coefficients

7 Regression of Physical Well-being Using

Indicators of Health Risk Awareness as
Predictors

List of Figures

Figure Title Page

1 Conceptual Framework of the Study

 88

CURRICULUM VITAE

MARIA TERESA DELA SIERRA ORIG

Dacoville Subdivision, Dumoy, Davao City
8000 Davao City, Philippines
Telephone No. (82) 2912461
Celphone No. 09089656184
Email: [email protected]

Personal Information

Nationality Filipino
Resident of Davao City Philippines
Birth Date February 12, 1960
Place of Birth Davao City, Philippines
Gender Female
Marital Status Single

Educational Attainment

Elementary Saint Peter’s College of Toril

McArthur Highway, Toril
Davao City
1972-

Secondary San Pascual Institution

Pag-asa, Obando Bulacan
1976

Tertiary Far Eastern University

Claro M. Recto, Manila
Bachelor of Arts major in English
Graduated with 18 Education Units 1984

Graduate Studies University of Mindanao

Bolton St. Davao City
MAED Physical Education
Graduated on October 2004
Thesis Title: “ Strategies in Teaching Physical Education and the Learning
Outcomes of the Fourth Year Students in Toril.”

Post-Graduate Studies Holy Cross of Davao College

Sta. Ana Avenue, Davao City
EdD-Educational Management
April 2018
 89

Professional Experiences

Program Head
Bachelor of Physical Education
Cor Jesu College
Sacred Heart Avenue
Digos City
October 2012 to present

Moderator
Organization of Physical Education Majors
Cor Jesu College
Sacred Heart Avenue
Digos City
June 2016 to present

College Instructor
Specialize Subjects in BPEd
General Education
Cor Jesu College
College Department
Sacred Heart Avenue
Digos City
October 2012 to present

Academic Coordinator
Davao Chinese School
Sta. Ana Avenue
Davao City

Academic Coordinator
Saint Peter’s College of Toril
Toril, Davao City

Prefect of Discipline
Saint Peter’s College of Toril
6 years High School Department
McArthur Highway, Toril
Davao City, Philippines

Boys Scout of the Philippines

Boys Scout In Charge
Circle Manager, Circle 14
Toril, Davao City
 90

Seminars and Trainings Attended:

Exploring the Impact of Physical Education Through Research

Cor Jesu College, Sacred Heart Avenue, Digos City
October 2, 2017

Strengthening Multi-Disciplinary Research for the Improvement of Learners and

Communities
Cor Jesu College, Sacred Heart Avenue, Digos City
September 25, 2017