Evaluating Exercise as Punishment: Insights from the Delphi Method on Philippine School Practices

Abstract

Abstract The study aimed to identify consensus among PE experts on using exercise as punishment (EAP) in Philippine schools. The study adopted a two-round Delphi method. In the first round, a survey with open-ended questions prompted experts to identify as many reasons as possible for the use of EAP in schools. This format gave the experts a more significant role in responding, as they could identify crucial themes related to EAP usage and then refine them into meaningful categories. The second round of the survey asked the experts to rank these identified factors based on their perceived importance. Based on the experts’ agreement, “EAP as a disciplinary tool” was ranked as the most significant dimension in the use of EAP in schools. Further factors impacting its use, including social pressure, physical health benefits, its connection to establishing authority, academic performance, athletic performance, and a lack of understanding about alternative disciplinary measures, were also identified. Despite its documented harms, the use of EAP persists in Philippine schools. This study reveals a complex web of drivers, including a persistent belief in EAP’s disciplinary effectiveness, external pressures for “tough” approaches, and a lack of awareness of positive alternatives. These factors create a cycle of conformity in which student well-being could suffer. To break this cycle, schools must prioritize fostering positive teacher-student relationships, equipping teachers, leaders, and staff with effective disciplinary strategies, and challenging misguided narratives around EAP’s supposed merits.