On 25 September 2026, the Physical Education Department of the School of Teacher Education and Liberal Arts (STELA) at Saint Louis University (SLU) visited Pinsao National High School in Baguio City to conduct a Rapid Rural Appraisal (RRA).
The visit was an opportunity to share the results of the community needs assessment conducted on 15 April 2026 and to validate them with the school’s teachers and sports coaches. The department’s presentation highlighted the community’s key needs and opened productive discussions on strategies and collaborative efforts to address them.
22 educators attended the meeting, along with PNHS Administrative Officer Sherielyn Mayao, representing the principal. Ms. Mayao expressed a strong willingness to collaborate with SLU to address the school’s needs and stressed the importance of strengthening sports education through training and coaching opportunities for both teachers and sports coaches.
Sharing the Needs Assessment Results
The department used a Focus Group Discussion (FGD) as a participatory tool. The needs assessment, facilitated by Joel S. Cabanilla, PhD gathered feedback from teachers and sports coaches on students’ educational and athletic needs and on the wider school environment. The RRA was conducted afterward to confirm and expand on these preliminary results.
What the Teachers Shared
Teachers identified varying levels of knowledge and training in sports coaching among themselves and recognized the need for an extension initiative to strengthen their skills in sports education.
Teachers raised additional concerns: they called for livelihood and economic activities to support school-community growth and improve members’ quality of life, proposing interactive, hands-on trainings and workshops that award service credits. They outlined a teacher wellness program featuring weekly Zumba sessions to boost fitness, reduce stress, and build camaraderie. They also noted facility constraints—the existing gym is on the upper level and reserved for elementary students—limiting practices, competitions, and PE for older students, and stressed that a new gym would significantly advance student-athlete development.
Expressed Community Priorities
The needs assessment showed that the school community’s most pressing need is a basketball court or an open sports area, which is critical to physical activity among teachers and students. The community also pointed to a scarcity of sports equipment and materials, which limits opportunities for athletic pursuits.
Capacity building through training and coaching workshops was another significant concern. Many teachers assigned to physical education lack specialized qualifications in sports, limiting their coaching expertise. Some teachers have also been designated as coaches without the knowledge or skills to guide student-athletes in their development.
The RRA corroborated these needs and reinforced the call for targeted interventions.
Aligned with the Sustainable Development Goals
The program aims to improve the quality of education in line with SDG 4, the advocacy of the Congregation of the Immaculate Heart of Mary (CICM), and the CEAP JEEPGY program, while addressing the partner school’s support needs. The initiative supports SDG 4 (Quality Education), Target 4.c, by strengthening the qualifications and skills of teachers and coaches. The teacher wellness program contributes to SDG 3 (Good Health and Well-being), Target 3.4, by promoting physical fitness and well-being. The partnership between SLU and the Pinsao National High School community reflects SDG 17 (Partnerships for the Goals), Target 17.17.
The Way Forward
Following the needs assessment and the RRA validation, the Physical Education Department will act on the priorities identified by the school community. Recognizing the knowledge and skill gaps in running wellness initiatives in schools, the department will design and implement a comprehensive physical fitness and wellness program tailored to the partner school community. (Article and Photos by Joel S Cabanilla, PhD, Faculty, PE Dept., STELA)
