Beyond the Blueprint: A Multiple Case Study on Bridging the Gap between the Intended and Lived Realities of Physical Education under the MATATAG Curriculum

Abstract

Aims: This study addresses the need to understand how the newly implemented MATATAG Curriculum unfolds in real classroom settings, particularly in Physical Education, where gaps persist between intended curriculum goals and lived teaching realities. With little research examining PE in the foundational years especially after its integration into the MAKABANSA subject, this investigation sought to identify the challenges teachers encounter, the contextual factors shaping their instructional decisions, and the strategies they employ to meaningfully deliver physical activity experiences for young learners. Specifically, the study explored the lived experiences of Grades 1–2 teachers implementing the MATATAG Physical Education curriculum, identified the challenges they faced in practice, and described the contextual factors and adaptive strategies influencing curriculum enactment across varied school environments. Study Design: A qualitative multiple case study design was used to investigate how five Grades 1–2 teachers implemented the MATATAG Physical Education curriculum. Each teacher represented a distinct school context, enabling the identification of shared challenges, contextual influences, and adaptive strategies across cases. Place and Duration of the Study: The study was conducted in five elementary schools; two private (sectarian and non-sectarian) and three public (small, medium, and large) in Malita, Davao Occidental, Philippines. Data collection through interviews and observations occurred from July to November 2025. Methodology: Data were collected through semi-structured interviews and classroom observations with purposively selected teachers implementing the MATATAG PE curriculum. All interviews were recorded, transcribed, and analyzed using Creswell’s iterative coding and cross-case comparison procedures. Credibility was ensured through triangulation, member checking, and reflexive documentation. Ethical clearance was secured, and all participants provided informed consent. Conclusion: Findings showed recurring challenges, including limited facilities, insufficient equipment, restricted instructional time, and inadequate training. Contextual factors such as school size, leadership support, and resource availability influenced implementation quality. Despite teachers’ creativity and collaboration, significant gaps remained between curriculum intentions and classroom realities.