Robert Alvin A. Yap Department of Physical Education, Ramon Magsaysay Technological University, Zambales, Philippines Correspondence to: Robert Alvin A. Yap, Department of Physical Education, Ramon Magsaysay Technological University, Zambales, Philippines.
Copyright © 2017 Scientific & Academic Publishing. All Rights Reserved. This work is licensed under the Creative Commons Attribution International License (CC BY).  Abstract Republic Act No. 9850 is an Acy Declaring Arnis as The National Martial Art and Sport of the Philippines. The official adoption of arnis as the national martial art and sport shall be promulgated by inscribing the symbol of arnis in the official seal of the Philippines Sports Commission and by making it as the first sports competition to be played by participating teams on the first day in the annual Palarong Pambansa. The purpose of this study is to assess the implementation of the act with the Physical Education Department of the Ramon Magsaysay Technological University through face-to-face interview of ten PE Instructors. This qualitative study focused on the dissemination and implementation of the act. It was found out that arnis should be properly incorporated into the curriculum as Physical Education subject. Keywords: Republic Act No. 9850, Department of PE-RMTU, Qualitative research Cite this paper: Robert Alvin A. Yap, Implementation of Republic Act No. 9850 as the National Martial Art and Sports of the Philippines, International Journal of Sports Science, Vol. 7 No. 6, 2017, pp. 223-226. doi: 10.5923/j.sports.20170706.03. Arnis, also known as Eskrima, Kali, Garrote and other names in various regional languages, such as Pananandata in Tagalog; Pagkalikali, Ibanag; Kabaraon and Kalirongan, Pangasinan; Kaliragma, Bisaya; and Didja, Ilokano, is an indigenous Filipino martial art and sport characterized by the use of swinging and twirling movements, accompanied by striking, thrusting and parrying techniques for defence and offense. This is usually done with the use of one (1) or two (2) sticks or any similar implements or with bare hands and feet also used for striking, blocking, locking and grappling, with the use of the same principles as that with the canes [1].Arnis also includes hand-to-hand combat, joint locks, grappling and weapon disarming techniques. Although in general, the emphasis is put on weapons for these arts, some systems put empty hands as the primary focus and some old school systems do not teach weapons at all.For all intents and purposes, arnis, eskrima, and kali all refer to the same family of Filipino weapon-based martial arts and fighting systems [2].Arnis was declared as the Philippine National Martial Art and Sport on December 11, 2009, through Republic Act 9850 signed by Pres. Gloria Macapagal-Arroyo. As per R.A. 9850, the official adoption of arnis as the national martial art and sport shall be promulgated by inscribing the symbol of arnis in the official seal of the Philippine Sports Commission and by making it as the first competition to be played by participating teams on the first day in the annual Palarong Pambansa [3]. The Philippine Sports Commission is the lead agency to implement the provisions of this Act.RA 9850 [4] is expected to help propagate arnis as a modern martial art/sport that can compete with its popular foreign-originated brethren like taekwondo, karate, and judo. Under the law, arnis will be made a mandatory course or subject in all schools in the country unlike before when arnis was only offered in a few schools as an elective physical education subject. It also institutionalizes arnis as a regular event in the annual Palarong Pambansa. RA 9850 is a consolidation of House Bill No. 6516 authored by South Cotabato Rep. Arthur Pingoy Jr., and Senate Bill No. 1424 authored by Majority leader Juan Miguel Zubiri, who himself has trained in arnis.The Department of Education, the National Commission for Culture and the Arts, and the Philippine Sports Commission (PSC) have been tapped to promulgate the rules and regulations to carry out the act.The purpose of this study is to assess the implementation of the act with the Department Physical Education of the Ramon Magsaysay Technological University (RMTU).Practitioners of the arts, arnis, are called arnisador (male, plural arnisadores) and arnisadora (female, plural arnisadoras) for those who call theirs arnis, eskrimador (male, plural eskrimadores) or eskrimadora (female, plural eskrimadoras) for those who call their art eskrima, and kalista or mangangali for those who practice kali.In recent years, there has been increased interest in Arnis for its usefulness when defending against knives and other street encounters. As a result, many systems of Arnis have been modified in varying degrees to make them more marketable to a worldwide audience. Usually, this involves the increased emphasis on locking, controls, and disarms, focusing mainly on aspects of self-defense. However, most styles follow the philosophy that the best defense is a good offense. Modern training methods tend to de-emphasize careful footwork and low stances, stressing the learning of techniques in favor of more direct (and often lethal) tactics designed to instantly end an encounter.In the Philippines, the spread is more significant due to the efforts of Richardson "Richard" Gialogo and Aniano "Jon" Lota, Jr. through the Department of Education (DepEd) Task Force on School Sports (TFSS). Arnis was first introduced in 1969 to some public and private school teachers when Mr. Remy A. Presas taught his personal style of Arnis which he called “Modern Arnis.” It was when he taught his own style to the students of the National College of Physical Education (NCPE) when he was given the chance to teach there. The style “Modern Arnis”, Mr. Remy Presas’ personal style, is not synonymous with the concept of modern or contemporary Arnis, where it has become a full-blown sport embraced by the Department of Education, although there are some similarities because Arnis is Arnis. There was no formal program for Arnis from 1970’s to 1980’s. Although some schools taught Arnis, these were neither official nor prescribed.The earliest historical record was the DECS Memorandum No. 294 Series of 1995 which entailed the Arnis Development Program Phase I. This was a joint effort of the Department of Education, Culture and Sports or DECS and the Office of then Senator Orlando “Orly” Mercado who awarded a budget from his pork barrel for the implementation of a national Arnis program. The Office of Senator Mercado was given the authority to designate the Arnis instructors for the said program.The next event was the Arnis Development Program Phase II. It was just a continuation of Phase I through DECS Memorandum No. 302 series of 1997. The same group conducted the seminars; known as the Arnis Association International (AAI), the Arnis instructors designated by Senator Mercado, they were informally called the “Mercado boys.” In this memorandum, there were two seminars conducted: October 6–11, 1997 in Baguio City and November 10–15, 1997 in General Santos City. The Arnis Module Development, however, did not push through. It was also during this time when the first Arnis instructional video was developed by the Bureau of Physical Education and School Sports (BPESS) entitled “Dynamic Arnis”. This video featured the Gialogo Brothers: Richardson and Ryan Gialogo, direct students of Jeremias V. Dela Cruz.However, the national Arnis program of Senator Orly Mercado and DECS died a natural death. It was only after nine (9) years that Arnis found its way back into the Department of Education (formerly known as Department of Education, Culture, and Sports or DECS). On February 5, 2004, the Task Force on School Sports (TFSS) of the Department of Education (DepEd), the new agency after the defunct BPESS, met with the National Sports Association (NSA) for Arnis in a Senate hearing. The Head of the TFSS was National Coordinator Mr. Feliciano N. Toledo II, considered the “Father of Arnis” in the Department of Education. He met with the top NSA officials at that time; however, nothing happened.It was only in 2006 when the Task Force on School Sports had a new program for Arnis. The “National Training of Trainers in Arnis and Dance Sports”, sponsored by the Task Force on School Sports, Department of Education (DepEd), was held at Teacher’s Camp, Baguio City on March 13–17, 2006 and was conducted by two top-caliber figures in the Arnis community: Mr. Aniano Lota, Jr. and Mr. Richardson Gialogo, then Secretary-General and Vice-President respectively of the National Sports Association for Arnis. And this was the start of the modern, contemporary and prevailing Arnis in the Department of Education.In just two months, Arnis became part of the Palarong Pambansa (National Games) as a demonstration sport. The 2006 Palarong Pambansa was held in Naga City, Bicol Region with nine (9) out of the Seventeen (17) regions of the Philippines participating. National, regional and provincial Arnis Seminars were conducted by the tandem of Mr. Aniano Lota, Jr. and Mr. Richardson Gialogo from 2006 to 2007 in coordination with the TFSS National Coordinator, Mr. Feliciano “Len” Toledo, and with the financial and logistical backing of the Department of Education. In 2007, Arnis was already a regular event in the Palarong Pambansa with all seventeen (17) regions participating. Five (5) weight divisions in the Full-contact Event and four (4) categories in the Anyo (Forms) Event were played and became part of the official medal tally of the participants. This was held in Coronadal in Mindanao.Arnis Seminars were continued in national, regional and provincial levels. In 2008, Arnis was played in the Palarong Pambansa and again, with all seventeen (17) regions participating. All nine (9) events were played. This was held in Puerto Princesa City, Palawan.Aside from Sports Officiating and Accreditation seminars, Coaching and skill training seminars continued in national, regional and provincial levels. Requests from cities and even districts were also welcomed. In 2009, Secondary Girls (High School Girls) were finally included in Palarong Pambansa and again, all seventeen (17) regions participated. From the original five (5) member teams, the number doubled with the inclusion of the girls. The medal tally also doubled from nine (9) to eighteen (18). The 2009 Palarong Pambansa was held in Tacloban, Leyte in the Visayas.The “Writeshop of the Revision of the Physical Fitness Test and the Development of Learning Competencies in Arnis and Archery” was held in Teacher’s Camp, Baguio City on October 5–8, 2009. Phase I of the National Curriculum for Arnis was finished and in 2010, Palarong Pambansa was held in Tarlac, In Luzon, both secondary boys and girls competed in the eighteen (18) categories. It was here that the Department of Education Arnis Association Philippines or DEAAP had its first national elections. In the 2011 Palarong Pambansa, Elementary students joined. The road to success has begun.This study aimed to assess the implementation of arnis in the physical education program in RMTU as follows:1. Awareness in the RA No. 9850.2. Interest and engagement of Physical Education (PE) instructors in seminars and training regarding arnis.3. As an aspect of the individual-dual sports curriculum according to its content and process.4. Knowledge, skills and proper applications of teaching arnis.5. The number of PE instructors who are teaching arnis with proper knowledge and know-how based on a total number of Physical Education instructors.Research DesignThe study made use of qualitative method through the use of semi-structured interviews and observations. [5] state that “it is qualitative when they need to collect, interpret and make judgments about data that cannot be measured – such as what people say and do, and why”. [6] believe that qualitative research enables people to give their meaning to the setting in which they are surrounded.Participants The study was conducted in Ramon Magsaysay Technological University, Department of Physical Education with ten Physical Education instructors as the respondents.Data AnalysisThe researcher obtained written consent from each of the research participants and explained what the research was all about, followed by face-to-face interview questions. Efforts to obtain a syllabus from those presently and previously teaching individual-dual sport subjects were made. Their comments on their effectiveness in the conduct of the subject were encouraged.Gathered data were coded categorically and an analysis on the implementation of arnis in the PE curriculum was made.The research was conducted to assess the implementation of the act in the Department of Physical Education in the Ramon Magsaysay Technological University in terms of awareness, interest and engagement of the PE instructors, part of the curriculum, proper applications according to content and process, and number of PE instructors/teachers who are teaching arnis.The study covered all the physical education teachers in the Department of PE in RMTU, using a structured face-to-face interview. These are findings of the study as follows:In terms of awareness in the RA No. 9850, physical education instructors responded that they are not fully aware. They have the knowledge with the republic act but unaware of the content of it, declaring Arnis as the National Martial Art and Sports of the country. Physical Education instructors were not engaged in seminars and training as to discipline in Arnis and in teaching Arnis. Although they have the interest to be engaged they lack the initiative to look for any institutions or organizations that extends physical education faculty development activities. The respondents just rely on themselves on what they have known about Arnis when teaching based on their knowledge and from textbooks. Their way of teaching regarding the subject matter is good but emerging training, seminars, and applications are better to enhance the knowledge and skills of the students.In terms of inclusion in the individual-dual sports curriculum according to its content and process, physical education instructors admitted that arnis was not implemented as part of the curriculum. Arnis was taught as part of a particular individual-dual sports subject only. Applying Arnis depends only on the PE instructor if he/she opted to since the curriculum used was silent with the strict implementation. But it should be included in the course curriculum as a separate subject following the republic act.Arnis was taught based on theories and with no proper applications as part of Individual-Dual Sports subject in tertiary level and only upon the discretion of the physical education instructors. Moreover, there were only 1-2 physical education instructors who are teaching arnis in tertiary level since 2012, this is due to lack of proper knowledge and know-how in the subject. Some instructors were just teaching based on theoretical perspective. Furthermore, the physical education instructors with proper knowledge were able to train students and had participated in different Arnis tournament in national level.The Filipino martial art, by its nature, is combat oriented. It emphasizes fighting and self-defense skills. Arnis has been designated as part of the curriculum of physical education courses. But, based on the foregoing findings, It was found out that Arnis was not fully implemented by the Department of PE and was not properly disseminated by the PE Instructors to PE students due to lack of proper knowledge and applications.This study served as mind opener of the DPE and PE Instructors regarding Discipline in Arnis and in Teaching Arnis. PE Instructors must undergo Arnis seminars and training for them to be fully aware of the Republic Act. Department of PE should incorporate Arnis in the curriculum used.
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Stephen S. Hamafyelto, Hussaini Garba, Mary Pindar Ndahi Dept. of Physical & Health Education, University of Maiduguri, Nigeria Correspondence to: Stephen S. Hamafyelto, Dept. of Physical & Health Education, University of Maiduguri, Nigeria.
Copyright © 2017 Scientific & Academic Publishing. All Rights Reserved. This work is licensed under the Creative Commons Attribution International License (CC BY). Abstract The study was carried out with the intent to mitigate the trauma experienced by victims of insurgent attacks by the so called Boko Haram militants in Borno state of Nigeria. The area was ridden by the crisis over the past 9 years. As a result, many people were killed, maimed and raped. Some others suffered all manner of inhuman treatment in the hands of their captors. The extent to which this dehumanized treatment has impacted on the people in this area has left most of them traumatised. Victims who survived the attacks have been resettled in government managed camps where their needs have been addressed. Many interventions have also been provided by government, non-governmental organisations and corporate and individual bodies. In this regard, social needs of the victims have been the immediate concerns of most organisations, where food, shelter and clothing were provided. However, there is little that has been done to rehabilitate these victims psychosocially. In this regard, sports and games including the victims’ local games were used to provide psychosocial rehabilitation of victims. The intent was to bring them back to social reality, social inclusion, and stable emotions and peer integration. Descriptive statistics and Multivariate analysis was done. No statistical significant difference was found among male and female children and adults in terms of psychosocial rehabilitation using sports. Keywords: Social Reality, Social Inclusion, Peer model Cite this paper: Stephen S. Hamafyelto, Hussaini Garba, Mary Pindar Ndahi, Utilization of Sports and Games for Psychosocial Rehabilitation of Internally Displaced Persons in Maiduguri, Nigeria, International Journal of Sports Science, Vol. 7 No. 6, 2017, pp. 227-232. doi: 10.5923/j.sports.20170706.04. Sports and games have been found to be useful tools in rehabilitation of injured athletes in literature and many studies have also shown the significant role psychosocial rehabilitation plays in bringing athletes back to their feet after injuries. Rehabilitation of athletes is being considered as a multi-faceted process involving not only the surgeons, physiotherapists, coaches and other sport scientists. Substantial progress has been made in rehabilitation of injured athletes over the years, with psychosocial support being consistently advocated by experts. Early studies have also shown that psychosocial interventions positively influence athletes’ injury recovery, promotes personal recovery, successful community integration and satisfactory quality of life. Indeed, rehabilitation aims to facilitate recovery from loss of function. In this regard, loss may be due to physical conditions such as fractures, amputation, stroke or neurologic disorders among many other conditions.Researcher have shown that survivors of disaster are usually left alone and forgotten until there is increased news outlet attention given to them so that people come to their aid most times. For the community, sport can mean that safe spaces are established for individual and communal healing (Engelhardt, 2013).According to UNESCO (2017), while there are no official definitions of an internally displaced person, the organisation asserts that internally displaced persons are "persons or groups of persons who have been forced to flee, or leave, their homes or places of habitual residence as a result of armed conflict, internal strife, and habitual violations of human rights, as well as natural or man-made disasters involving one or more of these elements, and who have not crossed an internationally recognised state border."Using sport and games in psychosocial rehabilitation of internally displaced persons (IDPs) is indeed not new. Situations such as armed violence, terrorism, flood, earthquakes, have been known to cause mass movement of people from their original place of habitations. Organisations such as International Committee of the Red Cross have used sports to help rehabilitate victims of war and armed violence as a humanitarian response to the needs of the victims. International Committee for the Red Cross (ICRC) (2016) noted that sport is key tool in promoting social inclusion for people with disabilities because it changes the perception of the community about them. Besides rehabilitation of victims the use of sport to promote peace and development seem not to be entirely new for example, the Olympic movement remains the strongest medium for promoting global peace.Anecdotal evidence have shown that sport promotes social cohesion, social inclusion, shared social reality, emotional support, emotional challenge, motivation and use of peer model as part of psychosocial rehabilitation of victims of disaster resulting from armed conflicts, terrorism and civil disturbance across the globe ( Power, David & Kless, 2009). The purpose of this paper was to examine the effectiveness of sports and games in rehabilitating victims of terror and insurgency in the Northeast on Nigeria.Post-traumatic stress disorder (PTSD)The incidence of gruesome murder, maiming, rape, food deprivation and hunger that victims experienced in the course of the insurgency has remained indelible in their memory. Most of the victims interviewed in this study loss their fathers in the mayhem. Absent living fathers is common and increasing phenomenon affecting families in Africa (Department of Social Development, 2012). This has caused inability of the families’ resilience which indeed has consequences in social cohesion, social integration and social reality by adults and children. Dysfunctional families in which conflict, misbehavior, neglect or abuse occurs have the ability to suffer depression and psychosocial disorientation. While some witnessed loss of father some experienced and witnessed the rape of their sisters and mothers. Power, David and Kless (2009) defines PTSD as disorder that develops in some people who have experienced a shocking, scary, or dangerous event. Meier (2005) in a study of gender asserts that sports and games may be able to alleviate symptoms of PTSD and improve mood and confidence. In additions, sports and games may help build self-confidence, self-discipline, body awareness, and teamwork and communication skills.In a study on High-intensity sports for posttraumatic stress disorder and depression…Rogers, Mallison and Peppers (2014) concludes that participants reported meaningful clinical improvement in PTSD symptoms after applying intervention training programme on the victims of PTSD. Group of veterans similarly indicated significant decreases in PTSD symptoms and increases in marital satisfaction among the experimental groups following participation in recreation program. Findings support the use of recreation programs to help veterans with PTSD and their significant others, through specific program elements (Bennett, Lundberg, Zabriskie, & Eggett, 2014).Sport and shared social realityThe Psychology Dictionary defines social reality as the attitudes, beliefs and opinions that are held by members of a society or a group. Apparently, the social reality of a group deals with their opinions and beliefs as such these constitute a people’s set of social judgments that the members of the group agree upon. Green (1998) defines sport as a physical activity which is fair (fair meaning honest in that the contest structured for all contestants to have a reasonable chance to win), competitive, non-deviant, and is guided by rules organisations/traditions. The theoretical concept of social reality has been extensively supported by researchers (Searle, 1995; Smith & Searle, 2003). Gale (2008) explains that games are examples of social constructed entities and often exist because of certain sets of conventional rules. As such these set of conventions and agreement to abide by them give games their meaning in any given social context.Sport and social inclusionIn United Kingdom, for instance, sport has been recognised as a means for promoting social inclusion (Liu, (2009). There are research evidence that explains sport and social exclusions, segregations, racism, poverty and social inequalities, ethnic discrimination, disabilities and gender differences. Marivoet (2014) suggests that there is broad consensus at institutional level on the notion of social inclusion in sport and inclusion through sport. According to Marivoet, social inclusion means the actual existence of equal opportunities in accessing sports. Therefore good practices are seen as the promotion of wide spread sports and the presence of people that tend to be excluded in a society from participating in sports.In a study by McConkey, Dowling, Hassan and Menke (2012) it was found that with social inclusion there is increase in bond development between athletes and partners, teamwork, friendship and respect for one another is enhanced. Kelly (2011) investigated the social inclusion with specific reference to four main themes; sports for all, social cohesion, path way to work and giving voice. Varying degree of successes was recorded by the programmes. However, their impact on social exclusivism was evidently limited.Sport and emotionSport and games have been noted as means of generating strong emotional responses among participants and spectators alike. Deci (2008) in Hanin (2012) defines emotion as a reaction to stimulus event (either actual or imagined). Darko (2016) posits that there are many cognitive models that try to explain why people are more physically active than others. These models say that one is physically active if the perceived benefits for example, health is higher than the cost (time or money) invested. It therefore means that the desire to engage in sport, games and recreation depends upon the comparative advantage the individual appraises. In this regard, task-involvement may be positively related to challenge appraisal, which is defined as a “focus on the potential for gain or growth inherent in an encounter” (Lazarus, & Folkman, 1984). Task-involved individuals may view sport competition as an opportunity to improve their performance, gain experience and competence as such they appraise it as challenge.Peer modelSeveral studies in sport have indicated that peers are a significant contributor along adults in creating a motivational climate in sport (Hamafyelto & Badejo, 2002; Hamafyelto & Ajayi, 2002; Cervello, Escarti, & Guzman, (2007). In the study by Cervello et al for instance, significant others were found to be influential in the dropout syndrome and that task orientation is indeed positively related with motivation, affective, behavioural patterns than ego-orientation. Some studies have investigated the difference between persistence and dropout among young athletes. Both friendship and peer acceptance have been examined in conjunction with motivation-related variable in youth sport research (Smith, Ullrich-French, Walker II & Hurley, 2006). Positive friendship quality and more adaptive peer relationship profiles and more adaptive motivation-related responses were observed among the young athletes. Results showed that more positive perceptions of social relationships were associated with more positive motivational outcomes.The aim of this study was to examine the utilization of sports and games in providing psycho-social rehabilitation of victims of insurgency and terrorism in Northeastern Nigeria. These victims had suffered from Posttraumatic Stress Disorders due to various conditions experienced during the attack of their villages and towns. The period of training took eight (8) weeks. Respondents assemble in their play area at 3.30 pm where role call is made by the research assistants and pep-talks to assure them of the need to engage in sport/games.SampleThe participants of the study were two hundred and one (201) youths placed in the Internally Displaces Peoples (IDPs) camps. These are homeless people affected by the insurgency and terrorism in this part of the country. Of these number, 158 were males while 43 were females; aged between 6 and 19 years (Mean age= I8.58 years, SD = 1.24).ProceduresThe researchers obtained permission from the authorities to be able to enter the camps and sample respondents for this study. Participants were assured that engaging in sports and games will have no any negative effect on their physical, mental, social and moral conduct. They could withdraw at any level if they feel exhausted and would not want to continue. Upon obtaining permission and ethical approval by the regulatory bodies, the researchers sampled the two hundred and one (201) IDPs that volunteered to participate in the study. They indicated their sport and game of choice and agreed to participate in the games as scheduled by the researchers.The youths who volunteered to participate were given consent forms to fill and return through an interpreter research assistant. There were 43 (27.2%) football players, 14 (9.1%) volleyball players, 20 (12.7%), table tennis players were 20 (12.7%) and 11 (7.0%) snooker players. Traditional games: there were 23 (15%) boys in traditional wrestling (dambe), while 7 (4%) went for draft game and 20 (13%) were engaged in langa (one-leg race). Of the 43 female participants, 12 (28%) were engaged in playing an instrument known as Jento while 9 (21%) were engaged in playing cards and ludo games. Skipping and racing had 22 (51%) females engaging in various forms of unorganized sports; skipping, sac race, and sharapke (pebble catching).
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