DOI: 10.5281/zenodo.
8366524
PICKLEBALL SPORT SUSTAINABILITY STRATEGIES: THE
PHILIPPINE HIGHER EDUCATION INSTITUTIONS CONTEXT
Dr. ROBERT ALVIN A. YAP
President Ramon Magsaysay State University, Philippines. Email:
[email protected]Abstract
Pickleball sports which is considered as an innovative sport, described as a combination of ping-pong, tennis, and
badminton, and is considered a popular racquet sport played by individuals of all ages has a great acceptance level
from the PE teachers and PE students in Higher Education Institutions (HEIs) in the Philippines. However, it is
unknown if these HEIs are able to sustain the sport within their institutions, thus, this study is conducted to
determine the strategies in sustaining and propagating the sport. This research drew on the same set of respondents
(N = 30 PEteachers, N = 280 PEstudents) from the determination of acceptance level. The profile variables of the two
groups are determined, to measure the strategies to sustain the sports, weighted means are assessed using a 4-point
Likert scale, analysis of variances was done to test differences using the weighted means as based scores, with
profile variables as factors. The mean analyses showed that both PE teachers and students assessed strongly agree
the strategies to sustain the sport in terms of curriculum inclusion, involvement opportunities, sports commitment,
and leisure satisfaction. The test of variances showed that PE students’ strategies to sustainability in terms of
curriculum inclusion are statistically significantly varies with their (gender, ages, and readiness), involvement
opportunities varies with their (gender and readiness), sports commitment varies with their (age and readiness),
and leisure satisfaction varies with their readiness. However, the PE teachers’ strategies to sustain was linked to
sports commitment that statistically significantly varies with their ages. The following findings highlight that
pickleball sport’s players and enthusiasts can propagate the sport within their institutions.
Keywords: Pickleball Sport’s Sustainability, Curriculum Development, PATHFit 3, HEIs, BPEd Program.
INTRODUCTION
Pickleball sports was already introduced in the Philippines in 2018 and in 2019, the sport was
initially introduced to the different Higher Education Institutions (HEIs) in Luzon including
the Department of Physical Education of President Ramon Magsaysay State University
(PRMSU). The sport has a great acceptance level of these HEIs’ PE teachers and PE students
who are the recipients of the Pickleball Sport seminars and workshops conducted, because
these HEIs are offering a degree program of Bachelor of Physical Education (BPEd) under
their respective College of Education. Apart from the BPEd program, the physical education
(PE) courses such as PE1 (fitness and recreational outdoor activities), PE2 (Philippine
folkdance), PathFit 3 (physical activities toward health and fitness), and PE4 (team sports) are
mandated, as part of the general education courses that need to be taken and passed by the
students to earn a bachelor’s degree of their choice other than the BPEd program. However,
despite of this high acceptance level, the sustainability and propagation of the sport is still an
assumption and unknown as to what strategies would these HEIs will implement, therefore, the
purpose of conducting this follow up study is to investigate the different strategies that would
sustain and propagate the sport in the Philippines.
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Statement of the Problem
This study aims to investigate the strategies to sustain and propagate the Pickleball sport, being
a new and innovative sport in the Philippines after showing a high acceptance level from the
selected HEIs, both public and private, in Luzon, Visayas, and Mindanao, where it has been
already introduced.
Specifically, this study was conducted with the following research questions:
1. What is the profile of the two groups of respondents in terms of:
1.1 Gender,
1.2 Age,
1.3 Sports engage, and
1.4 Readiness to adapt to the new sport?
2. What is the assessment of the respondents on the sustainability strategies of the Pickleball
as the new sport in the Philippines in terms of:
2.1 Curriculum Inclusion,
2.2 Involvement Opportunities,
2.3 Sports Commitment, and
2.4 Leisure Satisfaction?
3. Is there a significant difference in the assessment of the respondents on the sustainability
strategies of pickleball sport when they are grouped according to their profile variables?
4. What sustainability program may be proposed based on the results and findings of the
study?
REVIEW OF LITERATURE
Sustainability Strategies of Pickleball Sport
Pickleball being an emerging sport that has fewer participants than other popular sports, a group
of pickleball enthusiasts who are involved in the sport, and trying to energize the pickleball
community which could serve as a catalyst for the promotion of pickleball in other countries,
that is to propagate the sport and be played by all age groups. Unlike other competitive sports,
pickleball is easy to pick up and requires simple equipment. Wray et al., (2021) argued that
pickleball is very accessible due to its economical and portable equipment, and can be played
on a hard and flat surface of any size.
Furthermore, promoting the sports through establishment of tournaments popularizes the sports
among the public, which leads to promoting it into a national sport (Chen, Ma, Yu, and Chiu,
2021). Additionally, the Philippine Pickleball Association has its organization direction for the
Pickleball sport sustainability such as inclusion of the sport to school’s curriculum;
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involvement opportunities with partner institutions and community to create their own groups
or clubs or association; committed to developing the grassroots, coaching, and officiating
programs; and leisure satisfaction of players while playing the sports.
Curriculum Inclusion
Curriculum is the rational conversation between learner and coursework in higher education.
It is the students' experience, on any given campus, of any given course; each syllabus
represents one sequential or supporting piece of evidence that students have indeed engaged
the institution. The CHED is a government agency that governed the tertiary level of education
in the Philippines that oversees HEIs, such as colleges and universities, both public and private.
There were over 2,396 HEIs in the country which can be divided into public and private
institutions, of the figure, 667 were public HEIs which account for 27.84% of all HEIs, while
1,729 were private institutions account for 72.16% of all HEIs (CHED Statistics, 2020).
These HEIs were offering a degree program of BPEd under their respective College of
Education. Apart from the BPEd program, the physical education (PE) subjects such as PE1
(fitness and recreational outdoor activities), PE2 (Philippine folkdance), PE3 (Individual and
Dual Sports), and PE4 (team sports) subjects are mandated, as part of the general education
subjects that need to be taken and passed by the students to earn a bachelor’s degree of their
choice other than the BPEd program.
Therefore, pickleball sport can be incorporated and taught in PE 3 general education subject,
not just in BPEd program but in other bachelor’s degree programs as well, provided that the
new and innovative pickleball sport is accepted by the HEIs for implementation without the
need for CHED approval, but a discretion to PE teachers and the school. The inclusion of the
new sport in the curriculum is a way also to sustain the sport’s acceptability.
A university in Central Luzon already had included the pickleball sport in their curriculum
specifically in PE 3 general subject and in Individual-Dual Sports (Major 7 subject) of the
BPEd program as well. In addition, James (2019) averred that effectively teaching pickleball
skills in physical education could lead to a lifelong participation in pickleball, as well as the
possible transfer of skills to more complex racquet sports.
Involvement Opportunities
The involvement of sport enthusiasts is the key to the success and long term sustainability of
sports, sport clubs, sport organizations, and sport events. Without them, the sport system could
not operate and propagate. According to the theory of Scanlan, Carpenter, Schmidt, Simons,
and Keeler (1993), involvement opportunities are valued opportunities that are present only
through continued sport involvement. It further states that being committed to sport will be
influenced by the opportunities that the participant can receive as a result of participation within
the activity. The positive sign associated with this component of the model indicates that as the
number and significance of involvement opportunities increases, sport commitment will
increase.
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According to Scanlan et al., (2003, 2009, 2013) opportunities in sport may include travel, job
opportunities, performance recognition, friendships, and competitive achievement. The
involvement in sport pickleball offers opportunities to players and coaches in the sense that this
emerging sport has been played across the country, and therefore, sports enthusiasts and clubs
may organize tournaments on their community.
Sports Commitment
According to Scanlan, Chow, Sousa, Scanlan, and Knifsend (2015), Sport Commitment is the
psychological state to persist in a sport over time. It was suggested by Brickman (1987) that
the nature of commitment includes a functional component as well as an obligatory component.
In other words, individuals can persist in an endeavor because they “want to” and because they
“have to.” Commitment in the sport context has been conceptualized and measured at various
levels including commitment to a program (Scanlan, Simons et al.,1993), to a team (Scanlan et
al., 2003, 2013), or to a specific sport (Weiss, Weiss, & Amorose, 2010). Furthermore, Scanlan
et al., (2015) indicate that playing pickleball improves the player’s perception of their overall
well-being and quality of life even in the presence of increased injury incidence. Therefore, it
should be considered that although playing pickleball is a risky activity, this risk may be
outweighed by the benefits of active play resulting in the overall well-being and quality of life
of the pickleball player.
Leisure Satisfaction
The process of playing pickleball generates many subjective personal feelings that affect the
players’ emotions or perceptions of life, thus, giving rise to the issue of well-being (Keung and
Goswami, 2011). The more pickleball participants are involved in pickleball, the higher their
leisure benefits; for instance, Heo, Ryu, Yang, Kim, and Rhee (2018) pointed out that playing
pickleball as a form of serious leisure may add significant value to the individual’s daily lives
and contribute to successful aging, thus, pickleball plays an important role for players to obtain
benefits. Additionally, as they invest far more time, equipment, and energy than people who
regard pickleball as an ordinary leisure activity, participants of pickleball tournaments are
different from general participants, thus, they should pay more attention to their leisure
satisfaction.
Also, a study revealed that commitment to serious leisure is associated with lower levels of
depression (Heo, Ryu, Yang, & Kim, 2018); the higher involvement in pickleball, the higher
their leisure benefits which may add significant value to people’s daily lives and contribute to
successful aging (Heo, Ryu, Yang, Kim, and Rhee, 2018); thus, pickleball plays an important
role for participants to obtain leisure satisfaction.
METHODOLOGY
This study utilized a descriptive comparative design to determine the strategies implemented
from the selected public and private HEIs from Luzon, Visayas, and Mindanao to sustain and
propagate the pickleball as a new sport in the Philippines; comparing the findings between the
PE teachers and PE students about the pickleball sport’s sustainability strategies.
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The descriptive statistics pertained to the profile variables of the two groups of respondents,
the PE teachers and PE students; the mean analyzed the sustainability strategies, guided by the
4-point Likert scale as 4=Strongly Agree to 1- Strongly Disagree. Inferential statistics such as
Analysis of Variances was also done to compare the means to determine if any statistical
differences exist, Reject the null hypothesis if p- value ≤ 0.05 and Accept the null hypothesis
if p- value ≥0.05.
This research drew on the same set of respondents (N = 30 PEteachers, N = 280 PEstudents)
from the determination of acceptance level, from the selected public and private HEIs in Luzon,
Visayas, and Mindanao, a total of 310 respondents. The respondents were selected through
multistage sampling. The two groups of respondents were divided into clusters based on
geographic such as island, then HEIs. After clustering, the respondents were randomly selected
obtaining the sample size of 30 PE teachers and 280 PE students. This method was conducted
among the HEIs of the three geographic islands in the country. Randomization was employed
so that each respondent within each cluster is a representative of the total respondents.
RESULTS AND DISCUSSIONS
1. Profile Variables of the Respondents
Table 1: Profile Variables of the Respondents
PE Teachers PE Students
Frequency Percentage Frequency Percentage
(f) (%) (f) (%)
Male 19 63.33 64 22.86
Female 11 36.67 195 69.64
Gender
LGBTQ+ 21 7.50
Total 30 100.00 280 100.00
15-19 years old 95 33.93
20-24 years old 179 63.93
25-29 years old 6 20.00 3 1.07
30-34 years old 5 16.67 3 1.07
35-39 years old 8 26.67
Age
45-49 years old 4 13.33
50-54 years old 4 13.33
55-59 years old 2 6.67
60-64 years old 1 3.33
Total 30 100.00 280 100.00
Table tennis 1 3.33 19 6.79
Tennis 14 5.00
Sports Engaged In Badminton 9 30.00 85 30.36
Others 20 66.67 162 57.86
Total 30 100.00 280 100.00
Readiness to Yes 30 100.00 266 95.00
adapt the new No 14 5.00
sports Total 30 100.00 280 100.00
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The results show that majority of the PE teachers are male with 19 or 63.33%, while the
majority of the PE students are female with 195 or 69.64%.
Majority of the PE teachers’ age range from 35-39 years old with 8 or 26.67, while the majority
of the PE students’ age is from 20-24 years old with 179 or 63.93%.
Majority of the PE teachers and PE students are engaged in other sports rather than racket
sports with 20 or 66.67%, and with 162 or 57.86%.
Both PE teachers and PE students are ready to adapt the new sports with 30 or 100%, and with
266 or 95%.
2. Respondent’s Assessment on the Sustainability Strategies of the Pickleball Sport
Table 2: Descriptive Analysis on the Respondent’s Assessment on the Sustainability of
Pickleball Sport in terms of Curriculum Inclusion
PE Teachers PE Students
Curriculum Inclusion Mean SD QI Rank Mean SD QI Rank
1. Include in the course/subject
contents of the PE and
Strongly Strongly
Sports-related curriculum, 3.90 0.31 6.5 3.43 0.52 1
Agree Agree
both general subject and
major courses
2. Teach pickleball in
Strongly Strongly
PE3/Path-Fit 3 general 3.93 0.25 4 3.39 0.52 5.5
Agree Agree
education course
3. Include pickleball in
Strongly Strongly
Individual-Dual Sports 3.90 0.31 6.5 3.39 0.56 5.5
Agree Agree
course in the BPEd program
4. Organize pickleball sport
seminars and workshops as Strongly Strongly
4.00 0.00 1 3.41 0.56 2
part of the culminating Agree Agree
activity of the BPEd students
5. Apply the basic skills of the
Strongly Strongly
pickleball during the class as 3.97 0.18 2 3.40 0.60 3.5
Agree Agree
part of the course discussion
6. Develop pickleball learning Strongly Strongly
3.93 0.25 4 3.40 0.60 3.5
module and utilization Agree Agree
7. Organize college and school- Strongly Strongly
3.93 0.25 4 3.37 0.57 7
wide mini-tournament Agree Agree
Strongly Strongly
Overall Weighted Mean 3.94 0.22 3.40 0.56
Agree Agree
Table 2 shows that the PE teachers and PE students strongly agree on the curriculum inclusion
of the pickleball sport for sustainability with an overall weighted mean (X̄PE teachers= 3.94;
σ=0.22) and (X̄PE students=3.40; σ=0.56), respectively. Moreover, the PE teachers also strongly
agree in all the statement indicators to “Organize pickleball sport seminars and workshops as
part of the culminating activity of the BPEd students” with the highest mean (X̄PE teachers= 4.00;
σ=0.00) ranks 1st. They likewise strongly agree on the “Inclusion in the course/subject contents
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of the PE and Sports-related curriculum, both general subject and major courses” and to
“Include pickleball in Individual-Dual Sports course in the BPEd program” with the lowest
means (X̄PE teachers= 3.90; σ=0.31) last in rank, respectively.
On the other hand, the PE students similarly strongly agree in all statement indicators, wherein
the “Inclusion in the course/subject contents of the PE and Sports-related curriculum, both
general subject and major courses” with the highest mean (X̄PE students=3.43; σ=0.52) ranks 1st;
as well as, they strongly agree to “Organize college and school-wide mini-tournament” with
the lowest mean (X̄PE students= 3.37; σ=0.57) ranks 7th.
Table 3: Descriptive Analysis on the Respondent’s Assessment on the Sustainability of
Pickleball Sport in terms of Involvement Opportunities
PE Teachers PE Students
Involvement
Mean SD QI Rank Mean SD QI Rank
Opportunities
1. Travel to other places 3.77 0.43 Strongly 7 3.33 0.60 Strongly 7
when conducting Agree Agree
clinics in communities
2. Meet different sports 3.93 0.25 Strongly 3.5 3.50 0.58 Strongly 2
enthusiasts Agree Agree
3. Performance 3.83 0.46 Strongly 6 3.49 0.59 Strongly 3.5
recognition Agree Agree
4. Offer the opportunity 3.93 0.25 Strongly 3.5 3.48 0.61 Strongly 5
for both players and Agree Agree
coaches to travel to
different places across
the country for
competition.
5. Sports enthusiasts and 3.93 0.25 Strongly 3.5 3.46 0.57 Strongly 6
clubs may organize Agree Agree
tournaments in their
community and
develop grassroots
players
6. Participate in 3.97 0.18 Strongly 1 3.56 0.56 Strongly 1
Pickleball Tournament Agree Agree
will give participant a
sense of achievement
7. Participate in 3.93 0.25 Strongly 3.5 3.49 0.58 Strongly 3.5
Pickleball Tournament Agree Agree
will help participant
broaden their
knowledge
Overall Weighted Mean 3.90 0.30 Strongly 3.47 0.58 Strongly
Agree Agree
Table 3 shows that the PE teachers and PE students strongly agree on the involvement
opportunity of the pickleball sports for sustainability with an overall weighted mean (X̄PE
teachers=3.90; σ=0.30) and (X̄ PE students=3.47; σ=0.58), respectively.
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Also, the PE teachers and the PE students strongly agree in all the statement indicators to
wherein “Participating in Pickleball Tournament will give participant a sense of achievement”
with the highest mean (X̄PE teachers=3.97; σ=0.18) and (X̄PE students= 3.56; σ=0.56) both 1st in
rank. The PE teachers and the PE students likewise strongly agree that “Travel to other places
when conducting clinics in communities” can sustains the new sports with the lowest mean
(X̄PE teachers=3.77; σ=0.43) and (X̄PE students=3.33; σ=0.60) both ranks 7th.
Table 4: Descriptive Analysis on the Respondent’s Assessment on the Sustainability of
Pickleball Sport in terms of Sports Commitment
PE Teachers PE Students
Sports Commitment Mean SD QI Rank Mean SD QI Rank
1. Play pickleball during Strongly Strongly
3.67 0.55 7 3.26 0.61 7
class vacant/break Agree Agree
2. Introduce pickleball to
Strongly Strongly
others whenever I have 3.90 0.31 2 3.40 0.63 4.5
Agree Agree
the opportunity
3. Participate in Pickleball
Strongly Strongly
could help individual 3.83 0.38 5 3.40 0.61 4.5
Agree Agree
realize their ideals
4. This sports activity is an
Strongly Strongly
important reflection of 3.70 0.47 6 3.27 0.67 6
Agree Agree
who I am
5. Enjoy playing this sport Strongly Strongly
3.90 0.31 3 3.42 0.59 3
activity Agree Agree
6. This sports activity
allows players to Strongly Strongly
3.93 0.25 1 3.46 0.59 1.5
improve their health and Agree Agree
fitness.
7. Have social interactions
with others by Strongly Strongly
3.90 0.31 4 3.46 0.63 1.5
participating in a Agree Agree
pickleball activity
Overall Weighted Mean Strongly Strongly
3.83 0.37 3.38 0.62
Agree Agree
Table 4 shows that the PE teachers and PE students strongly agree as well on the sports
commitment of the pickleball sports for sustainability with an overall weighted means (X̄PE
teachers=3.83; σ=0.37) and (X̄ PE students=3.38; σ=0.62), respectively.
The PE teachers and the PE students also strongly agree in all statement indicators wherein
“This sports activity allows players to improve their health and fitness” with the highest means
(X̄PE teachers=3.93; σ=0.25) and (X̄PE students=3.46; σ=0.59); as well as, “Having social interactions
with others by participating in a pickleball activity” similarly has the highest mean (X̄PE
students=3.46; σ=0.63) both 1st in rank. On the other hand, the PE teachers and the PE students
likewise strongly agree that “Playing pickleball during class vacant/break” sustained the new
sports with the lowest means (X̄PE teachers=3.67; σ=0.55) and (X̄PE students=3.26; σ=0.61) both
ranks 7th.
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Table 5: Descriptive Analysis on the Respondent’s Assessment on the Sustainability of
Pickleball Sport in terms of Leisure Satisfaction
PE Teachers PE Students
Leisure Satisfaction Mean SD QI Rank Mean SD QI Rank
1. Playing pickleball generates
personal feelings that Strongly Strongly
3.90 0.31 4 3.46 0.53 1
positively affect the players’ Agree Agree
well-being
2. Playing pickleball may add
significant value to the
Strongly Strongly
individual’s daily life and 3.93 0.25 2 3.40 0.54 5
Agree Agree
contribute to successful
aging
3. Pickleball plays a vital role Strongly Strongly
3.97 0.18 1 3.44 0.54 2.5
for players to obtain benefits Agree Agree
4. Playing pickleball is
Strongly Strongly
associated with lower levels 3.80 0.41 7 3.33 0.61 7
Agree Agree
of depression
5. The sport is the most
Strongly Strongly
enjoyable of all leisure 3.83 0.46 6 3.37 0.62 6
Agree Agree
activities
6. Participating in pickleball
Strongly Strongly
activities allows players to 3.90 0.31 4 3.44 0.59 2.5
Agree Agree
express themselves
7. Pickleball is one of the
activities that players felt Strongly Strongly
3.90 0.31 4 3.43 0.54 4
most satisfied – creating a Agree Agree
unique image of self
Overall Weighted Mean Strongly Strongly
3.89 0.32 3.41 0.57
Agree Agree
Table 5 shows that the PE teachers and PE students strongly agree on the leisure satisfaction of
the pickleball sports for sustainability with an overall weighted mean (X̄PE teachers=3.89; σ=0.32)
and (X̄PE students=3.41; σ=0.57), respectively.
The PE teachers and the PE students likewise strongly agree in all statement indicators wherein,
“Pickleball plays a vital role for players to obtain benefits” with the highest mean (X̄PE
teachers=3.97; σ=0.18), and the “Playing pickleball generates personal feelings that positively
affect the players’ well-being” with the highest mean (X̄PE students=3.46; σ=0.53) both 1st in rank,
can sustain the new sports. On the other hand, the two group of respondents strongly agree that
“Playing pickleball is associated with lower levels of depression” with the lowest mean (X̄PE
teachers=3.80; σ=0.41) and (X̄ PE students=3.33; σ=0.61) both ranks 7th, respectively.
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3. Test of Significant Difference on the Assessment of the Respondent’s on the
Sustainability Strategies of the Pickleball Sports according to their Profile Variables
Table 6: Difference on the Respondent’ Assessment of Pickleball Sport’s Sustainability
in terms of Curriculum Inclusion as to Profile Variables
Sources of PE Teachers PE Students
Variation F p-value Decision F p-value Decision
Gender Accept Ho Reject Ho
.007 .932 4.253 .015
Not Significant Significant
Age Accept Ho Reject Ho
.724 .736 2.609 .003
Not Significant Significant
Sports Engage Accept Ho Accept Ho
.160 .853 2.209 .087
Not Significant Not Significant
Readiness to There are fewer than two groups for Reject Ho
adapt the new dependent variable curriculum. No 9.892 .002 Significant
sport statistics are computed.
Results are based on One-Way ANOVA, α=0.05, dfPE teacher=29, dfPE Students=279. Reject null
hypothesis if p<0.05
Table 6 shows the test values of PE teachers and PE students. The PE teachers’ computed value
for gender (p-valuePE teachers=0.632), age (p-valuePE teachers=0.736), and sports engage (p-valuePE
teachers=0.853) are greater than > the 0.05 alpha level of significance, hence, the null hypothesis
is accepted, therefore, there is no significant difference on the PE teachers’ assessment of
pickleball sports’ sustainability through curriculum inclusion based on their profile variables.
On the other hand, the PE students’ computed value for gender (p-valuePE students=0.015), age
(p-valuePE students=0.003), and readiness to adapt the new sports (p-valuePE students=0.002) are less
than < the 0.05 alpha level of significance, hence, the null hypothesis is rejected, therefore,
there is a significant difference on the PE students’ assessment of pickleball sports’
sustainability through curriculum inclusion based on their gender, age, and readiness to adapt.
Table 7: Difference on the Respondent’ Assessment of Pickleball Sport’s Sustainability
in terms of Involvement Opportunities as to Profile Variables
Sources of PE Teachers PE Students
Variation F p-value Decision F p-value Decision
Accept Ho Reject Ho
Gender .512 .480 5.385 .005
Not Significant Significant
Accept Ho Accept Ho
Age 2.287 .075 1.218 .270
Not Significant Not Significant
Accept Ho Accept Ho
Sports Engage .357 .703 2.209 .087
Not Significant Not Significant
There are fewer than two groups for Reject Ho
Readiness to adapt
dependent variable involvement. No 10.122 .002 Significant
the new sport
statistics are computed
Results are based on One-Way ANOVA, α=0.05, dfPE teacher=29, dfPE Students=279. Reject null
hypothesis if p<0.05
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Table 7 shows the test values of PE teachers and PE students. The PE teachers’ computed value
for gender (p-valuePE teachers=0.480), age (p-valuePE teachers=0.075), and sports engage (p-valuePE
teachers=0.703) are greater than > the 0.05 alpha level of significance, hence, the null hypothesis
is accepted, therefore, there is no significant difference on the PE teachers’ assessment of
pickleball sport’s sustainability through involvement opportunities based on their profile
variables.
On the other hand, the PE students’ computed value for gender (p-valuePE students=0.005) and
readiness to adapt the new sports (p-valuePE students=0.002) are less than < the 0.05 alpha level
of significance, hence, the null hypothesis is rejected, therefore, there is a significant difference
on the PE students’ assessment of pickleball sport’s sustainability through involvement
opportunities based on their gender and readiness to adapt.
Table 8: Difference on the Respondent’ Assessment of Pickleball Sport’s Sustainability
in terms of Sports Commitment as to Profile Variables
Sources of PE Teachers PE Students
Variation F p-value Decision F p-value Decision
Accept Ho Accept Ho
Gender .161 .691 2.708 .068
Not Significant Not Significant
Reject Ho Reject Ho
Age 3.513 .016 2.662 .002
Significant Significant
Accept Ho Accept Ho
Sports Engage .703 .504 1.873 .134
Not Significant Not Significant
Readiness to There are fewer than two groups for
Reject Ho
adapt the new dependent variable commitment. No 11.210 .001
Significant
sports statistics are computed
Results are based on One-Way ANOVA, α=0.05, dfPE teacher=29, dfPE Students=279. Reject null
hypothesis if p<0.05
Table 8 shows the test values of PE teachers and PE students. The two groups of respondents’
computed value for age (p-valuePE teachers=0.016; p-valuePE students=0.002) and readiness to adapt
the new sports (p-valuePE students=0.001) are less than < the 0.05 alpha level of significance,
hence, the null hypothesis is rejected, therefore, there is a significant difference on the
respondents’ assessment of pickleball sports’ sustainability in terms of sports commitment
based on their age; and in terms of PE student’s sports commitment based on their readiness to
adapt.
On the other hand, the respondents’ computed value for gender (p-valuePE teachers=0.691; p-
valuePE students=0.068) and sports engage (p-valuePE teachers=0.504; p-valuePE students=0.134)
are greater than > the 0.05 alpha level of significance, hence, the null hypothesis is accepted,
therefore, there is no significant difference on the respondents’ assessment of pickleball sports’
sustainability through sports commitment based on their gender and sports engage.
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Table 9: Difference on the Respondent’ Assessment of Pickleball Sport’s Sustainability in
terms of Leisure Satisfaction as to Profile Variables
Source of PE Teachers PE Students
Variation F p-value Decision F p-value Decision
Gender Accept Ho 1.345 .262 Accept Ho
.019 .891
Not Significant Not Significant
Age Accept Ho 1.582 .096 Accept Ho
2.574 .051
Not Significant Not Significant
Sports Engage Accept Ho 2.322 .075 Accept Ho
.238 .790
Not Significant Not Significant
Readiness to adapt There are fewer than two groups for 4.989 .026 Reject Ho
the new sports dependent variable leisure. No statistics Significant
are computed.
Results are based on One-Way ANOVA, α=0.05, dfPE teacher=29, dfPE Students=279. Reject null
hypothesis if p<0.05
Table 9 shows the test values of PE teachers and PE students. The two groups of respondents’
computed value for gender (p-valuePE teachers=0.891; p-valuePE students=0.262) age (p-valuePE
teachers=0.051; p-valuePE students=0.096) and sports engage (p-valuePE teachers=0.790; p-valuePE
students=0.075) are greater than > the 0.05 alpha level of significance, hence, the null hypothesis
is accepted, therefore, there is no significant difference on the respondents’ assessment of
pickleball sport’s sustainability through leisure satisfaction based on their gender, age, and
sports engage. On the other hand, the PE student’s computed value for readiness to adapt the
new sports (p-valuePE students=0.026) is less than < the 0.05 alpha level of significance, hence,
the null hypothesis is rejected, therefore, there is a significant difference on the PE student’s
assessment of pickleball sports’ sustainability in terms of leisure satisfaction based on their
readiness to adapt.
Proposed Plans/Programs for the Acceptability of Pickleball Sport
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DOI: 10.5281/zenodo.8366524
CONCLUSIONS
The following findings highlight that pickleball sport’s players and enthusiasts can sustain and
propagate the sport within their institutions. It may be adapted not just in the academe but also
in sports associations and clubs around the country, that leads to grassroots development.
RECOMMENDATIONS
Given that the two groups of respondents are strongly agree on the strategies for sport’s
sustainability, BPEd program of HEIs are encouraged to incorporate the pickleball sport as part
of their PathFit 3 courses. HEIs may adapt the syllabus developed for pickleball.
581 | V 1 8 . I 0 9
DOI: 10.5281/zenodo.8366524
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