This study explored the extent of implementation of innovative teaching strategies among Physical Education (PE) teachers using the 2C-2I-1R framework Collaborative, Constructivist, Inquiry-Based, Integrative, and Reflective approaches at Cauayan City National High School. Utilizing total enumeration and purposive sampling, 28 Junior High School teachers handling PE for the school year 2025–2026 were selected as respondents. The study aimed to assess how these strategies are applied in relation to the K–12 Most Essential Learning Competencies (MELCs) and the MATATAG curriculum. Findings revealed that despite many teachers being early in their careers and few having specialized training in MAPEH, there was a strong commitment to professional growth and teaching excellence, as reflected in their active use of the 2C-2I-1R strategies. Inquiry-Based and Reflective approaches were most commonly applied, while Constructivist strategies were used the least, indicating a need for further support in implementing student-centered, real-life learning experiences. In response to these findings, a 12-week Constructivist Physical Education Teaching Enhancement Plan is proposed to improve strategy implementation. Recommendations for the school administrators of Cauayan City National High School include providing equal access to resources, encouraging professional development, and supporting strategy integration while future researchers are encouraged to expand the study scope, explore cross-subject applications of the framework, and develop better tools for assessing strategy use.
Hanna Clarisse Pascua (Sun,) studied this question.