This study aimed to explore the relationship between constraints on student participation and skill development in physical education among Grade 9 students at five selected National High Schools in Victoria, Laguna, during the academic year 2023-2024. Specifically, this study aimed to identify the level of constraints in physical education. Second, it aimed to assess the level of student participation in physical education. Third, the level of student skill development was also identified. Fourth, the study examined the significant relationship between constraints and student participation in physical education. Lastly, it explored the significant relationship between constraints and student skill development in physical education. This study used a quantitative research design, particularly the descriptive method, and selected a total of two hundred forty-six (246) Grade 9 students in five (5) National High Schools in Victoria, Laguna, as the respondents. The sampling design of this study was purposive sampling. The descriptive portion of the statistical data treatment used weighted mean and standard deviation, while the inferential portion of the study employed the Pearson product-moment correlation. The findings of this study were based on the data results. It was found that the level of constraints in physical education, in terms of parental influence, limited adaptation, level of physical activity, and gender stereotypes, were all evaluated by the respondents as “High” However, constraints related to time management were evaluated as “Very high”. The level of student participation in terms of activity engagement, task completion, output presentation, duration, and frequency received consistently high mean scores, indicating a “Very high” level. The level of student skill development in terms of motor skills proficiency, sport-specific skills, self-efficacy, and adaptability also revealed a “Very high” level. Furthermore, results indicated that the null hypothesis regarding the relationship between constraints and student participation in physical education was rejected, revealing a significant relationship between them. Similarly, the null hypothesis regarding the relationship between constraints and skill development was also rejected, indicating a significant relationship between these variables. Based on the results, the study concludes that there is a significant relationship between constraints and student participation in physical education, leading to the rejection of the initial hypothesis. Additionally, there is a significant relationship between constraints and student skill development in physical education, which also leads to the rejection of the hypothesis. In summary, constraints on student participation and skill development in physical education play a crucial role in shaping educational outcomes. Based on the preceding results and conclusion, the following suggestions can be made:  Given that constraints had minor effects on skill development, Physical Education classes should prioritize enhancing individual skills by offering increased opportunities for students to practice and enhance their abilities.

constraints

student participation

skill development