ISABELA STATE UNIVERSITY

Palanan, Isabela

CAPSULE EXTENSION PROPOSAL

A. BASIC INFORMATION
1. Project Title: FUNDAMENTALS OF FUN: Sports Training for Out-0f-School Youth and
Students of Palanan
Project Leader: NANET G. EUGENIO
2. Project Component 1: Capability Development on Different Sports
Project Component Leader 1: NANET G. EUGENIO

Project Component 2: Multi-Sports Training Days

Project Component Leader 2: JACKSON S. TELAN

Project Component 3: Sports Leadership and Mentorship Program

Project Component Leader 3: KEITH A. RAMOS
3. Implementing Campus: ISABELA STATE UNIVERSITY PALANAN EXTENSION
UNIT
a. Lead Unit/College: Department of Extension and Training Services
b. Cooperating Unit/College: Sports and Socio Cultural Unit, Bachelor of
Elementary Education Program
c. Project Site: ISU Palanan Campus / Adopted Secondary Schools
4. Cooperating Agencies: LGU Palanan, DepEd Palanan, LGU Palanan
5. Duration
a. Date Started: January 2025
b. Date Completed: December 2025
c. Status:
6. Project Beneficiaries: Out of School Youths and Students of Palanan, Isabela
7. Funding Agency/ies: Extension Unit, ISU SB 164
8. Budgetary requirement: 50,000.00

ITEM AMOUNT SOURCE OF FUND

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 PERSONAL SERVICES
a. Honorarium of Speakers 10,000 ISU
MAINTENANCE AND OPERATING EXPNESES
a. Workshop Kits 20,000 ISU
b. Administrative Resources 10,000 ISU
c. Representation 10,000 ISU
TOTAL 50,000.00

B. Detailed Proposal

I. Rationale/Introduction

The “FUNDAMENTALS OF FUN: Sports Training for Out-0f-School Youth and Students of
Palanan” program is designed to address the unique needs of out-of-school youth and
students at various educational levels in Palanan, Isabela. Many young individuals in these
communities may lack access to structured sports training, limiting their physical development
and overall well-being.

For men, women, and Indigenous Peoples out-of-school youth, the program offers an
opportunity to engage positively with their peers, fostering a sense of belonging and
community. It encourages active lifestyles, which are crucial for mental and physical health,
especially during formative years. By incorporating a mentorship component, the program
empowers experienced athletes to guide and support newer participants, enhancing leadership
skills and promoting a culture of encouragement and collaboration.

For students at Junior and Senior High School, the program provides a structured
environment to enhance their physical education experience, catering to diverse skill sets and
promoting inclusivity. It encourages healthy competition and personal growth while instilling
important values such as sportsmanship and respect.

Recognizing the persistent gender disparities in sports participation, this project

emphasizes gender inclusion and equity. Sports provide significant benefits, including physical
health, teamwork, and leadership development. However, girls and women are often
underrepresented due to societal stereotypes, unequal access to resources, and limited
opportunities for leadership. This program seeks to address these barriers by offering gender-
inclusive sports training that encourages equal participation for both boys and girls. Through
skill development, multi-sports exposure, and leadership-building activities, the program
ensures that gender equality is promoted at every stage, breaking down stereotypes and
fostering an environment where all participants can thrive.
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This initiative directly supports the following UN Sustainable Development Goals (SDGs): SDG
3 - Good Health and Well-being, by promoting physical activity and mental well-being, the
program contributes to healthier lifestyles and reduces the risk of health-related issues; SDG 4
- Quality Education, the structured sports training enhances participants’ education by
integrating physical development and teaching essential life skills, such as teamwork and
leadership; SDG 5 - Gender Equality, by actively promoting equal opportunities for men,
women, and Indigenous Peoples, the program fosters inclusivity and encourages girls and
women to participate and lead in sports; SDG 10 - Reduced Inequalities, by targeting out-of-
school youth and students from various backgrounds, the program reduces disparities in
access to structured sports training and opportunities for personal development; and SDG 16 -
Peace, Justice, and Strong Institutions, through mentorship and teamwork, the program
promotes social cohesion, a sense of community, and values such as respect, fairness, and
collaboration.

II. Statement of General Objective/Specific Objectives

This extension project aims to enhance the physical fitness, sports skills, personal
development, and gender equality of out-of-school youth and students of Dibewan Integrated
School, Palanan National High School, Palanan School of Agriculture and Trade, and Isabela
School of Fisheries in Palanan, Isabela, through structured and inclusive training programs in
basic indoor and outdoor sports. This project promotes gender equality in sports through
inclusive basic skills training, multi-sport activities, and leadership development for boys and
girls in indoor and outdoor sports.

Specifically, it aims to:

1. develop participants’ fundamental skills in a variety of indoor and outdoor sports,

such as basketball, volleyball, badminton, and chess, through hands-on training
sessions and inclusive workshops.
2. ensure equal opportunities and challenge gender stereotypes by promoting
balanced participation and fostering leadership and mentorship among boys and
girls.
3. encourage active and healthy lifestyles while cultivating teamwork, sportsmanship,
and respect among participants in a safe and supportive environment.
4. raise awareness about the importance of gender equality in sports among trainers
and participants, promoting a culture of inclusivity and mutual respect.

III. EXPECTED OUTPUTS AND OUTCOMES

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Output:
At the end of the project there should be;
6Ps OUTPUT
Product Development of basic sports training modules for indoor and
outdoor activities, incorporating gender-sensitive content to
promote inclusivity and equality.
People and Services Training of 50 youth participants in sports fundamentals,
ensuring gender-balanced participation and equal
opportunities for boys and girls. Implementation of sports
leadership and mentorship programs emphasizing leadership
development for both genders.
Place and Utilization of local sports facilities through partnerships with
Partnership LGUs and schools. Development of 1 Memorandum of
Agreement (MOA) and Training Design, ensuring the
integration of gender-responsive principles in sports activities.
Publication Creation of a brochure and social media posts highlighting
program successes, including gender equality milestones.
Documentation of best practices for integrating gender
equality in sports training and leadership programs.
Patent Establishment of a replicable and gender-inclusive sports
training framework for other communities.
Policy Proposal of a local resolution promoting regular sports
activities for youth, with a focus on equal representation and
participation across genders.

Outcomes:
At the end of the project, it is expected that:
1. participants will demonstrate improved proficiency in basic sports skills, coordination,
and fitness levels in the sports covered during the program.
2. participants, especially out-of-school youth, will show stronger teamwork and leadership
capabilities, fostering a sense of community and collaboration among peers.
3. participants will adopt healthier, more active lifestyles, integrating regular physical
activity into their daily routines, which contributes to their overall well-being.
4. the program will encourage more young people to engage in constructive community
activities, reducing idle time and promoting social interaction through sports.

IV. Conceptual Framework

The project begins with a needs assessment to identify community requirements and
analyze gender dynamics in sports. Following this, the planning phase involves developing
inclusive training designs and establishing partnerships with local stakeholders to ensure
resource availability and support. During the implementation stage, gender-balanced
workshops, multi-sports training sessions, and mentorship programs are conducted to promote
equal participation and leadership opportunities for boys and girls. Progress is closely
monitored through feedback mechanisms to ensure inclusivity and address any emerging
challenges. Finally, the project undergoes an evaluation phase, where outcomes are

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measured, best practices are documented, and the approach is refined for sustainability and
future replication.

Conceptual Framework Diagram

Rationale
- Promote health, inclusivity, and gender
equality in sports by addressing acces gaps
and stereotypes

Goals/Objectives
Outcomes/Impact - Improve physical and social well-being
- Improved fitness and social ties. - Foster teamwork, leadership, and life
- Progress on SDGs 3, 4, 5, 10 and 16 skills.
- Best practices for gender-inclusive sports. - Ensure gender-balanced participation and
leadership in sports

Activities/Interventions
- Conduct gender analysis
- Hold inclusive training workshops
- Implement mentorship programs
- Collect feddback for improvement

V. Methodology
1. Needs Assessment

Conduct surveys or focus group discussions with out-of-school youth, students, and
community leaders to determine their interests, preferred sports, and available time. Assess
the availability of local facilities and resources to support the training program. Include a
gender perspective by identifying barriers to participation for both boys and girls and ensuring
that their needs and preferences are equally addressed.

2. Memorandum of Agreement (MOA) Signing

Draft and finalize an MOA with local government units, schools, and barangays to
outline roles, responsibilities, and contributions. Host a signing ceremony with key
stakeholders to promote transparency and community involvement, emphasizing the inclusion
of gender-responsive strategies.

3. Development of Training Design

Outline the specific sports, schedule, and objectives for each session. Incorporate
feedback from the needs assessment to ensure the training design addresses the participants'
interests and skill levels.

Develop a detailed module that includes:

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 a) Inclusive workshop designs accommodating both boys and girls.
b) Guidelines for coaches and mentors on gender equality and challenging
stereotypes.
c) Gender-inclusive IEC (Information, Education, and Communication) materials to
encourage equal participation.

4. Recruitment and Orientation

Recruit out-of-school youth and students from junior and senior high schools across
Palanan. Utilize flyers, social media announcements, and coordination with local schools and
barangays to spread awareness and encourage participation. Ensure gender-balanced
recruitment to promote equal opportunities for boys and girls.

5. Sports Skills Workshops

Conduct sessions focusing on specific sports, led by trained coaches or volunteers.

Provide gender sensitivity training for coaches to ensure a supportive and inclusive
environment.

6. Mentorship and Peer Learning

Pair boys and girls with trained sports mentors who employ gender-responsive
mentoring techniques. Facilitate group practice drills to encourage teamwork, collaboration,
and balanced participation.

7. Leadership and Sportsmanship Workshops

Conduct workshops on leadership, communication, and team dynamics using

interactive activities. Provide targeted opportunities for girls to take on leadership roles, such
as captains or mentors, to foster confidence and leadership skills.

8. Multi-Sport Training Days

Host events to apply learned skills in a competitive but supportive environment. Feature
mini tournaments with equal representation of boys and girls in teams and competitions.

9. Monitoring and Evaluation

a) Monitoring and Evaluation:

 Collect sex-disaggregated data to track participation by gender.

 Measure success using gender equality indicators (e.g., leadership roles for girls,
balanced participation).
 Conduct regular evaluations through surveys, focus groups, and interviews with
participants and trainers.

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  Gather ongoing feedback from participants, mentors, and coaches to improve the
program's inclusivity.

b) Final Evaluation
 Measure outcomes, document best practices, and refine the approach for
sustainability and future replication.

FUNDAMENTALS OF FUN:
Sports Training for Out-0f-School Youth and Students of Palanan
Activities Person/s Involved Date of
Implementation
Project Planning and January - February
Coordination Meeting, MOA Project Leader, School 2025
Signing, Development of Representatives, Extension Staff,
Training Design and conduct Brgy. Officials and Instructors
of needs assessment
Finalization of Workshop Project Leader, School March - April 2025
Schedule and Resources Representatives, Extension Staff
and Instructors
Leadership and May 2025
Sportsmanship Workshop Trainers, participants, mentors
(Series 1)
Mentorship and Peer Learning May - June 2025
Sessions Mentors, Participants

Multi-Sport Training Day Coaches, Participants, mentors July 2025

and volunteers
Leadership and August 2025
Sportsmanship Workshop Trainers, Participants, mentors
(Series 2)
Final Multi-sport Event and Coaches, participants, mentors, September 2025
program evaluation volunteers
Coaches, participants, mentors, October 2025
Culminating Activity
volunteers
Project Leader, Project November - December
Final Evaluation and Feedback
Component leader, participants, 2025
Session
mentors

VI. Sustainability Plan/Way Forward

The "Fundamentals of FUN: Sports Training for Out-of-School Youth and Students of
Palanan" program will begin with a comprehensive needs assessment, identifying community
needs and gender dynamics in sports through surveys and focus group discussions.
Collaboration with local government units (LGUs), schools, and stakeholders will ensure the
design of an inclusive training program and the securing of necessary resources. The program
will include gender-inclusive workshops, multi-sport training sessions, and mentorship
opportunities, promoting equal participation and leadership roles for both boys and girls.

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 To monitor and evaluate the program’s effectiveness, participation rates will be tracked by
gender to ensure balance, and success will be measured using indicators such as the number
of girls taking on leadership roles and the extent of gender-balanced participation. Regular
feedback will be collected through surveys, interviews, and focus groups, with adjustments
made to improve the program's inclusivity and impact. A final evaluation will assess overall
outcomes and refine the program for future implementations.

To ensure long-term sustainability, the program will work to integrate its activities into the
local Gender and Development (GAD) plans. Local schools and sports organizations will be
encouraged to adopt the gender-responsive practices developed during the project, and
continuous training will be provided to coaches and mentors to maintain gender equality in
sports. Community involvement will be crucial, with local communities, including parents,
actively supporting gender equality in sports. Expansion to other barangays and municipalities
will help reach more youth, and resource mobilization strategies will include securing
partnerships, local sponsorships, and fundraising activities. This multi-tiered approach aims to
create a lasting impact, promoting active lifestyles, skill development, and community
engagement in Palanan and beyond.

VII. ESTIMATED BUDGETARY REQUIREMENTS

BUDGETRAY REQUIREMENT YEAR 1
TOTAL
Item Q1 Q2 Q3 Q4
I. PERSONAL SERVICES

5,00 5,00 10,000.0

a. Honorarium of Speakers 0 0 0

10,000.0
Sub Total 0

II. MAINTENANCE AND OTHER

OPERATING SYSTEM

a. Workshop Kits -

8,00
1. Sports Equipments 0 8,000.00

5,00
2. Pens and Notebook 0 5,000.00

5,00 2,00
3. Printing of Materials 0 0 7,000.00

b. Administrative Resources -

3,00
1. Office Supplies 0 3,000.00
2. Program Coordination

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 1,00 1,00 1,00
0 0 0 3,000.00

2,00 2,00
3. Printing of Progrm Documents 0 0 4,000.00

5,00 5,00 10,000.0

c. Representation 0 0 0

40,000.0
Sub Total 0

50,000.0
GRAND TOTAL 0

VIII. PROGRAM OF ACTIVITIES

Please refer to Appendix A

Prepared by: Recommending Approval:

NANET G. EUGENIO, MS MathEd MILA R. ANDRES, PhD

Project Leader /Campus Coordinator University Extension Director

Noted: Approved by:

MARIA THERESA R. AGGABAO, PhD ORLANDO F. BALDERAMA, PhD

Campus Extension Director Vice President for RDET

EMERSON V. BARCELLANO, PhD

Cluster Executive Officer

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Appendix A. Workplan Schedule

Starting Date: 2025-01-25 Completion Date: 2025-12-31 Duration: 12 months

Schedule of Activities
Expected Budget Required
Responsible Resources Year 1
Activities Results/
Person(s) Required
Outputs Q1 Q2 Q3 Q4
Finalized
Project
project plan,
Leader,
Project Planning and roles
School
Coordination Meeting, MOA assigned, and Meeting venue,
representative
Signing, Development of responsibilitie project documents,
, Extension
Training Design and conduct s clarified, logistics
Staff, Brgy.
of needs assessment Signed MOA,
Officials,
Training
Instructor
Design
Project
Confirmed
Leader,
schedule,
School Training materials,
Finalization of Workshop required
Representativ schedule
Schedule and Resources resources
es, Extension documents, venue
listed, and
Staff,
allocated
Instructors
Leadership and Participants Trainers, Workshop

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 trained in
basic
Sportsmanship Workshop leadership Participants, materials, venue,
(Series 1) and Mentors handouts
sportsmanshi
p skills
Mentor-
mentee
Mentors, training
Mentorship and Peer Learning relationships Mentors,
materials, sports
Sessions established, Participants
equipment
enhanced
peer learning
Participants
practice and Coaches,
Sports equipment,
apply sports Participants,
Multi-Sport Training Day venue,
skills learned, Mentors,
refreshments
enhanced Volunteers
fitness
Leadership and Continued Trainers, Workshop
Sportsmanship Workshop leadership Participants, materials, venue,
(Series 2) and Mentors handouts
sportsmanshi
p training for

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 participants
Participants
demonstrate Coaches,
Sports equipment,
Final Multi-Sport Event and sports skills, Participants,
venue, evaluation
Program Evaluation program Mentors,
forms
evaluation Volunteers
completed
Dance Coaches,
presentation Participants, Venues, sound
Culminating Activity
Mentors, system
Volunteers
Feedback Project
collected, Leader,
program Project Feedback forms,
Final Evaluation and
improvements Component meeting venue,
Feedback Session
identified Leader, evaluation reports
Participants,
Mentors

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