Emergency remote learning - the experiences of higher education Physical Education students (original) (raw)
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Students’ experiences in learning physical education in an online environment
Edu Sportivo: Indonesian Journal of Physical Education
The start of the Novel Corona Virus in 2019 has been the root cause of the severe disruption of economic opportunities and educational curriculum implementation affecting people's daily living across the world. In the field of education, the pandemic has brought changes to the educational system. A shift in the mode of learning has shifted from face-to-face to online and modular learning, wherein the former has been utilized more. This basic qualitative study was conducted to explore the experiences of students along with their recommendations to further improve the delivery of online physical education. Twenty informants from the different departments of the University of Saint Louis participated in this study through online interviews. In utilizing open coding, axial coding, and selective coding, the results revealed five major recurring themes, to wit: (1) Student-Teacher Interaction, (2) Technology-Related Experience, (3) Online Classroom Experience, (4) Pedagogical-Related ...
Effective Physical Education Distance Learning Models during the Covid-19 Epidemic
CEPS journal , 2021
The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.
Journal of Teaching in Physical Education
The purpose of this study was to investigate physical education teachers’ perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers’ Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students’ needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.
Issues in Educational Research, 2021
This study aimed to explore teacher experiences of online delivery of physical education (PE). Research has noted the use of blended learning and flipped classrooms in PE, yet little is known about the delivery of fully online school PE. The move to online teaching required by Covid-19 suppression measures in 2020 provided an opportunity to explore the delivery of PE online. Data was obtained from teachers forced to shift to online teaching delivery of primary school PE in one Australian state during 2020. Semistructured interviews occurred with 11 primary school PE specialist teachers providing qualitative data for analysis. The analysis of teachers' experiences indicated that in most cases PE did not happen, rather, physical activity provision was initiated or PE was marginalised to a movement break between subjects with perceived higher status and priority. The importance of teacher-student connection to the teachers and inconsistency surrounding the use of online learning platforms emerged as concerns of the teachers. The results show that the move to online provision of PE resulted in diminished educative purpose.
Sustainability
Information and communication technologies (ICTs) are rapidly invading education and leading to transformation in this area. During the COVID-19 pandemic, the traditional educational process was moved to a remote environment, and educators faced many challenges in maintaining the same quality as face-to-face teaching. Physical education (PE) lessons should be marked out as a special case. The aim of this research was to determine the relationship of 8–12th-grade Lithuanian students to information and communication technologies and to reveal students’ experiences of participating in remote PE lessons. A total of 268 students selected by the convenience sampling method filled out a questionnaire consisting of four blocks with 53 closed and 4 open questions divided into topics. The relationships between physical activity during quarantine and its predictors were assessed using linear and hierarchical regression analyses. It was estimated that students’ computer literacy skills were sli...
Edu Sportivo: Indonesian Journal of Physical Education
Every child deserves access to quality education amidst the COVID 19 pandemic. Students face the test of answering modules much more than doing the performances in the physical education classes. One of the challenges they faced was performing different performance tasks and being able to meet the objectives as well as the learning competencies. This study aimed to determine the barriers in learning performances and students’ coping strategies in physical education in modular distance learning which was accompanied by a quantitative approach using a descriptive – survey method of research. The study was conducted in one of the secondary public schools composed of 201 selected junior high school students. Based on the result of the study, the findings were as follows: majority of the of the respondents were female, grade 9 students and 15 years of age. The barriers exprienced by the students were overthinking about their grades, minimal engagement in performance tasks due to lack of ...
Analysis of Online Classes in Physical Education during the COVID-19 Pandemic
Education Sciences, 2021
Background and objectives: This study analyzed the effectiveness of the online practical classes (OPC) in physical education (PE) in compliance with the ADDIE model during the COVID-19 pandemic. Materials and Methods: Participants had no prior experience in OPC and total 75 participants were enrolled in this study. This study selected 15 universities in consideration of regional equality and randomly selected two professors and three students from each university. Results: (1) The learning interventions were not feasible for team projects. (2) In the implementation phase, most learners felt that errors persisted. (3) In the evaluation phase, educators reported unenthusiastic involvement of students and the learners were merely submitting assignments. (4) An appropriate level of the effectiveness through OPC showed significantly different between educators and learners. Conclusions: The findings indicate that timely and quality feedback should be provided for the successful execution of OPC in PE; the educators should prepare ahead and reduce technical errors and motivate learners continuously. Lastly, to prepare for the new normal after COVID-19, universities should provide enough time for educators to make OPC-videos and teach students in real time to ensure consistent feedback.
PLOS ONE
Introduction This quantitative study aimed to determine physical education teachers’ (PETs) perceptions of online physical education (OLPE) during the COVID-19 pandemic in Turkey. Methods An OLPE teaching survey during the COVID-19 was used, comprising PETs’ opinions on OLPE teaching as well as the advantages, disadvantages, difficulties, and suggestions for OLPE teaching. Results A significant difference by gender was identified in the individual approach to student learning, greater student independence, and ongoing monitoring of student results for teachers, parents, and students. In addition, a significant difference was found by gender in the difficulty in implementing the core curriculum content as well as by school type in the lack of proper home equipment, absence of or limited Internet access, and problems with connecting the computer, tablet, or smartphone to the Internet. Moreover, PETs stated that OLPE teaching is not only the best way to transfer basic information, but ...
Health, sport, rehabilitation
Purpose The many obstacles and difficulties to carry out research in the field of physical education are the gaps and urgency in this research. This study aims to investigate perceptions from lecturers regarding the conveniences and difficulties when carrying out research in physical education during COVID-19. Material and Methods This study uses a qualitative approach with phenomenological methods through online-based in-depth interviews. Five lecturers from two universities in Indonesia and one lecturers from universities in Hungary were willing to participate in this research. The way to select them was by sending an email to their respective universities and only 10 people participated in this study. However, 4 people did not qualify because they did not have 10 years of research experience. All participants signed a consent letter to participate in this study. The interview started with explanation from participants regarding their research experiences, the conveniences and th...
Lived Experiences of Physical Education Instructors in Facilitating Distance Learning Education
International Journal of Physical Education, Fitness and Sports
The global emergency of Covid-19 triggered an unprecedented shift in education that brought new challenges to students and educators alike. In particular, physical education instructors face a unique set of challenges as the most subscribed pedagogical strategies revolve on on-site setting. This study explored the lived experiences of physical education instructors in distance learning education in one of the missionary universities in Baguio City, Philippines. Employing a phenomenological design, data were gathered using semi-structured interviews to explore the struggles and successes in the experiences of physical education instructors who taught combative sports in a distance learning education setting during the academic years covering 2020 through 2022. Processing the interviews revealed themes about the specific struggles experienced by physical education instructors in relation to distance learning education. On the other hand, it revealed that these struggles gave rise to s...