High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

Fernández, Iván López; Burgueño, Rafael; Gil‐Espinosa, Francisco Javier

doi:10.3390/ijerph182111146

Cited by 31 publications

(30 citation statements)

References 42 publications

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“…They ended up marking the period of confinement as an opportunity to learn other competences of the teaching profession, such as flexibility, adaptability, proactivity, creativity, knowledge, and handling of new digital tools. However, they also described that the essence of professional practice, which is based on contact and sensations associated with the corporeality provided by physical activity, did not allow for its full substitution by virtual reality [28,30,50,51]. The greatest difficulties for the teaching of Physical Education in the university context occurred in collective or group sports, such as basketball, volleyball, soccer, and handball, since it was impossible to carry out group body practices among students of the same level, which coincides with the results reported in the study by Bădău & Bădău [56].…”

Section: Discussionmentioning

confidence: 99%

“…Considering this point of view, it could be said that teacher training in the field of Physical Education has been significantly affected by the changes brought about by the pandemic. These changes are due to its high content in practical modules, which has meant that teachers have to make methodological and didactic adjustments to comply with the disciplinary and pedagogical content that students in training must master so that they have the necessary skills for their future teaching practice [16,[28][29][30]. Likewise, Physical Education students have also had to face a totally different teaching-learning process, where all the practical subjects included in the curriculum have to be replaced by a virtual system.…”

Section: Introductionmentioning

confidence: 99%

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Teaching in Physical Education during Pandemic COVID-19: A Study of University Teachers

Fierro¹,

Philominraj²,

Vitoria³

et al. 2022

saj

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The COVID-19 pandemic is a health crisis deepening in the current world context, characterized by enormous globalization and scientific-technical development processes. The research aims to understand how university teachers of Physical Education had to reinvent the discipline and the pedagogical relationship based on bodily practices during the two years of the COVID-19 pandemic. The study is based on the interpretative-comprehensive paradigm, with a qualitative methodology. Twelve semi-structured interviews were conducted with university professors from two regional universities, located in the Maule region, Chile. The first category that emerges is Virtual Education, which is related to the challenges faced by teachers with distance learning. The second category refers to the pandemic's impact on the teaching staff's socio-emotional aspects, manifested through fatigue, exhaustion, and stress, affecting teaching practices due to the precarious work and the adverse conditions generated by the COVID-19 pandemic. In terms of conclusions, we can affirm that the COVID-19 pandemic caused profound changes in the teaching and learning processes in the area of Physical Education, with negative consequences for the moment, for the teaching staff as well as for the university students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching in Physical Education during Pandemic COVID-19: A Study of University Teachers

Fierro¹,

Philominraj²,

Vitoria³

et al. 2022

saj

View full text Add to dashboard Cite

show abstract

“…Although using technology is considered as eliminating communication problems between teacher-student and student-student interaction, some educators participating in previous studies viewed limited communication as a barrier in using blended learning (Rasheed, Kamsin & Abdullah, 2020;Finlay, Tinnion & Simpson, 2022). As researchers reported that the challenges in the implementation of blended learning are workload because of crowded classes, work schedules and using various technology (Ibrahim & Ismail, 2021;López-Fernández, Burgueño, & Gil-Espinosa, 2021). The academicians stated that the most productive studies will be carried out in classes containing 20-30 students.…”

Section: Discussionmentioning

confidence: 99%

Reflection of Academicians in Using Blended Learning

Şengel

Aktaş²

2022

EJES

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Due to the current Covid-19 pandemic, the physical conditions of learning environments and the measures taken within the scope of combating the epidemic have made blended teaching practices, including distance education, much more important. With this study, it is aimed to shed light on the opinions and experiences of the academicians, who are thought to have a higher assumption of experiencing the blended teaching method, regarding the use of the blended method at the higher education level during the Covid-19 pandemic. In this study, a mixed research methodology was adopted in which quantitative and qualitative data were used together by using a convenient sampling method. In this context, the data collection tool was shared with the academicians via the LinkedIn network. 58 academicians from 16 universities participated in the research. Descriptive statistics (frequency, percentage and mean) were used in the analysis of Likert-type quantitative questions, and content analysis was used in the analysis of qualitative data. According to the findings of the study, academics who stated that they could possibly teach with the blended method in the future stated that their educational experience in blended courses was better than in face-to-face courses without any web component. On the other hand, academics mostly stated that the amount of interaction in blended courses is lower than in face-to-face courses. Together with these findings, it is understood that academicians perceive the quality of interaction in blended courses as similar to the quality of interaction in face-to-face courses. According to academics, the most positive aspects of using the blended method in lessons are the use of technological opportunities, flexibility of space, flexibility of time and equality of opportunity. The most negative aspects of using the blended method are attendance problems, lack of communication, infrastructure problems and technological inadequacies and workload. It is understood that the materials, tools or technologies that academicians use most in blended courses are need-oriented trainings (web 2.0, web, innovation, technique, etc.), video and audio peripherals, online content, virtual reality technology and a powerful computer. Although some of the academicians stated that their experiences in blended courses affected their face-to-face courses, almost half of them stated that their blended course experiences did not affect their face-to-face courses. These results may guide both present and future policies and procedures for blended learning in general. Article visualizations:<img src="/-counters-/edu_01/0336/a.php" alt="Hit counter" />

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“…At the same time, Koekoek and van Hilvoorde (2018) thought over the need to understand the way teachers select digital technology, without losing educational goals. Further, this question becomes even more important due to the great use of digital technology in general, and particularly smartphone apps in PE to adapt the implementation of curriculum to the new instructional models derived from the COVID-19 pandemic (López-Fernández et al, 2021).…”

Section: The Current Research and Research Questionmentioning

confidence: 99%

Smartphone applications for physical activity promotion from physical education

et al. 2022

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Smartphone applications (apps) are thought to be an adequate instructional strategy not only to improve the quality of the teaching in physical education (PE), but also to effectively promote leisure-time physical activity (PA) of adolescent students in this context. Although the use of smartphone apps has been generalized in PE, little is known about the curricular approach of smartphone apps to be implemented by teacher to teach specific curricular contents in PE lessons. Therefore, the aim of this research was threefold: a) to conduct a systematic search for smartphone apps focused on PA and sport; b) to assess the features, content and quality of every included smartphone app; and c) to analyze the relationships between every selected app and the secondary PE curriculum. Systematic searches were completed on Google Play Store from January 2021 to March 2021. Apps were included when they met: main goal focused on PA and sport; permitted use by underage; they are free; user scores of at least 4. The app selection process was carried out by several reviewers and concordance measures were estimated. Additionally, an app quality assessment was independently conducted by three reviewers. A total of 18 apps focused on PA were included. Particularly, eight apps were suitable for fitness, health and quality of life curricular content; two for sports content; four for body expression content; and four apps for outdoor PA content. The mean quality score was 4.00. Apps could be helpful for teachers to implement the secondary PE curriculum and effectively promote PA among adolescent students.

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High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic

Cited by 31 publications

References 42 publications

Teaching in Physical Education during Pandemic COVID-19: A Study of University Teachers

Teaching in Physical Education during Pandemic COVID-19: A Study of University Teachers

Reflection of Academicians in Using Blended Learning

Smartphone applications for physical activity promotion from physical education

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