Performance, Health, and Psychological Challenges Faced by Students of Physical Education in Online Learning during COVID-19 Epidemic: A Qualitative Study in China

Abstract

The spread of COVID-19 has led students to take classes online (rather than face-to-face) worldwide, including in China. For this study, we conducted qualitative focus group discussions to identify the experience of and difficulties faced by online physical education students in higher education taking online classes, including the impact on their physical activity performance, as well as some health problems they face while taking online classes during the quarantine period, such as weight gain, depression, and anxiety. Finally, utilizing Mayer’s learning model as a conceptual framework, we propose a method that addresses how to effectively manage an optimal future learning system for physical education students, both during and after the COVID-19 outbreak situation. During the isolation period of COVID-19, the required equipment for the participants was rarely available at home while attending the online classes, which inevitably reduced the number of physical education units that could be conveyed. This resulted in a transfer of attention from competition to underperformance, weight gain, and adverse psychological conditions. We conclude that it is important to review and systematize the methods of online physical education learning, particularly highlighting the cultural and educational characteristics of different countries, and to investigate the effectiveness of online physical education as a whole.

Relationship Between COVID-19 Related Knowledge and Anxiety Among University Students: Exploring the Moderating Roles of School Climate and Coping Strategies

“… Lin et al (2020) also found that persons who perceived their environment as safe and less susceptible to contracting COVID-19, experienced low levels of anxiety. This situation creates an enormous burden on parents, students, educators, educational institutions, and governments to safeguard the continuance of learning and at the same time protect them from contracting the virus ( UNESCO, 2020 ; Laar et al, 2021 ).…”

“…For example, a university’s organizational structure related to intermittent changes in examination schedules, due dates of specific tasks, and projects as well as cancelation of lessons have been found to elicit anxiety-related challenges among students ( Mancini et al, 1983 ; Pfeiffer, 2001 ). Hence, it is reasonable to anticipate that COVID-19 related emergencies and associated mitigation strategies may generate anxiety and other mental health challenges on students’ overall well-being ( Alsukah et al, 2020 ; Capone et al, 2020 ; UNESCO, 2020 ; Laar et al, 2021 ; Wang et al, 2021 ). Besides, investigating university students in the Physical Education field whose academic program has been one of the most affected subjects during the pandemic is necessary because of its experiential content as a medium of instruction has curriculum implications ( Lander et al, 2017 ).…”

Perceived Safety of Learning Environment and Associated Anxiety Factors during COVID-19 in Ghana: Evidence from Physical Education Practical-Oriented Program

“…Academic departments/units should create periodic opportunities for guidance and counseling services during pandemic situations to help mediate situational-specific anxiety. In addition, educators, parents, and educational institutions should endeavor to provide a safe and supportive school environment [ 10 , 63 ].…”

When in Doubt … Career Indecision, Mental Wellbeing, and Consultation-Seeking Behaviour—A Qualitative Interview Study among Students and Counsellors

“…The situation of the students at German universities may have changed mainly due to the COVID-19 pandemic, i.e., through the introduction of digital teaching approaches and increased feelings of loneliness [ 29 , 30 ]. On an international level, online learning was shown to be associated with decreased satisfaction [ 31 , 32 ], performance problems, and mental health issues [ 33 ] as well as perceived stress [ 34 ]. It is likely that further performance and mental health issues became more pronounced in addition to issues of lacking information, subjectively poor study conditions, or future perspectives.…”