Students’ Skills and Experiences Using Information and Communication Technologies in Remote Physical Education Lessons

Abstract

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 slightly higher than average, and positive attitudes of students towards ICT in the educational process would prevail. In remote PE lessons, students usually exercised independently or together using a video communication program. Students’ expectations for remote PE lessons included the performance of sports, interesting and active challenges, and the opportunity to be independent. Older students and students who spent more time with ICT and had lower computer literacy skills were less physically active and fit. During the quarantine, students’ physical activity and fitness decreased.

Introduction of Technology in Physical Education During and After the Pandemic

“…Finally, regarding the health and motor skills of physical education students during the COVID-19 pandemic, the results are mixed. On the one hand, Paramitha et al [1] pointed to the health benefits of online gymnastics for adults, but on the other hand, Rutkauskaite et al [2] reported that students' physical activity decreased and their fitness deteriorated during the pandemic period. In particular, it was found that students with lower computer skills, those who spent more leisure time using ICTs, and older students were found to be less physically active and to have experienced the greatest decline in motor skills.…”

The Role of Technology in Physical Education Teaching in the Wake of the Pandemic

“…Finally, regarding the health and motor skills of physical education students during the COVID-19 pandemic, the results are mixed. On the one hand, Paramitha et al [56] pointed to the health benefits of online gymnastics for adults, but on the other hand, Rutkauskaite et al [57] reported that students' physical activity decreased and their fitness deteriorated during the pandemic period. In particular, it was found that students with lower computer skills, those who spent more leisure time using ICTs, and older students were found to be less physically active and to have experienced the greatest decline in motor skills.…”

“…For example, a side effect of confinement was that it affected people's health both physically [56,58] and emotionally [52,53]. Consequences such as a sedentary lifestyle [57], weight gain [58], changes in eating and sleeping habits [65], and diseases associated with an unhealthy lifestyle have also been reported [65]. On the other hand, the efforts of the medical and sports sectors to use telemedicine and social networks to promote physical activity and the gradual return to exercise and professional sport have also been analysed [65].…”

Information Sustainability in a Digital Learning Environment: An Application of Technology Acceptance Model

“…The aforementioned perspective, which presents opposing viewpoints, serves to exemplify the intricate characteristics of physical education within the context of virtual learning environments. Numerous studies have provided evidence indicating that the inclusion of PE in the curriculum has a substantial impact on students' attitudes and utilization of information and communication technologies (ICT) in the educational environment (Koh et al,2022;Rutkauskaite et al,2022). The extent to which students derive enjoyment from utilizing technology for learning purposes significantly impacts their level of engagement and academic performance.…”