The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic

Abstract

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.

Professional Sports Trainers' Burnout in Fully Online and Blended Classes: Innovative Approaches in Physical Education and Sports Training

“…It can be implied that the nature of fully online training is not suitable for physical education and sports training as it exacerbates trainers' burnout, which is different from studies in other subjects claiming that online learning and teaching are as effective as the face-toface mode of training. While other studies highlight that fully online instruction classrooms are as effective and successful as traditional face-to-face ones (Beard and Konukman, 2020;Kwon, 2020;Centeio et al, 2021), this study reveals that such success and effectiveness of a fully online classroom cannot be found in physical education and sports training area.…”

“…Among the preparations are those related to the faculty's initiative role in delivering online classroom, which involves maintaining regular student-faculty contact, providing opportunities for student collaboration in learning, creating active learning scenarios for physical practice, giving prompt feedback on students' performance, development, and communicating high expectations to students, emphasizing time on task and respect for diverse talents and ways of learning (Beard and Konukman, 2020). In addition, the faculty needs to acquire sufficient technical knowledge for implementing an online curriculum, including operating online instruction media to meet students' needs (Centeio et al, 2021;Jumareng et al, 2021). Other preparations include an effective pedagogical instruction model, adequate infrastructure and facilities, and psychological, academic, and social support to both faculty and students (García-Calvo et al, 2014;Laar et al, 2021).…”

The impact of video-based presentations on BPED students' learning performance

“…As a result, we needed to be smart and build an intervention to allow children to learn and deepen our educational foundation while also meeting their needs. Teachers were also happy to receive films and tasks from their pupils performing activities and demonstrating that they were physically active at home (Centeio et al, 2021).…”

“…The teaching professionals are increasingly taking advantage of new videos for instruction (Yip et al, 2019). Moreover, Centeio et al (2021) teachers were delighted to receive videos and tasks from their students performing activities and exhibiting that they were physically active at home. Many teachers were pleased to see students participate in synchronous video classes as well as daily tasks.…”

Social distancing and Physical Education teaching

“…This was particularly so in respect to the competencies and knowledge about digital technologies that new teachers to the profession would need to utilise in their teaching (ARAÚJO; CARVALHO; OVENS; KNIJNIK, 2021). The result was that the move to a remote online environment fundamentally challenged teachers to rethink their content and teaching in ways they were not prepared or educated for (CRUICKSHANK; PILL; MAINSBRIDGE, 2021;STIRRUP, et al, 2020;GODBER;ATKINS, 2021;CENTEIO et al, 2021; VAREA; GONZÁLEZ-CALVO; GARCÍA-MONGE, 2022).…”