Thinking about Hybrid or Online Learning in Physical Education? Start Here!

Daum, David N.

doi:10.1080/07303084.2020.1683387

Cited by 23 publications

(29 citation statements)

References 2 publications

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“…These challenges include a lack of in-service and preservice training devoted to developing teachers' competencies in OLPE design/delivery, a lack of research evidence to inform best practices in in-service and preservice teacher preparation related to OLPE, a lack of external accountability for providing quality OLPE through either policy or professional standards, and the possible reluctance of physical educators to embrace OLPE. Physical education professionals must become advocates for OLPE through increased attention to the topic in teacher education and research, as well as increased engagement with national organizations (e.g., SHAPE America), to build momentum and establish consensus frameworks for quality OLPE (Daum, 2020;Killian et al, 2019;Mosier & Lynn, 2012). Despite how physical educators might have felt about OLPE in the past, COVID has created a need for the field to actively pursue OLPE-related research and scholarship and for the profession to embrace OLPE as an essential component of professional learning, standards, and accountability.…”

Section: The Olpe Support Systemmentioning

confidence: 99%

“…The Society of Health and Physical Educators (SHAPE) America (2018) asserts that physical education that is delivered online should share the same purpose and intended outcomes as traditional, in-person physical education. Daum (2020) further contends that OLPE bears the same responsibilities as traditional programs with respect to delivering equitable, developmentally appropriate, and equally accessible learning experiences.…”

mentioning

confidence: 99%

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Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Webster

D’Agostino

Urtel

et al. 2021

Journal of Teaching in Physical Education

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In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

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Section: The Olpe Support Systemmentioning

confidence: 99%

mentioning

confidence: 99%

Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Webster

D’Agostino

Urtel

et al. 2021

Journal of Teaching in Physical Education

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“…In many countries, physical education shifted to virtual learning platforms [170], and physical education teachers and administrators were swiftly required to deliver robust virtual programs without adequate training and provision of appropriate teaching and learning resources. Online learning could produce bias, especially in youths owing to the unequal access to technology, adult supervision, and support, as well as lack of sports equipment and physical space to participate in online physical education [171]. Additional inequities are presented for youth with obesity who are particularly dependent on school physical education for PA engagement, and face barriers to being physically active in home environments [172].…”

Section: During the Covid-19 Pandemicmentioning

confidence: 99%

Telehealth: A Useful Tool for the Management of Nutrition and Exercise Programs in Pediatric Obesity in the COVID-19 Era

et al. 2021

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The COVID-19 pandemic has led to the implementation of policies that mandate various restrictions on daily life, including social distancing, the closure of public services and schools, and movement limitations. Even though these restrictive measures decreased the COVID-19 spread, they may have detrimental effects on various lifestyle components such as physical inactivity, sedentary behavior, and dietary habits, influencing the maintenance of weight and contributing to obesity among children and adolescents. The coexistence of childhood obesity and COVID-19 and changes in the bioecological environment have put children and adolescents at increased risk for developing obesity and exacerbating the severity of this disorder. The use of telehealth technology is a modern approach useful for the delivery of health care services by health care professionals, where distance is a critical factor. Telehealth is effective in promoting increased self-monitoring and behavioral change, and provides the opportunity to perform online nutritional support and exercise training programs to promote a healthy lifestyle and reduce sedentary behaviors in children and adolescents. Telehealth, including tele-exercise and tele-nutrition, has the potential to address many of the key challenges in providing health services, including in patients with obesity during the COVID-19 outbreak. This narrative review aims to describe the role of telehealth as an opportunity in the management of pediatric obesity in the COVID-19 era, and to deliver nutrition and exercise programs for the maintenance of health.

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“…As preschool through 12th grade (P-12) physical education shifted to virtual learning platforms (Webster et al, 2021 ), physical education teachers and administrators were swiftly required to deliver robust virtual programs without adequate training and provision of appropriate teaching and learning resources. Online learning is, by its own nature, inequitable for school-aged youth, due in part to unequal access to technology, consistent high speed internet, adult supervision and support, sports equipment, and physical space to participate in online physical education (Daum, 2020 ). Additional inequities are presented for youth with disabilities who are particularly dependent on school physical education for PA engagement, and face barriers to being physically active in home environments (Esentürk, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools

D’Agostino

Urtel

Webster

et al. 2021

Front. Sports Act. Living

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Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics.Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location.Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

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Thinking about Hybrid or Online Learning in Physical Education? Start Here!

Cited by 23 publications

References 2 publications

Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Telehealth: A Useful Tool for the Management of Nutrition and Exercise Programs in Pediatric Obesity in the COVID-19 Era

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools

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