Training Online Physical Educators: A Phenomenological Case Study

Abstract

Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.

Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis

“…The delivery of Physical Education Teacher Education (PETE) through online learning is a contentious discussion regarding the implications for producing quality, well-rounded graduates (Goad and Jones 2017). Central to this concern is the experiential nature of teaching and learning in Physical Education (PE) (Quennerstedt 2019), specifically the importance of pre-service teachers developing knowledge and skills through connected experiences.…”

“…Recent research would suggest that the following factors are significant considerations for integrating effective online teaching and learning in PETE programmes: (a) modelling online instructional practices; (b) instructor and student interactions; (c) transitioning pedagogical and content knowledge online; and (d) navigating instructional tools and technology (Goad and Jones 2017). In lieu of the COVID-19 context, these considerations for PETE programmes need to include the stakeholder perspectives of the higher education teaching staff and pre-service teachers, not just in terms of the academic and professional qualification, but also on their wellbeing as a foundational aspect to achieve the former outcomes.…”

“…It is clear that a number of the externally mandated practical components of PETE face significant challenges, specifically in respect of delivering meaningful student assessment, alongside each programme's ability to comply with the professional PE qualification standards of the subject (Goad and Jones 2017;Williams 2013). Aligning to Bandura's (1977) self-efficacy research, these challenges for PETE have an increased likelihood to be amplified during COVID-19, given that research has previously shown that the development of pre-service teachers' self-efficacy highly benefits from experiential sources, such as practical, vicarious and mastery-led experiences in PE (Martins, Costa, and Onofre 2015;Peebles and Mendaglio 2014).…”

Predicting Student Success in Online Physical Education

“…However, personal technology use does not equate to a student's ability to use technology for learning. Similar thoughts have been expressed by PETE instructors in regard to their students, who they perceive as having a limited functional skillset and generally a superficial understanding of technology's role in instruction Goad & Jones, 2017).…”

“…Although OLPE practices have expanded across the country since the 2007 SHAPE Initial Guidelines for OLPE, research in the area still remains limited. As of 2017, published research focusing on OLPE includes six peer-reviewed articles Daum & Woods, 2015;Goad & Jones, 2017;Mosier & Lynn, 2012). Remaining OLPE research is comprised of six doctoral dissertations Mosier, 2010;.…”