Remote Teaching Instruction Through The Lens of Physical Education Teachers: Challenges During The Covid-19 Pandemic
Keywords:
Remote learning; Performance Assessment; PE Pedagogy
Abstract
The COVID-19 pandemic, with its widespread transmission, has profoundly impacted the world. It led to millions falling ill, and a significant loss of lives. This unprecedented crisis resulted in global measures like school closures, home quarantine, and social distancing, compelling educators and employees to embrace remote work and technology. In Physical Education (PE), characterized by its hands-on approach, teachers faced the challenge of adapting to remote instruction without adequate training. While research on quality in-person PE instruction is well-established, there is still much to uncover about remote PE instruction. This study delves into teachers' experiences during remote learning amidst the COVID-19 pandemic. Adopting a qualitative methodology, the study utilized an interview guide as the primary tool and applied a constant comparative approach for data analysis. Ten participants specializing in Physical Education, drawn from various colleges and universities in the southern Philippines, were purposefully selected for the study. Despite some having prior blended learning training, they faced challenges, including concerns about the authenticity of students’ work, connectivity issues, assessing output, quality challenges, feedback delays, and difficulties in motor skill acquisition. The findings underscore the need for targeted training programs addressing these challenges, emphasizing the importance of ongoing support and professional development for PE educators navigating remote learning environments.
References
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Alawamleh, Mohammad & Al-Twait, Lana & Al-Saht, Gharam. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. ahead-of-print. 10.1108/AEDS-06-2020-0131.
Ashley Phelps, Martin Vasquez, Karen Gaudreault. (2022) Physical Education during COVID-19: SHAPE America Reentry Considerations and Practical Strategies for In-School, Distance, and Hybrid Learning. Strategies 35:2, pages 8-14.
Barros, J.A.; Yantha, Z.D.; Carter, M.J.; Hussien, J.; Ste-Marie, D.M. Examining the impact of error estimation on the effects of self-controlled feedback. Hum. Mov. Sci. 2019, 63, 182–198.
Bauer, J. M., Hampton, K. N., Fernandez, L., & Robertson, C. (2020). Overcoming Michigan’s homework gap: the role of broadband Internet connectivity for student success and career outlooks.
Büchele, S. (2021). Evaluating the link between attendance and performance in higher education: the role of classroom engagement dimensions. Assessment & Evaluation in Higher Education, 46(1), 132- 150.
Daum, D.N.; Goad, T.; Killian, C.M.; Schoenfeld, A. How Do We Do This? Distance Learning in Physical Education—Part 1. J. Phys. Educ. Recreat. Danc. 2021, 92, 5–10.
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465
Entwistle, N., & Ramsden, P. (2015). Understanding student learning (routledge revivals). Routledge.
Eyles, A., Gibbons, S., & Montebruno, P. (2020). Covid-19 school shutdowns: What will they do to our children’s education? London School of Economics and Political Science, London, UK. Retrieved from http://eprints.lse.ac.uk/104675/
Goad, T. & Jones, E. (2017). Training online physical educators: A phenomenological case study. Education Research International, 2017 1–12. doi:10.1155/2017/3757489
H. M. Alakrash and N. A. Razak, "Education and the fourth industrial revolution: Lessons from COVID-19," Computers, Materials and Continua, pp. 951-962, 2021.
H’Mida, C.; Degrenne, O.; Souissi, N.; Rekik, G.; Trabelsi, K.; Jarraya, M.; Bragazzi, N.L.; Khacharem, A. Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load. Int. J. Environ. Res. Public Health 2020, 17, 9067.
Hannafin, M. J., & Kim, M. C. (2003). In search of a future: A critical analysis of research on web-based teaching and learning. Instructional Science, 31, 347-351.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
Jeong, H.C., & So, W.Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17(19), 7279. doi:10.3390/ijerph17197279
Jimenez-Diaz J., Chaves-Castro K., Morera-Castro M. Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study. J. Mot. Behav. 2020:1–14. doi: 10.1080/00222895.2020.1782825.
Killian, C.M.; Kinder, C.J.; Woods, A.M. Online and Blended Instruction in K–12 Physical Education: A Scoping Review. Kinesiol. Rev. 2019, 8, 110–129.
Kok, M.; Komen, A.; Van Capelleveen, L.; Van Der Kamp, J. The effects of self- controlled video feedback on motor learning and self-efficacy in a Physical Education setting: An exploratory study on the shot-put. Phys. Educ. Sport Pedagog. 2020, 25, 49–66.
López-Fernández, I.; Burgueño, R.; Gil-Espinosa, F.J. High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the COVID-19 Pandemic. Int. J. Environ. Res. Public Health 2021, 18, 11146. https:// doi.org/10.3390/ijerph182111146
Mccullagh P., Weiss M.R., Ross D. Modeling considerations in motor skill acquisition and performance: An integrated approach. Exerc. Sport Sci. Rev. 1989;17:475–513.
Morrow, R., Rodriguez, A. and King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643-644
O’Brien, W.; Adamakis, M.; O’ Brien, N.; Onofre, M.; Martins, J.; Dania, A.; Makopoulou, K.; Herold, F.; Ng, K.; Costa, J. Implications for European Physical Education Teacher Education during the COVID-19 Pandemic: A Cross-Institutional SWOT Analysis. Eur. J. Teach. Educ. 2020, 43, 503–522.
Richards, K.A.R., & Hemphill, M. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225–231. doi:10.1123/jtpe.2017-0084.
Rundle, A.G., Park, Y., Herbstman, J.B., Kinsey, E.W., & Wang, Y.C. (2020). COVID-19-related school closings and risk of weight gain among children. Obesity, 28(6), 1008–1009. PubMed ID: 32227671 doi:10.1002/oby.22813
Souissi M.A., ElGhoul Y., Souissi H., Masmoudi L., Ammar A., Chtourou H., Souissi N. The Effects of Three Correction Strategies of Errors on the Snatch Technique in 10–12-Year-Old Children. J. Strength Cond. Res. 2020 doi: 10.1519/JSC.0000000000003707.
W. Bao, “COVID-19 and online teaching in higher education: A case study of Peking University,” Hum. Behav. Emerg. Technol., vol. 2, no. 2, (2020), pp. 113–115, Apr. , doi: 10.1002/hbe2.191.
Wang SL, Wu PY. The role of feedback and self-efficacy on web-based learning:The social cognitive perspective. Comp Educ. 2008;51(4):1589–1598. doi:10.1016/j.compedu.2008.03.004.
White, A. M. J. (2021). Information literacy and critical thinking in higher education: Some considerations. In Research Anthology on Developing Critical Thinking Skills in Students (pp. 111-124). IGI Global.
World Health Organization. (2022). Mental health and psychosocial considerations during the COVID-19 outbreak, 18 March 2020 (No. WHO/2019-nCoV/MentalHealth/2020.1). World Health Organization.
Z. Xie and J. Yang, “Autonomous Learning of Elementary Students at Home During the COVID-19 Epidemic: A Case Study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China,” Best Evid. Chinese Educ., vol. 4, no. 2, (2020), pp. 535–541, doi: 10.15354/bece.20.rp009
