Distance Learning in Physical Education

Hindsight Is 2020 — Part 3

Datos Bibliográficos

ID21556979
AutoresTyler Goad (0000-0001-6672-5002, Emporia State University, autor de correspondencia), Chad M Killian (0000-0002-8018-7615, Twitter (United States)), David N Daum (0000-0002-9122-4776, Twitter (United States))
Año2021
Volumen92
Número4
Páginas18-21
Fecha de publicación2021-05-04
Open AccessNo
TipoARTICLE
RevistaJournal of Physical Education Recreation & Dance (JOURNAL)
Identificadores de la revistaISSN: 0730-3084 • E-ISSN: 2168-3816
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2021.1886843
OpenAlexW3159991737
IdiomaEN
Citas recibidas4
Referencias citadas16

Over 40 years ago physical education pedagogy researchers Anderson and Barrette asked the question, “What’s going on in Gym?” This inquiry sparked widespread research and innovation that moved our field forward. Today, physical educators are faced with a new reality of teaching movement-based content remotely and the question has now shifted to, “What’s going on in Online Physical Education?” During the Spring of 2020 and into the Fall, many physical educators had to rapidly transform their face-to-face lessons to a virtual environment. In the previous two parts of this three-part series, frequently asked questions related to distance learning in physical education have been addressed. These previous parts addressed instructional strategies and pedagogical considerations related to the unique aspects of teaching physical education remotely during the pandemic. The purpose of this article is to provide teachers with guidance and resources to consider how to adapt pandemic pedagogies to enhance student learning in their face-to-face classes when that inevitability occurs

Distance education · Hindsight bias · Mathematics education · Pedagogy · Physical education · Social science · Sociology · Innovative Teaching Methods · Physical Education and Pedagogy · Psychology · Social Psychology · Sports and Physical Education Research