Virtual Physical Education During Covid-19

Exploring Future Directions for Equitable Online Learning Tools

Dados Bibliográficos

ID5285591
AutoresEmily M D’agostino (0000-0003-0468-4836, Duke University, autor correspondente), Emily M D''Agostino, Emily M D'Agostino, Mark Urtel (0000-0003-3028-7957, Indiana University – Purdue University Indianapolis), Collin A Webster (0000-0003-1680-9149, University of South Carolina), Jaimie Mcmullen (0000-0001-8157-8442, University of Northern Colorado), Brian Culp (0000-0001-5587-1979, Kennesaw State University)
Ano2021
Volume3
Páginas716566-716566
Data de publicação2021-08-26
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Sports and Active Living (JOURNAL)
Identificadores do periódicoISSN: 2624-9367 • E-ISSN: 2624-9367
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fspor.2021.716566
PMID34514390
OpenAlexW3197867673
IdiomaEN
Citações recebidas7
Referências citadas23

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

2019-20 coronavirus outbreak · Coronavirus disease 2019 (COVID-19 · Multimedia · Online learning · Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 · Computer Science · COVID-19 and Mental Health · Inclusion and Disability in Education and Sport · Medicine · Sports and Physical Education Research · Virology