How Do We Do This? Distance Learning in Physical Education — Part 2
Bibliographic Data
| ID | 21557015 |
|---|---|
| Authors | Chad M Killian (0000-0002-8018-7615, Schlumberger (Ireland), corresponding author), David N Daum (0000-0002-9122-4776, Twitter (United States)), Tyler Goad (0000-0001-6672-5002, Twitter (United States)), Ryan P Brown (0000-0003-2401-6077), Ryan Brown (0000-0002-7960-9518), Sean Lehman, Sean K Lehman (0000-0002-4385-0481) |
| Year | 2021 |
| Volume | 92 |
| Issue | 4 |
| Pages | 11-17 |
| Publication date | 2021-05-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Journal identifiers | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2021.1886838 |
| OpenAlex | W3161762919 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
Distance learning is something many physical educators never thought they would have to do, given the practical and philosophical contradictions inherent in teaching and learning movement-based content through a computer. Yet, the COVID-19 pandemic has forced most physical education teachers to transition to distance learning modalities. Questions abound regarding the maintenance of quality physical education within the generally unfamiliar online teaching and learning environment. Therefore, the purpose of this three-part series of articles is to address common questions from teachers and students about providing engaging, meaningful online physical education during the pandemic and beyond. The first article focuses on questions related to meeting the needs of low-income students, strategies for at-home equipment, teaching online elementary physical education, engaging parents, and online relationship building. This article answers questions about determining student workload, developing content beyond personal fitness, designing engaging synchronous and asynchronous lessons, assessing meaningfully online, and accommodating learning for all students. Finally, the third article provides discussion about the broader impact of the COVID-19 pandemic on teaching and learning in physical education and offers strategies for transitioning back to face-to-face learning. The ideas and strategies provided throughout this series are meant to be general guidelines for physical education teachers to consider and adjust to fit their own unique community contexts
Asynchronous communication · Cooperative learning · Distance education · Mathematics education · Modalities · Pandemic · Pedagogy · Physical education · Sociology · Synchronous learning · Teaching method · Computer Science · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Sports and Physical Education Research
High School Physical Education Teachers’ Perceptions of Blended Learning One Year after the Onset of the Covid-19 Pandemic
Distance Learning in Physical Education
Understanding Midwestern US Teacher Socialization during the Covid-19 Pandemic
Physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum (iPE)
As práticas letivas na educação física durante a pandemia
Meaningful Experiences in Physical Education and Youth Sport
Impact of the Covid-19 virus outbreak on movement and play behaviours of Canadian children and youth
Child and adolescent mental illness during Covid-19
Distance Learning in Physical Education
How Do We Do This? Distance Learning in Physical Education — Part 1
High School Students' Perceptions of Traditional and Online Health and Physical Education Courses
| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2023 (3) |
| Highly cited | No |