Critical contextual factors of sustainable online teaching
Learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives
Bibliographic Data
| ID | 21783719 |
|---|---|
| Authors | Amy S Ha (0000-0002-9943-9122, Chinese University of Hong Kong), Amy Sau-Ching Ha (Chinese University of Hong Kong), Cecilia H S Chan (0000-0002-0067-7535, Chinese University of Hong Kong, corresponding author), Natalie Lander (0000-0002-0279-3724, Deakin University) |
| Year | 2025 |
| Volume | 30 |
| Issue | 4 |
| Pages | 416-429 |
| Publication date | 2025-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2023.2232802 |
| OpenAlex | W4385232517 |
| Language | EN |
| References cited | 32 |
Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the critical enablers to effective online delivery of primary PE during the pandemic can help inform the development of sustainable online education that enhances teaching, learning, and professional development in the post-COVID context.Purpose Informed by the job characteristics theory (JCT) and social-ecological model (SEM), this study aimed to explore the contextual factors contributing to effective and potentially sustainable online teaching from the perspectives of PE teachers and school administrators.Methods Semi-structured interviews with a total of 16 teaching staff including two principals, two vice principals, and 12 PE teachers were conducted. Taking a combined inductive/deductive thematic approach, the data analysis was underpinned by JCT to explore participants’ perception and motivation towards online teaching in PE that fostered its adoption, use, and enhancement during the pandemic. The SEM was also applied to enable further exploration of facilitators perceived by PE teachers and school administrators at the interpersonal, institutional, community and policy levels.Findings : Contextual factors of sustainable online teaching in PE at each level of SEM were identified by the participants. On the intrapersonal level, the motivating potential of the job and readiness appeared to enable the effective transition to online PE by teachers and schools. Of the interpersonal, community, institutional, and policy factors, parental engagement, reach out to the community, institutional leadership and policy making, influenced participant perceptions toward the effectiveness of online PE teaching and its potential sustainability.Conclusions Our findings revealed that the effectiveness of online teaching in primary PE setting during the COVID-19 pandemic was influenced by the interaction of factors across all levels of SEM. The lessons learned from PE teachers and school administrators have several implications for the potential sustainable development of online PE teaching. First, school leaders and policy makers need to understand the potential benefits of offering quality online PE lessons by schools during class suspension. Second, a review of teacher training programmes and professional development for the pedagogical shift in PE is warranted. Third, there is an equally pressing need to identify effective parental involvement practices that contribute to students’ home online PE learning during the school suspension
Mathematics education · Medical education · Pandemic · Pedagogy · Physical education · Sociology · Medicine · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Sports and Physical Education Research
Developing rigor in qualitative research
Motivation through the design of work
Technological Pedagogical Content Knowledge
PE at Home
The influence of online physical activity interventions on children and young people’s engagement with physical activity
Exploring the changes of physical education in the age of Covid-19
Experiences of teaching and learning in K-12 physical education during Covid-19
E‐learning? Never again! On the unintended consequences of Covid‐19 forced e‐learning on academic teacher motivational job characteristics
Adapting to online teaching during Covid-19 school closure
Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them
Barriers and Facilitators to Leisure Physical Activity in Children
Motivation and Continuance Intention towards Online Instruction among Teachers during the Covid-19 Pandemic
Defining Success in the Commons
Professional satisfaction of physical education teachers
Moving online physical education from oxymoron to efficacy
Teacher perspectives of online continuing professional development in physical education
Principals’ involvement in comprehensive school physical activity programmes
Physical education in a post-Covid world
Using thematic analysis in psychology
Demonstrating Rigor Using Thematic Analysis
| Highly cited | No |
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