Virtual Physical Education During Covid-19
Exploring Future Directions for Equitable Online Learning Tools
Bibliographic Data
| ID | 5285591 |
|---|---|
| Authors | Emily M D’agostino (0000-0003-0468-4836, Duke University, corresponding author), 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) |
| Year | 2021 |
| Volume | 3 |
| Pages | 716566-716566 |
| Publication date | 2021-08-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2021.716566 |
| PMID | 34514390 |
| OpenAlex | W3197867673 |
| Language | EN |
| Citations received | 7 |
| References cited | 23 |
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
Improving Online Physical Education After the Covid-19 Pandemic
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Traditional Classroom Management to Virtual Classroom Management
Flipping the Script
Physical education teachers’ reality and experience from teaching during a pandemic
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Physical education students’ usage and perceptions of a supplemental online health-related fitness knowledge curriculum (iPE)
Tracking of Physical Activity from Early Childhood through Youth into Adulthood
Health-enhancing physical activity and sedentary behaviour in children and adolescents
Rapid Systematic Review
Moving Health Education and Behavior Upstream
Thinking about Hybrid or Online Learning in Physical Education? Start Here
Essentials of Teaching Adapted Physical Education
Racial/Ethnic Disparities in Household Food Insecurity During the Covid-19 Pandemic
Inequity and the disproportionate impact of Covid-19 on communities of color in the United States
Early effects of the Covid-19 pandemic on physical activity and sedentary behavior in children living in the U.S
Keeping children healthy during and after Covid-19 pandemic
The process of culturally adapting the Healthy Beginnings early obesity prevention program for Arabic and Chinese mothers in Australia
Equity and inclusion in physical education PLC
Eviction, Health Inequity, and the Spread of Covid-19
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |