Journal articles: 'Online physical education'

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Buschner, Craig. "Online Physical Education." Journal of Physical Education, Recreation & Dance 77, no. 2 (February 2006): 3–8. http://dx.doi.org/10.1080/07303084.2006.10597818.

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Mohnsen, Bonnie. "Implementing Online Physical Education." Journal of Physical Education, Recreation & Dance 83, no. 2 (February 2012): 42–47. http://dx.doi.org/10.1080/07303084.2012.10598727.

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Kooiman, Brian J., Dwayne P. Sheehan, Michael Wesolek, and Eliseo Reategui. "Exergaming for Physical Activity in Online Physical Education." International Journal of Distance Education Technologies 14, no. 2 (April 2016): 1–16. http://dx.doi.org/10.4018/ijdet.2016040101.

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For many the thought of students taking an online course conjures up images of students sitting at a computer desk. Students taking online physical education (OLPE) at home may lack opportunities for competitive or cooperative physical activity that are available to students in a traditional setting. Active video games (exergames) can be played over the internet between students. Exergames allow for a new and possibly effective genre of physical activity that offers OLPE students the opportunity to interact in relevant, engaging, and entertaining physical activity with other students. Secondary student (N=124) heart rates were recorded before exergaming, after playing a non-player character, and after playing another student remotely over the internet. The results show that exergaming between students over the internet can raise student heart rates to moderate levels of physical intensity commensurate with guidelines for Physical Intensity for secondary students. Exergames show promise for physical activity in an OLPE course when played against a non-player character and a remote partner.

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Guan, Bo. "Determination of China's Online Physical Education Object." Procedia Engineering 29 (2012): 3557–61. http://dx.doi.org/10.1016/j.proeng.2012.01.530.

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Lu, Chunlei, Joe Barrett, and Olivia Lu. "Teaching physical education teacher education (PETE) online: Challenges and solutions." Brock Education Journal 29, no. 2 (September 4, 2020): 13. http://dx.doi.org/10.26522/brocked.v29i2.828.

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The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

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Daum, David N., and Amelia M. Woods. "Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 716–24. http://dx.doi.org/10.1123/jtpe.2014-0146.

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K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

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Kooiman, Brian J., Dwayne P. Sheehan, Michael Wesolek, and Eliseo Retegui. "Moving online physical education from oxymoron to efficacy." Sport, Education and Society 22, no. 2 (March 2, 2015): 230–46. http://dx.doi.org/10.1080/13573322.2015.1015978.

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Sato, Takahiro, and Justin A. Haegele. "Physical educators’ engagement in online adapted physical education graduate professional development." Professional Development in Education 44, no. 2 (February 15, 2017): 272–86. http://dx.doi.org/10.1080/19415257.2017.1288651.

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Sato, Takahiro, Justin A. Haegele, and Rachel Foot. "In-Service Physical Educators’ Experiences of Online Adapted Physical Education Endorsement Courses." Adapted Physical Activity Quarterly 34, no. 2 (April 2017): 162–78. http://dx.doi.org/10.1123/apaq.2016-0002.

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The purpose of this study was to investigate in-service physical education (PE) teachers’ experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants’ narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants’ perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

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Apriyanto, Rohmad, and Adi S. "Effectiveness Of Online Learning and Physical Activities Study In Physical Education During Pandemic Covid 19." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 27, 2021): 64–70. http://dx.doi.org/10.33369/jk.v5i1.14264.

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This study aims to determine the effectiveness of learning and physical activity in Physical Education with online media during the covid 19. Pandemic is a descriptive quantitative research about learning conditions using online learning. The population in this study SMA Plus Alfatimah students who carry out online learning. The samples in this study were Class X, XI and XII sample using total sampling. There are 346 respondes. The data collection instrument used online learning questionnaire used google form. Data analysis used descriptive statistics. The study showed that, students assessed physical education learning with online learning is very effective (8.3%) effective (36.9%) normal (40.2%) although there are also students who think ineffective online learning (11.6) very ineffective (2.9%). Result research on physical activity during the covid pandemic 19 (4.6) students do very high physical activity, (19.9%) in the high category. (69.7%) medium category and (5.8%) in low category. Types of sports activities that are conducted by students (65.1 °%) health sports, (23.2%) recreational sports, (9.1%) sports education, (2.6%) accomplishment sports. The habits of students has changes because this pandemic. Students are more often help parents activities at home. Habit changes due to during the pandemic, students do not live in school dormitories but in school respective homes. During online activities most of the students do not experienced significant impacts both physically and psychologically. Learners tend to be more interested in a mix of learning both online and offline. Students also have a deep level of interest use of certain online media used by educators. Learners also have an interest in the approach to using online learning methods.

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Kooiman, Brian J., and Dwayne P. Sheehan. "Motivation to Move with Exergaming in Online Physical Education." International Journal of Physical Education, Fitness and Sports 3, no. 2 (June 30, 2014): 01–24. http://dx.doi.org/10.26524/1421.

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Da'i, Mohamad, Olivia Dwi Cahyani, and Adi S. "Motivation In Physical Education (PE) Learning Through Online System." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 1 (March 29, 2021): 102–10. http://dx.doi.org/10.33369/jk.v5i1.14436.

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This study aims to determine the learning motivation of students in the Physical Education subject through online / online learning in the 2020/2021 academic year. This study used a descriptive survey method and a questionnaire for data collection. The subjects in this study were all students of class X at SMA Plus Al Fatimah Bojonegoro, totaling 112 students. The validity coefficient is 0.890 and the reliability is 0.891. The results of this study indicate that through the online learning system physical education subjects in class X SMA Plus AL Fatimah Bojonegoro academic year 2020/2021 the learning motivation of students is in the "high" category which is 14.29% (14 students), the "medium" category namely 73.21% (82 students) while those in the "low" category were 12.50% (16 students). Thus it can be concluded that through the online system students of class X / SMA Plus AL Fatimah Bojonegoro in the academic year 2020/2021 the learning motivation of Physical Education students is in the moderate category.

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Filonenko, N. V., and N. A. Ushakova. "Some aspects of online education training and retraining of physical education and sports." Entrepreneur’s Guide 13, no. 1 (February 21, 2020): 184–90. http://dx.doi.org/10.24182/2073-9885-2020-13-1-184-190.

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This article actualizes the problem of training and retraining of personnel in the physical education and sports industry. Based on the results of sociological surveys of students, the most acceptable time for conducting online classes is provided, as well as criteria for evaluating the quality of online lectures (webinars) formed by the authors to concentrate the attention of students during the classes.

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Zhang, Yonggang. "Refection on the development of online physical education during the epidemic." Lifelong Education 9, no. 6 (September 28, 2020): 219. http://dx.doi.org/10.18282/le.v9i6.1346.

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In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

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Daum, David Newman, and Craig Buschner. "The Status of High School Online Physical Education in the United States." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 86–100. http://dx.doi.org/10.1123/jtpe.31.1.86.

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Online learning is changing the educational landscape despite the limited empirical research and conflicting results about its effectiveness to produce student learning. The purpose of this study was to describe the status of online physical education (OLPE) in the United States. Surveys were sent to forty-five high school online physical education teachers and thirty-two were completed, producing a 71% response rate. Three-fourths of the online physical education teachers focused on a fitness curriculum with emphasis on the cognitive domain. Likewise, it was found that almost three-fourths of the OLPE courses did not meet the national guidelines for secondary schools, of 225 min of PE per week. Most of the courses required physical activity three days per week while six courses required no physical activity. Teachers expressed support, hesitation, and even opposition toward online physical education. This study initiates a descriptive database for future research studies regarding online physical education.

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Jeong, Hyun-Chul, and Wi-Young So. "Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them." International Journal of Environmental Research and Public Health 17, no. 19 (October 5, 2020): 7279. http://dx.doi.org/10.3390/ijerph17197279.

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This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.

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Goad, Tyler, and Emily Jones. "Training Online Physical Educators: A Phenomenological Case Study." Education Research International 2017 (July 16, 2017): 1–12. http://dx.doi.org/10.1155/2017/3757489.

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Online physical education (OLPE) presents a unique set of challenges in translating traditional physical education to a digital space, all while meeting the same benchmarks, curriculum, and assessment standards of traditional courses. Currently, limited research exists investigating how physical educators are formally trained to deliver content online. Therefore, the purpose of this study was to describe the experiences and perceptions of students and instructor of a graduate-level OLPE teacher education (OLPETE) methods course. A phenomenographic research design was employed to examine the social phenomenon of one OLPETE methods course at a midwest midmajor college. Participants in this study were an instructor of OLPETE methods course and former students who had completed the course. Data for the case study were collected through semistructured interviews and inductive content analysis was employed to analyze the qualitative data. Results revealed four categories describing the lived experiences of those involved: (1) Modeling Online Instructional Practices, (2) Instructor and Student Interactions, (3) Transitioning Pedagogical and Content Knowledge Online, and (4) Navigating Instructional Tools and Technology.

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Woods, Marianne L., Jane M. Shimon, Grace Goc Karp, and Karla Jensen. "Using Webquests to Create Online Learning Opportunities in Physical Education." Journal of Physical Education, Recreation & Dance 75, no. 8 (October 2004): 41–46. http://dx.doi.org/10.1080/07303084.2004.10607288.

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Rybachuk, N. A., and I. A. Alferova. "Model of online training in physical education under quarantine measures." Physical Culture. Sport. Tourism. Motor Recreation 6, no. 2 (2021): 7–13. http://dx.doi.org/10.47475/2500-0365-2021-16201.

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Park, Jun-Tae, and Tae-Young Sim. "How COVID-19 Changes Elementary Physical Education Classes : Online Classes." Korea Journal of Sport 19, no. 1 (March 31, 2021): 127–37. http://dx.doi.org/10.46669/kss.2021.19.1.012.

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Friskawati, Gita Febria. "Students’s Academic Level Stress During Online Learning in Physical Education." JUARA : Jurnal Olahraga 6, no. 1 (January 22, 2021): 79–87. http://dx.doi.org/10.33222/juara.v6i1.1164.

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Changes in online learning, especially in physical education learning, make students feel pressured by the assignments given by the teacher. This study aims to reveal the level of academic stress of students at each level starting from elementary, junior high and high school students when doing online learning of physical education. Survey research was used to uncover this problem. The population consisted of 76 elementary students, 88 junior high school students and 81 high school students scattered in Cimahi City. Taking the sample using convenience sampling technique. The Stress Reaction Checklist (SRCL) instrument was used to measure students' academic stress levels. The calculation uses simple percentage descriptive analysis. The results show that the level of academic stress is different at each level of SD, SMP and SMA in facing online physical education learning. Middle school and high school students have the highest academic stress levels, while elementary students are at medium stress academic levels. There is a need for collaboration between teachers and parents to be able to familiarize students with online learning during the Covid-19 pandemic, although learning with this will not last forever.

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Nash, Michael A. "Scalable Online Learning in Physical Chemistry." CHIMIA International Journal for Chemistry 75, no. 1 (February 28, 2021): 64–66. http://dx.doi.org/10.2533/chimia.2021.64.

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The SARS-CoV-2/COVID-19 pandemic has disrupted higher education across the globe. As of early November 2020, Europe now finds itself in the middle of a second wave that is even more destructive than the first. The Swiss Federal Council declared on 28 October, 2020 that face-to-face teaching at Swiss Universities was to cease within days. With large introductory lectures in natural science faculties forced entirely online, educators in Switzerland are facing new challenges and dealing with the limitations of remote instruction. Through a series of anecdotes and observations, this article identifies challenges associated with scalable online learning, and explores methods to mitigate them. Additionally, several advantages to scalable online instruction are identified. By focusing on areas where online instruction has significant advantages, I argue that we can deliver high quality instruction in the chemical sciences remotely.

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Chaudhuri, Monami. "ONLINE EDUCATION & ROLE OF COMMUNICATION." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2603–28. http://dx.doi.org/10.15864/ijelts.3412.

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Online education requires an instructional design approach for leading the educational transformation. This is characterized by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This study attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. The study explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved in this process.

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Towns, Marcy Hamby, Kelley Kreke, Deborah Sauder, Roland Stout, George Long, and Theresa Julia Zielinski. "An Assessment of a Physical Chemistry Online Activity." Journal of Chemical Education 75, no. 12 (December 1998): 1653. http://dx.doi.org/10.1021/ed075p1653.

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Mujiono, Mujiono, and Novri Gazali. "Literature review: Physical education in the covid-19 pandemic." JUARA : Jurnal Olahraga 6, no. 1 (December 15, 2020): 50–63. http://dx.doi.org/10.33222/juara.v6i1.1054.

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Currently, teachers and students face problem regarding the learning media used during online learning for physical education. Meanwhile, most students stated that online learning for physical education during this pandemi was not yet fully effective. The purpose of this literature study was to provide a review of the latest research related to physical education learning during the Covid-19 pandemi. The research method is literature study or literature review. Data collection for literature studies was carried out using a database search tool, which is a phase of searching for literature sources from journals starting from 2017 to 2018. This data collection uses the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) method. The research was carried out by analyzing journals and then making a summary related to the questions and objectives of the study. The procedure for searching journals to become material in this study is to have criteria that are in accordance with the PICOT procedure. Based on the articles that have been found and analyzed, the online learning model can be applied in physical education with the schoology portal method, and vlogs and can also use the distance learning model with a collaborative approach.

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Liu, Zi-Yu, Elena Chubarkova, and Marina Kharakhordina. "Online Technologies in STEM Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 15 (August 14, 2020): 20. http://dx.doi.org/10.3991/ijet.v15i15.14677.

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STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.

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Tan, Da Yang, and Jer-Ming Chen. "Bringing Physical Physics Classroom Online – Challenges of Online Teaching in the New Normal." Physics Teacher 59, no. 6 (September 2021): 410–13. http://dx.doi.org/10.1119/5.0028641.

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Daum, David N. "Thinking about Hybrid or Online Learning in Physical Education? Start Here!" Journal of Physical Education, Recreation & Dance 91, no. 1 (January 2, 2020): 42–44. http://dx.doi.org/10.1080/07303084.2020.1683387.

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Kim, Seki. "A analysis on the Online Physical Education during COVID – 19 Pandemic." Korean Journal of the Elementary Physical Education 26, no. 2 (June 30, 2020): 145–58. http://dx.doi.org/10.26844/ksepe.2020.26.2.145.

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Sato, Takahiro, Justin Anthony Haegele, and Rachel Foot. "Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory." Quest 69, no. 4 (March 16, 2017): 453–66. http://dx.doi.org/10.1080/00336297.2017.1284679.

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Kooiman, Brian J., and Dwayne P. Sheehan. "The efficacy of exergames for social relatedness in online physical education." Cogent Education 2, no. 1 (June 3, 2015): 1045808. http://dx.doi.org/10.1080/2331186x.2015.1045808.

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Song, Jihyun, Wonseok Choi, and Hyuckgi Lee. "Basic Psychological Needs in Predicting Flow in Online Physical Education Class." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 12 (June 30, 2021): 617–28. http://dx.doi.org/10.22251/jlcci.2021.21.12.617.

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Baek, Jun-Hyung, and Sung-Jun Yun. "Exploring elementary teachers’ online physical education experiences during COVID-19 outbreak." Korean Society for Holistic Convergence Education 24, no. 4 (December 31, 2020): 113–29. http://dx.doi.org/10.35184/kshce.2020.24.4.113.

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Song, Ji Hyun, Won Seok Choi, and Hyunk Gi Lee. "Improvement Plan of Middle School Online Physical Education using IPA Analysis." Korean Society For The Study Of Physical Education 26, no. 2 (June 30, 2021): 93–106. http://dx.doi.org/10.15831/jksspe.2021.26.2.93.

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Brooks, Collin, Peter Stoepker, Brian Mosier,, and Brent Heidorn. "The Development and Delivery of Online Professional Development in Physical Education." Strategies 34, no. 5 (September 3, 2021): 46–48. http://dx.doi.org/10.1080/08924562.2021.1949914.

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Rauh, William Jonathan. "The Utility of Online Choice Options: Do Purely Online Schools Increase the Value to Students?" education policy analysis archives 19 (December 10, 2011): 34. http://dx.doi.org/10.14507/epaa.v19n34.2011.

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Online education has grown in popularity as a choice option over the past decade. A variety of studies exist on methodologies for content delivery and on the impacts of online education for specific communities. However, few works have considered the utility of online educational choices in comparison to physical schools. Using an expected utility model this paper examines the value conferred to a student in an online charter school versus traditional physical schools in the same state. Value in this case is defined as the likelihood of performing better on a standardized test.

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Laar, Rizwan Ahmed, Muhammad Azeem Ashraf, Jin Ning, Peigang Ji, Ping Fang, Tianran Yu, and Muhammad Naeem Khan. "Performance, Health, and Psychological Challenges Faced by Students of Physical Education in Online Learning during COVID-19 Epidemic: A Qualitative Study in China." Healthcare 9, no. 8 (August 11, 2021): 1030. http://dx.doi.org/10.3390/healthcare9081030.

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The spread of COVID-19 has led students to take classes online (rather than face-to-face) worldwide, including in China. For this study, we conducted qualitative focus group discussions to identify the experience of and difficulties faced by online physical education students in higher education taking online classes, including the impact on their physical activity performance, as well as some health problems they face while taking online classes during the quarantine period, such as weight gain, depression, and anxiety. Finally, utilizing Mayer’s learning model as a conceptual framework, we propose a method that addresses how to effectively manage an optimal future learning system for physical education students, both during and after the COVID-19 outbreak situation. During the isolation period of COVID-19, the required equipment for the participants was rarely available at home while attending the online classes, which inevitably reduced the number of physical education units that could be conveyed. This resulted in a transfer of attention from competition to underperformance, weight gain, and adverse psychological conditions. We conclude that it is important to review and systematize the methods of online physical education learning, particularly highlighting the cultural and educational characteristics of different countries, and to investigate the effectiveness of online physical education as a whole.

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Sidorova, Svetlana V., and Rodion D. Latypov. "Development of Online-Course “Physical and Chemical Bases of Nanotechnology”." ITM Web of Conferences 35 (2020): 01014. http://dx.doi.org/10.1051/itmconf/20203501014.

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Tendencies of development and introduction of distance education in Russia and the world are considered. The features of online education, including in the direction of training “Nanoengineering” are given. The article shows the necessity of formation of the basic course “Physical and chemical bases of nanotechnology” on the online-platform in the direction of training “Nanoengineering”. The structure of the course is given, the purpose, modules and control measures for checking the residual knowledge of the listener are specified. Presentation of the course “Physical and chemical foundations of nanotechnology” in MS PowerPoint and the availability of video materials makes it easy to integrate the course materials into the distance learning system. The development of the online-course “Physical and chemical foundations of nanotechnology” in the form of a modular structure in the distance education system allows you to embed modules, sections of the course in other disciplines of the specialty. It is proposed to develop a simulation program for practicing practical skills on the topics of the developed online-course.

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Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

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Nabukeera, Madinah. "The COVID-19 and online education during emergencies in higher education." Archives of Business Research 8, no. 5 (June 3, 2020): 183–90. http://dx.doi.org/10.14738/abr.85.8130.

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Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This forced university administration to instruct teaching staff to teach all courses on-line apart from practical courses that need laboratory training. This paper focused on instructional strategies in Uganda and focuses on a case of Islamic University in Uganda Females’ Campus (IUIUFC). Fifteen specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concluded with 15 high impact principles for online education. Keywords: Covid-19, instructional strategies, online teach and learning, academic managers and IUIUFC

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "A comparative analysis of physical education and non-physical education teachers who coach high school sport teams." International Journal of Sports Science & Coaching 12, no. 5 (August 22, 2017): 557–64. http://dx.doi.org/10.1177/1747954117727629.

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Although high school sport in Canada has traditionally been an extracurricular activity overseen by physical education teachers, recent findings demonstrate how the majority ( n = 1677, 60%) of coaches are in fact non-physical education teachers. The purpose of the present study was to compare physical education and non-physical education teachers who coach high school sport teams. A national sample of 2890 Canadian high school teacher-coaches (males = 1967, 68%) from all 10 provinces and 3 territories responded to an online survey. Significant differences were found between physical education teacher-coaches and non-physical education teacher-coaches in terms of demographic variables, perceived teacher-coach benefits, and perceived coaching efficacy, whereby physical education teacher-coaches tended to have more favorable perceptions. Based on the results, access to coach education should be facilitated, particularly for non-physical education teacher coaches.

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Batez, Maja. "ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 Pandemic." Sustainability 13, no. 4 (February 5, 2021): 1711. http://dx.doi.org/10.3390/su13041711.

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Background: (1) The COVID-19 pandemic has generated significant changes in teaching methods around the world, and the ideal of online education has become a reality. (2) Methods: A questionnaire was modified for this study in order to determine the following levels of Information and Communication Technologies (ICT) skills: file creation, file management, the use of emails, the use of the internet, and online communication. In total, 360 students from the Faculty of Sports and Physical Education (FSPE), University of Novi Sad, participated in the study. (3) Results: The results show that there are differences between the estimated level of ICT skills and the ICT skills used in online education, such that students estimate their level of ICT skills as being higher than is necessary for online education (p < 0.05). There is also a correlation between the satisfaction with online education and ICT skills, showing that students with higher ICT knowledge are more satisfied with online education (p < 0.05). There is another correlation between the satisfaction with online education and the frequency of ICT use—the more ICTs are included, the more satisfied the students will be (p < 0.05). (4) Conclusions: The results of this study can serve as a recommendation for the implementation of FSPE students’ training in ICT skills, as well as an important basis for the systematic creation, improvement, and sustainability of online education in universities.

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Leiferman, Jenn, Margaret J. Gutilla, Jacinda Mawson Nicklas, and James Paulson. "Effect of Online Training on Antenatal Physical Activity Counseling." American Journal of Lifestyle Medicine 12, no. 2 (March 21, 2016): 166–74. http://dx.doi.org/10.1177/1559827616639023.

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Objective: The objective of this study was to test the effect of an online education intervention on providers’ attitudes, beliefs, knowledge, and practices pertaining to antenatal physical activity. Study design: A sample of 181 providers (ie, obstetricians, family medicine physicians, and certified nurse-midwives) was directed to view an online training on antenatal physical activity guidelines, counseling methods, and resources. Providers completed surveys before and 12 weeks after viewing the educational website material. Repeated-measures analyses were conducted to examine the effects of the online education. Results: A total of 164 providers (87.2%) completed baseline and follow-up surveys. After viewing the online training, participants more strongly agreed that it was their responsibility to encourage engagement in antenatal physical activity (P = .02) and believed that women would follow their advice about beginning antenatal physical activity (P = .01). Viewing the website material facilitated an increased confidence in ability to effectively talk with overweight and obese women about physical activity (P = .04) and more frequent advising to begin a moderate-intensity physical activity program for sedentary women (P = .02). Knowledge on antenatal physical activity guidelines also improved. Conclusion: Findings suggest that online educational interventions may be an effective tool in altering providers’ knowledge and practices pertaining to antenatal physical activity.

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Jung, Jinhong, and Todd A. Gilson. "Online Threaded Discussion: Benefits, Issues, and Strategies." Kinesiology Review 3, no. 4 (November 2014): 241–46. http://dx.doi.org/10.1123/kr.2014-0062.

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The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In particular, contextual information that relates to a specific university, PETE program, course, and students are discussed in this article. Second, the blended model and OTD implemented by the authors are introduced. Finally, the article discusses the blended model's contributions, issues, and strategies, and provides implications for physical educators to improve their online courses in higher education settings.

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Kovalevskaya, Ekaterina, Irina Kolbasova, and Elena Karpenko. "ACTUAL MENTAL STATE OF STUDENTS IN PROCESS OF PHYSICAL EDUCATION CLASSES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 6 (May 20, 2020): 245. http://dx.doi.org/10.17770/sie2020vol6.4900.

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The transformation of the education system is taking place in modern Russia. There is a transition to a flexible learning system, adapted to the educational needs of every person with any age, cultural, linguistic affiliation. Practical training disciplines are becoming increasingly important. Academic disciplines that form universal competencies are transferred to online learning. Physical Education is such disciplines. All theoretical training is translated online, and the share of classes in the gym is minimized. The purpose of this pilot study is to identify the actual mental state of students in the gym in the conditions of using game and competitive methods. In addition, an important task is to compare the well-being, activity and mood of students studying physical education in the gym and online. An adapted version of the Dembo-Rubinstein technique was used to diagnose such indicators of the current mental state as well-being, activity and mood. The dynamics of these indicators in the conditions of employment in the gym using game and competitive methods was studied using a formative experiment. It was established that real classes in the gym have a positive effect on the actual mental state of students. Most students have improved health, mood, and increased activity. At the same time, classes using the game method, in contrast to classes using the competitive method, are much more effective for activating students and improving their mood. Comparison of indicators of the actual mental state of students in real classes in the gym and online showed that classes in the gym are able to more effectively influence the mood and activity of students.

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Yu, Jieun, and Yongseok Jee. "Analysis of Online Classes in Physical Education during the COVID-19 Pandemic." Education Sciences 11, no. 1 (December 23, 2020): 3. http://dx.doi.org/10.3390/educsci11010003.

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Background and objectives: This study analyzed the effectiveness of the online practical classes (OPC) in physical education (PE) in compliance with the ADDIE model during the COVID-19 pandemic. Materials and Methods: Participants had no prior experience in OPC and total 75 participants were enrolled in this study. This study selected 15 universities in consideration of regional equality and randomly selected two professors and three students from each university. Results: (1) The learning interventions were not feasible for team projects. (2) In the implementation phase, most learners felt that errors persisted. (3) In the evaluation phase, educators reported unenthusiastic involvement of students and the learners were merely submitting assignments. (4) An appropriate level of the effectiveness through OPC showed significantly different between educators and learners. Conclusions: The findings indicate that timely and quality feedback should be provided for the successful execution of OPC in PE; the educators should prepare ahead and reduce technical errors and motivate learners continuously. Lastly, to prepare for the new normal after COVID-19, universities should provide enough time for educators to make OPC-videos and teach students in real time to ensure consistent feedback.

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Goad, Tyler, Brooke Towner, Emily Jones, and Sean Bulger. "Instructional Tools for Online Physical Education: Using Mobile Technologies to Enhance Learning." Journal of Physical Education, Recreation & Dance 90, no. 6 (July 23, 2019): 40–47. http://dx.doi.org/10.1080/07303084.2019.1614118.

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Beard, Judy, and Ferman Konukman. "Teaching Online Physical Education: The Art of Connection in the Digital Classroom." Journal of Physical Education, Recreation & Dance 91, no. 7 (September 1, 2020): 49–51. http://dx.doi.org/10.1080/07303084.2020.1785772.

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McFarlin, Brian K., and Andrew S. Jackson. "Development of an Online University-based Physical Activity and Obesity Education Program." Diabetes Educator 34, no. 5 (September 2008): 766–76. http://dx.doi.org/10.1177/0145721708324763.

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Lin, Weiliang. "Track and Field Online Curricula Evaluation System Design for Universities Physical education." International Journal of Emerging Technologies in Learning (iJET) 8, no. 4 (July 25, 2013): 10. http://dx.doi.org/10.3991/ijet.v8i4.2940.

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Journal articles on the topic 'Online physical education'

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