Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them

Abstract

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.

Análisis de propuestas de Educación Física en casa durante la suspensión de clases por la COVID-19 y orientaciones para su diseño en Educación Primaria (Analysis of Physical Education at home proposals during the suspension of face-to-face classes due to

“…El mundo en su conjunto se encuentra actualmente enfrentándose a una situación de pandemia provocada por el virus SARS-CoV-2, que afecta a la vida diaria de toda la población (Jeong & So, 2020). Desde que la Organización Mundial de la Salud declarase el 11 de marzo de 2020 la pandemia por la COVID-19, una serie de medidas, como el evitar las actividades presenciales y el compromiso con la distancia social, se han convertido en una parte de nuestra vida cotidiana (Jeong & So, 2020).…”

“…El mundo en su conjunto se encuentra actualmente enfrentándose a una situación de pandemia provocada por el virus SARS-CoV-2, que afecta a la vida diaria de toda la población (Jeong & So, 2020). Desde que la Organización Mundial de la Salud declarase el 11 de marzo de 2020 la pandemia por la COVID-19, una serie de medidas, como el evitar las actividades presenciales y el compromiso con la distancia social, se han convertido en una parte de nuestra vida cotidiana (Jeong & So, 2020). De hecho, esta pandemia también ha provocado cambios en los contextos educativos de la mayoría de los países occidentales, en la medida que ha sido la primera vez que los centros educativos interrumpieron el transcurso habitual del año académico en algunos países (Varea & González-Calvo, 2020), mientras que en otros 2021, Retos, 42, 872-881 © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF) ISSN: Edición impresa: 1579-1726.…”

“…De hecho, esta pandemia también ha provocado cambios en los contextos educativos de la mayoría de los países occidentales, en la medida que ha sido la primera vez que los centros educativos interrumpieron el transcurso habitual del año académico en algunos países (Varea & González-Calvo, 2020), mientras que en otros 2021, Retos, 42, 872-881 © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF) ISSN: Edición impresa: 1579-1726. Edición Web: 1988-2041 países los centros educativos no pudieron iniciar el curso (Jeong & So, 2020). En España, ante esta situación inesperada, el sistema educativo está tratando de dar una respuesta eficiente a los urgentes cambios en materia educativa provocados por la COVID-19, llevando a cabo adaptaciones de las programaciones curriculares junto con el desarrollo de nuevos enfoques de enseñanza basados en ambientes virtuales (Cotino-Hueso, 2020).…”

Physical Education Survey during the COVID-19 Pandemic in Eastern Indonesia

“…Therefore, online physical education classes require special preparation and operation to communicate and practice the values of physical education well. Currently, online classes are occurring in tandem around the world, there is a need to examine whether online physical education classes are being held and conveying the values of physical education appropriately [24]. The use of technology to guide people during physical education classes has become a great strategy for people who cannot leave their homes.…”

Physical Activity Recommendations in the Context of New Calls for Change in Physical Education

“…In the context of adequately responding to educational changes during the pandemic, it is also necessary to consider that in the Central European and Eastern European regions, PE teachers have insufficient experience with hybrid learning in PE and other forms of online PE. The lack of readiness for using online PE is obvious, especially in comparison to online PE in other countries such as South Korea or with analyses of the positives and negatives of online PE in the U.S. [33,34].…”