Physical education in a post-COVID world: A blended-gamified approach

Abstract

How does the education sector recover following the disruption caused by the COVID-19 pandemic? Much enthusiasm exists to imagine how teaching practices can be enriched within the so-called ‘new normal.’ The physical and mental health benefits associated with school physical education have attracted considerable attention during the pandemic. Capitalizing on the raised awareness of the many positive contributions of school physical education, a pressing priority is to now reengage children with physical activity in a manner that promotes enjoyable experiences and adaptive engagement with movement. In this paper, we draw from self-determination theory, physical literacy theory and socioecological perspectives to present the case for blended-gamified approaches as a means of reimagining physical education in a post-pandemic world. To support all young people to lead healthy and active lifestyles, we propose the use of a systematic and evidence-based approach to programme development, evaluation and implementation. Such an approach will aid in establishing what works, when, for whom and in which context.

An Investigation of Teacher Perspectives on Emergency Remote Teaching Implemented in Science and Art Centers during the COVID-19 Pandemic

“…The fact that distance education has become a necessity today and, in the future (Surma & Krischenner, 2020) supports this finding. As in this research, many study findings show that distance education will be employed more in educational activities after the COVID-19 (Blain, Stange, & Curran, 2022;Carius, 2022;Eringfeld, 2021;Singh, Steele, & Singh, 2021).…”

Peningkatan Hasil Belajar Gerak Lokomotor melalui Alat Bantu Pembelajaran Sederhana

“…Memasuki era pandemi covid-19 maupun new normal pembelajaran pendidikan jasmani lebih disarankan untuk menggunakan metode blended learning karena lebih fleksibel dan berkelanjutan seperti memberikan peserta didik akses belajar pada waktu dan lokasi yang diinginkan atau dimana dan kapan saja (Rasheed et al, 2020). Pendekatan blended learning ini juga dapat mendukung prioritas penting untuk pendidikan jasmani dalam mempromosikan kegiatan aktivitas fisik seumur hidup atau longlife physical activity (Blain et al, 2022). Meskipun blended learning dirasakan lebih cocok dengan kondisi new normal akan tetapi untuk guru-guru yang belum cekatan dalam mengoperasikan laptop, smartphone akan lebih baik jika didampingi oleh guru yang muda dan cekatan untuk membantu guru tersebut.…”

Physical Activity of Slovak Adolescents during the “Second Wave” of Covid-19 Pandemic: A Cross-Sectional Study

“…When these measures were taken in advance to prevent and slow down the spread of Covid-19, they came with negative consequences as individual were only permitted to leave their homes to shop for necessities, medical needs, travel to and from work. Because of being forced to stay at home, an increase of risk of social isolation occurred and created a barrier to engage in physical activity, while at the same time, increased a sedentary time during the lockdown due to more time spent at home (Stockwell et al, 2021;Runacres et al, 2021;Christensen et al, 2022). Engaging in physical activity can be a challenge due to staying at home, however, it is possible and very important to stay active, because of social isolation.…”

“…Social isolation and distancing (quarantine) measures are influencing the habits, in which individuals (adolescents) can engage in physical activity (Chtourou et al, 2020;Dor-Haim et al, 2021;Ghozy et al, 2021) and besides existing evidence shows a significant decrease of engaging in physical activity concurrent with an increase in sedentary time compared to pre-pandemic times (Bertrand et al, 2021;Gilbert et al, 2021;Luciano et al, 2021;Petersen et al, 2021;Stockwell et al, 2021;Ullah et al, 2021;Christensen et al, 2022;Dallolio et al, 2022;Elvén et al, 2022;Strain et al, 2022). Physical activity has been more important than ever during the global pandemic of Covid-19, however not engaging in physical activity is a global health problem and has been considered a global pandemic since 2012 (Kohl et al, 2012;Haseler, Haseler, 2022) and it is estimated that 1 in 3 adults and 3 in 4 adolescents worldwide did not meet the guidelines on physical activity before the Covid-19 pandemic and besides that 28 % of the world population remained physically inactive (Guthold et al, 2020).…”

“…And another existing evidence shows that 92 % of school-age children worldwide in more than 188 countries have been affected by shutdown of schools, the teaching process has continues through a distance learning (Korcz et al, 2021;Roe et al, 2021). Physical education teachers directed educational activities remotely via digital devices, including Skype, Google Meet and Microsoft Teams, however there was a significant uncertainty around the distance learning of physical education during the social isolation and social distancing (Mercier et al, 2021;Blain et al, 2022). Distance learning of physical education was provided by sharing pictures and video recordings and live broadcasting of exercise instructions, while physical education teachers were in person responsible for creating of contents and design of online physical education lessons.…”