Challenges Encountered by Physical Education Teachers in Online Teaching in Times of COVID-19 Pandemic

The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (×²) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

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Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools

Frontiers in Sports and Active Living ◽

10.3389/fspor.2021.716566 ◽

2021 ◽

Vol 3 ◽

Author(s):

Emily M. D'Agostino ◽

Mark Urtel ◽

Collin A. Webster ◽

Jaimie McMullen ◽

Brian Culp

Keyword(s):

Physical Activity ◽

Physical Education ◽

Online Teaching ◽

School Level ◽

National Database ◽

Physical Education Teachers ◽

Learning Tools ◽

Design Features ◽

School Closures ◽

12Th Grade

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.

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Contribution of video linked to post lesson interviews in emotional studies of the physical education teachers

PsycEXTRA Dataset ◽

10.1037/e548052012-477 ◽

2007 ◽

Author(s):

S. Ayme ◽

C. Ferrand

Keyword(s):

Physical Education ◽

Physical Education Teachers

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When Students Learn Better: Physical Education Teachers and Their Students Perceptions Employing the Cognitive Learning Instructional Model

PsycEXTRA Dataset ◽

10.1037/e548052012-273 ◽

2007 ◽

Author(s):

Marina I. Salvara ◽

Jozsef Bognar ◽

Balazs Fugedi

Keyword(s):

Physical Education ◽

Cognitive Learning ◽

Physical Education Teachers ◽

Instructional Model

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Dance Learning and Teaching Constraints through the Lenses of Male Pre-Service Physical Education Teachers in Hong Kong

PsycEXTRA Dataset ◽

10.1037/e631452013-046 ◽

2011 ◽

Author(s):

Lina Pui Yu Chow

Keyword(s):

Hong Kong ◽

Physical Education ◽

Physical Education Teachers ◽

Learning And Teaching

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CONHECIMENTO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE PRIMEIROS SOCORROS NAS ESCOLAS DE SANTA CECILIA-SC

Professare ◽

10.33362/professare.v7i1.982 ◽

2018 ◽

Vol 7 (1) ◽

pp. 82

Author(s):

Angélica Wrublak ◽

Elaine Caroline Boscatto

Keyword(s):

Physical Education ◽

Daily Life ◽

Cardiopulmonary Arrest ◽

School Context ◽

Real Life ◽

First Aid ◽

Basic Knowledge ◽

Physical Education Teachers ◽

Emergency Situations ◽

Santa Cecilia

Acidentes e fatalidades podem acontecer desde simples contusões até as mais urgentes hemorragias e parada cardiorrespiratória. Os primeiros socorros realizados de forma adequada podem minimizar os agravos e até mesmo salvar vidas. No âmbito escolar, situações de emergência fazem parte do cotidiano e é essencial que Professores de Educação Física tenham um conhecimento básico para atender as necessidades escolares. O presente estudo teve como objetivo verificar o conhecimento dos Professores de Educação Física (EF) da rede pública de Ensino da Cidade de Santa Cecilia-SC com relação aos Primeiros Socorros (PS). Caracterizou-se em natureza descritiva, transversal, com análise quanti-qualitativa dos dados. Participaram do estudo 11 Professores de EF. Para a coleta de dados, foi desenvolvido um questionário abordando aspectos conceituais, procedimentos e atitudes referentes ao cotidiano profissional. Do total, apenas um professor não teve a disciplina de PS na graduação. Os professores na sua minoria se sentem aptos a prestar os PS e inclusive assumir as situações, demonstrando conhecimento satisfatório na teoria, mas na prática sentem-se inseguros para agir diante de situações mais graves. Destaca-se que mais de 80% sabem como agir em atendimentos menos agravantes. Já nas situações de parada cardiorrespiratória (RCP) e hemorragias, os mesmos relataram que necessitam de um treinamento mais atualizado. Em crianças principalmente eles não sentem muito seguros em prover o auxílio. Foi possível concluir que os professores de EF apresentaram um nível de conhecimento satisfatório na teoria, mas sugerem atualizações periódicas em forma de cursos.Palavras-chave: Primeiros Socorros. Docentes. Educação Física e Treinamento.<h3>ABSTRACT</h3>Accidents and fatalities can occur from simple bruises to the most urgent hemorrhages and cardiopulmonary arrest. First aid performed properly can minimize the aggravations and even save lives. In the school context, emergency situations are part of the daily life and it is essential that Physical Education Teachers have a basic knowledge to carry out the school needs. This study verified the Physical Education (PE) Teachers knowledge from Santa Cecilia-SC public teaching related to first aid. It featured in descriptive nature, transversal, with quantitative and qualitative analysis of the data. Eleven PE teachers participated of the study. For the data collection, it was developed a questionnaire addressing conceptual aspects, procedures and attitudes concerning professional daily life. From the total, only one teacher did not have the first aid subject at the college. Teachers in their minority feel able to provide the first aid and even take on the situations, showing satisfactory theory knowledge, however in real life they feel insecure to act on before serious situations. It points out that more than 80% know how to act before less aggravating calls. Nonetheless, during cardiopulmonary arrest (CPR) and hemorrhages, they reported the need of an updated training. Mainly in children, they do not feel safe to provide the aid. It was possible to conclude that Physical Education Teachers showed a satisfactory level of knowledge in theory, however it suggest courses periodic updates.Keywords: First Aid. Faculty. Physical Education and Training.

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